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Lemma: Letters of Mathematics Education
Published by Universitas PGRI Sumatera Barat
ISSN : 24074527     EISSN : 24601047     DOI : https://doi.org/10.22202/
Core Subject : Education,
Mathematics
Lemma : Letters of Mathematics Education (2407-4527) (2460-1047) is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics education. This journal published twice a year (June and November) by Prodi Pendidikan Matematika STKIP PGRI Sumatera Barat. All submitted manuscripts will be initially reviewed by editors and are then evaluated by minimum of two Reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. Lemma : Letters of Mathematics Education welcomes high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: Realistic Mathematics Education, Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, Lesson Study for Learning Community, and Ethnomathematics. The manuscript must be original research, written in English or Bahasa Indonesia, and not be simultaneously submitted to another journal or conference.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 184 Documents
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PENERAPAN LANGKAH POLYA DALAM MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA MATERI PERBANDINGAN Ismail, Eldi; Badu, Syamsu Qamar; Takaendengan, Bertu Rianto
JURNAL LEMMA Vol 11, No 2 (2024): Lemma: Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jl.2024.v11i2.9379

Abstract

Adanya problematika siswa dalam menganalisis soal cerita pada materi perbandingan, yang menyebabkan penurunan hasil belajar siswa menjadi dasar dilakukannya penelitian ini. Tujuan dari penelitian ini ialah untuk mengetahui apakah penerapan tahapan-tahapan pemecahan masalah Polya dalam pembelajaran PBL bisa meningkatkan capaian hasil belajar matematika peserta didik pada topik perbandingan. Pada semester genap tahun ajaran 2024/2025, sebanyak 31 siswa dari kelas VII-2 SMPN 1 Wonosari terlibat dalam PTK. Data diperoleh dari pengamatan observasi dan ujian tes, kemudian dianalisis dengan melihat kegiatan guru dan siswa, serta tes hasil belajar siswa. Prosedur penelitian mencakup tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi, selama dua siklus pelaksanaan. Hasil penelitian mengungkapkan bahwa capaian belajar matematika peserta didik mengalami peningkatan dari 67,74% di siklus I menjadi 87,10% di siklus II, dengan kriteria yang awalnya "cukup baik" meningkat menjadi "sangat baik." Selain itu, observasi terhadap keterlaksanaan pembelajaran oleh guru juga mengalami peningkatan, dari 70,37% di siklus I dan memperoleh 87,04% di siklus II. Sementara itu, aktivitas siswa memperoleh 68,75% di siklus I kemudian 81,25% di siklus II.Temuan ini membuktikan bahwa penggunaan langkah pemecahan masalah Polya terhadap model Problem Based Learning yang berfokus pada materi perbandingan berhasil menaikkan capaian hasil belajar siswa pada mata pelajaran matematika.
PENGEMBANGAN E-LKPD BERBASIS PROBLEM BASED LEARNING PADA ELEMEN ANALISIS DATA DAN PELUANG Rahmi, Rahmi; Hamdunah, Hamdunah; Yunita, Alfi
JURNAL LEMMA Vol 11, No 2 (2024): Lemma: Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jl.2024.v11i2.9679

Abstract

The background of this research is because there are no electronic teaching materials that can help students to think critically, creatively and learn independently according to the demands of the independent curriculum in class X of SMA Negeri 1 Bungo and SMA Negeri 10 Tebo, Jambi Province. This study aims to produce valid and practical Electronic Student Worksheets (E-LKPD) based on Problem Based Learning on the element of data analysis and opportunity. This type of research is research and development using the ADDIE development model. The stages used in this development model are: analysis stage, design stage, development stage, implementation stage, and evaluation stage. The subjects of this study were class X students of SMA Negeri 1 Bungo and SMA Negeri 10 Tebo, Jambi Province. The research instruments used were observation sheets, interview guidelines, validity questionnaires and practicality questionnaires. Based on the results of the research and data analysis conducted, it can be concluded that the PBL-based E-LKPD on the element of data analysis and opportunity is in the very valid category with a percentage of 88.54%. The practicality of the use of PBL-based E-LKPD on the material of data analysis and opportunity element are 92.2% with a very practical category. The percentage results explain that the PBL-based E-LKPD on the element of Data Analysis and Opportunity are stated to be valid and practical.
ANALISIS KESALAHAN SISWA BERDASARKAN OBJEK KAJIAN MATEMATIKA DALAM MENYELESAIKAN SOAL OPERASI HITUNG BENTUK ALJABAR Nafai, Jessica; Sajalang, Santje M.; Pesik, Anekke
JURNAL LEMMA Vol 11, No 2 (2024): Lemma: Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jl.2024.v11i2.9566

Abstract

This study aims to identify errors made by students when solving mathematics problems, particularly in algebraic operations, and to analyze the factors contributing to these errors. Employing a qualitative descriptive method, the research involved 28 students. Data were collected through written tests and interviews. Interview results were used to determine the factors causing student errors in solving algebraic operation problems; written test results determined the percentage of each error type. The tests revealed that 57.14% of student errors were factual, 32.14% were conceptual, 25% were principle errors, and 64.28% were procedural.
PERBEDAAN HASIL BELAJAR SISWA MATERI PERSAMAAN GARIS LURUS YANG MENGGUNAKAN MODEL PROBLEM BASED LEARNING DENGAN MODEL DIRECT INSTRUCTION DI SMP NEGERI 2 TOMPASO Rori, Fitiyanto Eliezer; Mangobi, James; Sulistyaningsih, Murni
JURNAL LEMMA Vol 11, No 2 (2024): Lemma: Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jl.2024.v11i2.9605

Abstract

This study aims to compare the effectiveness of the Problem Based Learning (PBL) model with Direct Instruction (DI) in improving student learning outcomes on straight line equations. The focus of the research is to test whether the academic achievement of students taught through PBL is superior to those using DI. This study adopted a comparative method with a quasi-experiment design, specifically Post-test Only Control Group Design. The research subjects consisted of two homogeneous classes in level VIII: class VIIIA (as the experimental group) with 20 students who received PBL-based learning, and class VIIIB (as the control group) with 20 students who were taught through DI. Data were obtained from the post-test results of both classes after the learning intervention. Statistical analysis showed the average post-test score of the experimental class was 82.75, while the control class obtained an average of 74.95. Through hypothesis testing, the value of tcount = 2.178 and ttable = 2.0243 was obtained. Becausetcount> ttable, the null hypothesis(H₀) is rejected.  The results of the analysis prove that learning straight line equations using the PBL model results in significantly higher learning achievement than the application of the DI model. This finding corroborates the claim that the problem-based approach is more effective in improving students' understanding of the topic.

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