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Fakultas Keguruan dan Ilmu Pendidikan Universitas Graha Nusantara Padangsidimpuan Alamat : Jl.Kolonel Hamzah Lubis. No.30
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Jurnal Cermatika
Published by Universitas Graha Nusantara
ISSN : -     EISSN : 27766039     DOI : -
Core Subject : Religion, Science, Education, Engineering,
Religion Automotive Engineering Materials Science & Nanotechnology Mathematics
Jurnal Cermatika means pedagogy or the science of learning, so Jurnal Cermatika is defined as mathematics learning. The presence of mathematics journals is expected to increase the publications in the field of mathematics learning in order to discuss mathematics issues such as students’ perception of mathematics as a difficult subject. Jurnal Cermatika is a periodical academic journal that is published by the Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Graha Nusantara. This Journal is published twice a year (April and October).
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 1 (2022): JURNAL CERMATIKA VOLUME 2 NOMOR 1 BULAN APRIL TAHUN 2022" : 5 Documents clear
2. PENERAPAN MODEL PEMBELAJARAAN INKUIRI TERBIMBING UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA DI SMK NEGERI 1 KABUPATEN PADANG LAWAS Nenni Herawati Siregar
Jurnal Cermatika Vol. 2 No. 1 (2022): JURNAL CERMATIKA VOLUME 2 NOMOR 1 BULAN APRIL TAHUN 2022
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

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Abstract

From the results of the validity of the first cycle student problem solving test instrument above, it was found that all items had a minimum validation correlation of moderate category, so that all items could be used for evaluation in this study. the results of the difficulty level of the problem-solving ability test instrument above, it was found that the percentage interval of the difficulty level of the questions was at 27%-73%, with the minimum item category being moderate. All questions are not too difficult and not too easy, so they can be used for evaluation in this study. The implementation stages of this classroom action research include: Action planning, In this stage a plan will be made in the form of activities that will be carried out by the teacher in planning classroom action research on the application of problem-based learning strategies, Implementation of actions, In this stage, the teacher conveys the competencies to be achieved during the learning process, Observation, In this stage, observations are made of student and teacher activities in the learning process, Reflection. At this stage, classroom action research will continue if the level of problem-solving ability of students in the circle material mathematics lesson is marked by student learning mastery that has not reached 80% in the good category
ANALISIS KESULITAN BELAJAR SISWA DALAM MEMAHAMI KONSEP BANGUN DATAR DI KELAS V SD NEGERI 100612 SORIK TAHUN AJARAN 2021-2022 Riski Handayani
Jurnal Cermatika Vol. 2 No. 1 (2022): JURNAL CERMATIKA VOLUME 2 NOMOR 1 BULAN APRIL TAHUN 2022
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

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Abstract

In this study, the problem raised is the difficulty of students in learning mathematics, generally resulting from several problems that arise in the learning process, there are still many students who have difficulty understanding the concept of flat shapes even though in previous classes they have studied the material but the data obtained show there are still many students who have learning difficulties below the average. This study aims to find out where students have difficulty learning the Bangun Datar material, what factors influence students' mathematics learning difficulties in the Bangun Datar material and what are the teacher's efforts in overcoming students' mathematics learning difficulties at SD Negeri 100612 Sorik. This research is a qualitative research that uses descriptive methods to collect data by using tests and interviews. which was held at SD Negeri 100612 Sorik, from February 30 to March 25, 2022. The data sources in this study were students and mathematics teachers for grade 5 at SD Negeri 100612 Sorik.
PENGARUH PENGUASAAN KONSEP TEOREMA LIMIT TERHADAP KEMAMPUAN MENYELESAIKAN SOAL-SOAL BARISAN DAN DERET PADA MAHASISWA Haritsah Hammamah Herahap
Jurnal Cermatika Vol. 2 No. 1 (2022): JURNAL CERMATIKA VOLUME 2 NOMOR 1 BULAN APRIL TAHUN 2022
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

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Abstract

The background of this research is that the ability of students of the Mathematics Department of UGN Padangsidimpuan in solving problems in the Complex Analysis course, especially on the material of Rows and Complex Series, has not been satisfactory. This is because students are less able to master the concept of the Limit Theorem. Mastery of the concept of the Limit Theorem is one of the factors that affect students' ability to solve complex Rows and Series problems so that they can obtain satisfactory results. This type of research uses quantitative methods with an ex fost facto approach. The population of this study were 102 students of the Mathematics Department of UGN Padangsidimpuan, while the sample was 38 students. Sampling was done by simple random sampling technique. The instrument used as data collection is a test. The analyzed data were obtained in two stages. The first stage is descriptive statistical analysis stage and the second stage is inferential statistical analysis. Based on this, this study aims to determine the significant influence between mastery of the concept of the Limit Theorem on the ability to solve problems of sequences and series in students. The results obtained in this study indicate that there is a significant effect between the X variable and the Y variable. This is evidenced by the calculation of the T test, with the results Tcount > T table or 55.84 > 4.11.
Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Yuni Rhamayanti; mukmin harahap
Jurnal Cermatika Vol. 2 No. 1 (2022): JURNAL CERMATIKA VOLUME 2 NOMOR 1 BULAN APRIL TAHUN 2022
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

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Abstract

This research is a classroom action research (classroom action research) conducted collaboratively between researchers and mathematics teachers in class VII-2 SMP Negeri 3 Padangsidimpuan for the academic year 2021-2022. The subjects of this study were all seventh grade students. Techniques in collecting data in this study were tests, observation interviews and questionnaires. From the results of the validity of the first cycle student problem solving test instrument above, it was found that all items had a minimum validation correlation of moderate category, so that all items could be used for evaluation in this study. the results of the difficulty level of the problem-solving ability test instrument above, it was found that the percentage interval of the difficulty level of the questions was at 27%-73%, with the minimum item category being moderate. All questions are not too difficult and not too easy, so they can be used for evaluation in this study. The implementation stages of this classroom action research include: Action planning, In this stage a plan will be made in the form of activities that will be carried out by the teacher in planning classroom action research on the application of problem-based learning strategies, Implementation of actions, In this stage, the teacher conveys the competencies to be achieved during the learning process, Observation, In this stage, observations are made of student and teacher activities in the learning process, Reflection. At this stage, classroom action research will continue if the level of problemsolving ability of students in the circle material mathematics lesson is marked by student learning mastery that has not reached 80% in the good category, then improvements are made in the next cycle. This research is planned for two cycles, if in two cycles the teacher feels that the performance indicators that have been formulated previously, then something has not been resolved, then proceed to the next cycle with the stages as has been done in the second cycle of course with improvements. The first and second cycles consisted of 3 meetings. Student activity increases with the use of the guided inquiry learning model. This can be seen from the results of the observation of student activities in the first cycle, 79.58% are still in the "enough" category. Furthermore, in the second cycle there was an increase to the "good" category with a percentage of 88.33%. Based on cycle I and cycle II there was an increase in student activity of 8.75%. Teacher performance in managing learning increases with the use of problem-based learning models. This is supported by achieving the category of "Good enough" and cycle II obtained an increase by obtaining the category of "Good". Based on cycle I and cycle II there is an increase in teacher performance
PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL DI KELAS X SMK NEGERI 1 SIBUHUAN mahasiswa01
Jurnal Cermatika Vol. 2 No. 1 (2022): JURNAL CERMATIKA VOLUME 2 NOMOR 1 BULAN APRIL TAHUN 2022
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

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Abstract

This study uses problem solving methods in the experimental class A and the cooperative method with the type of Guided Inquiry in the experimental class B. In research that uses problem solving learning, students' mathematical problem solving abilities in experimental class A will be seen. Data on students' mathematical problem solving abilities are obtained by providing description test as many as 5 questions on the pretest and posttest. From previous research data, the researcher obtained tcount = 1.950 and ttable = 1.670. This indicates that the learning outcomes taught using problem solving methods are different from problem solving abilities using the cooperative method of Guided Inquiry. Meanwhile, in the cooperative model of the type of Guided Inquiry, the class became a little noisier and slower because of the change in groups from the initial group to the expert group and from the expert group back to the initial group again. The results of these calculations indicate that the problem solving method and the cooperative method of the type of Guided Inquiry have differences in students' mathematical problem solving abilities. The test results on the problem-solving method and the cooperative method of the Guided Inquiry type showed that students had the ability to state what was contained in the problem into a mathematical model and students could express the correct reasons for the questions given.

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