Pub Date : 2020-08-08DOI: 10.22460/JIML.V3I2.P61-65
L. Saadah
The method in this study is the Classroom Action Research (CAR) method. PTK consists of four stages, namely planning, action, observation and reflection. PTK is carried out through 3 cycles of 6 meetings. Learning instruments consist of questionnaires, observation sheets of student activities, interview sheets, Student Worksheets (LKS) and evaluation sheets. The result of the implementation of PTK is an increase in mathematical comprehension and teacher and student activities from the first cycle to the third cycle. Teacher activities are more increasing than learning as usual, with the constructivism approach applied by the teacher acting as a facilitator, motivator and mediator for students. The increase in the ability of mathematical understanding and student activity is indicated by changes in scores and changes in scores of students who reach the KKM from the first cycle to the third cycle in a row namely 48.6%, 64.9% and 81.1%.
{"title":"EFFORTS TO INCREASE THE MATHEMATICAL UNDERSTANDING ABILITY OF CLASS V STUDENTS IN SDN 3 BATUJAJAR IN THE SOLID NUMBERS MATERIALS USING CONTRUCTIVISM APPROACHES","authors":"L. Saadah","doi":"10.22460/JIML.V3I2.P61-65","DOIUrl":"https://doi.org/10.22460/JIML.V3I2.P61-65","url":null,"abstract":"The method in this study is the Classroom Action Research (CAR) method. PTK consists of four stages, namely planning, action, observation and reflection. PTK is carried out through 3 cycles of 6 meetings. Learning instruments consist of questionnaires, observation sheets of student activities, interview sheets, Student Worksheets (LKS) and evaluation sheets. The result of the implementation of PTK is an increase in mathematical comprehension and teacher and student activities from the first cycle to the third cycle. Teacher activities are more increasing than learning as usual, with the constructivism approach applied by the teacher acting as a facilitator, motivator and mediator for students. The increase in the ability of mathematical understanding and student activity is indicated by changes in scores and changes in scores of students who reach the KKM from the first cycle to the third cycle in a row namely 48.6%, 64.9% and 81.1%.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129645789","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}
Pub Date : 2020-08-08DOI: 10.22460/JIML.V3I2.P82-86
A. Riana
This article presents research related to learning achievement using the double loop problem solving (DLPS) learning model and experimental research methods with a pre experimental design: one-shot case study design using purposive sampling, of class X vocational students in the academic year 2019/2020 on math problems with multiple choice questions. the purpose of this research is to describe the achievement of students' mathematical connection abilities using the double loop problem solving learning model (DLPS), obtain a number of student problems in the process of connecting the form of mathematical problem questions with multiple choice questions. Based on the analysis of the data obtained the results of research at the intended school shows that the percentage of students who have good mathematical connection abilities of students is less than 65%. Thus in the form of multiple choice questions, the double loop problem solving learning model is not achieved in the mathematics learning process
本文采用双环问题解决(double loop problem solving, DLPS)学习模型和实验研究方法，对2019/2020学年高专X班学生的数学选择题进行了预实验设计:一次有目的抽样的案例研究设计。本研究的目的是利用双环问题解决学习模型(double loop problem solving learning model, DLPS)来描述学生数学连接能力的成就，获得学生在数学问题与多项选择题的连接形式过程中的一些问题。根据所获得的数据分析，在意向学校的研究结果表明，学生中具有良好数学连接能力的学生比例不到65%。因此在选择题的形式下，数学学习过程中并没有实现双循环的问题解决学习模式
{"title":"Analysis Of The Achievement Of Double Loop Problem Solving (DLPS) Learning Model On Multiple Selection Problems Reviewed From Mathematical Connection Ability Of Vocational School","authors":"A. Riana","doi":"10.22460/JIML.V3I2.P82-86","DOIUrl":"https://doi.org/10.22460/JIML.V3I2.P82-86","url":null,"abstract":"This article presents research related to learning achievement using the double loop problem solving (DLPS) learning model and experimental research methods with a pre experimental design: one-shot case study design using purposive sampling, of class X vocational students in the academic year 2019/2020 on math problems with multiple choice questions. the purpose of this research is to describe the achievement of students' mathematical connection abilities using the double loop problem solving learning model (DLPS), obtain a number of student problems in the process of connecting the form of mathematical problem questions with multiple choice questions. Based on the analysis of the data obtained the results of research at the intended school shows that the percentage of students who have good mathematical connection abilities of students is less than 65%. Thus in the form of multiple choice questions, the double loop problem solving learning model is not achieved in the mathematics learning process","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124351663","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}
Pub Date : 2020-05-14DOI: 10.22460/JIML.V3I1.P7-14
Ening Yuningsih, A. I. Sugandi
A passive class condition is one of the factors causing low mathematical problem solving ability, where students are less involved in learning. Cooperative learning is an alternative in improvement. The research was conducted in Cidaun 1 Public Middle School, amounting to 30 people precisely in class VII.F in the even semester of the school year 20018/2019. The results showed that the first cycle test obtained an average score of 43.7%, after the implementation of the jigsaw type cooperative learning model, the cycle II test obtained an average score of 63.8 % and the cycle III test obtained an average score average of 72.2%. The number of students who pass the increase on the first cycle of 16.66%, 36.67% for the second cycle and the third cycle of 63.34%.
{"title":"EFFORTS TO IMPROVE STUDENTS’ MATHEMATICAL PROBLEM SOLVING ABILITIES OF CLASS VII F CIDAUN 1 JUNIOR HIGH SCHOOL TO PLANES MATERIAL THROUGH JIGSAW METHOD","authors":"Ening Yuningsih, A. I. Sugandi","doi":"10.22460/JIML.V3I1.P7-14","DOIUrl":"https://doi.org/10.22460/JIML.V3I1.P7-14","url":null,"abstract":"A passive class condition is one of the factors causing low mathematical problem solving ability, where students are less involved in learning. Cooperative learning is an alternative in improvement. The research was conducted in Cidaun 1 Public Middle School, amounting to 30 people precisely in class VII.F in the even semester of the school year 20018/2019. The results showed that the first cycle test obtained an average score of 43.7%, after the implementation of the jigsaw type cooperative learning model, the cycle II test obtained an average score of 63.8 % and the cycle III test obtained an average score average of 72.2%. The number of students who pass the increase on the first cycle of 16.66%, 36.67% for the second cycle and the third cycle of 63.34%.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133916945","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}
Pub Date : 2020-05-14DOI: 10.22460/JIML.V3I1.P57-60
Narim Aryodi Bintang
Learning mathematical conventional and monotonous cause students saturated, conditions such need existence innovation so that happen significant changes to success learning mathematics. Wrong one effortfrom facet teacher is with apply various methods and approaches relavan from every principal discussion corresponding with characteristics material in presentation to students. Howdo teachers empower students onthe method teaching interesting mathematical sothat lesson Mathematics not again tobe a boring lesson and load for students in study . And the teacher's task is asfacilitator who must ready facilitate students in study .In implementation author giveaway some instruments from start test early to test end for knowing development and influence from approach under study. So that obtained valid picture is not just like that theoryfrom book . In research this finally author could conclude that in the analysis of the gain data there are difference , because accordingto calculation from data processing using device Mini-tab 16 soft obtained P0.032meaning H o rejected sothat theconclusion thereis difference Ability solving problem mathematics between approach Contextual Teaching And Learning(CTL) and approaches Discovery
{"title":"COMPARISON OF MATHEMATICAL PROBLEM SOLVING ABILITIES BETWEEN HIGH SCHOOL STUDENTS WHOSE LEARNING USES THE CONTEXTUAL TEACHING AND LEARNING (CTL) APPROACH AND THE DISCOVERY APPROACH","authors":"Narim Aryodi Bintang","doi":"10.22460/JIML.V3I1.P57-60","DOIUrl":"https://doi.org/10.22460/JIML.V3I1.P57-60","url":null,"abstract":"Learning mathematical conventional and monotonous cause students saturated, conditions such need existence innovation so that happen significant changes to success learning mathematics. Wrong one effortfrom facet teacher is with apply various methods and approaches relavan from every principal discussion corresponding with characteristics material in presentation to students. Howdo teachers empower students onthe method teaching interesting mathematical sothat lesson Mathematics not again tobe a boring lesson and load for students in study . And the teacher's task is asfacilitator who must ready facilitate students in study .In implementation author giveaway some instruments from start test early to test end for knowing development and influence from approach under study. So that obtained valid picture is not just like that theoryfrom book . In research this finally author could conclude that in the analysis of the gain data there are difference , because accordingto calculation from data processing using device Mini-tab 16 soft obtained P0.032meaning H o rejected sothat theconclusion thereis difference Ability solving problem mathematics between approach Contextual Teaching And Learning(CTL) and approaches Discovery","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122524300","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}
Pub Date : 2020-05-14DOI: 10.22460/JIML.V3I1.P15-23
T. Wijaya
The study of geometry knowledge is an important component of high school mathematics. Plane geometry is the main thread that runs through high school geometry knowledge. Vector learning is the focus and difficulty of plane geometry. When students encounter a new knowledge, it will be difficult to overcome it, and it is difficult to form a new logical system in their minds. Therefore, when students learn the content of vectors, they will have cognitive conflicts at different levels of thinking. The calculation from planar geometry to directed line segments needs a transition. It is difficult to understand the concept and nature of vectors without the help of teachers. This study attempts to guide the application of Geogebra software in teaching plane vector by using Van Hill Theory to intuitively display abstract geometric knowledge, and guide students to perform dynamic operations and deductive reasoning , Gradually help students transition from point to surface to vector operation, improve classroom teaching efficiency, and thereby optimize geometry teaching, in order to provide some reference for front-line teachers.
{"title":"USING GEOGEBRA IN TEACHING PLANE VECTOR","authors":"T. Wijaya","doi":"10.22460/JIML.V3I1.P15-23","DOIUrl":"https://doi.org/10.22460/JIML.V3I1.P15-23","url":null,"abstract":"The study of geometry knowledge is an important component of high school mathematics. Plane geometry is the main thread that runs through high school geometry knowledge. Vector learning is the focus and difficulty of plane geometry. When students encounter a new knowledge, it will be difficult to overcome it, and it is difficult to form a new logical system in their minds. Therefore, when students learn the content of vectors, they will have cognitive conflicts at different levels of thinking. The calculation from planar geometry to directed line segments needs a transition. It is difficult to understand the concept and nature of vectors without the help of teachers. This study attempts to guide the application of Geogebra software in teaching plane vector by using Van Hill Theory to intuitively display abstract geometric knowledge, and guide students to perform dynamic operations and deductive reasoning , Gradually help students transition from point to surface to vector operation, improve classroom teaching efficiency, and thereby optimize geometry teaching, in order to provide some reference for front-line teachers.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126236605","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}
Pub Date : 2020-05-14DOI: 10.22460/JIML.V3I1.P43-48
Putri Eka Indah Nuurjannah, Repanda Sayoga
The aim of this study was to examine the achievement and improvement of MLA of junior high school students who obtained a CA and obtained CL. The method used is quasi-experiment design with a nonequivalent control group. This research was conducted in SMPN in West Bandung Regency with a sample of grade 8th students as many as 33 experiment class students and 27 control class students. The instrument used was the MLA 3rd level test as many as 2 items and 4th level as many as 3 items. The data analysis used was the Mann-Whitney U test. The results of the study found that 1) MLA's initial in both classes was the same; 2) the average posttest that gets contextual learning and those who get regular learning is quite different; 3) Mann Whitney U test scores on the posttest and normalized gain obtained Sig. = 0,000 < 0,05, then Ho is rejected. This means that the achievement of MLA of students who get CA is better than those who get CL. The same gain also in the normalized gain, Sig. < 0.05, meaning that the increase in MLA of students who get CA is better than those who get CL.
{"title":"Improve the mathematical literacy ability of junior high school students through a contextual approach","authors":"Putri Eka Indah Nuurjannah, Repanda Sayoga","doi":"10.22460/JIML.V3I1.P43-48","DOIUrl":"https://doi.org/10.22460/JIML.V3I1.P43-48","url":null,"abstract":"The aim of this study was to examine the achievement and improvement of MLA of junior high school students who obtained a CA and obtained CL. The method used is quasi-experiment design with a nonequivalent control group. This research was conducted in SMPN in West Bandung Regency with a sample of grade 8th students as many as 33 experiment class students and 27 control class students. The instrument used was the MLA 3rd level test as many as 2 items and 4th level as many as 3 items. The data analysis used was the Mann-Whitney U test. The results of the study found that 1) MLA's initial in both classes was the same; 2) the average posttest that gets contextual learning and those who get regular learning is quite different; 3) Mann Whitney U test scores on the posttest and normalized gain obtained Sig. = 0,000 < 0,05, then Ho is rejected. This means that the achievement of MLA of students who get CA is better than those who get CL. The same gain also in the normalized gain, Sig. < 0.05, meaning that the increase in MLA of students who get CA is better than those who get CL.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122982911","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 article present the results of research in the form of effectiveness using probing prompting techniques and experimental research methods with desain pre experimental : one-shot case study design by purposive sampling conducted on class X students in the 2018/2019 academic year on mathematical questions in the form of story problems. While the objectives of this study include exposing the effectiveness of mathematical creative thinking abilities of students using probing promting techniques, obtaining a number of descriptions of students problems in the process of creative thinking in mathematical questions form of story matter. Based on data analysis the results of the study showed that the percentage of students who have good mathematical creative thinking skills is less than 60%, so the probing prompting technique is not effective in terms of mathematical creative thinking abilities students.
{"title":"THE EFFECTIVITY OF THE APPLICATION TECHNICAL PROBING PROMPTING ON STORY PROBLEMS IS REVIEWED FROM MATHEMATICAL CREATIVE THINKING SKILLS TO HIGH SCHOOL STUDENT","authors":"Dede Suhendar","doi":"10.22460/JIML.V3I1.P1-6","DOIUrl":"https://doi.org/10.22460/JIML.V3I1.P1-6","url":null,"abstract":"This article present the results of research in the form of effectiveness using probing prompting techniques and experimental research methods with desain pre experimental : one-shot case study design by purposive sampling conducted on class X students in the 2018/2019 academic year on mathematical questions in the form of story problems. While the objectives of this study include exposing the effectiveness of mathematical creative thinking abilities of students using probing promting techniques, obtaining a number of descriptions of students problems in the process of creative thinking in mathematical questions form of story matter. Based on data analysis the results of the study showed that the percentage of students who have good mathematical creative thinking skills is less than 60%, so the probing prompting technique is not effective in terms of mathematical creative thinking abilities students.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124855446","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}
Pub Date : 2020-05-14DOI: 10.22460/JIML.V3I1.P24-36
Z. Jie
In this study, 312 junior high school students are tested on their mathematics learning engagement and achievement. This research will also find out the connection between the students’ mathematics learning engagement with their mathematics academic performance. The results of this research show that junior high school students’ mathematics learning engagement is closely related to their mathematics academic performance in which cognitive engagement has the highest correlation and emotional engagement has the lowest correlation with students’ mathematics academic performance. The result also shows that when there is a higher mathematics academic achievement, the mathematics learning engagement will also be higher. This research also shows that gender factor doesn’t really affects the students’ mathematics learning engagement but their geographic factor does affect the learning engagement.
{"title":"THE RELATIONSHIP BETWEEN MATHEMATICS ATTITUDE, LEARNING ENGAGEMENT AND ACADEMIC ACHIEVEMENT","authors":"Z. Jie","doi":"10.22460/JIML.V3I1.P24-36","DOIUrl":"https://doi.org/10.22460/JIML.V3I1.P24-36","url":null,"abstract":"In this study, 312 junior high school students are tested on their mathematics learning engagement and achievement. This research will also find out the connection between the students’ mathematics learning engagement with their mathematics academic performance. The results of this research show that junior high school students’ mathematics learning engagement is closely related to their mathematics academic performance in which cognitive engagement has the highest correlation and emotional engagement has the lowest correlation with students’ mathematics academic performance. The result also shows that when there is a higher mathematics academic achievement, the mathematics learning engagement will also be higher. This research also shows that gender factor doesn’t really affects the students’ mathematics learning engagement but their geographic factor does affect the learning engagement.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125298423","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}
Pub Date : 2020-05-14DOI: 10.22460/JIML.V3I1.P37-42
Djatmiko Djatmiko, Ibrahim Akhid
The purpose of this study was to improve students' mathematical reasoning abilities through a guided training approach. This type of research is Class Action Research (CAR). The subjects of this study were students of class XI MIPA 3 SMAN 23 Bandung Academic Year 2018-2019 which amounted to 36 students. The method of data collection is done through a method of testing students' mathematical reasoning abilities.Data analysis techniques use methods that include data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate an increase in students' mathematical reasoning abilities. This can be seen through the percentage of learning completeness (fulfilling KKM = 70) in each cycle, namely cycle I by 53%, increasing in cycle II by 92%, and increasing again in cycle III by 100%.The conclusion of this study is that the guided training approach can improve mathematical reasoning abilities of class XI MIPA 3 SMAN 23 Bandung Academic Year 2018-2019.
{"title":"ENHANCING THE ABILITY OF MATHEMATICAL REASONING WITH THE METHOD OF DISCOVERY GUIDED AT SMAN 23 BANDUNG INDEFINED INTEGRAL MATERIAL","authors":"Djatmiko Djatmiko, Ibrahim Akhid","doi":"10.22460/JIML.V3I1.P37-42","DOIUrl":"https://doi.org/10.22460/JIML.V3I1.P37-42","url":null,"abstract":"The purpose of this study was to improve students' mathematical reasoning abilities through a guided training approach. This type of research is Class Action Research (CAR). The subjects of this study were students of class XI MIPA 3 SMAN 23 Bandung Academic Year 2018-2019 which amounted to 36 students. The method of data collection is done through a method of testing students' mathematical reasoning abilities.Data analysis techniques use methods that include data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate an increase in students' mathematical reasoning abilities. This can be seen through the percentage of learning completeness (fulfilling KKM = 70) in each cycle, namely cycle I by 53%, increasing in cycle II by 92%, and increasing again in cycle III by 100%.The conclusion of this study is that the guided training approach can improve mathematical reasoning abilities of class XI MIPA 3 SMAN 23 Bandung Academic Year 2018-2019.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127894179","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}
Pub Date : 2020-05-14DOI: 10.22460/JIML.V3I1.P49-56
Ade Kokom Mintarsih, C. M. Pertiwi
Abstract This research is motivated by the low Mathematical Communication Ability (MCA) of MTs students. To boost the improvement and achievement of student MCA, teachers need to create special formulations and design an effective strategies, methods, and techniques. This study aims to obtain an overview of the use of peer tutoring learning models on triangle material in improving MCA student in terms of students' minimum completeness criteria (KKM). The method used is classroom action research with the subject of the research being VII-F grade students in MTsN 5 Sumedang who are in Ujungjaya Sumedang with learning through 3 cycles consisting of the stages of planning, implementation, observation, and reflection in each cycle. The instrument used in this study was a written test in the form of MCA description questions which were carried out at the end of each cycle, observation sheets and interviews. The results of this study indicate that: 1) In each cycle the score of students under the KKM is decreases, 2) the learning can improve student MCA, 3) students are still difficult in connecting real objects, pictures, and diagrams into mathematical ideas. AbstrakPenelitian ini dilatarbelakangi oleh rendahnya Kemampuan Komunikasi Matematika (KKomM) siswa MTs. Guna mendongkrak peningkatan dan pencapaian KKomM siswa, guru perlu menciptakan formulasi khusus dan merancang suatu strategi, metode, dan teknik yang efektif. Penelitian ini bertujuan untuk memperoleh gambaran dari penggunaan model pembelajaran tutor sebaya pada materi bangun datar segitiga dalam meningkatkan KKomM siswa ditinjau dari Kriteria Ketuntasan Minimal (KKM) siswa. Metode yang digunakan adalah Penelitian tindakan kelas dengan subjek penelitian adalah siswa kelas VII-F di MTsN 5 Sumedang yang berada di Ujungjaya Sumedang dengan pembelajaran memalui 3 siklus yang terdiri dari tahap perencanaan, pelaksanaan, observasi dan refleksi pada setiap siklusnya. Instrumen yang digunakan dalam penelitian ini berupa tes tertulis berbentuk soal uraian KKomM yang dilaksanakan setiap akhir siklus, lembar observasi dan wawancara. Hasil dari penelitian ini menunjukkan bahwa: 1) Pada setiap siklusnya nilai siswa yang berada di bawah KKM semakin berkurang, 2) pembelajaran tersebut dapat meningkatkan KKomM siswa, 3) siswa masih sulit dalam menghubungkan benda nyata, gambar, dan diagram ke dalam ide matematika.
AbstractÂ本研究的动机是由于MTs学生数学沟通能力较低。为了促进学生MCA的进步和成就，教师需要创造特殊的配方，设计有效的策略、方法和技术。摘要本研究旨在概述三角材料的同伴辅导学习模式在提高MCA学生最低完备性标准(KKM)方面的应用。使用的方法是课堂行动研究，研究对象是位于Ujungjaya Sumedang的MTsN 5的七年级学生，他们的学习经历了三个周期，每个周期包括计划、实施、观察和反思阶段。本研究使用的工具是在每个周期结束时进行MCA描述问题形式的笔试，观察表和访谈。本研究结果表明:1)在每个循环中，学生在KKM下的得分有所下降;2)学习可以提高学生的MCA; 3)学生仍然难以将实物、图片和图表与数学概念联系起来。[摘要][font = verdana] [font = verdana] [font = verdana] [font = verdana] [font = verdana] [font = verdana] [font] [font] [font] [font] [font] [font] [font] [font] [font] [font] [font] [font]。Penelitian ini bertujuan untuk memperoleh gambaran dari penggunaan模型pembelajan导师sebaya pada materi bangun data segitiga dalam meningkatkan KKomM siswa ditinjau dari Kriteria Ketuntasan Minimal (KKM) siswa。5 . Sumedang yang berada di Ujungjaya Sumedang dengan penbelajan memalui 3 siklus yang terdiri dari tahap perencanan, pelaksanaan, observasi dan refleksi paada seap siklusnya。仪器yang digunakan dalam penelitian ini berupupa, tertulis berbentuk, solaikkomm yang dilaksanakan seakir siklus, lembar observasi dan wawancara。Hasil dari penelitian ini menunjukkan bahwa: 1) padsetiap siklusnya nilai siswa yang berada di bawah KKM semakin berkurang, 2) pembelajaran tersebut dapat meningkatkan KKomM siswa, 3) siswa masih sulit dalam menghubungkan benda nyata, gambar, dan diagram ke dalam ide matematika。
{"title":"EFFORTS TO INCREASE THE MATHEMATICAL COMMUNICATION ABILITY OF CLASS VII-F MTsN 5 SUMEDANG STUDENTS’ IN LEARNING TRIANGLE THROUGH PEER TUTORING MODEL","authors":"Ade Kokom Mintarsih, C. M. Pertiwi","doi":"10.22460/JIML.V3I1.P49-56","DOIUrl":"https://doi.org/10.22460/JIML.V3I1.P49-56","url":null,"abstract":"Abstract This research is motivated by the low Mathematical Communication Ability (MCA) of MTs students. To boost the improvement and achievement of student MCA, teachers need to create special formulations and design an effective strategies, methods, and techniques. This study aims to obtain an overview of the use of peer tutoring learning models on triangle material in improving MCA student in terms of students' minimum completeness criteria (KKM). The method used is classroom action research with the subject of the research being VII-F grade students in MTsN 5 Sumedang who are in Ujungjaya Sumedang with learning through 3 cycles consisting of the stages of planning, implementation, observation, and reflection in each cycle. The instrument used in this study was a written test in the form of MCA description questions which were carried out at the end of each cycle, observation sheets and interviews. The results of this study indicate that: 1) In each cycle the score of students under the KKM is decreases, 2) the learning can improve student MCA, 3) students are still difficult in connecting real objects, pictures, and diagrams into mathematical ideas. AbstrakPenelitian ini dilatarbelakangi oleh rendahnya Kemampuan Komunikasi Matematika (KKomM) siswa MTs. Guna mendongkrak peningkatan dan pencapaian KKomM siswa, guru perlu menciptakan formulasi khusus dan merancang suatu strategi, metode, dan teknik yang efektif. Penelitian ini bertujuan untuk memperoleh gambaran dari penggunaan model pembelajaran tutor sebaya pada materi bangun datar segitiga dalam meningkatkan KKomM siswa ditinjau dari Kriteria Ketuntasan Minimal (KKM) siswa. Metode yang digunakan adalah Penelitian tindakan kelas dengan subjek penelitian adalah siswa kelas VII-F di MTsN 5 Sumedang yang berada di Ujungjaya Sumedang dengan pembelajaran memalui 3 siklus yang terdiri dari tahap perencanaan, pelaksanaan, observasi dan refleksi pada setiap siklusnya. Instrumen yang digunakan dalam penelitian ini berupa tes tertulis berbentuk soal uraian KKomM yang dilaksanakan setiap akhir siklus, lembar observasi dan wawancara. Hasil dari penelitian ini menunjukkan bahwa: 1) Pada setiap siklusnya nilai siswa yang berada di bawah KKM semakin berkurang, 2) pembelajaran tersebut dapat meningkatkan KKomM siswa, 3) siswa masih sulit dalam menghubungkan benda nyata, gambar, dan diagram ke dalam ide matematika.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131807459","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：