Pub Date : 2023-08-06DOI: 10.24114/paradikma.v16i2.46952
Nurul Afni Sinaga, F. A. Ningtiyas, Rifaatul Mahmuzah, Yulia Zahara, Islami Fatwa
Mathematics learning can impact the development of one's mindset in the learning environment. This process is obtained through teacher innovation which provides learning with various methods and approaches that align with what will be taught. Inductive-deductive is an approach that can help students' creative thinking processes and increase learning motivation. For this reason, this study wanted to see how effective and influential this approach is on the ability to think creatively and motivation to learn. The method used is a significant test using one sample t-test and one paired sample t-test. The results obtained are tcount values of 2.09 and 10.66 for the inductive-deductive class and -0.848 and -0.94 for the conventional class where the ttable value is 1.684. Whereas to see the effect of the approach obtained values of 6.149 and 6.344 with a ttable of 1.960. The value that is greater than the ttable states that the class is effective and has influence, so it can be concluded that the inductive-deductive approach is effective for critical thinking skills and learning motivation, while conventional classes are not used effectively. The inductive-deductive approach also influences students' creative thinking abilities and learning motivation.
{"title":"The Effect of Deductive-Inductive Learning Approach on Creative Thinking Ability and Learning Motivation","authors":"Nurul Afni Sinaga, F. A. Ningtiyas, Rifaatul Mahmuzah, Yulia Zahara, Islami Fatwa","doi":"10.24114/paradikma.v16i2.46952","DOIUrl":"https://doi.org/10.24114/paradikma.v16i2.46952","url":null,"abstract":"Mathematics learning can impact the development of one's mindset in the learning environment. This process is obtained through teacher innovation which provides learning with various methods and approaches that align with what will be taught. Inductive-deductive is an approach that can help students' creative thinking processes and increase learning motivation. For this reason, this study wanted to see how effective and influential this approach is on the ability to think creatively and motivation to learn. The method used is a significant test using one sample t-test and one paired sample t-test. The results obtained are tcount values of 2.09 and 10.66 for the inductive-deductive class and -0.848 and -0.94 for the conventional class where the ttable value is 1.684. Whereas to see the effect of the approach obtained values of 6.149 and 6.344 with a ttable of 1.960. The value that is greater than the ttable states that the class is effective and has influence, so it can be concluded that the inductive-deductive approach is effective for critical thinking skills and learning motivation, while conventional classes are not used effectively. The inductive-deductive approach also influences students' creative thinking abilities and learning motivation.","PeriodicalId":300356,"journal":{"name":"Paradikma: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127753383","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 : 2023-07-06DOI: 10.24114/paradikma.v16i2.46425
Ni Made Intan Kertiyani, S. Azmi, U. Lu'luilmaknun
Teachers and students must learn how to pose problems effectively, hence there is a need for ongoing research on this topic. In order to identify the next topic that can be explored in the field of problem posing, this study aims to capture the latest research trends regarding problem posing over the last five years, starting from 2018-2023. The method used is Systematic Literature Review (SLR). The results of this study are research on problem posing widely spread in various topics, including a) theoretical considerations of problem posing, b) the relationship between problem posing and other abilities, c) analysis of teacher problem posing abilities, d) analysis of students' problem posing abilities and e) learning design to improve problem posing skills. These findings indicate that the problem posing has been extensively researched by scholars. The development of teaching materials that involve problem posing and learning design to enhance prospective teacher problem posing skill are two potential area of future research.
{"title":"Current Research On Problem Posing : A Review","authors":"Ni Made Intan Kertiyani, S. Azmi, U. Lu'luilmaknun","doi":"10.24114/paradikma.v16i2.46425","DOIUrl":"https://doi.org/10.24114/paradikma.v16i2.46425","url":null,"abstract":"Teachers and students must learn how to pose problems effectively, hence there is a need for ongoing research on this topic. In order to identify the next topic that can be explored in the field of problem posing, this study aims to capture the latest research trends regarding problem posing over the last five years, starting from 2018-2023. The method used is Systematic Literature Review (SLR). The results of this study are research on problem posing widely spread in various topics, including a) theoretical considerations of problem posing, b) the relationship between problem posing and other abilities, c) analysis of teacher problem posing abilities, d) analysis of students' problem posing abilities and e) learning design to improve problem posing skills. These findings indicate that the problem posing has been extensively researched by scholars. The development of teaching materials that involve problem posing and learning design to enhance prospective teacher problem posing skill are two potential area of future research.","PeriodicalId":300356,"journal":{"name":"Paradikma: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127576146","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 : 2023-06-29DOI: 10.24114/paradikma.v16i1.43160
Katrina Samosir
The objective of study are reveal to : 1) Determine that the implementation-oriented models of cooperative learning on problem based learning can improve student learning outcomes in discrete mathematics, 2) Knowing that application of cooperative learning model which is based on problem-oriented learning can improve students’ understanding of concept of discrete mathematics, 3)Knowing that application of cooperative learning model which is based on problem-oriented learning can improve students’ understanding of proof or solving problems on discrete mathematics.The method of research used a classroom action research and that becomes the subject of research is the sixth semester students who follow a discrete mathematics 2 course.After using this strategy in cycle 1, of the achievement test showed levels mastery learning class is 81.2% with an average value of 83.9.It shows that the implementation of the Model Application Oriented Learning Cooperative Learning Problem Based on Discrete Mathematics 2 successful. It means that the learning model to improve learning outcomes of students.Application of Cooperative Learning Model Oriented Problem based Learning can improve students’ understanding of concepts and improve student’s ability to prove or solving problems on Discrete Mathematics 2. Acquired 84.9% of the students understand the concepts with an average value of 85.6% on Discrete Mathematics 2. The percentage of students understand the concept at a competent level of ability (B) or very competent (A) is only 41.36%.This is due to the performance of the student group discussion is d not optimal, because there are three aspect that the average score of more than two an less than three,namely (1) the focus and meaning of the question, (2) ability to respond to questions other groups, and (3) clarity in argued the question or comments of other groups. Required to mitigate increased frequency of exercise solve problems on the discussion group.
{"title":"Implementation of STAD Type Cooperative Learning Model Oriented on Problem Based Learning in Discrete Mathematics","authors":"Katrina Samosir","doi":"10.24114/paradikma.v16i1.43160","DOIUrl":"https://doi.org/10.24114/paradikma.v16i1.43160","url":null,"abstract":"The objective of study are reveal to : 1) Determine that the implementation-oriented models of cooperative learning on problem based learning can improve student learning outcomes in discrete mathematics, 2) Knowing that application of cooperative learning model which is based on problem-oriented learning can improve students’ understanding of concept of discrete mathematics, 3)Knowing that application of cooperative learning model which is based on problem-oriented learning can improve students’ understanding of proof or solving problems on discrete mathematics.The method of research used a classroom action research and that becomes the subject of research is the sixth semester students who follow a discrete mathematics 2 course.After using this strategy in cycle 1, of the achievement test showed levels mastery learning class is 81.2% with an average value of 83.9.It shows that the implementation of the Model Application Oriented Learning Cooperative Learning Problem Based on Discrete Mathematics 2 successful. It means that the learning model to improve learning outcomes of students.Application of Cooperative Learning Model Oriented Problem based Learning can improve students’ understanding of concepts and improve student’s ability to prove or solving problems on Discrete Mathematics 2. Acquired 84.9% of the students understand the concepts with an average value of 85.6% on Discrete Mathematics 2. The percentage of students understand the concept at a competent level of ability (B) or very competent (A) is only 41.36%.This is due to the performance of the student group discussion is d not optimal, because there are three aspect that the average score of more than two an less than three,namely (1) the focus and meaning of the question, (2) ability to respond to questions other groups, and (3) clarity in argued the question or comments of other groups. Required to mitigate increased frequency of exercise solve problems on the discussion group.","PeriodicalId":300356,"journal":{"name":"Paradikma: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128495955","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 : 2023-06-29DOI: 10.24114/paradikma.v16i1.42288
Esti Rozalinda Purba, N. Siregar, Riefni Diana Lubis
This study aims to improve students' mathematical reasoning abilities at SMP Negeri 1 Percut Sei Tuan with a problem-based learning model. This type of research is class action research. The research was conducted in Class VII-1 of SMP Negeri 1 Percut Sei Tuan with a total of 32 students. This study uses data reduction and exposure. Based on the results of the study, it can be concluded that the application of a problem-based learning model using LKPD can improve students' mathematical reasoning abilities in SMP Negeri 1 Percut Sei Tuan. This is based on the achievement of predetermined success indicators, where the average percentage of classical mastery of students' mathematical reasoning abilities has reached 85%, the results in cycle II are 90.6%, and student absorption is 68. Furthermore, the learning process by applying the approach of problem-based learning using LKPD is at least in the "good" category, where the score is > 2.5. In the results of this study, the average learning process in the second cycle was at a value of 3.52, which is in the "good" category.
本研究旨在以问题为基础的学习模式，提高中学学生的数学推理能力。这种类型的研究是集体诉讼研究。本研究在SMP Negeri 1 Percut Sei Tuan VII-1班进行，共32名学生。这项研究使用了数据还原和暴露。基于本研究的结果，我们可以得出结论:运用基于问题的LKPD学习模式可以提高SMP Negeri 1 Percut Sei Tuan学生的数学推理能力。这是基于达到预定的成功指标，其中学生数学推理能力的经典掌握平均百分比达到85%，第二周期的结果为90.6%，学生吸纳率为68%。此外，使用LKPD应用基于问题的学习方法的学习过程至少处于“良好”类别，得分> 2.5。在本研究的结果中，第二周期的平均学习过程值为3.52，属于“良好”类别。
{"title":"Implementation of LKPD-Assisted Problem-Based Learning Models as an Effort to Improve Students' Mathematical Reasoning Ability at Percut Sei Tuan State Junior High School","authors":"Esti Rozalinda Purba, N. Siregar, Riefni Diana Lubis","doi":"10.24114/paradikma.v16i1.42288","DOIUrl":"https://doi.org/10.24114/paradikma.v16i1.42288","url":null,"abstract":"This study aims to improve students' mathematical reasoning abilities at SMP Negeri 1 Percut Sei Tuan with a problem-based learning model. This type of research is class action research. The research was conducted in Class VII-1 of SMP Negeri 1 Percut Sei Tuan with a total of 32 students. This study uses data reduction and exposure. Based on the results of the study, it can be concluded that the application of a problem-based learning model using LKPD can improve students' mathematical reasoning abilities in SMP Negeri 1 Percut Sei Tuan. This is based on the achievement of predetermined success indicators, where the average percentage of classical mastery of students' mathematical reasoning abilities has reached 85%, the results in cycle II are 90.6%, and student absorption is 68. Furthermore, the learning process by applying the approach of problem-based learning using LKPD is at least in the \"good\" category, where the score is > 2.5. In the results of this study, the average learning process in the second cycle was at a value of 3.52, which is in the \"good\" category.","PeriodicalId":300356,"journal":{"name":"Paradikma: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132220274","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 : 2023-06-29DOI: 10.24114/paradikma.v16i1.46530
Mutijah Mutijah
Learning evaluation of the certain subject is important to be done in university. It is to be able to see, improve and increase the quality of learning outcomes. One form of evaluation for a Mathematics Statistics course is the final semester exam, abbreviated as UAS. Purpose of this article to determine the error type of students in working the final semester exam, percentage of students who do mistakes and amount of error on each type, as well the most mistakes . Research used a quantitative descriptive method imposed on all of population as many as 98 respondents. Data collection used documentation and the data analysis that is statistics descriptive. Research results showed that as many as 14 type of error with one among them is findings a new of error type. Percentage of students do error on each type is the concept error 96.94%, principle 92.86%, fact 20.41%, conclusion no used correct reasoning 8.16% , error because procedure or algoritm 4.08%, skill error 21.43%, error without pattern 37.76%, technical 3.06%, and error in mark 5.1%, and successive types of error that is data error , operation , write the exact same long answer to two different questions, language interpretation, as well finishing error each of which is 1.02%. The same as in according of the type errors are found percentage of the number of errors that is 40.12%, 28, 09%, 6.17%, 2.47% , 1.23%, 6.48%, 11.42%, 0.93%, 1.54%, and the others is 0.31% respectively. Most mistakes is the concept error.
{"title":"Analysis of Error in Working of Questions on the Semester Final Exam of Mathematics Statistics for Students of UIN Saizu Purwokerto","authors":"Mutijah Mutijah","doi":"10.24114/paradikma.v16i1.46530","DOIUrl":"https://doi.org/10.24114/paradikma.v16i1.46530","url":null,"abstract":"Learning evaluation of the certain subject is important to be done in university. It is to be able to see, improve and increase the quality of learning outcomes. One form of evaluation for a Mathematics Statistics course is the final semester exam, abbreviated as UAS. Purpose of this article to determine the error type of students in working the final semester exam, percentage of students who do mistakes and amount of error on each type, as well the most mistakes . Research used a quantitative descriptive method imposed on all of population as many as 98 respondents. Data collection used documentation and the data analysis that is statistics descriptive. Research results showed that as many as 14 type of error with one among them is findings a new of error type. Percentage of students do error on each type is the concept error 96.94%, principle 92.86%, fact 20.41%, conclusion no used correct reasoning 8.16% , error because procedure or algoritm 4.08%, skill error 21.43%, error without pattern 37.76%, technical 3.06%, and error in mark 5.1%, and successive types of error that is data error , operation , write the exact same long answer to two different questions, language interpretation, as well finishing error each of which is 1.02%. The same as in according of the type errors are found percentage of the number of errors that is 40.12%, 28, 09%, 6.17%, 2.47% , 1.23%, 6.48%, 11.42%, 0.93%, 1.54%, and the others is 0.31% respectively. Most mistakes is the concept error.","PeriodicalId":300356,"journal":{"name":"Paradikma: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133499114","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 : 2023-06-29DOI: 10.24114/paradikma.v16i1.42072
Dian Anjeli Siregar, D. Haris, Hasiholan Sitompul
This study aims to find out: (1) what efforts are being made to improve the mathematical problem-solving skills of students in class XI, IPS 1, of Medan 7 State Senior High School through a problem-based learning model; and (2) how to improve students' mathematical problem-solving skills in class XI, IPS 1, of Medan 7 State Senior High School after applying the problem-based learning model. This type of research is called "classroom action research," which is carried out in two cycles, each of which is carried out in two meetings. The subjects in this study were 35 students in class XI at Medan 7 State Senior High School. The data collection techniques used were teacher and student observation sheets and tests of mathematical problem-solving abilities. The test was carried out three times: the initial test, the ability test to solve mathematical problems I, and the ability test to solve mathematical problems II. The findings of this study show that: (1) students' mathematical problem-solving abilities were assessed before being given action, with as many as 3 students (8.57%) achieving learning mastery and 32 students (91.42%) not achieving learning mastery. (2) After being given action in cycle I, it was found that 19 students (54.28%) had achieved learning mastery and 16 students (44.71%) had not reached the learning mastery level. (3) In cycle II, 31 students (88.57%) achieved mastery learning, while 4 students (11.429%) did not achieve mastery learning, resulting in a 34.29% increase from cycle I to cycle II.
{"title":"Implementing the PBL Model to Improve Students' Mathematical Problem Solving Ability at Medan State Junior High School","authors":"Dian Anjeli Siregar, D. Haris, Hasiholan Sitompul","doi":"10.24114/paradikma.v16i1.42072","DOIUrl":"https://doi.org/10.24114/paradikma.v16i1.42072","url":null,"abstract":"This study aims to find out: (1) what efforts are being made to improve the mathematical problem-solving skills of students in class XI, IPS 1, of Medan 7 State Senior High School through a problem-based learning model; and (2) how to improve students' mathematical problem-solving skills in class XI, IPS 1, of Medan 7 State Senior High School after applying the problem-based learning model. This type of research is called \"classroom action research,\" which is carried out in two cycles, each of which is carried out in two meetings. The subjects in this study were 35 students in class XI at Medan 7 State Senior High School. The data collection techniques used were teacher and student observation sheets and tests of mathematical problem-solving abilities. The test was carried out three times: the initial test, the ability test to solve mathematical problems I, and the ability test to solve mathematical problems II. The findings of this study show that: (1) students' mathematical problem-solving abilities were assessed before being given action, with as many as 3 students (8.57%) achieving learning mastery and 32 students (91.42%) not achieving learning mastery. (2) After being given action in cycle I, it was found that 19 students (54.28%) had achieved learning mastery and 16 students (44.71%) had not reached the learning mastery level. (3) In cycle II, 31 students (88.57%) achieved mastery learning, while 4 students (11.429%) did not achieve mastery learning, resulting in a 34.29% increase from cycle I to cycle II.","PeriodicalId":300356,"journal":{"name":"Paradikma: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121259138","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 : 2023-06-29DOI: 10.24114/paradikma.v16i1.45514
Dimas Hudda Satriani, Y. Yuhana, Etika Khaerunnisa
The purpose of this research intended to described the qualities of students' mathematical dispositions and mathematical literacy in response to PISA-style questions. This research uses qualitative approaches and also incorporated within the qualitative descriptive research. The 39 students in class 10 MIPA who participated in the research were then reduced to three students to represent the low, medium, and high levels of disposition. The data were gathered using a questionnaire that measures students' mathematical disposition, a written essay test that measures students' mathematical literacy, and direct interviews. The outcome revealed that seven students fell into the low mathematical disposition category, 24 students had medium mathematical disposition, and eight students had high mathematical disposition. On the PISA scale of mathematical literacy, students with low mathematical disposition earn level 2, students with medium mathematical dsiposition achieved level 4 whereas those with strong mathematical disposition obtain level 6.
{"title":"Analysis of Mathematics Literacy Ability in Solving PISA-type Questions viewed from Students’ Mathematical Disposition","authors":"Dimas Hudda Satriani, Y. Yuhana, Etika Khaerunnisa","doi":"10.24114/paradikma.v16i1.45514","DOIUrl":"https://doi.org/10.24114/paradikma.v16i1.45514","url":null,"abstract":"The purpose of this research intended to described the qualities of students' mathematical dispositions and mathematical literacy in response to PISA-style questions. This research uses qualitative approaches and also incorporated within the qualitative descriptive research. The 39 students in class 10 MIPA who participated in the research were then reduced to three students to represent the low, medium, and high levels of disposition. The data were gathered using a questionnaire that measures students' mathematical disposition, a written essay test that measures students' mathematical literacy, and direct interviews. The outcome revealed that seven students fell into the low mathematical disposition category, 24 students had medium mathematical disposition, and eight students had high mathematical disposition. On the PISA scale of mathematical literacy, students with low mathematical disposition earn level 2, students with medium mathematical dsiposition achieved level 4 whereas those with strong mathematical disposition obtain level 6.","PeriodicalId":300356,"journal":{"name":"Paradikma: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133748233","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 : 2023-06-29DOI: 10.24114/paradikma.v16i1.43414
M. C. Simanullang
This study aims to analyze the effect of the Realistic Mathematics Education (RME) learning model on students' triarchic intelligence. This study is a quasi-experiment with a pretest-posttest control design. The instruments used in this study were: (1) validation sheets; and (2) students' triarchic intelligence tests. The results of this study are: (1) the students' triarchic intelligence scores taught with the RME learning model are in the high category; (2) there is a significant difference on the students' triarchic intelligence scores taught by the RME learning model and direct learning; (3) the students' triarchic intelligence scores taught by the RME learning model is higer than the students' triarchic intelligence scores taught by direct learning; and (4) the implementation of the RME learning model can increase students' triarchic intelligence.
{"title":"The Effect of Realistic Mathematics Education Learning Model on Students’ Triarchic Intelligence","authors":"M. C. Simanullang","doi":"10.24114/paradikma.v16i1.43414","DOIUrl":"https://doi.org/10.24114/paradikma.v16i1.43414","url":null,"abstract":"This study aims to analyze the effect of the Realistic Mathematics Education (RME) learning model on students' triarchic intelligence. This study is a quasi-experiment with a pretest-posttest control design. The instruments used in this study were: (1) validation sheets; and (2) students' triarchic intelligence tests. The results of this study are: (1) the students' triarchic intelligence scores taught with the RME learning model are in the high category; (2) there is a significant difference on the students' triarchic intelligence scores taught by the RME learning model and direct learning; (3) the students' triarchic intelligence scores taught by the RME learning model is higer than the students' triarchic intelligence scores taught by direct learning; and (4) the implementation of the RME learning model can increase students' triarchic intelligence.","PeriodicalId":300356,"journal":{"name":"Paradikma: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123469208","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 : 2023-06-29DOI: 10.24114/paradikma.v16i1.45238
Fajar Falbiansyah
This study aims to develop student worksheet products based on the POE (Predict- Observe-Explain) model for student mathematical problem solving skills on quadrilateral topic that are valid, practical, and effective. This study uses the R&D method and the model used ADDIE. Validity is calculated based on the validation sheet. The average percentage obtained from material experts is 80% with a valid category, while the average percentage obtained from media experts is 81.33% with a very valid category. Practically is calculated based on response sheet. The average percentage obtained from students responses is 83.35% with a very practical category, while the average percentage obtained from teacher responses is 75.65% with a practical category, Effectiveness is calculated based on problem solving skills tests. Students who get a score that qualify the minimum completeness criteria is 75 will be considered complete. Amount of students who completed is 24 of 33 and got a completeness percentage 72.73% with an effective category so that the student worksheet can be used as teaching material.
{"title":"https://jurnal.unimed.ac.id/2012/index.php/paradikma/issue/view/2694","authors":"Fajar Falbiansyah","doi":"10.24114/paradikma.v16i1.45238","DOIUrl":"https://doi.org/10.24114/paradikma.v16i1.45238","url":null,"abstract":"This study aims to develop student worksheet products based on the POE (Predict- Observe-Explain) model for student mathematical problem solving skills on quadrilateral topic that are valid, practical, and effective. This study uses the R&D method and the model used ADDIE. Validity is calculated based on the validation sheet. The average percentage obtained from material experts is 80% with a valid category, while the average percentage obtained from media experts is 81.33% with a very valid category. Practically is calculated based on response sheet. The average percentage obtained from students responses is 83.35% with a very practical category, while the average percentage obtained from teacher responses is 75.65% with a practical category, Effectiveness is calculated based on problem solving skills tests. Students who get a score that qualify the minimum completeness criteria is 75 will be considered complete. Amount of students who completed is 24 of 33 and got a completeness percentage 72.73% with an effective category so that the student worksheet can be used as teaching material.","PeriodicalId":300356,"journal":{"name":"Paradikma: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121297921","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 : 2023-06-29DOI: 10.24114/paradikma.v16i1.45264
Rotua Simbolon, Lukman El Hakim, T. A. Aziz
We don't know what will happen tomorrow. Yesterday is a memory, today is a reality and tomorrow is a hope. Who would have thought that the corona virus would become one of the elements forming a new life cycle not only for Indonesia but for the whole world. During the Covid-19 pandemic, Large-Scale Social Restrictions (PSBB) were implemented, this had an impact on the implementation of face-to-face (online) learning. Educational institutions must also change direction. Work from home. Going online is one way to stay afloat. Learners at all levels, learn online. Some are still not familiar with this method, especially those in regions or villages, so that in its implementation there are obstacles that result in the implementation of the learning process not being optimal. Those who live in cities experience different obstacles again. Learning that should be carried out face-to-face has changed to online. One of the differences that exist is seen from progress, namely those who live in cities and in villages have different difficulties. Not to mention the other variants. This article aims to find out the obstacles experienced by students during the implementation of online learning in Mathematics lessons. The approach used is a phenomenological approach. How does the exploration of phenomenology play a role in the mathematical approach. The hope is that with this approach you can get information regarding the implementation of the online learning process for learning Mathematics during the Covid-19 pandemic. Exploration of Mathematics Education is seen from a phenomenological attitude, which means that it starts with entering phenomena through practice. The exercises provided are designed so that participants are able to illustrate, mention, give directions and are able to associate meanings and differences. Actually someone gets something in learning more than one's intentions, it doesn't even matter whether a teacher teaches well. For this reason, a creative teaching method is needed in learning mathematics so that there is good interaction between students and teachers. Conclusion: The process of learning mathematics online was not optimal during the pandemic due to several factors that affected the smooth implementation of learning.
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