Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains
Logaritma: Jurnal Ilmu-ilmu Pendidikan dan Sains are journal containing the results of research and discussion in the field of education including education and teaching, learning strategies, curriculum, teaching media, learning methods, learning techniques, algebra, calculus, and mathematical problem solving. This scientific journal is a periodical journal published by the Jurusan Tadris Matematika FTIK IAIN Padangsidimpuan every June and December (2 editions per year). The contents are author’s responsibility.
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<![CDATA[Dampak Pengiring dari suatu Pengembangan Perangkat Pembelajaran Matematika ]]>
<![CDATA[Nur Fauziah Siregar]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v9i02.4420
<![CDATA[This study aims to see the impact of the accompaniment of a mathematics learning device development. The learning tools are lesson plans and worksheets. The subjects in this study were class VII students of SMP Negeri 7 Padangsidimpuan, totaling 41 students. The instruments used are questionnaires, interviews with 5 students and document studies in the form of lesson plans and worksheets. The data analysis technique used was that all the data were edited, coded, and the data was entered into a table and then analyzed. The accompaniment impact obtained by adding interest and attracting students' attention is the highest position, namely 93% and making it easier to understand material concepts and develop mathematical abilities occupies the lowest position, namely 73%. The impact of the accompaniment obtained in the interview seen from the aspect of interest and attention seemed to increase the focus of learning, increase the enthusiasm for learning mathematics and make learning mathematics more fun. Independence in learning mathematics has an accompaniment effect in increasing the ability to think about problem solving procedures, dare to ask questions, and learn from various sources. Thinking skills have an accompaniment impact that students have the ability to take the essence of the subject matter. Activities and creativity have an accompaniment impact that students are more active in learning mathematics and more creative in solving mathematical problems. In the study of documentation seen from 3 aspects, namely planning, implementation and evaluation which shows that it is written systematically]]>
<![CDATA[Analisis Level Kognitif Soal Trigonometri Buku Teks Matematika SMA/MA Kelas X Berdasarkan Taksonomi Bloom Revisi ]]>
<![CDATA[Rahma Nia Juita]]>;
<![CDATA[Hari Sumardi]]>;
<![CDATA[Hanifah Hanifah]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v9i02.4226
<![CDATA[The Mathematics Textbook for 10th grade of senior high school published by the Ministry of Education and Culture is the main book used in learning at school. However, there are teachers who rarely use the problems in the book when giving exercises to students, especially on Trigonometry. Whereas, the distribution of cognitive levels on the competency test in the book is not known. This study was aimed to describe the distribution of cognitive levels of Trigonometry’s competency test questions in mathematics book for 10th grade published by the Ministry of Education and Culture based on the revised Bloom's Taxonomy. This type of research was descriptive research with documentation method. The instruments that used in this study were cognitive level classification sheet and cognitive level conformity validation sheet. The results showed that from 171 questions there was a question that was incomplete and as many as 170 questions that deserved to be analyzed obtained a distribution of cognitive level remembering (C1) as 5 questions , understanding (C2) as 44 questions , applying (C3) as 99 questions , analyzing (C4) as 15 questions , and evaluating (C5) as 7 questions , and it did not contain the cognitive level of creating (C6).]]>
<![CDATA[Pengaruh Pendekatan Matematika Realistik terhadap Minat Belajar Mahasiswa Tadris/Pendidikan Matematika pada Saat Pandemi Covid-19 ]]>
<![CDATA[Lili Nur Indah Sari]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v9i02.4347
<![CDATA[The purpose of this study was to see the effect of the Realistic Mathematics Approach on student interest in learning during the covid-19 pandemic. This research is a quasi-experimental research (quasi-experimental) conducted at the Padangsidimpuan State Islamic Institute, Faculty of Tarbiyah and Teacher Training, Tadris/Mathematics Education Study Program T.A 2019/2020. The conclusion from the questionnaire results obtained from students, the average score of student interest in learning who was treated with the Realistic Mathematics Approach was better than the average score of student interest in learning who was treated with the Conventional Approach. The average score of students who were treated with a realistic mathematical approach was 50.03, while the average score of students who were treated with the Conventional Approach was 41.73. In the calculation of the t test, the t value was obtained at a significance level of 0.151 0.05 so it can be concluded that there is an effect of a realistic mathematical approach on the learning interest of Tadris/Mathematics Education students during the covid-19 pandemic.]]>
<![CDATA[Pengaruh Konsep Diri dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa SMP ]]>
<![CDATA[Liana Widya Astuti]]>;
<![CDATA[Heni Pujiastuti]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v9i02.3905
<![CDATA[This research aims to see how much influence self-concept and learning independence have on mathematics learning outcomes. The method used is a survey method with a quantitative approach. The sample in this study were students of Class VIII B MTs. Daar El-Huda as many as 32 students. Data collection is done by giving a questionnaire. The data used are primary data and secondary data. Primary data includes 2 variables (self-concept and learning independence) which were collected with previously validated instruments. Secondary data is the result of students' mathematics learning obtained from mathematics teachers. Based on the results of the study, it can be concluded that first, there is an effect of self-concept and independent learning together on learning outcomes of mathematics. The contribution of self-concept and learning independence to mathematics learning outcomes is 96.1% and the remaining 3.9% are other variables that contribute besides self-concept and learning independence. Second, there is the effect of self-concept on mathematics learning outcomes. Third, there is the influence of independent learning on mathematics learning outcomes.]]>
<![CDATA[Kemampuan Berpikir Logis Mahasiswa dengan Menggunakan Model Pembelajaran M-APOS ]]>
<![CDATA[Dwi Maulida Sari]]>;
<![CDATA[Diyah Hoiriyah]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v9i02.4525
<![CDATA[This article aims to analyze students' mathematical logical thinking skills who apply the M-APOS learning model. The research was conducted in the sixth semester at one of the universities in Padangsidimpuan. It was found that the average n-gain of M-APOS class students' logical thinking skills increased in the high category as stated by Hake's criteria for increasing n-gain. The standard deviation value for the M-APOS class shows that the distribution of the n-gain value data is very diverse. This shows that the M-APOS learning model can be used as a learning model that can improve logical thinking skills.]]>
<![CDATA[Deskripsi Pengembangan Keprofesian Berkelanjutan Guru Matematika ]]>
<![CDATA[Ahmad Nizar Rangkuti]]>;
<![CDATA[Roimah Sari]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v9i02.4613
<![CDATA[The purpose of this study was to describe the continuous professional development of mathematics teachers at SMPN 6 Panyabungan which includes aspects of self-development, scientific publications, and innovation works. The data collection method used consisted of observation, interviews, and document studies. Data analysis used descriptive qualitative analysis method which aims to describe how the continuous professional development of mathematics teachers at SMP Negeri 6 Panyabungan and how to deal with problems faced in carrying out continuous professional development of mathematics teachers. The results of the study concluded that in carrying out the Continuing Professional Development (PKB) mathematics teachers there were several problems, namely the lack of a given quota, ignorance of Continuing Professional Development (PKB) and the lack of a teacher's intention to participate in Continuing Professional Development (PKB).]]>
<![CDATA[Pengaruh Pendekatan Pembelajaran Pendidikan Matematika Realistik Indonesia (PMRI) dengan Mobile Learning terhadap Kemampuan Komunikasi Matematis Siswa ]]>
<![CDATA[Swastyka Rakhma Wiyanti]]>;
<![CDATA[Rina Marlina]]>;
<![CDATA[Dori Lukman Hakim]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v9i02.3451
<![CDATA[This research is motivated by the low mathematical communication skills of students in one of the junior high schools in Karawang Regency. This research was conducted with the aim of knowing whether the learning approach of Indonesian Realistic Mathematics Education (PMRI) with Mobile Learning has an effect on Students' Mathematical Communication Ability. The research approach used in this study is a quantitative approach with experimental methods and a Posttest Only One Control Group research design conducted at NURUL FALAH Junior High School JAKARTA. The data was collected using a mathematical communication ability test instrument and the hypothesis test used was an analysis of the difference between two averages (2 Independent Sample t-test) to determine the average difference in mathematical communication skills of experimental class students using the PMRI learning approach with mobile learning. and a control class that uses a direct learning approach with mobile learning. The calculation of the data was carried out using the SPSS ver 22 (Statistical Product and Service Solution) application and based on the calculation of the posttest results of the two groups, there were differences in students' mathematical communication skills.]]>
<![CDATA[Pengaruh Minat Belajar Matematika terhadap Kemampuan Pemahaman Matematis Siswa SMP ]]>
<![CDATA[Tri Wulandari]]>;
<![CDATA[Nita Hidayati]]>;
<![CDATA[Attin Warmi]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v9i02.2784
<![CDATA[This study aims to determine the effect of interest in learning mathematics to students' mathematical understanding abilities. This research is an ex-post facto research with an approach quantitative. The population in this study were all eighth grade students of SMP Negeri 1 Karawang Barat with 468 students using purposive sampling techniques so that the total sample was 38 students. Data collection techniques using test instruments, questionnaires and online (in the network). Data analysis techniques were performed using simple linear regression analysis. As a prerequisite for analysis, data normality test and data linearity test are performed. Data is processed using SPSS Software version 22 for windows. The results of this study indicate that there is influence interest in learning mathematics towards students' mathematical understanding abilities, this is indicated from the results of simple linear regression analysis that obtained the value of Sig. = 0.046 ???? = 0.05 so ????0 is rejected and ????1 is accepted or the regression model is linear with a coefficient of determination of 10.6%.]]>
<![CDATA[Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Roundtable terhadap Hasil Belajar Matematika ]]>
<![CDATA[Eka Anjarwati]]>;
<![CDATA[Suparni Suparni]]>;
<![CDATA[Rahma Hayati Siregar]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v9i02.6038
<![CDATA[This research is motivated by the lowlearning outcomes of students, because the learning process at school still uses conventional learning models. Mathematics learning tends to be teacher-centered, resulting in students being less active in the learning process. Therefore, the researchers conducted research on the Round Table type of cooperative learning model that can affect students mathmatics learning outcomes.The formulation of the problem in this study is whether there is a significant influence of the Round Table type of coopetive learning model on students mathematics learning outcomes in the trigonometry material of Tenth Graders of SMA Negeri 2 Padang Bolak. The purpose of this study was to determine the significant influence of the Round Table type of coopetive learning model on students mathematics learning outcomes in the trigonometry material of Tenth Graders of SMA Negeri 2 Padang Bolak.This research is a quantitative study using experimental methods with the research design is non random contol group pre test post test design. The population in this study were Tenth Grade of SMA Negeri 2 Padang Bolak which consisted of three classes with a total of 79 students. The sampel in the experimental class that was given treatment amounted to 27 students and the control class that was not given treatment amounted to 25 students. Data processing and data analysis was carried out using the T-test.The result of the T-test obtainedthe average value of the experimental clas after the Round Table type of coopetive learning model was applied to the results of the pre test to the post test, which was 68,89 to 75,741. While in the control class the results of the pre test to the post test, which was 65 to 71,8. Based on the results of hypothesis testing obtained thitung ttabel (2,1758 2,008) with a significance level 5% and dk = 50, then H0 is rejected and Ha is accepted. Thus, it can be concluded that there is a significant influence of the Round Table type of coopetive learning model on students mathematics learning outcomes in the trigonometry material of Tenth Graders of SMA Negeri 2 Padang Bolak.]]>
<![CDATA[Penerapan Pendekatan Matematika Realistik untuk Meningkatkan Kemampuan Komunikasi Matematis ]]>
<![CDATA[Rodiana Lubis]]>;
<![CDATA[Safaten Sudoh]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 02 (2021) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v9i02.6244
<![CDATA[This study aims to improve students’ mathematical communication skills, especially in integerarithmetic operations using the Realistic Mathematics Education (PMR) approach in Class VII-1 Madrasah Tsanawiyah Swasta Baharuddin Janjimauli Muaratais, Angkola Muaratais District. The type of research used is Classroom Action Research (CAR) using two cycles, and each cycle has 2 meetings. The subjects of this study were students of class VII-1 Madrasah Tsanawiyah Swasta Baharuddin Janjimauli Muaratais, Angkola Muaratais District which consisted of 14 male students and 9 female students. Based on the data from the research conducted, it was obtained the results of increasing students' mathematical communication skills in writing through tests. The results showed that the initial test of the number of students who completed was 7 students with a percentage of 30.43%. After implementing the realistic mathematical approach, there was an increase in students' mathematical communication skills at each meeting. Cycle I meeting 1 average of students who completed 66.08 with a percentage of completeness 43.47%, cycle I meeting 2 an average of students who completed 72.82 with a percentage of completeness 60.86%, cycle II meeting 1 an average of students who completed 77.17 with a percentage of completeness 73.91%, cycle II meeting 2 the average student who completed 81.74 with a percentage of completeness 86.95%.]]>
