Pub Date : 2018-09-24DOI: 10.24246/J.JS.2018.V8.I3.P231-242
Meiva Marthaulina Lestari Siahaan, E. Napitupulu
The purpose of this research was to know there was any difference in student’s mathematical communication ability in cooperative learning Think TalkWrite (TTW) type and Numbered Head Together (NHT) type. The population was all students at SMP Negeri 1 Lubuk Pakam. The sample was two classes which each consist of 36 students, VII A as experimental class I which taught by TTW and VII B as experimental class II which taught by NHT. The sample was taken by cluster random sampling. Collecting data technique of this research was mathematical comunication ability essay test that was given in the end of learning either in experimental class I or experimental class II. From the data analysis of each of experimental class were obtained that the average of posttest score in TTW classroom was higher than in NHT classroom. It was also obtained that score of mathematical communication indicators in TTW classroom was higher than in NHT classroom. From the data analysis of posttest score by using t-test with significance level α = 0.05, it was obtained that tcount = 4.687 and ttable = 1.667. It means that tcount > ttable then H0 was rejected and Ha was accepted. So, it can be concluded that there was difference of student’s mathematical communication ability who taught by cooperative learning model type TTW with NHT at SMP Negeri 1 Lubuk Pakam.
本研究的目的是了解合作学习中Think TalkWrite (TTW)型和numbers Head Together (NHT)型学生的数学沟通能力是否存在差异。人口都是SMP Negeri 1 Lubuk Pakam的学生。样本为两个班，每个班36人，其中VII A为实验班I，由TTW授课，VII B为实验班II，由NHT授课。样本采用整群随机抽样。本研究的数据收集方法是数学沟通能力作文测试，在实验一班或实验二班学习结束时进行。从各实验班的数据分析可知，TTW班的后测平均分高于NHT班。结果还表明，TTW课堂的数学交际指标得分高于NHT课堂。后测得分数据采用显著性水平α = 0.05的t检验分析，得到tcount = 4.687，可表性= 1.667。这意味着账户>表然后H0被拒绝，Ha被接受。因此，我们可以得出结论，采用TTW与NHT合作学习模式的学生在Lubuk Pakam小学的数学沟通能力存在差异。
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Pub Date : 2018-09-24DOI: 10.24246/J.JS.2018.V8.I3.P285-292
Indri Anugraheni, Firosalia Kristin
The purpose of this study is to develop 2013 Curriculum-based learning media. This type of research is development research. The data analysis technique used in this study is to perform instrument validation in accordance with the criteria of the learning instrument validation indicator and then describe the results of data analysis. The product produced from this development research is 2013 Curriculum-Based Learning Media. The results of the analysis shows that the learning media developed in the sub-theme "My food is healthy and nutritious" learning 1, learning 2, learning 3, learning 4, learning 5, and learning 6 are in "Very Good" category.
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Pub Date : 2018-09-24DOI: 10.24246/J.JS.2018.V8.I3.P309-314
A. S. Asmara, I. Junaedi
The current mathematics education is the fruit of past educational debates. First, we examine the past attempts to change the way mathematics is being taught and argue that education is always based on a traditional paradigm. Next try to explain the emergence of a new paradigm that grew out of a combination of theories from cognitive psychology, awareness of the importance of culture for learning, and the belief that students must get meaningful learning. This article discusses theories about paradigms that underlie the learning theory in general education, especially mathematics education. These paradigms include behaviourism, constructivism, critical theory, cognition theory. We discuss some of the implications of this reform related to how mathematics educators might work with math teachers.
{"title":"Trend Paradigma dalam Pendidikan Matematika","authors":"A. S. Asmara, I. Junaedi","doi":"10.24246/J.JS.2018.V8.I3.P309-314","DOIUrl":"https://doi.org/10.24246/J.JS.2018.V8.I3.P309-314","url":null,"abstract":"The current mathematics education is the fruit of past educational debates. First, we examine the past attempts to change the way mathematics is being taught and argue that education is always based on a traditional paradigm. Next try to explain the emergence of a new paradigm that grew out of a combination of theories from cognitive psychology, awareness of the importance of culture for learning, and the belief that students must get meaningful learning. This article discusses theories about paradigms that underlie the learning theory in general education, especially mathematics education. These paradigms include behaviourism, constructivism, critical theory, cognition theory. We discuss some of the implications of this reform related to how mathematics educators might work with math teachers.","PeriodicalId":31472,"journal":{"name":"Scholaria Jurnal Pendidikan dan Kebudayaan","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44806069","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 : 2018-09-24DOI: 10.24246/J.JS.2018.V8.I3.P293-301
Hanani Kristanti
This study aims to improve communication skills and learning outcomes of Civics in Grade 6 students of SDN Dukuh 03 Salatiga with the application of the Talking Stick assisted h slideshow. This type of research is classroom action research. The location (setting) in this study is grade 6 SDN Dukuh 03 Salatiga. The subjects of the study were 28 students in 6th grade. The object of this research is communication skills and Civics learning outcomes. This research was carried out in 2 cycles. This study was declared successful if the average achievement of indicators of communication skills and classical completeness of student learning outcomes in the good category (60% -75%), very good (76% -99%), or special (100%). The results of the study show that the implementation of the slideshow-assisted Talking Stick in the Civics learning process can improve communication skills and Civics learning outcomes. The communication skills have increased by 23.8% from pre-cycle to cycle 1 meeting 1. Cycle 1 meeting 2 increased 8.34% from cycle 1 meeting 1. Students' communication skills increased from cycle 1 meeting 2 to cycle 2 meeting 1 by 6.75%. Increased again by 7.93% from cycle 2 meeting 1 to cycle 2 meeting 2. Increased student communication skills proved to be able to improve student learning outcomes in Civics learning. In the pre cycle, only 13 students (46.43%) were completed, the remaining 15 students (53.57%) were not completed. In cycle 1, there were 16 students (57.14%) completed, while 12 students (42.86%) were not completed. After the cycle 2 action was carried out, as many as 22 students (78.57%) were completed and 6 students (21.43%) were not completed.
{"title":"Peningkatan Kecakapan Berkomunikasi Dan Hasil Belajar PKn Siswa Kelas 6 dengan Talking Stick Berbantuan Salindia","authors":"Hanani Kristanti","doi":"10.24246/J.JS.2018.V8.I3.P293-301","DOIUrl":"https://doi.org/10.24246/J.JS.2018.V8.I3.P293-301","url":null,"abstract":"This study aims to improve communication skills and learning outcomes of Civics in Grade 6 students of SDN Dukuh 03 Salatiga with the application of the Talking Stick assisted h slideshow. This type of research is classroom action research. The location (setting) in this study is grade 6 SDN Dukuh 03 Salatiga. The subjects of the study were 28 students in 6th grade. The object of this research is communication skills and Civics learning outcomes. This research was carried out in 2 cycles. This study was declared successful if the average achievement of indicators of communication skills and classical completeness of student learning outcomes in the good category (60% -75%), very good (76% -99%), or special (100%). The results of the study show that the implementation of the slideshow-assisted Talking Stick in the Civics learning process can improve communication skills and Civics learning outcomes. The communication skills have increased by 23.8% from pre-cycle to cycle 1 meeting 1. Cycle 1 meeting 2 increased 8.34% from cycle 1 meeting 1. Students' communication skills increased from cycle 1 meeting 2 to cycle 2 meeting 1 by 6.75%. Increased again by 7.93% from cycle 2 meeting 1 to cycle 2 meeting 2. Increased student communication skills proved to be able to improve student learning outcomes in Civics learning. In the pre cycle, only 13 students (46.43%) were completed, the remaining 15 students (53.57%) were not completed. In cycle 1, there were 16 students (57.14%) completed, while 12 students (42.86%) were not completed. After the cycle 2 action was carried out, as many as 22 students (78.57%) were completed and 6 students (21.43%) were not completed.","PeriodicalId":31472,"journal":{"name":"Scholaria Jurnal Pendidikan dan Kebudayaan","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42771669","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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