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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150 Documents
<![CDATA[ANTANGAN DAN PELUANG PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Rangkuti, Ahmad Nizar]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 2, No 01 (2014) ]]>
Publisher : <![CDATA[IAIN PADANGSIDIMPUAN ]]>
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DOI: 10.24952/logaritma.v2i01.209
<![CDATA[The development of mathematics learning in Indonesia is very alarming. One contributing factor is the lack of realization of the approach or learning strategies used during the learning process. The new paradigm of education is now more emphasis on students as human beings who have the potential to learn and grow. Therefore, it is necessary to apply a variety of learning approaches that are relevant to the learning of mathematics. Learning approach is intended contextual approach, open ended approach, problem-solving approach, and the approach of realistic mathematics education. The fourth approach uses a realistic problem as a starting base of learning so that students are expected to find and reconstruct mathematical concepts or formal mathematical knowledge. Furthermore, students are given the opportunity to apply mathematical concepts to solve everyday problems or problems in other fields. It is necessary for the mathematical concepts for students awoke]]>
<![CDATA[EKSISTENSI ETIKA PROFESI KEGURUAN DALAM DUNIA PENDIDIKAN ]]>
<![CDATA[Zulhimma, Zulhimma]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 1, No 02 (2013) ]]>
Publisher : <![CDATA[IAIN PADANGSIDIMPUAN ]]>
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DOI: 10.24952/logaritma.v1i02.225
<![CDATA[Teachers are guides towards students’ study success. They are for students’ future. Teachers mean models and guides for their students in any studies, characters and behaviours. Accordingly, teachers should have ethic for being educationists, teachers, instructors, guides and jury.]]>
<![CDATA[PEMBENTUKAN KARAKTER SISWA MELALUI PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Suryani, Didik Rezki]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 4, No 02 (2016) ]]>
Publisher : <![CDATA[IAIN PADANGSIDIMPUAN ]]>
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DOI: 10.24952/logaritma.v4i02.1232
<![CDATA[Educational success is not only measured by the value of a student’s academic mastery. The learning process is expected to bring students into the generation of educators in addition to the intelligence, and knowledge students also have the character values that are reflected in the behavior of daily life. At each level of education, learning math portion of lesson hours to get quite a lot compared to other subjects so that through the process of learning mathematics expected to form the character of students.           Math lesson plans should be designed optimally so that the purpose of forming the character of students through the learning of mathematics can be achieved. In this paper the authors provide examples of the application of learning mathematics curriculum in 2013. With a curriculum based learning stages in 2013 is expected to form the character of students, among others, respect for others, responsibility,and integrity.]]>
<![CDATA[KONSEP STANDAR PROSES DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Nasution, Mariam]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 6, No 01 (2018) ]]>
Publisher : <![CDATA[IAIN PADANGSIDIMPUAN ]]>
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DOI: 10.24952/logaritma.v6i01.1249
<![CDATA[In the process of mathematics learning a teacher must be able to create a meaningful learning process. A good learning process will be able to achieve the goal of learning to the fullest. Teacher learning process should be able to bring the creativity of students, skills, liveliness and can solve problems. Mathematics Learning formulated by the National Council of Teachers of Mathematics or NCTM outlines that students must learn mathematics through understanding and actively build new knowledge from experience and knowledge that has been previously owned The standard in the process of learning mathematics are: 1) Understanding the concept of mathematics, 2) Mathematical reasoning, 3)    mathematical communication, 4) Mathematical connection, 5) Mathematical problem solving. The five standard processes should not be viewed as something separate from the standard contents in the mathematics curriculum. The five standard processes direct the method-methods or processes to do all of mathematics, therefore, they must be seen as integral components with learning and teaching. The process standard refers to the mathematical process through which the student acquires and uses mathematical knowledge to derive the learning objectives set at the school level.]]>
<![CDATA[KOMUNIKASI MATEMATIS DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Siregar, Nur Fauziah]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 6, No 02 (2018) ]]>
Publisher : <![CDATA[IAIN PADANGSIDIMPUAN ]]>
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DOI: 10.24952/logaritma.v6i02.1275
<![CDATA[Mathematical communication is one aspect that must be owned and developed in learning mathematics, it is stated in Permen 22 of 2006 concerning Graduation Competency Standards in the field of mathematics. A well-designed mathematics learning process can develop students' mathematical communication skills. The communication process for students to be able to develop ideas and build mathematical knowledge through assignments or questions designed by the teacher. Problems with mathematical communication skills that can be used must be in accordance with mathematical communication indicators. Questions that are in accordance with indicators are questions that can measure students' mathematical abilities. Thus, a good communication process can be a means to teach mathematics. Effective and communicative learning.]]>
<![CDATA[KEMAMPUAN PEMECAHAN MASALAH SISWA PADA POKOK BAHASAN FUNGSI DI KELAS VIII MADRASAH TSANAWIYAH AL-JUNAIDIYAH KAMPUNG LAMO KABUPATEN MANDAILING NATAL ]]>
<![CDATA[Sari, Nila]]>;
<![CDATA[Rangkuti, Ahmad Nizar]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 5, No 02 (2017) ]]>
Publisher : <![CDATA[IAIN PADANGSIDIMPUAN ]]>
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DOI: 10.24952/logaritma.v5i02.1537
<![CDATA[The background of this research problem is the lack of students' ability to associate the concepts they learn with the problems that exist in their environment. In addition to the lack of maximum problem solving abilities of students who, if seen from the causal elements, one of them is the inappropriate learning method applied by the teacher. The problem discussed in this study is about students' problem solving abilities in the function subject in class VIII Al-Junaidiyah Mandailing Natal District. How is the problem solving ability of students in the function subject in class VIII Al-Junaidiyah Mandailing Natal District ?. Problem solving ability is one of the mathematical abilities that can facilitate students in solving problems in mathematics. This study aims to find out how students' problem solving abilities when faced with math problems students VIII Al-Junaidiyah Mandailing Natal District.This research is a qualitative research with descriptive approach method. The research subjects were class VIII Al-Junaidiyah Mandailing Natal District as many as 25 students. To obtain this research data using interview instruments and tests. Data analysis used is tabulation with the application of descriptive data.Based on the results of the study it can be concluded that the problem solving abilities of students on the subject of functions in expressing functions in arrow diagrams are 34.11%, problem solving abilities in expressing functions in cartesius diagrams21.96%, and problem solving abilities in expressing functions in sequential pairs 16.36%, then the problem solving ability in expressing a notation of a function consisting of 2 items, namely number 4 is 16.82% and question number 5 is 10.75%. The conclusions found in this study are the lack of student understanding in the concepts of function, which causes a low ability to solve the problem of class VIII students of Al-Junaidiyah, Mandailing Natal District.]]>
<![CDATA[Keterampilan Guru Dalam Bertanya Pada Pembelajaran Matematika ]]>
<![CDATA[Nasution, Mariam]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[IAIN PADANGSIDIMPUAN ]]>
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DOI: 10.24952/logaritma.v7i01.1666
<![CDATA[In learning mathematics the questioning skills are very much needed in order to carry out the teaching and learning process in the classroom. Skills to ask, for a teacher is a very important skill to master. The skill of asking is an integral part in order to improve the quality of learning processes and outcomes, which is also part of the success in instructional management and classroom management. Through the skill of asking the teacher is able to detect obstacles in the process of thinking among students and can improve and improve the learning process among students. The questions that are conveyed must pay attention to the components, the skill component to ask. Therefore the questioning skills can be divided into two groups, namely basic questioning skills and advanced questioning skills. Basic questioning skills are: (1) Clear and concise, (2) Provision of references, (3) Concentration, (4) Transfer of turn, (5) Distribution, (6) Giving time to think (7) Giving guidance. Advanced questioning is: (1) Changing cognitive level guidance (2) Setting the order of questions, (3). Tracking questions, and (4) Encouraging interaction.]]>
<![CDATA[Pengaruh Self Efficacy terhadap Kemampuan Komunikasi Matematis melalui Pembelajaran dengan Menggunakan Aplikasi SPSS ]]>
<![CDATA[Ramadhani, Ramadhani]]>;
<![CDATA[Harahap, Juli Yanti]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[IAIN PADANGSIDIMPUAN ]]>
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DOI: 10.24952/logaritma.v8i01.2382
<![CDATA[This study aims to determine the effect of self efficacy on students' mathematical communication skills through learning using the SPSS application. The use of SPSS applications in learning, specifically in Education Statistics courses supports for students in subject matter. This research is a correlation approach. All students of Semester VII Mathematics Education at the Universitas Muslim Nusantara Al Washliyah be population in this study. By using a sample of research in Semester VII-A Academic Year 2019/2020. The research instrument consisted of tests of mathematical communication skills and self efficacy questionnaires. Tests and questionnaires were provided after the learning process using the SPSS application. This research analyzed by using regression analysis. The results of this study indicate that the correlation value of 0.660 means that it is a strong ability for students' mathematical communication skills. And the regression equation is Y = 0,62X + 66,571.]]>
<![CDATA[Pembelajaran Komunikasi Matematika dalam Think Pair Share ]]>
<![CDATA[Nasution, Mariyam]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 1, No 02 (2013) ]]>
Publisher : <![CDATA[IAIN PADANGSIDIMPUAN ]]>
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DOI: 10.24952/logaritma.v1i02.220
<![CDATA[ability [of] Communications matematik [is] one of [the] elementary ability [of] study [of] mathematics in reading, comprehending, explaining, and expressing a[n problem of to matematik. One of [the] study model able to develop ability [of] educative [by] participant matematik communications [is] model study [of] Think Pair Share ( TPS). Model this study put in the way of educative participant to work [by] xself and also cooperate with others so that can improve ability [of] matematik communications learnt and cooperate to solve problems.Writer here aim to to study usage model study [of] Think Pair Share type co-operative ( TPS) to ability [of] educative participant matematik communications in study [of] matematik and know educative participant respon to model study [of] Think Pair Share type co-operative ( TPS).]]>
<![CDATA[MODEL PEMBELAJARAN RECIPROCAL TEACHING KAITANNYA DENGAN KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA ]]>
<![CDATA[Suparni Suparni]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 4, No 01 (2016) ]]>
Publisher : <![CDATA[IAIN PADANGSIDIMPUAN ]]>
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DOI: 10.24952/logaritma.v4i01.1227
<![CDATA[To achieve the learning objectives expected, a teacher should be able to choose and use a learning model, because learning model will affect the learning process and student mathematical communication. In reciprocal teaching learning model there are four activities, namely: predicting, summarizing, asking questions, and explain again. This fourth activities undertaken by the students after the teacher show them how to predict, summarize, make inquiries and explain. This learning model is very well suited to improve student’s mathematics communication because students can interact direcltly without any embarrassment to his friends so that they can solve problems in complex because the student will share his ideas and discussing in group to solve the problem by connecting to every asped of it, can connect matter with other matter and the real world.]]>
