Penelitian ini dilatarbelakangi oleh permasalahan yang ditemui peneliti saat melakukan observasi dan wawancara di SMA Negeri 1 Tondano yang masih menggunakan model pembelajaran langsung yang membuat siswa pasif dan masih ada nilai yang rendah dari rata-rata. Tujuan dari penelitian ini adalah untuk mengetahui perbedaan hasil belajar matematika siswa SMA Negeri 1 Tondano pada materi tentang limit fungsi aljabar dengan penerapan model Discovery Learning. Desain penelitian yang digunakan adalah Posttest Control Group Design. Sampel yang diambil adalah kelas XI IPA 2 sebagai kelas eksperimen dan kelas XI IPA 5 sebagai kelas kontrol dengan jumlah siswa masing-masing 29 dan 23 siswa. Hasil penelitian posttest diperoleh nilai rata-rata kelas eksperimen adalah 78,18 sedangkan kelas kontrol adalah 72,74. Berdasarkan analisis uji statistik hasil belajar siswa (uji-t) diperoleh nilai . Oleh karena itu, dapat disimpulkan bahwa terdapat perbedaan hasil belajar matematika siswa SMA Negeri 1 Tondano materi limit fungsi aljabar pada penerapan model Discovery Learning dengan model pembelajaran langsung. Dengan selisih rata-rata hasil belajar sebesar 4,29.
这项研究的背景是，研究人员在唐达诺国立高中(land SMA 1 Tondano)进行观察和采访时遇到的问题。这项研究的目的是找出Tondano 1国高中生数学成绩与发现学习模式应用的代数功能限制材料之间的差异。使用的研究设计是后控制组设计。采集的样本为实验班，为11年级5年级作为控制班，每个学生有29名和23名学生。博士后研究获得的实验类平均值为78.18，控制类为72.74。根据学生学习结果统计分析(uj -t)获得分数。因此，可以得出结论，在学习探索学习模式与学习模式的应用上，国家高中生1的数学成绩存在差异。平均绩点为4.29。
{"title":"Pengaruh Model Discovery Learning Terhadap Hasil Belajar Matematika SMA Negeri 1 Tondano","authors":"Septima Marbun, Jorry F. Monoarfa, D. Kaunang","doi":"10.56013/axi.v7i2.1397","DOIUrl":"https://doi.org/10.56013/axi.v7i2.1397","url":null,"abstract":"Penelitian ini dilatarbelakangi oleh permasalahan yang ditemui peneliti saat melakukan observasi dan wawancara di SMA Negeri 1 Tondano yang masih menggunakan model pembelajaran langsung yang membuat siswa pasif dan masih ada nilai yang rendah dari rata-rata. Tujuan dari penelitian ini adalah untuk mengetahui perbedaan hasil belajar matematika siswa SMA Negeri 1 Tondano pada materi tentang limit fungsi aljabar dengan penerapan model Discovery Learning. Desain penelitian yang digunakan adalah Posttest Control Group Design. Sampel yang diambil adalah kelas XI IPA 2 sebagai kelas eksperimen dan kelas XI IPA 5 sebagai kelas kontrol dengan jumlah siswa masing-masing 29 dan 23 siswa. Hasil penelitian posttest diperoleh nilai rata-rata kelas eksperimen adalah 78,18 sedangkan kelas kontrol adalah 72,74. Berdasarkan analisis uji statistik hasil belajar siswa (uji-t) diperoleh nilai . Oleh karena itu, dapat disimpulkan bahwa terdapat perbedaan hasil belajar matematika siswa SMA Negeri 1 Tondano materi limit fungsi aljabar pada penerapan model Discovery Learning dengan model pembelajaran langsung. Dengan selisih rata-rata hasil belajar sebesar 4,29.","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89509060","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}
Maswar Maswar, Diyah Ayu Rizki Pradita, M. Atikurrahman, M. -, Saiful .
This research is a literature study with a descriptive qualitative approach to the type of literature that seeks to explain the important role of statistics in modern Islamic education and economics. In this literature study, researchers used various written sources such as books, articles, journals and other supporting documents relevant to the study. This study focuses on the discourse of statistical science and its role in the field of Islamic education and economics in the modern era. The results of the study show that statistics have been widely used by the public on various field such as politics, education, government, economics, and business. In education, statistics help students and learners or education practitioners in understanding data, measurement instruments, data analysis techniques, and drawing conclusions, both as evaluations and continuing education research. While in business, statistics can be applied to business calculations in the form of trend index numbers, dividend calculations, probability of profit in investments and stocks. Specifically, statistics have an important role in the banking sector, stock sector, capital market sector, insurance sector, multifinance and micro sector. Statistics present a lot of detailed and systematic information or data. Not only that, statistical science is highly recommended in Islamic economic and educational activities, and Allah likes people who carry out economic andeducational activities carried out with itqan, namely focused, clear, accurate, and compleKeywords: statistics, education, and modern islamic economy
{"title":"Peran Penting Statistika dalam Pendidikan dan Perekonomian Islam Modern","authors":"Maswar Maswar, Diyah Ayu Rizki Pradita, M. Atikurrahman, M. -, Saiful .","doi":"10.56013/axi.v7i2.1288","DOIUrl":"https://doi.org/10.56013/axi.v7i2.1288","url":null,"abstract":"This research is a literature study with a descriptive qualitative approach to the type of literature that seeks to explain the important role of statistics in modern Islamic education and economics. In this literature study, researchers used various written sources such as books, articles, journals and other supporting documents relevant to the study. This study focuses on the discourse of statistical science and its role in the field of Islamic education and economics in the modern era. The results of the study show that statistics have been widely used by the public on various field such as politics, education, government, economics, and business. In education, statistics help students and learners or education practitioners in understanding data, measurement instruments, data analysis techniques, and drawing conclusions, both as evaluations and continuing education research. While in business, statistics can be applied to business calculations in the form of trend index numbers, dividend calculations, probability of profit in investments and stocks. Specifically, statistics have an important role in the banking sector, stock sector, capital market sector, insurance sector, multifinance and micro sector. Statistics present a lot of detailed and systematic information or data. Not only that, statistical science is highly recommended in Islamic economic and educational activities, and Allah likes people who carry out economic andeducational activities carried out with itqan, namely focused, clear, accurate, and compleKeywords: statistics, education, and modern islamic economy","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"183 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85644687","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}
Abstrak Penelitian ini adalah penelitian kualitatif deskriptif, bertujuan untuk menggali proses berpikir siswa dalam menyelesaikan soal pemecahan masalah statistika kelas VIII sebelum dan sesudah diberikan bantuan atau scaffolding. Subjek penelitian terdiri dari dua orang siswa kelas VIII. Penelitian dilakukan dengan memberikan 2 soal pemecahan masalah kemudian hasilnya dianalisis dan dibandingkan dengan hasil wawancara yang dilakukan terhadap subjek penelitian. Dari hasil penelitian ditemukan bahwa pada soal nomor 1, Subjek 1 (S1) melakukan 3 langkah proses berpikir, yaitu: memahami masalah, merencakanan penyelesaian, dan melaksanakan rencana. Perbedaan proses berpikir sebelum dan setelah scaffolding ada pada langkah kedua dan ketiga. Sedangkan Subjek 2 (S2) melakukan 3 langkah proses berpikir sama dengan S1, namun terdapat kesalahan berpikir yang dilakukan pada ketiga langkah tersebut, sehingga scaffolding diberikan secara keseluruhan. Pada soal ke dua, baik S1 maupun S2 melakukan 4 proses berpikir yaitu: memahami masalah, merencakanan penyelesaian, melaksanakan rencana, dan memeriksa kembali hasil penyelesaian. Scaffolding diberikan pada langkah kedua dan ketiga. Secara umum terdapat perbedaan proses berpikir siswa sebelum dan sesudah proses scaffolding. Kata kunci: Proses Berpikir, Pemecahan Masalah, Scaffolding Abstrack This research is a descriptive qualitative, aims to explore students' thinking processes in statistical problem solving for class VIII before and after being given assistance or scaffolding. The research subjects consisted of two eighth grade students. The research was conducted by giving two statistica problems , then the results were analyzed and compared with the results of interviews conducted on research subjects. From the results was found that in question number 1, Subject 1 (S1) carried out 3 steps of the thinking process, namely: understanding the problem, planning a solution, and implementing the plan. The difference in thought processes before and after scaffolding is in the second and third steps. While the second subject (S2) did the same three-step thought process as the first subject (S1), but there was a thinking error made by the first subject in the three steps, so the whole scaffolding was given. In the second question, both the first subject and the second subject carried out four thought processes, namely: understanding the problem, planning a solution, implementing the plan, and re-examining the results of the settlement. Scaffolding is given in the second and third steps.generally, there are differences in students' thinking processes before and after the scaffolding process. Keywords: Thinking Process, Problem Solving, Scaffolding
{"title":"Proses Berpikir Siswa Dalam Menyelesaikan Soal Pemecahan Masalah Statistika Melalui Scaffolding","authors":"Alaudin Mt, S. Rohman, Muhlisatul Mahmudah","doi":"10.56013/axi.v7i2.1577","DOIUrl":"https://doi.org/10.56013/axi.v7i2.1577","url":null,"abstract":"Abstrak \u0000 \u0000Penelitian ini adalah penelitian kualitatif deskriptif, bertujuan untuk menggali proses berpikir siswa dalam menyelesaikan soal pemecahan masalah statistika kelas VIII sebelum dan sesudah diberikan bantuan atau scaffolding. Subjek penelitian terdiri dari dua orang siswa kelas VIII. Penelitian dilakukan dengan memberikan 2 soal pemecahan masalah kemudian hasilnya dianalisis dan dibandingkan dengan hasil wawancara yang dilakukan terhadap subjek penelitian. Dari hasil penelitian ditemukan bahwa pada soal nomor 1, Subjek 1 (S1) melakukan 3 langkah proses berpikir, yaitu: memahami masalah, merencakanan penyelesaian, dan melaksanakan rencana. Perbedaan proses berpikir sebelum dan setelah scaffolding ada pada langkah kedua dan ketiga. Sedangkan Subjek 2 (S2) melakukan 3 langkah proses berpikir sama dengan S1, namun terdapat kesalahan berpikir yang dilakukan pada ketiga langkah tersebut, sehingga scaffolding diberikan secara keseluruhan. Pada soal ke dua, baik S1 maupun S2 melakukan 4 proses berpikir yaitu: memahami masalah, merencakanan penyelesaian, melaksanakan rencana, dan memeriksa kembali hasil penyelesaian. Scaffolding diberikan pada langkah kedua dan ketiga. Secara umum terdapat perbedaan proses berpikir siswa sebelum dan sesudah proses scaffolding. \u0000Kata kunci: Proses Berpikir, Pemecahan Masalah, Scaffolding \u0000 \u0000Abstrack \u0000 \u0000This research is a descriptive qualitative, aims to explore students' thinking processes in statistical problem solving for class VIII before and after being given assistance or scaffolding. The research subjects consisted of two eighth grade students. The research was conducted by giving two statistica problems , then the results were analyzed and compared with the results of interviews conducted on research subjects. From the results was found that in question number 1, Subject 1 (S1) carried out 3 steps of the thinking process, namely: understanding the problem, planning a solution, and implementing the plan. The difference in thought processes before and after scaffolding is in the second and third steps. While the second subject (S2) did the same three-step thought process as the first subject (S1), but there was a thinking error made by the first subject in the three steps, so the whole scaffolding was given. In the second question, both the first subject and the second subject carried out four thought processes, namely: understanding the problem, planning a solution, implementing the plan, and re-examining the results of the settlement. Scaffolding is given in the second and third steps.generally, there are differences in students' thinking processes before and after the scaffolding process. \u0000 \u0000Keywords: Thinking Process, Problem Solving, Scaffolding","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74807456","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 research aim to describe the types of learning difficulties by students while solving the problems of algebraic factoring in class VIII. This research is a type of qualitative research with an exploratory approach. This study is intended to reveal, analyze and provide an overview of the difficulties experienced by class VIII students while solving algebraic factoring problems with the research subjects being 3 junior high school students who had the lowest scores when working on problems. To ensure the validity of the data obtained, this study uses source triangulation to compare and double-check the degree of trustworthiness of the information obtained. After analyzing the data regarding the difficulties experienced during solving the problemsof algebraic factoring, it was concluded that the difficulties experienced by students were (1) Unable to distinguish coefficients, constants, and terms; (2) The subject has difficulty in performing operations with positive and negative integers; (3) The subject does not know the value of a variable; (4) The subject does not know the next steps when solving the problem; (5)The subject does not know the steps to do after completing the distributive step and (6) The subject cannot find two numbers instead of bx with . Keywords: learning difficulties, problem solving, algebraic factoring
{"title":"Analisis Kesulitan Siswa Pada Penyelesaian Masalah Pemfaktoran Aljabar di Kelas VIII","authors":"Dwi Noviani Sulisawati, Indah Rahayu Panglipur","doi":"10.56013/axi.v7i1.1212","DOIUrl":"https://doi.org/10.56013/axi.v7i1.1212","url":null,"abstract":"The research aim to describe the types of learning difficulties by students while solving the problems of algebraic factoring in class VIII. This research is a type of qualitative research with an exploratory approach. This study is intended to reveal, analyze and provide an overview of the difficulties experienced by class VIII students while solving algebraic factoring problems with the research subjects being 3 junior high school students who had the lowest scores when working on problems. To ensure the validity of the data obtained, this study uses source triangulation to compare and double-check the degree of trustworthiness of the information obtained. After analyzing the data regarding the difficulties experienced during solving the problemsof algebraic factoring, it was concluded that the difficulties experienced by students were (1) Unable to distinguish coefficients, constants, and terms; (2) The subject has difficulty in performing operations with positive and negative integers; (3) The subject does not know the value of a variable; (4) The subject does not know the next steps when solving the problem; (5)The subject does not know the steps to do after completing the distributive step and (6) The subject cannot find two numbers instead of bx with .\u0000 Keywords: learning difficulties, problem solving, algebraic factoring","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78721164","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 aims to find a generalization of the sine inequality of any triangles. This generalization is the general form of the sine inequality in a triangle when the angles given are not angles of the triangle, i.e. when the sum of the three angles is not equal to . The sine inequality that will be studied focuses on the inequalities of the sum and multiplication of sine in triangles. In the process, qualitative research methods are carried out in the form of literature review, namely studying the sum and the multiplication inequalities of sine in triangles which will then be developed and obtained new generalizations from the previous inequalities, namely generalizations of sine inequalities in triangles. These generalizations include generalizing the inequalities of the sum of sine in triangles and generalizing the inequalities of multiplication sine in triangles. To study this, it is necessary to first study the concepts of trigonometry, namely the definition of sine and cosine, the rules of sine and cosine; the relationship of the sine cosine to the sides of the triangle; the relationship of the radius of the circumcircle of the triangle to the sides and angles of the triangle; and arithmetic and geometric mean inequalities.The results of this study obtained the generalization of the sine inequality of any triangles. Keywords: inequality, sine, triangle
{"title":"Generalisasi Ketaksamaan Sinus pada Segitiga","authors":"Nur Hidayatin, Frida Murtinasari","doi":"10.56013/axi.v7i1.1195","DOIUrl":"https://doi.org/10.56013/axi.v7i1.1195","url":null,"abstract":"This study aims to find a generalization of the sine inequality of any triangles. This generalization is the general form of the sine inequality in a triangle when the angles given are not angles of the triangle, i.e. when the sum of the three angles is not equal to . The sine inequality that will be studied focuses on the inequalities of the sum and multiplication of sine in triangles. In the process, qualitative research methods are carried out in the form of literature review, namely studying the sum and the multiplication inequalities of sine in triangles which will then be developed and obtained new generalizations from the previous inequalities, namely generalizations of sine inequalities in triangles. These generalizations include generalizing the inequalities of the sum of sine in triangles and generalizing the inequalities of multiplication sine in triangles. To study this, it is necessary to first study the concepts of trigonometry, namely the definition of sine and cosine, the rules of sine and cosine; the relationship of the sine cosine to the sides of the triangle; the relationship of the radius of the circumcircle of the triangle to the sides and angles of the triangle; and arithmetic and geometric mean inequalities.The results of this study obtained the generalization of the sine inequality of any triangles.\u0000Keywords: inequality, sine, triangle","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81003734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research is to examine whether the comparison teaching materials developed through Kvisoft Flipbook Maker can help the learning process at Woloan Christian Middle School. The researcher uses R&D (Research and Development) research model with research methods based on Sugiyono's theory, namely there are seven stages of development, potential, and problems, data collection, product design, design validation, design revision, product testing, and product revision. This teaching material contains interesting animations, audio, and video that can motivate students in learning and is also expected to make it easier for students to understand the comparison material. The results showed that the teaching materials developed were suitable for use in teaching and learning activities. The assessment was carried out using three experts and obtained percentages of 93%, 89%, and 88% so that it met the validity aspect. The responses of teachers and students on the use of teaching materials are very good with a percentage of 93% and 87% so that they meet the practical aspect. Learning outcomes obtained based on testing of 34 seventh grade students of Woloan Christian Middle School were very good with a completeness percentage of 82% and met the effectiveness aspect. Keywords: teaching materials, kvisoft flipbook maker, comparison The purpose of this research is to examine whether the comparison teaching materials developed through Kvisoft Flipbook Maker can help the learning process at Woloan Christian Middle School. The researcher uses R&D (Research and Development) research model with research methods based on Sugiyono's theory, namely there are seven stages of development, potential, and problems, data collection, product design, design validation, design revision, product testing, and product revision. This teaching material contains interesting animations, audio, and video that can motivate students in learning and is also expected to make it easier for students to understand the comparison material. The results showed that the teaching materials developed were suitable for use in teaching and learning activities. The assessment was carried out using three experts and obtained percentages of 93%, 89%, and 88% so that it met the validity aspect. The responses of teachers and students on the use of teaching materials are very good with a percentage of 93% and 87% so that they meet the practical aspect. Learning outcomes obtained based on testing of 34 seventh grade students of Woloan Christian Middle School were very good with a completeness percentage of 82% and met the effectiveness aspect. Keywords: teaching materials, kvisoft flipbook maker, comparison
本研究的目的是检验Kvisoft Flipbook Maker开发的比较教材是否可以帮助沃兰基督教中学的学习过程。研究者采用R&D (Research and Development)研究模型，采用基于Sugiyono理论的研究方法，即有开发、潜力和问题、数据收集、产品设计、设计验证、设计修订、产品测试和产品修订七个阶段。本教材包含有趣的动画、音频和视频，可以激发学生的学习积极性，也可以使学生更容易理解比较材料。结果表明，所编制的教材适合在教学活动中使用。由3位专家进行评估，获得的百分比分别为93%、89%和88%，满足效度方面的要求。教师和学生对教材使用的反应都很好，分别达到93%和87%，符合实际。通过对伍伦基督教中学34名七年级学生的测试，获得的学习成果非常好，完成率为82%，满足有效性方面的要求。关键词:教材，kvisoft flipbook maker，比较本研究的目的是为了检验kvisoft flipbook maker开发的比较教材是否能够帮助沃兰基督教中学的学习过程。研究者采用R&D (Research and Development)研究模型，采用基于Sugiyono理论的研究方法，即有开发、潜力和问题、数据收集、产品设计、设计验证、设计修订、产品测试和产品修订七个阶段。本教材包含有趣的动画、音频和视频，可以激发学生的学习积极性，也可以使学生更容易理解比较材料。结果表明，所编制的教材适合在教学活动中使用。由3位专家进行评估，获得的百分比分别为93%、89%和88%，满足效度方面的要求。教师和学生对教材使用的反应都很好，分别达到93%和87%，符合实际。通过对伍伦基督教中学34名七年级学生的测试，获得的学习成果非常好，完成率为82%，满足有效性方面的要求。关键词:教材，kvisoft flipbook maker，比较
{"title":"Pengembangan Bahan Ajar Matematika Menggunakan Kvisoft Flipbook Maker Materi Perbandingan Siswa Kelas VII","authors":"Palenita Repi, D. Kaunang, R. J. Pulukadang","doi":"10.56013/axi.v7i1.1211","DOIUrl":"https://doi.org/10.56013/axi.v7i1.1211","url":null,"abstract":"The purpose of this research is to examine whether the comparison teaching materials developed through Kvisoft Flipbook Maker can help the learning process at Woloan Christian Middle School. The researcher uses R&D (Research and Development) research model with research methods based on Sugiyono's theory, namely there are seven stages of development, potential, and problems, data collection, product design, design validation, design revision, product testing, and product revision. This teaching material contains interesting animations, audio, and video that can motivate students in learning and is also expected to make it easier for students to understand the comparison material. The results showed that the teaching materials developed were suitable for use in teaching and learning activities. The assessment was carried out using three experts and obtained percentages of 93%, 89%, and 88% so that it met the validity aspect. The responses of teachers and students on the use of teaching materials are very good with a percentage of 93% and 87% so that they meet the practical aspect. Learning outcomes obtained based on testing of 34 seventh grade students of Woloan Christian Middle School were very good with a completeness percentage of 82% and met the effectiveness aspect.\u0000Keywords: teaching materials, kvisoft flipbook maker, comparison\u0000The purpose of this research is to examine whether the comparison teaching materials developed through Kvisoft Flipbook Maker can help the learning process at Woloan Christian Middle School. The researcher uses R&D (Research and Development) research model with research methods based on Sugiyono's theory, namely there are seven stages of development, potential, and problems, data collection, product design, design validation, design revision, product testing, and product revision. This teaching material contains interesting animations, audio, and video that can motivate students in learning and is also expected to make it easier for students to understand the comparison material. The results showed that the teaching materials developed were suitable for use in teaching and learning activities. The assessment was carried out using three experts and obtained percentages of 93%, 89%, and 88% so that it met the validity aspect. The responses of teachers and students on the use of teaching materials are very good with a percentage of 93% and 87% so that they meet the practical aspect. Learning outcomes obtained based on testing of 34 seventh grade students of Woloan Christian Middle School were very good with a completeness percentage of 82% and met the effectiveness aspect.\u0000Keywords: teaching materials, kvisoft flipbook maker, comparison","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88826286","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 aims to classify student responses in dealing with probabilistic problems according totheir level, analyze, and identify indicators at each level. This study used a descriptivequalitativeapproach with data collection techniques in the form of tests and interviews which were tested on 66 seventh grade students as research subjects. The results showed that 28 students were at the subjective level, 30 students were at the transitional level, and 8 students were at the informal quantitative level, and no students were at the numerical level. In addition, there are additional indicators at the subjective and transitional levels. Meanwhile, at the informal quantitative level, there are no additional indicators.Keywords: probabilistic thinking
{"title":"Level Berpikir Probabilistik Siswa SMPN 4 Kepanjen","authors":"Arini Mayan Fa’ani, Ulfa Masamah, Marhayati Marhayati","doi":"10.56013/axi.v7i1.1187","DOIUrl":"https://doi.org/10.56013/axi.v7i1.1187","url":null,"abstract":"This study aims to classify student responses in dealing with probabilistic problems according totheir level, analyze, and identify indicators at each level. This study used a descriptivequalitativeapproach with data collection techniques in the form of tests and interviews which were tested on 66 seventh grade students as research subjects. The results showed that 28 students were at the subjective level, 30 students were at the transitional level, and 8 students were at the informal quantitative level, and no students were at the numerical level. In addition, there are additional indicators at the subjective and transitional levels. Meanwhile, at the informal quantitative level, there are no additional indicators.Keywords: probabilistic thinking","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87861187","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}
In this era of The New Normal where students, teachers, and even parents are ‘forced’ to get accustomed to distance learning, we cannot simply overlook the importance of feedback on students’ work especially in mathematics teaching and learning, since feedback will provide information about the level of students' understanding of the material provided and also encourage them because their work is valued. This is a descriptive qualitative article about the overview of online mathematics classes and also how to utilize the role of feedback in them. The data in this article was enriched with the results of a questionnaire for 83 respondents from higher education in West Borneo. The results of the questionnaire revealed that 64.5% of respondents thought that online discussion groups were the most convenient platform to use in online learning, while video conference (90,3%) recorded the least. Regarding feedback, 53.8% of respondents chose corrective information on the work of the learner as the preferred form of feedback compared to the other two. At the end of this article, also suggested some ways for teachers to provide feedbacks based on the distance learning platform used in The New Normal Era. Keywords: feedback, online class, new normal era
{"title":"Memanfaatkan Peran Umpan Balik pada Kelas Online Matematika di Era Kenormalan Baru","authors":"Varetha Lisarani","doi":"10.56013/axi.v7i1.1180","DOIUrl":"https://doi.org/10.56013/axi.v7i1.1180","url":null,"abstract":"In this era of The New Normal where students, teachers, and even parents are ‘forced’ to get accustomed to distance learning, we cannot simply overlook the importance of feedback on students’ work especially in mathematics teaching and learning, since feedback will provide information about the level of students' understanding of the material provided and also encourage them because their work is valued. This is a descriptive qualitative article about the overview of online mathematics classes and also how to utilize the role of feedback in them. The data in this article was enriched with the results of a questionnaire for 83 respondents from higher education in West Borneo. The results of the questionnaire revealed that 64.5% of respondents thought that online discussion groups were the most convenient platform to use in online learning, while video conference (90,3%) recorded the least. Regarding feedback, 53.8% of respondents chose corrective information on the work of the learner as the preferred form of feedback compared to the other two. At the end of this article, also suggested some ways for teachers to provide feedbacks based on the distance learning platform used in The New Normal Era.\u0000Keywords: feedback, online class, new normal era","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91346662","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 aims to develop e-comic media with a contextual approach to the material of quadrilaterals and triangles to help improve the understanding of mathematical concepts for seventh grade junior high school students. The development model used by the Thiagarajan model known as the 4-D model was modified into a 3-D model which only reached the third stage, namely define, design, and develop, because it was adapted to the needs of learning media development. The media development process uses Inkscape for coloring and finishing e-comics. E-comic media uses a contextual approach where practice questions are related to everyday life. The e-comic in this study consists of two series, namely series 1 with material on properties, diagonals, sides and angles in quadrilaterals and triangles, in series 2 with material on perimeter and area of quadrilaterals and triangles. The results show that e-comic is valid based on validation assessment, effective based on the percentage of complete learning and practical from the results of observation of implementation. This e-comic media can help students' understanding based on 3 levels, namely translation, intrapolation and extrapolation. The use of e-comic media in learning is intended to build students' understanding of the material presented. Keywords: e-comic, understanding mathematical concept
{"title":"Pengembangan Media E-Komik Untuk Meningkatkan Pemahaman Konsep Matematika Siswa","authors":"Ani Afifah, Putri Arisca Dewi","doi":"10.56013/axi.v7i1.1194","DOIUrl":"https://doi.org/10.56013/axi.v7i1.1194","url":null,"abstract":"This study aims to develop e-comic media with a contextual approach to the material of quadrilaterals and triangles to help improve the understanding of mathematical concepts for seventh grade junior high school students. The development model used by the Thiagarajan model known as the 4-D model was modified into a 3-D model which only reached the third stage, namely define, design, and develop, because it was adapted to the needs of learning media development. The media development process uses Inkscape for coloring and finishing e-comics. E-comic media uses a contextual approach where practice questions are related to everyday life. The e-comic in this study consists of two series, namely series 1 with material on properties, diagonals, sides and angles in quadrilaterals and triangles, in series 2 with material on perimeter and area of quadrilaterals and triangles. The results show that e-comic is valid based on validation assessment, effective based on the percentage of complete learning and practical from the results of observation of implementation. This e-comic media can help students' understanding based on 3 levels, namely translation, intrapolation and extrapolation. The use of e-comic media in learning is intended to build students' understanding of the material presented.\u0000Keywords: e-comic, understanding mathematical concept\u0000 ","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"123 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80666422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is that there are still many students who do not fully understand the use of zoom so that it affects learning motivation, some students still feel high learning anxiety so that it affects mathematics learning achievement, students who have low learning motivation affect learning achievement through learning anxiety. Furthermore, after the research implementation team conducted observations and interviews with several teachers at SMK N 2 Wonogiri, it was found that some students at the SMK still had difficulties in operating zoom and other similar media and the limited quota even though they received quota assistance but sometimes it was not sufficient. From this background, the research team wanted to investigate further about the effect of learning motivation using zoom and learning anxiety on mathematics learning achievement at SMK Negeri 2 Wonogiri. The method used is a quantitative approach, namely solving path analysis problems with a linear regression approach. The result of this research is that there is an effect of learning motivation using zoom on mathematics learning achievement. There is an influence of learning anxiety on mathematics learning achievement. There is an effect of learning motivation using zoom on mathematics learning achievement through learning anxiety. Keywords: learning motivation, zoom, learning anxiety, mathematics learning achievement
本研究的目的在于，目前仍有很多学生对缩放的使用没有完全理解从而影响学习动机，部分学生仍然感到高度的学习焦虑从而影响数学学习成绩，学习动机较低的学生通过学习焦虑影响学习成绩。此外，在研究执行小组对SMK N 2 woogiri的几位教师进行观察和访谈后，发现SMK的一些学生尽管获得了配额援助，但在操作缩放和其他类似媒体和有限的配额方面仍然存在困难，但有时还不够。在此背景下，研究小组希望进一步研究使用缩放学习动机和学习焦虑对SMK Negeri 2 Wonogiri数学学习成绩的影响。所使用的方法是定量方法，即用线性回归方法解决路径分析问题。本研究的结果是，学习动机使用缩放对数学学习成绩有影响。学习焦虑对数学学习成绩有影响。学习动机使用变焦通过学习焦虑对数学学习成绩产生影响。关键词:学习动机，变焦，学习焦虑，数学学习成绩
{"title":"Pengaruh Motivasi Belajar Menggunakan Zoom dan Kecemasan Belajar Terhadap Prestasi Belajar Matematika Siswa Kelas X","authors":"Muslihatul Hidayah, Dona Katarina, Iim Marfu’ah","doi":"10.56013/axi.v7i1.1197","DOIUrl":"https://doi.org/10.56013/axi.v7i1.1197","url":null,"abstract":"The purpose of this study is that there are still many students who do not fully understand the use of zoom so that it affects learning motivation, some students still feel high learning anxiety so that it affects mathematics learning achievement, students who have low learning motivation affect learning achievement through learning anxiety. Furthermore, after the research implementation team conducted observations and interviews with several teachers at SMK N 2 Wonogiri, it was found that some students at the SMK still had difficulties in operating zoom and other similar media and the limited quota even though they received quota assistance but sometimes it was not sufficient. From this background, the research team wanted to investigate further about the effect of learning motivation using zoom and learning anxiety on mathematics learning achievement at SMK Negeri 2 Wonogiri. The method used is a quantitative approach, namely solving path analysis problems with a linear regression approach. The result of this research is that there is an effect of learning motivation using zoom on mathematics learning achievement. There is an influence of learning anxiety on mathematics learning achievement. There is an effect of learning motivation using zoom on mathematics learning achievement through learning anxiety.\u0000Keywords: learning motivation, zoom, learning anxiety, mathematics learning achievement","PeriodicalId":55794,"journal":{"name":"MaPan Jurnal Matematika dan Pembelajaran","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77656164","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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