Amalina Amalina, Darvi Mailisa Putri, Prima Aswirna
The purpose of this study is to describe the validity of Edmodo-based E-learning learning tools in linear algebra courses. Learning tools consist of RPS, Teaching Materials and Final Tests that are developed using the ADDIE model, namely Analysis, Design, Develop, Implementation, and Evaluation. The results of this study are Edmodo-based E-Learning learning tools in linear algebra courses for students of Mathematics Tadris FTK UIN Imam Bonjol Padang. Validation involves four validators, namely 3 mathematics education lecturers and 1 language education expert lecturer using a Likert scale learning tool validation sheet on RPS, Teaching Materials, and Final Tests. The results of the study of validity were stated to be very valid by the validators with the RPS obtaining an average score of 3.63, teaching materials obtained a score of 3.38, and the final test obtained a score of 3.41.
{"title":"VALIDITAS PERANGKAT PEMBELAJARAN E-LEARNING BERBASIS EDMODO PADA MATA KULIAH ALJABAR LINEAR","authors":"Amalina Amalina, Darvi Mailisa Putri, Prima Aswirna","doi":"10.15548/MEJ.V3I2.883","DOIUrl":"https://doi.org/10.15548/MEJ.V3I2.883","url":null,"abstract":"The purpose of this study is to describe the validity of Edmodo-based E-learning learning tools in linear algebra courses. Learning tools consist of RPS, Teaching Materials and Final Tests that are developed using the ADDIE model, namely Analysis, Design, Develop, Implementation, and Evaluation. The results of this study are Edmodo-based E-Learning learning tools in linear algebra courses for students of Mathematics Tadris FTK UIN Imam Bonjol Padang. Validation involves four validators, namely 3 mathematics education lecturers and 1 language education expert lecturer using a Likert scale learning tool validation sheet on RPS, Teaching Materials, and Final Tests. The results of the study of validity were stated to be very valid by the validators with the RPS obtaining an average score of 3.63, teaching materials obtained a score of 3.38, and the final test obtained a score of 3.41.","PeriodicalId":231880,"journal":{"name":"Math Educa Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116051124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AbstrakTujuan penelitian ini adalah untuk mengetahui keefektifan pembelajaran matematika dengan pendekatan Polya Questioning Instruction (PQI) untuk meningkatkan kemampuan penalaran geometris siswa kelas VIII SMP Negeri 5 Yogyakarta. Pembelajaran matematika dengan pendekatan PQI ini menggunakan model problem solving dengan strategi pemberian pertanyaan (questioning). Pertanyaan-pertanyaan yang diberikan bertujuan untuk mengarahkan siswa berpikir dan bernalar untuk menyelesaikan masalah sesuai dengan langkah pemecahan masalah Polya yaitu (1) memahami masalah (understanding the problem), (2) merencanakan cara penyelesaian (devising a plan), (3) melaksanakan rencana (carrying out the plan), dan (4) melakukan pengecekan kembali terhadap semua langkah yang telah dikerjakan (looking back).Desain penelitian untuk memperoleh data mengenai kemampuan penalaran geometris siswa menggunakan bentuk pra-experimental design yang digunakan adalah One-Shot Case Study dimana suatu kelompok diberi perlakuan kemudian diukur hasilnya. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 5 Yogyakarta. Sampel penelitian adalah 32 orang siswa kelas VIII.7 SMP Negeri 5 Yogyakarta yang telah memiliki kemampuan awal yang cukup untuk mempelajari konsep.Instrumen yang digunakan pada penelitian ini adalah soal tes kemampuan penalaran geometris. Pendekatan PQI efektif apabila persentase siswa yang memenuhi ketuntasan secara klasikal pada tes kemampuan penalaran geometris minimal mencapai 75%, dan proporsi siswa yang telah mencapai skor kemampuan penalaran geometris minimal kategori tinggi mencapai lebih dari atau sama dengan 75%. Hasil tes kemampuan penalaran geometris siswa menunjukkan bahwa pendekatan PQI efektif untuk meningkatkan penalaran geometris siswa. Hal ini dikarenakan persentase siswa yang mencapai KKM pada tes kemampuan penalaran geometris adalah 75%. Berdasarkan uji hipotesis dengan taraf signifikansi 5%, diperoleh kesimpulan bahwa proporsi siswa mencapai kategori minimal tinggi lebih dari atau sama dengan 75%. Kata kunci: Polya Questioning Instruction, Questioning, Penalaran Geometris
{"title":"KEEFEKTIFAN PENDEKATAN POLYA QUESTIONING INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN PENALARAN GEOMETRIS SISWA","authors":"Fitria Mardika, Rusi Ulfa Hasanah","doi":"10.15548/MEJ.V3I2.675","DOIUrl":"https://doi.org/10.15548/MEJ.V3I2.675","url":null,"abstract":"AbstrakTujuan penelitian ini adalah untuk mengetahui keefektifan pembelajaran matematika dengan pendekatan Polya Questioning Instruction (PQI) untuk meningkatkan kemampuan penalaran geometris siswa kelas VIII SMP Negeri 5 Yogyakarta. Pembelajaran matematika dengan pendekatan PQI ini menggunakan model problem solving dengan strategi pemberian pertanyaan (questioning). Pertanyaan-pertanyaan yang diberikan bertujuan untuk mengarahkan siswa berpikir dan bernalar untuk menyelesaikan masalah sesuai dengan langkah pemecahan masalah Polya yaitu (1) memahami masalah (understanding the problem), (2) merencanakan cara penyelesaian (devising a plan), (3) melaksanakan rencana (carrying out the plan), dan (4) melakukan pengecekan kembali terhadap semua langkah yang telah dikerjakan (looking back).Desain penelitian untuk memperoleh data mengenai kemampuan penalaran geometris siswa menggunakan bentuk pra-experimental design yang digunakan adalah One-Shot Case Study dimana suatu kelompok diberi perlakuan kemudian diukur hasilnya. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 5 Yogyakarta. Sampel penelitian adalah 32 orang siswa kelas VIII.7 SMP Negeri 5 Yogyakarta yang telah memiliki kemampuan awal yang cukup untuk mempelajari konsep.Instrumen yang digunakan pada penelitian ini adalah soal tes kemampuan penalaran geometris. Pendekatan PQI efektif apabila persentase siswa yang memenuhi ketuntasan secara klasikal pada tes kemampuan penalaran geometris minimal mencapai 75%, dan proporsi siswa yang telah mencapai skor kemampuan penalaran geometris minimal kategori tinggi mencapai lebih dari atau sama dengan 75%. Hasil tes kemampuan penalaran geometris siswa menunjukkan bahwa pendekatan PQI efektif untuk meningkatkan penalaran geometris siswa. Hal ini dikarenakan persentase siswa yang mencapai KKM pada tes kemampuan penalaran geometris adalah 75%. Berdasarkan uji hipotesis dengan taraf signifikansi 5%, diperoleh kesimpulan bahwa proporsi siswa mencapai kategori minimal tinggi lebih dari atau sama dengan 75%. Kata kunci: Polya Questioning Instruction, Questioning, Penalaran Geometris","PeriodicalId":231880,"journal":{"name":"Math Educa Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130756648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research is focusing on the efford to enhance students’s understanding, especially for those who have not complete the minimum mark attainment, through peer teaching remedial learning at 12th Natural Science 3 class, academic year 2018/2019. This is an action class research. Data in this research are qualitative dan quantitative. Qualitative data were gained throughobservation towards students’s activities during peer theaching remedial learning process and through interview. While quantitative data were gathered from daily score and from the test after treatment finishing. The result of the research showed that there is an improvement of students’s understanding through the peer teaching activity. It is showed by the higher percentage of students’s who could reach the minimum score attainment in one basic competence, and it was revealed that students were more active and enthusiastic to ask questions and explanations to their while the remedial teaching took place.
{"title":"MENINGKATKAN PEMAHAMAN PESERTA DIDIK MELALUI PEMBELAJARAN REMEDIAL METODE TUTOR SEBAYA PADA MATA PELAJARAN MATEMATIKA DI KELAS XII MIA 3 MAN 2 TANAH DATAR TAHUN PELAJARAN 2018/2019","authors":"Pesma Diana, Rozi Fitriza","doi":"10.15548/MEJ.V3I2.698","DOIUrl":"https://doi.org/10.15548/MEJ.V3I2.698","url":null,"abstract":"This research is focusing on the efford to enhance students’s understanding, especially for those who have not complete the minimum mark attainment, through peer teaching remedial learning at 12th Natural Science 3 class, academic year 2018/2019. This is an action class research. Data in this research are qualitative dan quantitative. Qualitative data were gained throughobservation towards students’s activities during peer theaching remedial learning process and through interview. While quantitative data were gathered from daily score and from the test after treatment finishing. The result of the research showed that there is an improvement of students’s understanding through the peer teaching activity. It is showed by the higher percentage of students’s who could reach the minimum score attainment in one basic competence, and it was revealed that students were more active and enthusiastic to ask questions and explanations to their while the remedial teaching took place.","PeriodicalId":231880,"journal":{"name":"Math Educa Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122861974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to determine the difficulties experienced by students and the factors that make it difficult for students to answering the questions the mathematical connection of the XI IPA MAN class of Kota Pariaman. The type of research used in this research is descriptive research with qualitative approach. The subjects of this research were all students of class XI IPA 2 who were enrolled in the first semester of the 2018/2019 academic year. The research source is worked as qualitative data source is consists of 6 students who are distinguished based on mathematical connection ability. Data collection is done through tests and interviews. The results showed that the difficulties of students in answering the questions mathematical connection, namely (1) lack of understanding of the mathematical concepts that had been learned (2) difficulties connections mathematical concepts that were previously known in problems solving (3) difficulties using the principle of inequality in describing the graph of the settlement area (4) lack of mastery of procedures in problems solving verbal or story problems. Factors that cause difficulty in learning mathematics includes; difficulty understanding the meaning of problem, less in understanding the concept; difficulty in counting; carelessness or uncarefuly
{"title":"ANALISIS KESULITAN PESERTA DIDIK DALAM MENYELESAIKAN SOAL KONEKSI MATEMATIS","authors":"Zulvia Trinova, Leni . Marlina","doi":"10.15548/MEJ.V3I2.674","DOIUrl":"https://doi.org/10.15548/MEJ.V3I2.674","url":null,"abstract":" The purpose of this study was to determine the difficulties experienced by students and the factors that make it difficult for students to answering the questions the mathematical connection of the XI IPA MAN class of Kota Pariaman. The type of research used in this research is descriptive research with qualitative approach. The subjects of this research were all students of class XI IPA 2 who were enrolled in the first semester of the 2018/2019 academic year. The research source is worked as qualitative data source is consists of 6 students who are distinguished based on mathematical connection ability. Data collection is done through tests and interviews. The results showed that the difficulties of students in answering the questions mathematical connection, namely (1) lack of understanding of the mathematical concepts that had been learned (2) difficulties connections mathematical concepts that were previously known in problems solving (3) difficulties using the principle of inequality in describing the graph of the settlement area (4) lack of mastery of procedures in problems solving verbal or story problems. Factors that cause difficulty in learning mathematics includes; difficulty understanding the meaning of problem, less in understanding the concept; difficulty in counting; carelessness or uncarefuly","PeriodicalId":231880,"journal":{"name":"Math Educa Journal","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124750086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to determine the ability of mathematical concepts and self regulated learning of students when teach by inquiry learning models in class VII SMPN 1 Lembah Gumanti, Solok Regency. The type of this research is Quasy Experiment with Randomized Control Group Only Design research design. Data analysis for the ability to understand mathematical concepts is done by t test, the results obtained are t_calculate (1.85)> ttable (1.68) at an interval of 95% confidence. Because t_count> t_table, H_0 is rejected and H_1 is accepted. Continued data analysis for self regulated learning questionnaire done by non-parametric test obtained H_a (0.214)> H_0 (0.05) then H_0 was rejected and Ha was accepted. It can be concluded that the ability to understand mathematical concepts and the learning independence of students taught with inquiry learning models is higher than the learning independence of students taught with conventional learning models.
{"title":"KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DAN KEMANDIRIAN BELAJAR PESERTA DIDIK DENGAN MODEL PEMBELAJARAN INQUIRI","authors":"Rivdya Eliza, Fenny Susilawati","doi":"10.15548/MEJ.V3I2.671","DOIUrl":"https://doi.org/10.15548/MEJ.V3I2.671","url":null,"abstract":"The aim of this study is to determine the ability of mathematical concepts and self regulated learning of students when teach by inquiry learning models in class VII SMPN 1 Lembah Gumanti, Solok Regency. The type of this research is Quasy Experiment with Randomized Control Group Only Design research design. Data analysis for the ability to understand mathematical concepts is done by t test, the results obtained are t_calculate (1.85)> ttable (1.68) at an interval of 95% confidence. Because t_count> t_table, H_0 is rejected and H_1 is accepted. Continued data analysis for self regulated learning questionnaire done by non-parametric test obtained H_a (0.214)> H_0 (0.05) then H_0 was rejected and Ha was accepted. It can be concluded that the ability to understand mathematical concepts and the learning independence of students taught with inquiry learning models is higher than the learning independence of students taught with conventional learning models.","PeriodicalId":231880,"journal":{"name":"Math Educa Journal","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126976299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kondisi perkuliahan berhubungan dengan kompetensi dosen, media perkuliahan, sarana dan prasarana perkuliahan. Bahan ajar merupakan salah satu media perkuliahan yang sangat menentukan keberhasilan perkuliahan. sebagai seorang dosen sebaiknya menfasilitasi mahasiswa sedemikian hingga menjadi menarik dalam perkuliahan. Akantetapi kenyataannya dilapangan, masih rendahnya daya tarik mahasiswa dalam perkuliahan. Statistika Matematika adalah salah satu matakuliah yang sangat penting, artinya sangat banyak digunakan pada saat telah menjadi guru dan membantu dalam pembuatan tugas akhir. Oleh karena itu, seharusnya dosen menfasilitasi dengan memberikan suatu bahan ajar yang berisikan masalah-masalah matematika yang bernuansa islami. Jadi rumusan masalah pada penelitian ini bagaimana proses dan hasil pengembangan Bahan Ajar Mata Kuliah Statistika Matematika Berbasis Pemecahan Masalah Serta Bernuansa Islami yang valid
{"title":"Keefektivan Bahan Ajar Mata Kuliah Statistika Matematika Berbasis Pemecahan Masalah Serta Bernuansa Islami","authors":"Nita Putri Utami","doi":"10.15548/MEJ.V3I2.663","DOIUrl":"https://doi.org/10.15548/MEJ.V3I2.663","url":null,"abstract":"Kondisi perkuliahan berhubungan dengan kompetensi dosen, media perkuliahan, sarana dan prasarana perkuliahan. Bahan ajar merupakan salah satu media perkuliahan yang sangat menentukan keberhasilan perkuliahan. sebagai seorang dosen sebaiknya menfasilitasi mahasiswa sedemikian hingga menjadi menarik dalam perkuliahan. Akantetapi kenyataannya dilapangan, masih rendahnya daya tarik mahasiswa dalam perkuliahan. Statistika Matematika adalah salah satu matakuliah yang sangat penting, artinya sangat banyak digunakan pada saat telah menjadi guru dan membantu dalam pembuatan tugas akhir. Oleh karena itu, seharusnya dosen menfasilitasi dengan memberikan suatu bahan ajar yang berisikan masalah-masalah matematika yang bernuansa islami. Jadi rumusan masalah pada penelitian ini bagaimana proses dan hasil pengembangan Bahan Ajar Mata Kuliah Statistika Matematika Berbasis Pemecahan Masalah Serta Bernuansa Islami yang valid","PeriodicalId":231880,"journal":{"name":"Math Educa Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116631362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AbstrakTujuan penelitian ini adalah untuk: 1) mengetahui kemampuan literasi matematis peserta didik laki-laki; 2) mengetahui kemampuan literasi matematis peserta didik perempuan; 3) mengetahui ada atau tidaknya perbedaan kemampuan literasi matematis antara peserta didik laki-laki dan perempuan di Kelas X MIA 7 SMAN 10 Padang. Jenis penelitian ini adalah penelitian kombinasi (Mixed Methods). Berdasarkan hasil dan pembahasan penelitian, diperoleh bahwa: 1) kemampuan literasi matematis peserta didik laki-laki menunjukkan kategori cukup yaitu 65,25; 2) kemampuan literasi matematis peserta didik perempuan menunjukkan kategori cukup yaitu 59,14; 3) dilihat dari data nilai kemampuan literasi matematis yang telah dilakukan, menunjukkan peserta didik laki-laki mendapatkan skor kemampuan literasi lebih besar, dibandingkan dengan skor literasi matematis peserta didik perempuan. Selanjutnya, dengan menggunakan uji Independent Sampel T-Test diperoleh perbandingan (11,10>2,03). Artinya ditolak, diterima sehingga disimpulkan bahwa terdapat perbedaan kemampuan literasi matematis antara peserta didik laki-laki dan perempuan. Kata Kunci: Literasi Matematis, Gender
{"title":"KEMAMPUAN LITERASI MATEMATIS PESERTA DIDIK DALAM PERSPEKTIF GENDER DI KELAS X MIA 7 SMAN 10 PADANG","authors":"Nana Sepriyanti, Wenny julisra","doi":"10.15548/MEJ.V3I2.673","DOIUrl":"https://doi.org/10.15548/MEJ.V3I2.673","url":null,"abstract":"AbstrakTujuan penelitian ini adalah untuk: 1) mengetahui kemampuan literasi matematis peserta didik laki-laki; 2) mengetahui kemampuan literasi matematis peserta didik perempuan; 3) mengetahui ada atau tidaknya perbedaan kemampuan literasi matematis antara peserta didik laki-laki dan perempuan di Kelas X MIA 7 SMAN 10 Padang. Jenis penelitian ini adalah penelitian kombinasi (Mixed Methods). Berdasarkan hasil dan pembahasan penelitian, diperoleh bahwa: 1) kemampuan literasi matematis peserta didik laki-laki menunjukkan kategori cukup yaitu 65,25; 2) kemampuan literasi matematis peserta didik perempuan menunjukkan kategori cukup yaitu 59,14; 3) dilihat dari data nilai kemampuan literasi matematis yang telah dilakukan, menunjukkan peserta didik laki-laki mendapatkan skor kemampuan literasi lebih besar, dibandingkan dengan skor literasi matematis peserta didik perempuan. Selanjutnya, dengan menggunakan uji Independent Sampel T-Test diperoleh perbandingan (11,10>2,03). Artinya ditolak, diterima sehingga disimpulkan bahwa terdapat perbedaan kemampuan literasi matematis antara peserta didik laki-laki dan perempuan. Kata Kunci: Literasi Matematis, Gender","PeriodicalId":231880,"journal":{"name":"Math Educa Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117051428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Purpose of the research is to find out validation and practically learning trajectory by realistic mathematics education approach of social arithmetic object in SMP Negeri 1 Batang Angkola. This research in research forming design research type validation study even the purposing developing local intruction theory (LIT) by compinion researcher and teacher to improving quality of learning. The action this research at SMP Negeri 1 Batang Angkola by experience subject of product in grade VII-A, leader 32 students. The instrument collecting data by using validation paper, questionnaire and using analysing validation technique and practicalitation. The result of research point out learning trajectory by realistic mathematics education approach said valid and practice. The validating source learning point out with score 76% by analyses 2 validator. The practicitation source learning find out with score 88% from questionnening respon of students, action all componens. Realistic Mathematics Education Approach to proccesing learning and extracted student in learning social arithmetic material. The source of learning resulting to this research forming activities action from reaching the purpose of learning, when purpose of learning are understanding social arithmetic concept.
本研究的目的是探索社会算术对象的现实数学教育方法的有效性和实践学习轨迹。本研究在研究形成、研究设计、研究类型验证研究乃至研究者与教师联合发展局部教学理论(LIT)以提高学习质量的目的。本研究的行动是在SMP Negeri 1 Batang Angkola进行的，由七年级- a年级的产品体验受试者，领导32名学生。该仪器采用验证纸、调查问卷和分析验证技术进行数据收集和验证。研究结果指出了采用现实主义数学教育方法学习轨迹的有效性和实践性。验证源学习被分析2个验证者以76%的分数指出。实践源学习从学生的提问反应中以88%的分数发现，行动的各个组成部分。现实主义数学教育方法处理学习，提取学生学习社会算术材料。导致本研究形成活动的学习源来自于达到学习目的，而学习目的是理解社会算术概念。
{"title":"LINTASAN BELAJAR MATERI ARITMATIKA SOSIAL DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK DI SMP NEGERI 1 BATANG ANGKOLA KABUPATEN TAPANULI SELATAN","authors":"P. Annisa, Ahmad Nizar Rangkuti","doi":"10.15548/MEJ.V3I2.676","DOIUrl":"https://doi.org/10.15548/MEJ.V3I2.676","url":null,"abstract":"The Purpose of the research is to find out validation and practically learning trajectory by realistic mathematics education approach of social arithmetic object in SMP Negeri 1 Batang Angkola. This research in research forming design research type validation study even the purposing developing local intruction theory (LIT) by compinion researcher and teacher to improving quality of learning. The action this research at SMP Negeri 1 Batang Angkola by experience subject of product in grade VII-A, leader 32 students. The instrument collecting data by using validation paper, questionnaire and using analysing validation technique and practicalitation. The result of research point out learning trajectory by realistic mathematics education approach said valid and practice. The validating source learning point out with score 76% by analyses 2 validator. The practicitation source learning find out with score 88% from questionnening respon of students, action all componens. Realistic Mathematics Education Approach to proccesing learning and extracted student in learning social arithmetic material. The source of learning resulting to this research forming activities action from reaching the purpose of learning, when purpose of learning are understanding social arithmetic concept. ","PeriodicalId":231880,"journal":{"name":"Math Educa Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122219805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research was to determine the ability to understand the mathematical concepts of students taught by reciprocal teaching models with an intellectually repetition model in SMP N 6 Kota Solok. This type of research is a quasy experiment with a randomized control group only design. Test instruments the ability to understand mathematical concepts. Based on the test result obtained the average ability to understand the mathematical concepts of students by reciprocal teaching model 81,66 by auditory intellectually repetition model 77,75 and ordinary learning 73,91. Hypothesis testing indicated that the ability to understand the mathematical concepts of students by reciprocal teaching model and the auditory intellectually repetition model were higher than the ordinary learning model. Beside it, it was also concluded that there were difference in the ability to understand mathematical concepts with reciprocal teaching model and auditory intellectually repetition model.
{"title":"KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS MODEL RECIPROCAL TEACHING (RT) DAN MODEL AIR AUDITORY INTELLECTUALY REPETITION (AIR)","authors":"A. Susanto","doi":"10.15548/MEJ.V3I2.677","DOIUrl":"https://doi.org/10.15548/MEJ.V3I2.677","url":null,"abstract":"The purpose of this research was to determine the ability to understand the mathematical concepts of students taught by reciprocal teaching models with an intellectually repetition model in SMP N 6 Kota Solok. This type of research is a quasy experiment with a randomized control group only design. Test instruments the ability to understand mathematical concepts. Based on the test result obtained the average ability to understand the mathematical concepts of students by reciprocal teaching model 81,66 by auditory intellectually repetition model 77,75 and ordinary learning 73,91. Hypothesis testing indicated that the ability to understand the mathematical concepts of students by reciprocal teaching model and the auditory intellectually repetition model were higher than the ordinary learning model. Beside it, it was also concluded that there were difference in the ability to understand mathematical concepts with reciprocal teaching model and auditory intellectually repetition model. ","PeriodicalId":231880,"journal":{"name":"Math Educa Journal","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125714993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the problems in the world of education was the limited teaching materials that can help students enrich their experience, build students 'knowledge and support students' thinking skills to construct their own understanding in solving mathematical problems. One way that can be done to complement the shortcomings of teaching materials is to design an LKPD. LKPD is made using the CTL approach. Based on this, a CTL-based student worksheet (LKPD) was developed on set material for class VII students. This study aims to 1) produce CTL based LKPD that meets valid criteria 2) produce CTL based LKPD that meets practical criteria and 3) produces CTL based LKPD that meets the effective criteria. This is a development research with 4-D models. consists of four stages of development that is define, design, develop and disseminate. This research is only up to the stage of define, design and develop. Define’s stage consists of : a) front end analysis b) student analysis c) concept analysis d) task analysis. Design’s stage consists of : a) LKPD design b) instrument design and validation of instrument penilain module. Develop’s stage consists of : a) the stage of validity b) the stage of practicability an c) the stage of effectiveness. The results of this study indicate that based on the validator's assessment, The developed LKPD meets very valid criteria with an average of 89,14%. Based on the results of filling the practical questionnaire for educators, practical questionnaire for students and interviews with students showed that LKPD which was developed very practically was used in the mathematics learning of set material with an average of 88,20% by educators and 84,20% by students. Based on the results of the analysis of learning outcomes obtained the average value of the pre test is 59,9655 and the post test average value was 79,3793, then carried out the hypothesis with the t-test. From the calculation results obtained 5,0493 and thus with a confidence level of 95%. This shows that the hypothesis is accepted, meaning that the mathematical connection ability of students after using LKPD is better than the students’ mathematical connection ability before using LKPD so that it can be concluded that CTL based LKPD is effectively used
{"title":"PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASIS CONTEXTUAL TEACHING AND LEARNING PADA MATERI HIMPUNAN KELAS VII SMPN 2 KUBUNG","authors":"Y. Yulia, Gusniarti Gusniarti","doi":"10.15548/mej.v3i2.882","DOIUrl":"https://doi.org/10.15548/mej.v3i2.882","url":null,"abstract":"One of the problems in the world of education was the limited teaching materials that can help students enrich their experience, build students 'knowledge and support students' thinking skills to construct their own understanding in solving mathematical problems. One way that can be done to complement the shortcomings of teaching materials is to design an LKPD. LKPD is made using the CTL approach. Based on this, a CTL-based student worksheet (LKPD) was developed on set material for class VII students. This study aims to 1) produce CTL based LKPD that meets valid criteria 2) produce CTL based LKPD that meets practical criteria and 3) produces CTL based LKPD that meets the effective criteria. This is a development research with 4-D models. consists of four stages of development that is define, design, develop and disseminate. This research is only up to the stage of define, design and develop. Define’s stage consists of : a) front end analysis b) student analysis c) concept analysis d) task analysis. Design’s stage consists of : a) LKPD design b) instrument design and validation of instrument penilain module. Develop’s stage consists of : a) the stage of validity b) the stage of practicability an c) the stage of effectiveness. The results of this study indicate that based on the validator's assessment, The developed LKPD meets very valid criteria with an average of 89,14%. Based on the results of filling the practical questionnaire for educators, practical questionnaire for students and interviews with students showed that LKPD which was developed very practically was used in the mathematics learning of set material with an average of 88,20% by educators and 84,20% by students. Based on the results of the analysis of learning outcomes obtained the average value of the pre test is 59,9655 and the post test average value was 79,3793, then carried out the hypothesis with the t-test. From the calculation results obtained 5,0493 and thus with a confidence level of 95%. This shows that the hypothesis is accepted, meaning that the mathematical connection ability of students after using LKPD is better than the students’ mathematical connection ability before using LKPD so that it can be concluded that CTL based LKPD is effectively used","PeriodicalId":231880,"journal":{"name":"Math Educa Journal","volume":"384 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116535064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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