Jurnal Elektronik Pendidikan Matematika Tadulako
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PENERAPAN MODEL PEMBELAJARAN SEARCH, SOLVE, CREATE AND SHARE UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VIIA SMP NEGERI 1 SINDUE TOMBUSABORA
Full text linkThis study aims to describe the implementation of the Search, Solve, Create, and Share (SSCS) learning model in improving the mathematical problem-solving abilities of seventh-grade students at SMP Negeri 1 Sindue Tombusabora. This research is a Classroom Action Research (CAR) using the Kemmis and McTaggart design, which consists of four stages: planning, action, observation, and reflection. The research subjects were 20 students of class VII A, with three students selected as informants. The research was conducted in two cycles. Based on the final action test results, the percentage of classical learning mastery increased from 60% in the first cycle to 88.23% in the second cycle. Teacher and student observations also improved from a good category in the first cycle to a very good category in the second. The SSCS model was implemented through several phases: (1) introduction, where prior knowledge was explored through discussion; (2) search, where contextual problems related to real-life situations were introduced; (3) solve, where students analyzed information to identify patterns and draw preliminary conclusions; (4) create, where students formulated solutions in the form of simple posters; (5) share, where students presented their results in front of the class; and (6) conclusion, where students and the teacher reflected together. The findings indicate that the SSCS model effectively enhances students' mathematical problem-solving skills
PROFIL PEMECAHAN MASALAH SISWA KELAS VII SMP NEGERI 2 PALU PADA SOAL CERITA PENJUMLAHAN DAN PENGURANGAN BILANGAN BULAT DITINJAU DARI GAYA BELAJAR
Full text linkThis research aims to describe students' problem solving profiles in solving story problems adding and subtracting integers based on learning styles (visual, auditory and kinesthetic) using the Polya approach. This research uses a qualitative approach with descriptive methods. The research subjects consisted of three class VII students at SMP Negeri 2 Palu, each of whom represented a visual, auditory and kinesthetic learning style. The results of the research showed that students with a visual learning style did not fully understand the problem according to the Polya procedure, even though they could state some of the information in words. -said himself. Subjects prepare plans logically and carry out steps systematically, but do not double-check the results so that there are errors that are not corrected. Students with an auditory learning style can understand problems completely and formulate plans by adding up information based on time sequence. Subjects executed plans consistently but did not thoroughly double-check results, resulting in errors being left uncorrected. On the other hand, students with a kinesthetic learning style show good understanding, prepare appropriate plans, carry out steps systematically, and recheck the results according to Polya procedures, so that they get the correct answers and are confident in the results. This research provides insight into the influence of learning styles on mathematical problem solving abilities and the importance of paying attention to the re-examination step in the learning process
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK MENGGUNAKAN MEDIA QUESTIONS BOX TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII MATERI STATISTIKA DI SMP NEGERI 18 PALU
Full text linkThe low mathematics learning outcomes of grade VIII students of SMP Negeri 18 Palu attracted the interest of researchers to research by applying a talking stick type cooperative learning model using media question boxes to see if there was an effect of the talking stick type cooperative learning model using media question boxes on the learning outcomes of grade VIII students in statistics materials at SMP Negeri 18 Palu. The purpose of this study is to analyze the influence of the talking stick type cooperative learning model using the media questions box on the mathematics learning outcomes of grade VIII students on statistics material at SMP Negeri 18 Palu. This study is a quasi-experimental design with a quantitative approach and the research design used is a nonequivalent control group design. The experimental class applied a talking stick type cooperative learning model using a media question box, while the control class applied a conventional learning model. The average score of the mathematics learning outcomes of the experimental class students was 85.88 while the average score of the control class was 79.04. Data analysis was also carried out through the Statistical Product and Service Solution (SPSS) program, obtaining a significant value (Sig.2-tailed) of 0.000 < 0.05. In this case, the null hypothesis (H0) is rejected. Based on data analysis, it can be concluded that the talking stick type cooperative learning model using question box media has a significant effect on the mathematics learning outcomes of grade VIII students at SMP Negeri 18 Palu
ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA SMAN 1 SINDUE TOMBUSABORA BERDASARKAN TIPE KEPRIBADIAN
Full text linkThe purpose of this study is to obtain an analytical description of students' critical thinking skills in solving trigonometry problems based on personality type. This research is a qualitative study with a descriptive approach. The results of this study are as follows: Student MHA with a guardian personality type met 1 critical thinking indicator on question number 1, which is focus, and met 6 critical thinking indicators on question number 2, namely focus, reason, inference, situation, clarity, and overview (FRISCO). Student MHA with a guardian personality type tended to be thorough in completing the given problems. Student AI with a rational personality type met 6 critical thinking indicators, namely focus, reason, inference, situation, clarity, and overview (FRISCO). Student AI with a rational personality type was good at analyzing and tended to ignore things deemed unnecessary or time-consuming. Student FA with an artisan personality type did not complete question number 1. Student FA with an artisan personality type met 3 critical thinking indicators, namely focus, reason, and inference on question number 2. Student FA with an artisan personality type tended to be slow in learning/understanding mathematical material, proven by the fact that student FA with an artisan personality type could not complete question number 1 and tended to rush in working on the problem. Student AL with an idealist personality type met 4 critical thinking indicators, namely focus, reason, inference, and situation. Student AL with an idealist personality type elaborated their answers in detail, both orally and in writing
PROFIL PEMECAHAN MASALAH SISWA KELAS IX SMP NEGERI 2 PALU DALAM MENYELESAIKAN MASALAH MATERI UNTUNG DAN RUGI BERDASARKAN SELF-EFFICACY
Full text linkThis study aims to describe the problem-solving profile of grade IX students of SMP Negeri 2 Palu in solving profit and loss material problems based on their self-efficacy levels. The research approach used is descriptive qualitative, with research subjects consisting of two students, each with a high and low level of self-efficacy. Data were collected through self-efficacy questionnaires, written tests, and interviews, which were analyzed using the Miles and Huberman model. The results showed that students with high levels of self-efficacy were able to complete each stage of problem solving based on Polya's steps well, starting from understanding the problem, planning problem solving, implementing the plan, to re-checking the results. High self-efficacy students showed confidence and accuracy in identifying information, designing solutions, and performing calculations. In contrast, students with low self-efficacy were only able to understand part of the information, often made mistakes in calculations, and did not re-check the answers because they lacked confidence. The self-efficacy factor has been shown to influence students' ability to solve mathematical problems
ANALISIS KESALAHAN SISWA KELAS VII MTs ALKHAIRAAT PUSAT PALU DALAM MENYELESAIKAN SOAL BENTUK ALJABAR BERDASARKAN PROSEDUR NEWMAN
Full text linkThis study is a qualitative research that aims to obtain a description of the types of errors and factors that cause errors made by seventh grade students of MTs Alkhairaat Pusat Palu in solving algebraic form problems using error analysis based on the Newman Procedure. This data was collected through written tests and interviews. The subject of this study was one student of class VII C at MTs Alkhairaat Pusat Palu who made the most mistakes. The results of this study indicate that the types of errors made by students are: (1) Reading errors, namely students cannot read the symbols contained in the problem; (2)Comprehension errors, namely students misunderstand the problem in the problem; (3) Transformation errors, namely students incorrectly determine the solution steps to be used in solving the problem; (4) Process skill errors, namely students incorrectly calculate the results of subtraction; and (5) Encoding errors, namely students incorrect in writing the final answer. The factors that cause errors made by students are: (1) students do not know the symbols in the problem; (2) lack of understanding of algebraic form material; (3) do not know the correct steps in solving the problem; (4) do not apply the concept of arithmetic operations correctly; and (5) lack of thoroughness and rush when solving the problem
PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI ARITMATIKA SOSIAL DI KELAS VII B SMP NEGERI 20 SIGI: Application of Problem Based Learning (PBL) Model to Improve Students' Learning Outcomes on Social Arithmetics Material in Class VII B of SMP Negeri 20 Sigi
Full text linkThis research aim to obtain a description about application of problem based learning (PBL) that can improve students learning outcomes on Social Arithmetic especially on the subject matter of single interest as well as Gross, Tare and Net in class VII B SMP Negeri 20 Sigi. The type of this research is classroom action research. The design of this research referred to Kemmis and Mc. Teggart’s design. This research was conducted in two cycles. The results of this research indicating that through the application of PBL that can improve student learning outcomes, by following the steps, as follow (1) orientation the students at the problem by providing examples related to Social Arithmetic material in everyday life, (2) organize the students to learn, (3) assist in the investigation of individual and group, (4) develop and present work result, (5) analyze and evaluate problem-solving process
PROFIL PEMECAHAN MASALAH SOAL SISTEM PERSAMAAN LINEAR DUA VARIABEL SISWA KELAS VIII SMPN 21 PALU DITINJAU DARI KEMAMPUAN MATEMATIKA
Full text linkThis study aims to obtain a problem-solving profile of a two-variable linear equation system for grade VIII students of SMP Negeri 21 Palu reviewed from the student’s mathematical abilities based on Polya steps. This study uses a qualitative method with a qualitative descriptive approach based on the problem-solving steps proposed by Polya. The results of the study showed that the subjects used in this study were three students, namely students with high mathematical ability (ZN), students with moderate mathematical ability (LT), and students with low mathematical ability (KB). The results of the study showed that subjects who had high, medium and low mathematical abilities in solving SPLDV mathematical problems were as follows: (1) in understanding problems, subjects with high mathematical abilities and were reading problems repeatedly, as well as their knowledge of "statement" sentences and "question" sentences. In contrast to subjects with low mathematical skills, they can identify the information available with their knowledge of "statement" sentences and "question" sentences, but subjects with low ability cannot understand every information in the problem even though they have read the problem repeatedly, (2) in planning problem solving, subjects with high mathematical ability and have a solution plan that The same is by using a combined method between elimination and substitution. In contrast to subjects with low mathematical ability who do not have a single mathematical solution plan at all, (3) in carrying out the problem-solving plan, subjects with high and medium mathematical ability can apply problem-solving strategies according to what has been previously planned, in contrast to subjects with low mathematical ability who do not solve problems because they cannot plan problem solving, (4) In re-examining the results of problem solving, the subject with high mathematical ability re-examines the results of his work by re-examining the results step by step of each process to find the answer. Furthermore, subjects with medium and low mathematical abilities do not re-examine their work because the subject cannot solve the given problem
PROFIL PEMECAHAN MASALAH POLYA MATEMATIKA SISWA KELAS VIII SMP NEGERI 6 PALU PADA MATERI STATISTIKA DITINJAU DARI TINGKAT EfFIKASI DIRI
Full text linkThis study aims to describe the Polya's mathematical problem-solving profile of Grade VIII students at SMP Negeri 6 Palu on statistics material reviewed from self-efficacy level. This research is a descriptive study using a qualitative approach. The subjects of this study were three Grade VIII F students at SMP Negeri 6 Palu, each representing high, moderate, and low self-efficacy levels. The research data were obtained using questionnaires, tests, and interviews. The results of this study indicate that: (1) The subject with high self-efficacy:On indicator I, the subject was able to state the information known and asked;On indicator II, the subject was able to plan problem solving by applying formulas;On indicator III, the subject was able to solve problems according to the previously made plan by considering known factors;On indicator IV, the subject rechecked the answers and verified the calculation results.(2) The subject with moderate self-efficacy:On indicator I, the subject was able to state the information known and asked;On indicator II, the subject did not write the mean formula but was able to solve the given problem;On indicator III, the subject was able to solve the given problem according to the previously made plan;On indicator IV, the subject forgot to recheck the final answer.(3) The subject with low self efficacy:On indicator I, the subject was able to state the information known and asked; On indicator II, the subject did not know the plan to be used to solve the problem, did not know the mean formula, and misused the formula to solve the median; On indicator III, the subject was unable to solve part a and b of the problem due to difficulty with high multiplication calculations, but was able to determine the mode of the data;On indicator IV, the subject did not recheck the answers because they were unsure of their answers.
Keywords: Problem Solving Profile, Statistical Material, Self-Efficac
PROFIL PEMAHAMAN KONSEP FUNGSI KUADRAT OLEH SISWA KELAS IX A SMP NEGERI 2 BANAWA DITINJAU DARI KEMAMPUAN MATEMATIKA
Full text linkThe purpose of this study was to obtain a description of the understanding of the concept of quadratic function by high, medium, and low mathematics ability students of class IX A SMP Negeri 2 Banawa. This type of research is qualitative research. The subjects in this study were three students of class IX A SMP Negeri 2 Banawa in the odd semester of the 2022/2023 academic year consisting of one student each with high, medium, and low mathematics abilities. Data collection techniques used written assignments and interviews. The results of this study indicate that (1) high mathematics ability students can restate concepts that have been learned, identify examples and not examples, and classify objects according to certain properties in accordance with the concept; (a) present concepts and (b) apply or apply concepts algorithmically, (2) medium mathematics ability students can restate concepts that have been learned, identify examples and not examples, and classify objects according to certain properties according to their concepts; (a) present concepts, (3) low mathematics ability students can restate concepts that have been learned, identify examples and not examples