Lecturer is educators who are under the auspices of higher education institutions. one of the duties of the lecturer is to guide and help develop the potential of students so they can complete their studies. Likewise, the lecturer in the Mathematics Education study program at one of the universities in Langsa city was appointed as an academic advisor (PA). but there are some obstacles that are felt by PA lecturers, such as the absence of a guidance manual, lack of understanding of technology, students consult only once in one semester, and some students only ask for signatures to fill Study Plan Cards (KRS) and Study Results Cards (KHS ) manual. However, students also have other perceptions, according to the interview results, it is known that PA lecturers are only needed to sign the KRS and KHS, some PA lecturers are difficult to find, some PA lecturers do not have time to consult, PA lecturers do not direct courses in the following semester. so the purpose of this study was to express student satisfaction in mathematics education in terms of PA lecturer services. The approach of this research is a quantitative approach. The research sample was 61 mathematics education students with systematic sampling. For data collection techniques using questionnaires and data analysis techniques using simple regression followed by the -F test. The results showed that the level of student satisfaction in terms of PA lecturer services was in a sufficient category, so it can be concluded that there was a significant contribution between the services of PA lecturers to the satisfaction of mathematics education students.
{"title":"KEPUASAN MAHASISWA PENDIDIKAN MATEMATIKA DITINJAU DARI LAYANAN DOSEN PENASEHAT AKADEMIK","authors":"Raudhatul Husna, R. Sari, F. Anggreini","doi":"10.22373/jppm.v2i2.4505","DOIUrl":"https://doi.org/10.22373/jppm.v2i2.4505","url":null,"abstract":"Lecturer is educators who are under the auspices of higher education institutions. one of the duties of the lecturer is to guide and help develop the potential of students so they can complete their studies. Likewise, the lecturer in the Mathematics Education study program at one of the universities in Langsa city was appointed as an academic advisor (PA). but there are some obstacles that are felt by PA lecturers, such as the absence of a guidance manual, lack of understanding of technology, students consult only once in one semester, and some students only ask for signatures to fill Study Plan Cards (KRS) and Study Results Cards (KHS ) manual. However, students also have other perceptions, according to the interview results, it is known that PA lecturers are only needed to sign the KRS and KHS, some PA lecturers are difficult to find, some PA lecturers do not have time to consult, PA lecturers do not direct courses in the following semester. so the purpose of this study was to express student satisfaction in mathematics education in terms of PA lecturer services. The approach of this research is a quantitative approach. The research sample was 61 mathematics education students with systematic sampling. For data collection techniques using questionnaires and data analysis techniques using simple regression followed by the -F test. The results showed that the level of student satisfaction in terms of PA lecturer services was in a sufficient category, so it can be concluded that there was a significant contribution between the services of PA lecturers to the satisfaction of mathematics education students.","PeriodicalId":34144,"journal":{"name":"Al Khawarizmi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45390297","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 aims to examine students' mathematical communication abilities on linear program subject. The research method is using descriptive research with qualitative approach. The subjects who is selected in this research is 5 students of 11th Grade from vocational school in West Bandung regency. The instrument of this research is in the form of test and interview. The result of the research is mathematic communication ability of 11th Grade vocational school students in West Bandung regency in understanding linear program subject is still low. Conclusion of this research is students effort of daily events in language or mathematical symbols or composing a mathematical model of an event in question 1 of 35.0%, students effort in painting or presenting real objects, drawings, and diagrams in the form of ideas and or mathematical symbols at number 2 of 30.0%, and the students effort in explaining ideas, situations and mathematical relationships, both orally and in writing using real objects, images, graphs and algebraic expressions in question 3 of 45.0%. Abstract english version, written using Time New Roman-12, italic. Abstract contain research aim/purpose, method, and reseach results; written in 1 paragraph, single space among rows, using past tense sentences.
{"title":"KAJIAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SMK DI KABUPATEN BANDUNG BARAT PADA MATERI PROGRAM LINEAR","authors":"Devi Yuliani, N. Nurhasanah, E. Rohaeti","doi":"10.22373/jppm.v2i1.4496","DOIUrl":"https://doi.org/10.22373/jppm.v2i1.4496","url":null,"abstract":"This research aims to examine students' mathematical communication abilities on linear program subject. The research method is using descriptive research with qualitative approach. The subjects who is selected in this research is 5 students of 11th Grade from vocational school in West Bandung regency. The instrument of this research is in the form of test and interview. The result of the research is mathematic communication ability of 11th Grade vocational school students in West Bandung regency in understanding linear program subject is still low. Conclusion of this research is students effort of daily events in language or mathematical symbols or composing a mathematical model of an event in question 1 of 35.0%, students effort in painting or presenting real objects, drawings, and diagrams in the form of ideas and or mathematical symbols at number 2 of 30.0%, and the students effort in explaining ideas, situations and mathematical relationships, both orally and in writing using real objects, images, graphs and algebraic expressions in question 3 of 45.0%. Abstract english version, written using Time New Roman-12, italic. Abstract contain research aim/purpose, method, and reseach results; written in 1 paragraph, single space among rows, using past tense sentences.","PeriodicalId":34144,"journal":{"name":"Al Khawarizmi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48040886","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 an explorative study using qualitative approach that aims to describe the ability of students in solving geometry problems in terms of differences in mathematical skills. Students' problem-solving capabilities were reviewed based on Polya's troubleshooting techniques, namely: understanding the problem, devising a plan, carrying out the plan, and looking back to review the results obtained. The subjects of the study are three students from Department of Primary School Teacher Education (PGMI) of Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Ar-Raniry Banda Aceh. The research process begins by giving a mathematics competency test to the student from a class unit, followed by selecting one student from each group, respectively from high math skills, medium math skills, and low math skills. These three selected subjects were assigned geometry-solving tasks and task-based interviews. The validity of data were checked using time triangulation. The results showed that the subject of high mathematical skill was able to use all 4 steps to solve the problem and provide correct answer. The subject of medium mathematical skill was capable of using the 4 steps of Polya's technique but also was less accurate in giving answers. Subjects of low math skill are able to use only 3 steps but are not correct in giving answers.
{"title":"KEMAMPUAN MAHASISWA PGMI DALAM MEMECAHKAN MASALAH GEOMETRI DITINJAU DARI PERBEDAAN KEMAMPUAN MATEMATIKA","authors":"Nida Jarmita","doi":"10.22373/jppm.v2i2.4504","DOIUrl":"https://doi.org/10.22373/jppm.v2i2.4504","url":null,"abstract":"This research is an explorative study using qualitative approach that aims to describe the ability of students in solving geometry problems in terms of differences in mathematical skills. Students' problem-solving capabilities were reviewed based on Polya's troubleshooting techniques, namely: understanding the problem, devising a plan, carrying out the plan, and looking back to review the results obtained. The subjects of the study are three students from Department of Primary School Teacher Education (PGMI) of Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Ar-Raniry Banda Aceh. The research process begins by giving a mathematics competency test to the student from a class unit, followed by selecting one student from each group, respectively from high math skills, medium math skills, and low math skills. These three selected subjects were assigned geometry-solving tasks and task-based interviews. The validity of data were checked using time triangulation. The results showed that the subject of high mathematical skill was able to use all 4 steps to solve the problem and provide correct answer. The subject of medium mathematical skill was capable of using the 4 steps of Polya's technique but also was less accurate in giving answers. Subjects of low math skill are able to use only 3 steps but are not correct in giving answers.","PeriodicalId":34144,"journal":{"name":"Al Khawarizmi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47462956","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}
Evaluation is a process of measurement and assessment. It is a very crucial in teaching learning process. Education and teacher training faculty (FTIK) of IAIN Langsa stated that educational evaluation as a compulsory subject that the students have to study. However, some of non-mathematics students face difficulty in analyzing data because of number, formulas and accuracy in calculation. The objective of this study is to determine the use of Anates software in studying educational evaluation. This study is conducted in quantitative method while pretest-posttest group experimental design is used. The unit 3 of PAI students is assigned as a sample by using purposive sampling. The result shown that there is a significant different result between before and after Anates software taught where 3 categories of enhancement have indicated, 47,06% for high level, 35,29% for moderate level and 17,65% for low level. Hence, the use of Anates software can help non mathematics students in studying educational evaluation and the learning process is more efficient and accurate.
{"title":"PENGGUNAAN SOFTWARE ANATES DALAM PEMBELAJARAN EVALUASI PENDIDIKAN PADA MAHASISWA NON MATEMATIKA FTIK IAIN LANGSA","authors":"Nazliati Nazliati","doi":"10.22373/jppm.v2i2.4503","DOIUrl":"https://doi.org/10.22373/jppm.v2i2.4503","url":null,"abstract":"Evaluation is a process of measurement and assessment. It is a very crucial in teaching learning process. Education and teacher training faculty (FTIK) of IAIN Langsa stated that educational evaluation as a compulsory subject that the students have to study. However, some of non-mathematics students face difficulty in analyzing data because of number, formulas and accuracy in calculation. The objective of this study is to determine the use of Anates software in studying educational evaluation. This study is conducted in quantitative method while pretest-posttest group experimental design is used. The unit 3 of PAI students is assigned as a sample by using purposive sampling. The result shown that there is a significant different result between before and after Anates software taught where 3 categories of enhancement have indicated, 47,06% for high level, 35,29% for moderate level and 17,65% for low level. Hence, the use of Anates software can help non mathematics students in studying educational evaluation and the learning process is more efficient and accurate.","PeriodicalId":34144,"journal":{"name":"Al Khawarizmi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46401687","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}
Learning media is seen as a communication tool that bridges between abstract ideas and the real world, learning media also makes the process of interaction independence, communication and material delivery between educators and students so that it can take place in an appropriate and efficient manner. The purpose of this study was to determine the effect of the scales media oriented on the model of politics and learning independence on understanding the mathematical concepts of STAIN GPA mathematics students. The method used in this study is a quasi-experimental method. The subject of this study was a fifth semester mathematics student consisting of 26 students. Sampling from this study is by using population samples. Data collection before and after treatment was obtained from the test scores on the ability to solve mathematical questions in linear program subjects, PLSV and PTSLV. The test given consists of 10 questions in the form of essays. In addition to using the test in this study also used a questionnaire to see the independence of student learning which consisted of 22 item statements. The results showed that it was 15.65 ≥ 2.05 so that Ho was rejected and Ha was accepted, or in other words the use of the Polya model oriented scales media and learning independence could have a positive and significant effect on understanding the mathematical concepts of STAIN GPA Mathematics Students.
{"title":"PENGARUH MEDIA TIMBANGAN YANG BERORIENTASI MODEL POLYA DAN KEMANDIRIAN BELAJAR MAHASISWA TERHADAP PEMAHAMAN KONSEP MATEMATIS MAHASISWA TADRIS MATEMATIKA STAIN GPA","authors":"Hilliyani Hilliyani","doi":"10.22373/jppm.v2i1.4498","DOIUrl":"https://doi.org/10.22373/jppm.v2i1.4498","url":null,"abstract":"Learning media is seen as a communication tool that bridges between abstract ideas and the real world, learning media also makes the process of interaction independence, communication and material delivery between educators and students so that it can take place in an appropriate and efficient manner. The purpose of this study was to determine the effect of the scales media oriented on the model of politics and learning independence on understanding the mathematical concepts of STAIN GPA mathematics students. The method used in this study is a quasi-experimental method. The subject of this study was a fifth semester mathematics student consisting of 26 students. Sampling from this study is by using population samples. Data collection before and after treatment was obtained from the test scores on the ability to solve mathematical questions in linear program subjects, PLSV and PTSLV. The test given consists of 10 questions in the form of essays. In addition to using the test in this study also used a questionnaire to see the independence of student learning which consisted of 22 item statements. The results showed that it was 15.65 ≥ 2.05 so that Ho was rejected and Ha was accepted, or in other words the use of the Polya model oriented scales media and learning independence could have a positive and significant effect on understanding the mathematical concepts of STAIN GPA Mathematics Students.","PeriodicalId":34144,"journal":{"name":"Al Khawarizmi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42599721","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 study aimed to know the components of the student creativity in problem solving that can be achieved through Model Eliciting Activities in preservice’s teacher of mathematics education of PTKIN in Aceh. This Research used qualitatif approach, since in this study want to describe the reality on the field namely data about the studets’ creativity in solving maths problem. The result showed that the componentsof flexibility obtained by contruction principle, the reality principle, and the self-just my assesment principle. Even so, there are student who got no flexibility with the third principle of the MEA, but only with the principles, the only reality MEA principle and the effective prototype principle. Mean while, the component of fluency is gained student by analysis of the construct documentation principle. The last component of creativity that is obtained through the construct shareability and reusability and the effective prototype principle. However there are students who do not obtain theses components due to the absence of new student-generated in carrying out problem-solving.
{"title":"MODEL-ELICITING ACTIVITIES DALAM MENGANALISIS KREATIVITAS PEMECAHAN MASALAH MATEMATIKA PADA MAHASISWA PENDIDIKAN MATEMATIKA DI PTKIN ACEH","authors":"Budi Azhari, Adeeba Irfan","doi":"10.22373/jppm.v2i1.4495","DOIUrl":"https://doi.org/10.22373/jppm.v2i1.4495","url":null,"abstract":"This study aimed to know the components of the student creativity in problem solving that can be achieved through Model Eliciting Activities in preservice’s teacher of mathematics education of PTKIN in Aceh. This Research used qualitatif approach, since in this study want to describe the reality on the field namely data about the studets’ creativity in solving maths problem. The result showed that the componentsof flexibility obtained by contruction principle, the reality principle, and the self-just my assesment principle. Even so, there are student who got no flexibility with the third principle of the MEA, but only with the principles, the only reality MEA principle and the effective prototype principle. Mean while, the component of fluency is gained student by analysis of the construct documentation principle. The last component of creativity that is obtained through the construct shareability and reusability and the effective prototype principle. However there are students who do not obtain theses components due to the absence of new student-generated in carrying out problem-solving.","PeriodicalId":34144,"journal":{"name":"Al Khawarizmi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47860077","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 results of student mathematics learning in Indonesia are still relatively low, both at national and international levels. This is because in the learning process the teacher still uses theapproach teacher-centered. So that students are not optimal in developing their knowledge. Therefore, one learning model that can observe this needs to be pursued in a form of learning that is able to increase student activity and learning outcomes is one of thelearning models Guided Discovery Learning. The objectives of this study are (1) To compare the learning outcomes of students taught withmodels Guided Discovery Learning with student learning outcomes taught with conventional learning, (2) To find out the improvement in student learning outcomes taught withlearning models Guided Discovery Learning and ( 3) To find out the response of students after taking part in learning with thelearning model Guided Discovery Learning for students at Bandar Baru Middle School. The research method used was a type of Quasi Experiment with the type of control group pre-test post-test design. The population in this study were all eighth grade students of Bandar Baru Junior High School andsamples were taken, Random namely class VIII3 as the experimental class and VIII6 as the control class. Data collection uses learning outcomes tests, and student response questionnaires. Analysis of student learning outcomes data used t-test and N-gain while analysis of student response data was carried out through analysis of average score criteria. From the results of data processing it can be concluded that the learning outcomes learned usinglearning models Guided Discovery Learning are better than student learning outcomes taught with conventional learning,learning models Guided Discovery Learning can improve student learning outcomes and student responses to learning models Guided Discovery Learning very positive.
{"title":"PENERAPAN MODEL PEMBELAJARAN GUIDED DISCOVERY LEARNING (GDL) UNTUK MENINGKATKAN HASIL BELAJAR PADA SISWA SMPN I BANDAR BARU","authors":"Yuniarti Maya, Lukman T. Ibrahim, Khusnul Safrina","doi":"10.22373/JPPM.V2I2.4507","DOIUrl":"https://doi.org/10.22373/JPPM.V2I2.4507","url":null,"abstract":"The results of student mathematics learning in Indonesia are still relatively low, both at national and international levels. This is because in the learning process the teacher still uses theapproach teacher-centered. So that students are not optimal in developing their knowledge. Therefore, one learning model that can observe this needs to be pursued in a form of learning that is able to increase student activity and learning outcomes is one of thelearning models Guided Discovery Learning. The objectives of this study are (1) To compare the learning outcomes of students taught withmodels Guided Discovery Learning with student learning outcomes taught with conventional learning, (2) To find out the improvement in student learning outcomes taught withlearning models Guided Discovery Learning and ( 3) To find out the response of students after taking part in learning with thelearning model Guided Discovery Learning for students at Bandar Baru Middle School. The research method used was a type of Quasi Experiment with the type of control group pre-test post-test design. The population in this study were all eighth grade students of Bandar Baru Junior High School andsamples were taken, Random namely class VIII3 as the experimental class and VIII6 as the control class. Data collection uses learning outcomes tests, and student response questionnaires. Analysis of student learning outcomes data used t-test and N-gain while analysis of student response data was carried out through analysis of average score criteria. From the results of data processing it can be concluded that the learning outcomes learned usinglearning models Guided Discovery Learning are better than student learning outcomes taught with conventional learning,learning models Guided Discovery Learning can improve student learning outcomes and student responses to learning models Guided Discovery Learning very positive.","PeriodicalId":34144,"journal":{"name":"Al Khawarizmi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49007762","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 was aimed at viewing the effectiveness of Mastery Learning approach with an understanding of concepts and problem-solving abilities of students at STAIN Gajah Putih Takengon.The samples were students of Islamic Education Studies Program (PAI) of the third semester taking the Basic Statistics Academic Year 2017/2018. The instruments of this research were observation sheet, test and questionnaires. Observation sheet was giving to lecturer and students, tests were giving to students to see understanding of concepts and problem-solving abilities,and questionnaires were giving to students to see student responses in learning by using Mastery Learning approach. Based on the results of this study it can be concluded that Mastery Learning approach is effective to see the understanding of concept and problem-solving ability of students PAI STAIN Gajah Putih Takengon. From the calculation of hypothesis obtained t-count was 2.67 for understanding the concept and t-count was 13.86 for ability to build the problem with t_table was 2.01 and degree of freedom was n -2, or degree of freedom was 41 - 2 = 39, so tcount > ttable, then Ha was accepted.
本文旨在通过了解STAIN Gajah Putih Takengon学生的概念和解决问题的能力来观察掌握学习方法的有效性。样本是2017/2018学年基础统计第三学期伊斯兰教育研究项目（PAI）的学生。本研究采用观察表、测验和问卷等方法。向讲师和学生发放观察表，向学生发放测试，以了解他们对概念的理解和解决问题的能力，并向学生发放问卷，以了解学生在使用掌握学习方法进行学习时的反应。基于本研究的结果，可以得出结论，掌握学习法是有效地观察学生PAI STAIN Gajah Putih Takengon对概念的理解和解决问题的能力。根据假设的计算，理解概念的t计数为2.67，构建问题的能力的t计数是13.86，t_table为2.01，自由度为n-2，或自由度为41-2=39，因此tcount>ttable，则接受Ha。
{"title":"EFEKTIVITAS PENDEKATAN MASTERY LEARNING TERHADAP PEMAHAMAN KONSEP DAN KEMAMPUAN PEMECAHAN MASALAH MAHASISWA STAIN GAJAH PUTIH TAKENGON","authors":"E. Rahmadhani","doi":"10.22373/jppm.v2i1.4497","DOIUrl":"https://doi.org/10.22373/jppm.v2i1.4497","url":null,"abstract":"This article was aimed at viewing the effectiveness of Mastery Learning approach with an understanding of concepts and problem-solving abilities of students at STAIN Gajah Putih Takengon.The samples were students of Islamic Education Studies Program (PAI) of the third semester taking the Basic Statistics Academic Year 2017/2018. The instruments of this research were observation sheet, test and questionnaires. Observation sheet was giving to lecturer and students, tests were giving to students to see understanding of concepts and problem-solving abilities,and questionnaires were giving to students to see student responses in learning by using Mastery Learning approach. Based on the results of this study it can be concluded that Mastery Learning approach is effective to see the understanding of concept and problem-solving ability of students PAI STAIN Gajah Putih Takengon. From the calculation of hypothesis obtained t-count was 2.67 for understanding the concept and t-count was 13.86 for ability to build the problem with t_table was 2.01 and degree of freedom was n -2, or degree of freedom was 41 - 2 = 39, so tcount > ttable, then Ha was accepted.","PeriodicalId":34144,"journal":{"name":"Al Khawarizmi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47756326","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}
Purpose of this study is to: to find out the objective conditions of local superiority in mathematics learning in elementary schools in Central Aceh Regency, to design mathematical learning models based on local superiority of class I students, and to find out student responses to local excellence based mathematics learning models in Central Aceh Regency. The subjects of this study were all 4th grade students of elementary school in Bebesen Central Aceh District. And the samples are SD 1 Bebesen, SDN 2 Bebesen, SDN 5 Bebesen, SDN 8 Bebesen, SDN 9 Bebesen, SD 10 Bebesen, SDN 10 Bebesen, SDN 11 Bebesen, SDN 12 Bebesen, SDN 14 Bebesen, SDN 16 Bebesen, SDN 16 Bebesen, SDN 17 Bebesen, SDN 17 Bebesen, SD IT Scholar. The research results were obtained that: (1) the objective conditions of mathematics learning of elementary students in Central Aceh Regency as follows. a) In the learning process the teacher has not linked mathematics with the local character and potential of the area. b) The mathematics handbook used today has not linked students' personal character. (2) During the learning process of mathematics based on local excellence and the potential character of antusius elementary school students to learn mathematics, the steps of the local superiority-based learning model are (a) the teacher conditions the class, starts with prayer by preparing facilities and infrastructure, doing Apperception of the local potential of central Aceh district b) Presenting contextual problems, Explicitly negotiating, Cooperative intervention, guiding students in groups to discuss contextual issues contained in the LAS. Give students the opportunity to present their model findings through class discussions. c) Guiding students to formulate the results of the discussion while making a summary of the material discussed, Providing material evaluations through giving quizzes or home assignments. The design of elementary school mathematics learning based on locally designed excellence received a good response from all students. 83.74% of students gave a positive response to the local excellence-based learning model. From these results it is expected that the mathematics learning model in the class must be tailored to the needs of students so that the objectives of the learning process can be achieved maximally.
{"title":"IMPLEMENTASI MODEL PEMBELAJARAN MATEMATIKA PENDIDIKAN SEKOLAH DASAR BERBASIS KEUNGGULAN LOKAL DI KABUPATEN ACEH TENGAH","authors":"R. Harahap, N. Lubis, Nurmalina Nurmalina","doi":"10.33061/JS.V1I2.2804","DOIUrl":"https://doi.org/10.33061/JS.V1I2.2804","url":null,"abstract":"Purpose of this study is to: to find out the objective conditions of local superiority in mathematics learning in elementary schools in Central Aceh Regency, to design mathematical learning models based on local superiority of class I students, and to find out student responses to local excellence based mathematics learning models in Central Aceh Regency. The subjects of this study were all 4th grade students of elementary school in Bebesen Central Aceh District. And the samples are SD 1 Bebesen, SDN 2 Bebesen, SDN 5 Bebesen, SDN 8 Bebesen, SDN 9 Bebesen, SD 10 Bebesen, SDN 10 Bebesen, SDN 11 Bebesen, SDN 12 Bebesen, SDN 14 Bebesen, SDN 16 Bebesen, SDN 16 Bebesen, SDN 17 Bebesen, SDN 17 Bebesen, SD IT Scholar. The research results were obtained that: (1) the objective conditions of mathematics learning of elementary students in Central Aceh Regency as follows. a) In the learning process the teacher has not linked mathematics with the local character and potential of the area. b) The mathematics handbook used today has not linked students' personal character. (2) During the learning process of mathematics based on local excellence and the potential character of antusius elementary school students to learn mathematics, the steps of the local superiority-based learning model are (a) the teacher conditions the class, starts with prayer by preparing facilities and infrastructure, doing Apperception of the local potential of central Aceh district b) Presenting contextual problems, Explicitly negotiating, Cooperative intervention, guiding students in groups to discuss contextual issues contained in the LAS. Give students the opportunity to present their model findings through class discussions. c) Guiding students to formulate the results of the discussion while making a summary of the material discussed, Providing material evaluations through giving quizzes or home assignments. The design of elementary school mathematics learning based on locally designed excellence received a good response from all students. 83.74% of students gave a positive response to the local excellence-based learning model. From these results it is expected that the mathematics learning model in the class must be tailored to the needs of students so that the objectives of the learning process can be achieved maximally.","PeriodicalId":34144,"journal":{"name":"Al Khawarizmi","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42887411","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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