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Al asma : Journal of Islamic Education
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : 27152820     EISSN : 27152812     DOI : https://doi.org/10.24252/asma
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Mathematics Other
Al asma : Journal of Islamic Education is a journal intended to accommodate all matters relating to the development of Islamic education knowledge. This journal specializes in education in the Islamic world and all things related to it. Hopefully through this journal the development of Islamic education can be achieved through research and science. Scope of Jurnal: - Studies in Social Education - Studies in Science Education - Management Education - Teaching & Learning - Quality Education - Education Development & Society - Educational Leadership - Educational Technology - Language Education - Philosophy of Education - Religious Education - Teacher Education - Early Childhood Education
Arjuna Subject : Umum - Umum
Articles 151 Documents
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ANALISIS STRATEGI COPING TERHADAP STRESS GURU BIOLOGI DI SMA Sumarni M; Wahyuni Ismail; Eka Damayanti
Al Asma: Journal of Islamic Education Vol 1 No 2 (2019): NOVEMBER
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v1i2.11131

Abstract

AbstrakPenelitian ini bertujuan untuk, mengetahui gambran stres yang dialami oleh guru biologi, mengetahui strategi coping yang dilakukan oleh guru biologi, dan mengetahui jenis coping yang digunakan oleh guru. Penelitian ini menggunakan metode kualitatif dengan teknik pengambilan data wawancara dan observasi. Analisis menggunakan reduksi data, penyajian data dan verifikasi. Pemeriksaan keabsahan data menggunakan triangulasi data dan pengecekan data. Subyek dalam penelitian ini adalah wanita dewasa yang bekerja sebagai guru yang berusia 35 tahun, 45 tahun dan 30 tahun, sebanyak 3 orang, guru yang telah bekerja 5 tahun keatas. Hasil penelitian ini menunjukkan bahwa guru mengalami stres dengan adanya tanda-tanda secara fisiologis, emosional, kognitif, perilaku dan interpersonal. Stress diakibatkan dengan urusan rumah tangga dan kesibukan disekolah. Sedangkan strategi coping yang digunakan adalah problem focused coping dan emotional focused coping. Pada problem focused coping individu cenderung menggunakan seeking social support for instrumental reason dalam menyelesaikan masalah yaitu mencari dukungan keluarga dan orang-orang terdekatnya dengan cara menceritankan masalahnya dan meminta pendapat atau nasehat dari orang tersebut. Kemudian emotional focused coping individu cenderung menggunakan turning to religion yaitu selalu berserah diri kepada Allah SWT. dengan berdoa agar diberi kemudahan dalam menyelesaikan masalah yang dihadapinya, agar diberi kesehatan dan selalu bersyukur atas apa yang telah didapatkannya. AbstractThis study aims to, know the stress imagery experienced by biology teacher, know coping strategies undertaken by biology teachers, and know the type of coping used by the teacher. This research uses qualitative method with interview and observation data. Analysis uses data reduction, data presentation and verification. Verification of data validity using data triangulation and data checking. Subjects in this study were adult women who worked as teachers aged 35 years, 45 years and 30 years, as many as 3 people, teachers who have worked 5 years and above. The results of this study indicate that teachers experience stress with signs physiological, emotional, cognitive, behavioral and interpersonal. Stress is caused by household affairs and busyness in school. While coping strategies used are problem focused coping and emotional focused coping. In problem focused coping, individuals tend to use social support for instrumental reason in solving the problem of seeking the support of their family and their closest people by narrating the problem and asking for opinions or advice from the person. Then emotional focused coping individuals tend to use turning to religion that is always surrendered to Allah SWT. by praying for ease in solving the problems he faces, to be given health and always be grateful for what he has got.
PERBANDINGAN HASIL BELAJAR FISIKA PESERTA DIDIK BERDASARKAN KARAKTER INTROVERT DAN EKSTROVERT Ahmad Ilham Alayyubi; Kasmawati Kasmawati; A. Jusriana
Al Asma: Journal of Islamic Education Vol 2 No 2 (2020): NOVEMBER
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v2i2.16163

Abstract

AbstrakPenelitian ini termasuk jenis penelitian ex post facto bertujuan untuk membandingkan hasil belajar fisika berdasarkan karakter introvert dan ekstrovert peserta didik. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI MA Guppi tahun ajaran 2019/2020 yang berjumlah 51 peserta didik. Sampel terdiri atas dua kelas dengan jumlah peserta didik kelas A sebanyak 25 orang dan peserta didik kelas B sebanyak 26 orang. Instrumen penelitian yang digunakan yaitu angket psikologi (Jung’s Type Indicator Test) dan teknik dokumentasi. Teknik analisis data yang digunakan yaitu analisis statistik deskriptif dan inferensial. Dari hasil analisis deskiptif perbandingan hasil belajar peserta didik yang berkepribadian introvert dan ekstrovert yang paling dominan di MA Guppi Samata memiliki kepribadian ekstrovert sebanyak 26 orang (65%) dibandingkan dengan kepribadian introvert sebanyak 14 orang (35%) dan rata-rata hasil belajar peserta didik yang memiliki karakter introvert (82,62) lebih rendah dibandingkan hasil belajar peserta didik yang memiliki kepribadian ekstrovert (83,87). Hasil analisis memperoleh nilai Chi – Square 4,541 dengan taraf signifikan 5% Assymp. Sig 0,338 > 0,05 yang berarti tidak ada perbedaan yang signifikan antara tipe kepribadian ekstrovert dan introvert terhadap hasil belajar fisika kelas XI MA Guppi, sehingga disimpulkan bahwa baik peserta didik dengan tipe kepribadian ekstrovert maupun introvert keduanya mempunyai peluang yang sama dalam meningkatkan hasil belajar. AbstractThis research is an ex post facto research which aims to compare the learning outcomes of physics based on the introvert and extrovert character of students. The population in this study were all students of class XI MA Guppi for the 2019/2020 academic year, totaling 51 students. The sample consisted of two classes with 25 class A students and 26 class B students. The research instruments used were psychological questionnaires (Jung's Type Indicator Test) and documentation techniques. The data analysis technique used is descriptive and inferential statistical analysis. From the results of descriptive analysis, the comparison of the learning outcomes of students with introverted and extroverted personalities, the most dominant in MA Guppi Samata, has an extrovert personality of 26 people (65%) compared to the introverted personalities of 14 people (35%) and the average learning outcomes of students. those who have introverted characters (82.62) are lower than the learning outcomes of students who have extrovert personalities (83.87). The results of the analysis obtained the Chi-Square value of 4.541 with a significant level of 5% Assymp. Sig 0.338 > 0.05, which means that there is no significant difference between extrovert and introvert personality types on the learning outcomes of physics class XI MA Guppi, so it is concluded that both students with extrovert and introvert personality types both have the same opportunity to improve learning outcomes.
KEPEMIMPINAN KEPALA SEKOLAH DAN PENGEMBANGAN BUDAYA DI SEKOLAH Syamsuddin Syamsuddin
Al Asma: Journal of Islamic Education Vol 2 No 1 (2020): MAY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v2i1.13360

Abstract

AbstrakKeberhasilan mencapai tujuan pendidikan di sekolah sangat tergantung pada kepemimpinan kepala sekolah dalam melaksanakan tugas dan fungsinya. Mengacu pada Pasal 15 Permendikbud Nomor 6 Tahun 2018 Tentang Tugas Pokok dan Fungsi Kepala Sekolah ialah untuk melaksanakan tugas pokok manajerial, pengembangan kewirausahaan, dan supervisi kepada Guru dan tenaga kependidikan, mengembangkan sekolah dan meningkatkan mutu sekolah berdasarkan 8 (delapan) standar nasional pendidikan, melaksanakan tugas pembelajaran maupun pembimbingan agar proses pembelajaran maupun pembimbingan tetap berlangsung dalam satuan pendidikan, melaksanakan tugas pembelajaran atau pembimbingan di luar tugas pokoknya dan melaksanakan promosi kebudayaan Indonesia. Sekolah merupakan wadah pengembangan budaya bangsa. Pengembangan budaya di sekolah merupakan bagian terpenting yang tak luput dari perhatian kepala sekolah. AbstractThe success of achieving educational goals in schools is highly dependent on the leadership of the principal in carrying out his duties and functions. Referring to Article 15 of the Ministry of Education and Culture Regulation No. 6 of 2018 concerning Principal Duties and Functions of School Principals is to carry out the principal managerial tasks, entrepreneurship development, and supervision of teachers and education staff, develop schools and improve school quality based on 8 (eight) national education standards, implement learning and coaching tasks so that the learning and coaching processes continue in the education unit, carry out learning or coaching tasks outside of their main tasks and carry out the promotion of Indonesian culture. A school is a place for developing national culture. Cultural development in schools is the most important part that does not escape the attention of the principal.
PROFIL GURU HARAPAN MASA DEPAN A. Marjuni; Alwan Suban
Al Asma: Journal of Islamic Education Vol 2 No 1 (2020): MAY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v2i1.13361

Abstract

AbstrakGuru adalah pendidik profesional dengan tugas untuk mendidik, mengajar, membimbing, mengarahkan, melatih, menilai, dan mengevaluasi peserta didik pada pendidikan anak usia dini jalur pendidikan formal, pendidikan dasar, dan pendidikan menengah. Guru mempunyai kedudukan sebagai tenaga profesional pada jenjang pendidikan dasar, pendidikan menengah, dan pendidikan anak usia dini pada jalur pendidikan formal yang diangkat sesuai dengan peraturan perundang-undangan yaitu: pertama, pengakuan kedudukan guru sebagai tenaga profesional dibuktikan dengan sertifikat pendidik. Kedua, Kedudukan guru sebagai tenaga profesional berfungsi untuk meningkatkan martabat dan peran guru sebagai agen pembelajaran berfungsi untuk meningkatkan mutu pendidikan nasional ketiga, Kedudukan guru dan dosen sebagai tenaga profesional bertujuan untuk melaksanakan sistem pendidikan nasional dan mewujudkan tujuan pendidikan nasional, yaitu berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, serta menjadi warga negara yang demokratis dan bertanggung jawab. AbstractA teacher is a professional educator with the task of educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education through formal education, basic education, and secondary education. The teacher has a position as a professional at the level of basic education, secondary education, and early childhood education in the formal education pathways that are appointed by laws and regulations, namely: first, the recognition of the position of teachers as professionals as evidenced by certificates of educators. Second, the position of the teacher as a professional staff function to improve the dignity and the role of the teacher as a learning agent functions to improve the quality of national education. Third, the position of the teacher and lecturer as professional staff aims to implement the national education system and realize the national education goals, namely the development of the potential of students so that be a human being who believes and is devoted to Allah Almighty, noble, healthy, knowledgeable, competent, creative, capable, and becomes a democratic and responsible citizen.
PENGEMBANGAN BAHAN AJAR FISIKA TERINTEGRASI ISLAM-SAINS UNTUK PESERTA DIDIK Santih Anggereni; Muh. Rusydi Rasyid; Irma Uswatun Hasanah
Al Asma: Journal of Islamic Education Vol 1 No 1 (2019): MAY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v1i1.11253

Abstract

AbstrakJenis penelitian ini adalah penelitian pengembangan. Penelitian ini bertujuan untuk mengembangkan bahan ajar fisika terintegrasi Islam-sains yang memenuhi kriteria valid, praktis dan efektif untuk peserta didik kelas VII MTs Guppi Samata Kab. Gowa. Model penelitian yang digunakan adalah model 4D yang terdiri atas define, design, development, dan disseminate. Instrumen penelitian yang digunakan adalah lembar validasi, lembar observasi keterlaksanaan bahan ajar, dan angket respons peserta didik terhadap bahan ajar. Sampel pada penelitian ini yaitu peserta didik kelas VII.C dan VII.D di MTs Guppi Samata Kab.Gowa. Data yang diperoleh kemudian dianalisis menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa bahan ajar memenuhi kriteria sangat valid dengan nilai rata-rata sebesar 0,98. Bahan ajar memenuhi kriteria praktis dengan nilai rata-rata sebesar 1,84. Respons peserta didik berada pada kategori positif sehingga memenuhi kriteria efektif. Maka dapat disimpulkan bahwa bahan ajar fisika terintegrasi Islam-Sains layak digunakan sebagai sumber belajar kerena telah memenuhi kriteria valid, praktis dan efektif. AbstractThis type of research is development research. This study aims to develop integrated Islamic-science physics teaching materials that meet valid, practical and effective criteria for grade VII students of Guppi Samata, Gowa Regency. The research model used is the 4D model consisting of define, design, development, and disseminate. The research instruments used were validation sheets, observation sheets of the implementation of teaching materials, and questionnaires for students' responses to teaching materials. The samples in this study were students of class VII.C and VII.D in MTs Guppi Samata, Gowa Regency. The data obtained were then analyzed using descriptive analysis. The results showed that teaching materials met very valid criteria with an average value of 0.98. Teaching materials meet practical criteria with an average value of 1.84. Student responses are in the positive category so that it meets the effective criteria. Then it can be concluded that the integrated physics teaching material of Islam-Science is appropriate to be used as a learning resource because it meets valid, practical and effective criteria.
PEMANFAATAN MODUL PEMBELAJARAN AL-QUR’AN BERBASIS METODE TILAWATI DALAM MENINGKATKAN KEMAMPUAN MEMBACA AL-QUR’AN SANTRI DI TK/TPA Khaera Umma; Erwin Hafid; Idah Suaidah; Mardhiah Mardhiah; Andi Halimah
Al Asma: Journal of Islamic Education Vol 2 No 2 (2020): NOVEMBER
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v2i2.17390

Abstract

Abstrak Tujuan penelitian ini adalah untuk mengetahui pemanfaatan modul pembelajaran Al-Qur’an berbasis metode tilawati dalam meningkatkan kemampuan membaca Al-Qur’an santri di TK/TPA. Subjek penelitian ini adalah santri TK/TPA Nurul Istiqomah Kampung Jangka Kabupaten Gowa. Hasil penelitian yang diperoleh yaitu: 1) kemampuan membaca Al-Qur’an santri TK/TPA Nurul Istiqomah Kampung Jangka Kabupaten Gowa sebelum pemanfaatan modul pembelajaran al-Qur’an berbasis metode tilawati diperoleh nilai rata-rata hanya sebesar 68,75 termasuk kategori sedang, 2) kemampuan membaca Al-Qur’an santri di TK/TPA Nurul Istiqomah Kampung Jangka Kabupaten Gowa setelah pemanfaatan modul pembelajaran Al-Qur’an berbasis metode tilawati, nilai rata-rata meningkat menjadi 87,50 termasuk ketegori tinggi, 3) terdapat perbedaan yang signifikan antara kemampuan membaca Al-Qur’an santri di TK/TPA Nurul Istiqomah Kampung Jangka Kabupaten Gowa sebelum dan setelah pemanfaatan modul pembelajaran Al-Qur’an berbasis metode tilawati. AbstractThe purpose of this study was to determine the use of the Al-Qur'an learning module based on the tilawati method in improving the students' ability to read Al-Qur'an in TK/TPA. The subjects of this study were students of TK/TPA Nurul Istiqomah Kampung Term, Gowa Regency. The results of the research obtained are: 1) the ability to read the Al-Qur'an of the TK/TPA students of Nurul Istiqomah Jangka Village, Gowa Regency before using the Qur'an learning module based on the tilawati method obtained an average value of only 68.75 included in the medium category, 2) the ability to read the Al-Qur'an of the students in TK/TPA Nurul Istiqomah Jangka Village, Gowa Regency after using the Qur'an learning module based on the tilawati method, the average score increased to 87.50 including the high category, 3) there is a significant difference between the students' ability to read Al-Qur'an in TK/TPA Nurul Istiqomah Jangka Village Gowa Regency before and after using the Qur'an learning module based on the tilawati method.
PENGARUH KEMAMPUAN VERBAL DAN PENYESUAIAN DIRI TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA Miranda Utama; Tri Hariyati Nur Indah Sari; Nur Ismiyati
Al Asma: Journal of Islamic Education Vol 2 No 2 (2020): NOVEMBER
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v2i2.17349

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh kemampuan verbal, penyesuaian diri, serta kemampuan verbal dan penyesuaian diri secara bersama-sama terhadap prestasi belajar matematika siswa. Penelitian ini merupakan penelitian ex-post facto menggunakan pendekatan kuantitatif. Populasi berasal dari 180 siswa kelas XI IPA SMA Negeri 8 Balikpapan. Penelitian ini menggunakan rumus Slovin dan mendapatkan 125 siswa yang terlibat sebagai sampel penelitian. Instrumen penelitian ini menggunakan tes dan angket. Data hasil penelitian dianalisis menggunakan regresi linear sederhana dan berganda. Hasil uji t menunjukkan bahwa nilai signifikansi sebesar 0,000 (Sig. < 0,05), sehingga dapat disimpulkan bahwa terdapat pengaruh kemampuan verbal terhadap prestasi belajar matematika siswa. Selanjutnya, hasil uji t menunjukkan bahwa nilai signifikansi sebesar 0,297 (Sig. > 0,05), sehingga dapat disimpulkan bahwa tidak terdapat pengaruh penyesuaian diri terhadap prestasi belajar matematika siswa. Kemudian, hasil uji F menunjukkan bahwa nilai signifikansi sebesar 0,000 (Sig. < 0,05), sehingga dapat disimpulkan bahwa terdapat pengaruh kemampuan verbal dan penyesuaian diri secara bersama-sama terhadap prestasi belajar matematika siswa. Selain itu, faktor kondisi seperti perubahan kebiasaan siswa yang awalnya belajar secara tatap muka di sekolah berubah menjadi pembelajaran secara online dapat mempengaruhi pencapaian prestasi belajar matematika siswa karena membutuhkan kesiapan dan penyesuaian diri yang matang pada siswa maupun pendidik. AbstractThe research aims to know the effect of verbal ability, self-adjustment, verbal ability and self-adjustment simultaneously toward student’s mathematic achievement. This research is ex-post facto research using a quantitative approach. The population came from 180 students of XI grade science class SMA Negeri 8 Balikpapan. This research used the Slovin formula and obtained 125 students involved a sample. This research used test and questionnaire as the instrument in this research. The data were analyzed using simple and multiple regression. The t-test result showed a significance value of 0,000 (Sig. < 0,05), so it could be concluded that there was an effect of verbal ability on students’ mathematic achievement. Next, the t-test result showed a significance value of 0,297 (Sig. > 0,05), so it could be concluded that there was no effect of self-adjustment on students’ mathematic achievement. Then, the F-test result showed a significance value of 0,000 (Sig. < 0,05), so it could be concluded that there was an effect of verbal ability and self-adjustment simultaneously on students’ mathematic achievement. Other than that, the condition factors such as changes in the habits of students who initially learn face-to-face at school turning into online learning can affect student achievement in mathematics learning because it requires mature readiness and adjustment in students and educators.
PENGARUH PENDEKATAN KONTEKSTUAL TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI KEBIASAAN BELAJAR PESERTA DIDIK Masyita Nur Syam; Andi Ika Prasasti Abrar; Ridwan Idris; Idah Suaidah
Al Asma: Journal of Islamic Education Vol 2 No 1 (2020): MAY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v2i1.13305

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh interaksi antara pendekatan kontekstual terhadap hasil belajar matematika ditinjau dari kebiasaan belajar peserta didik. Jenis penelitian ini adalah quasi experiment dengan desain factorial design. Populasi pada penelitian ini adalah seluruh peserta didik kelas VIII SMPN 30 Bulukumba yang berjumlah 87 orang. Pemilihan sampel menggunakan teknik simple random sampling. Instrumen yang digunakan adalah tes hasil belajar matematika dan angket kebiasaan belajar peserta didik. Teknik analisis yang digunakan adalah analisis statistik deskriptif dan analisis statistik inferensial. Hasil penelitian menunjukkan bahwa tidak terdapat pengaruh interaksi antara pendekatan kontekstual terhadap hasil belajar matematika ditinjau dari kebiasaan belajar peserta didik. AbstractThis study aimed to determine the effect of interaction between contextual approaches to mathematics learning outcomes in terms of learning habits. This type of research was a quasi-experiment with factorial design. The population in this study were all eighth-grade students of SMPN 30 Bulukumba, amounting to 87 people. Sample selection using a simple random sampling technique. The instruments used were mathematics learning achievement tests and student study habits questionnaire. The analysis technique used is descriptive statistical analysis and inferential statistical analysis. The results showed that there was no interaction effect between contextual approaches to mathematics learning outcomes in terms of student learning habits.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VII SMP Ayu Lestari; Nur Kholisah Latuconsina; Andi Ulmi Asnita
Al Asma: Journal of Islamic Education Vol 1 No 2 (2019): NOVEMBER
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v1i2.11257

Abstract

This research investigates the effectiveness of Think Pair Share (TPS) cooperative learning model in enhancing seventh grade student’s mathematical communication at SMP Negeri 2 Patalassang in Gowa Regency. It employs quasi experimental research design with non-equivalent control group design to investigate the issue. The population of this research is divided into 4 classes and decided with simple random sampling technique. The instruments used in this research consist of pre-test and post-test of mathematical communication ability. The data were analysed using descriptive and inferential statistic. The research findings suggest that the results of the descriptive analysis show a high level of student’s mathematical communication ability when taught with the TPS model, indicated by an average score of 78.2926 with a percentage of 66.667%. However, the findings also signify an equally high level of student’s mathematical communication ability without being taught with TPS model, indicated by an average score of 74.1944 with a percentage of 88.111%. The results of the inferential analysis, meanwhile, show that there is a significant difference of student’s mathematical communication ability between the classes who were taught with the TPS model and those who were not, signified. Furthermore, an advanced testing shows that the TPS learning model is more effective in enhancing student’s mathematical communication ability than the learning without the implementation of the TPS model. AbstrakPenelitian ini bertujuan untuk mengetahui apakah model pembelajaran Kooperatif tipe Think Pair Share (TPS) efektif dalam meningkatkan kemampuan komunikasi matematis peserta didik kelas VII SMPN 2 Patalassang Kabupaten Gowa. Penelitian ini merupakan penelitian eksperimen dengan jenis penelitian quasi experimental design dengan non-equivalent control group design. Populasi dalam penelitian ini terbagi ke dalam 4 kelas kemudian dengan penentuan sampel menggunakan simple random sampling. Instrumen yang digunakan berupa tes kemampuan komunikasi matematis terbagi atas pretest dan posttest. Teknik analisis yang digunakan adalah statistik deskriptif dan statistik inferensial. Hasil analisis deskriptif menunjukkan bahwa rata-rata kemampuan komunikasi matematis siswa dengan model pembelajaran kooperatif tipe TPS adalah 78,2926 berada pada kategori tinggi dengan persentase 66,667% dan rata-rata kemampuan komunikasi matematis siswa tanpa model pembelajaran kooperatif tipe TPS adalah 74,1944 pada kategori tinggi dengan persentase 88,111%. Hasil analisis inferensial menunjukkan bahwa terdapat perbedaan yang signifikan antara kemampuan komunikasi matematis siswa antara kelas yang diajar dengan model pembelajaran kooperatif  tipe TPS dengan kelas tanpa model pembelajaran kooperatif tipe TPS. Selanjutnya, hasil uji lanjut menunjukkan bahwa pembelajaran dengan model pembelajaran kooperatif tipe TPS lebih efektif meningkatkan kemampuan komunikasi matematis siswa dibandingkan dengan tanpa model pembelajaran kooperatif tipe TPS. 
EFEKTIVITAS PENERAPAN MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) BERBANTUAN MEDIA PEMBELAJARAN QUESTION CARD DALAM MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VIII SMPN 1 SANROBONE A. Sriyanti; Ridwan Idris; Rikayanti Rahman
Al Asma: Journal of Islamic Education Vol 1 No 1 (2019): MAY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v1i1.11245

Abstract

AbstrakTujuan penelitian ini adalah melihat efektivitas model pembelajaran Numbered Heads Together (NHT) berbantuan media pembelajaran question card di kelas VIII SMPN 1 Sanrobone dalam meningkatkan pemahaman konsep matematika siswa di kelas VIII  SMPN 1 Sanrobone. Jenis penelitian ini adalah eksperimen semu (Quasi Eksperimental) dengan non-equivalent control grup design. Sampel terdiri dari dua kelas yaitu kelas eksperimen menggunakan model pembelajaran Numbered Heads Together (NHT) berbantuan media pembelajaran question card dan kelas kontrol tidak dengan menggunakan model pembelajaran Numbered Heads Together (NHT) berbantuan media pembelajaran question card dengan teknik pengambilan sampel purposive sampling. Hasil uji hipotesis dengan taraf signifikan α = 0,05 menunjukkan bahwa nilai  (2-tailed)  atau  artinya tidak terdapat perbedaan rata-rata pemahaman konsep matematika siswa yang diajar menggunakan model pembelajaran Numbered Heads Together (NHT) berbantuan media pembelajaran question card dan kelas yang tidak diajar menggunakan model pembelajaran Numbered Heads Together (NHT) berbantuan media pembelajaran question card. Berdasarkan kesimpulan dapat diketahui bahwa penerapan model pembelajaran Numbered Heads Together (NHT) berbantuan media pembelajaran question card  tidak efektif meningkatkan pemahaman konsep matematika siswa. AbstractThis research aims to examine the effectiveness of Numbered Heads Together (NHT) learning model which is equipped with Question Card learning media in promoting seventh grader’s understanding of mathematical concepts in SMPN 1 Sanrobone. In investigating the issue, this research used quasi experimental research with non-equivalent control group design. The research samples were selected using purposive sampling technique and were divided into two groups. The first group is an experimental class where Numbered Heads Together (NHT) learning model and Question Card learning media are implemented, while the second group is control class where Numbered Heads Together (NHT) learning model and Question Card learning media are not implemented. The results of hypothesis testing with significance rate of α = 0,05 shows that the value of  (2-tailed)  atau  . This further indicates that there is no difference in students’ understanding of mathematical concepts whether or not they are taught using Numbered Heads Together (NHT) learning model and Question Card learning media. Therefore, this research concludes that the implementation of Numbered Heads Together (NHT) learning model and Question Card learning media is not effective in promoting seventh graders’ understanding of mathematical concepts.

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