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Penerapan Pendekatan SAVI Dan Pendekatan Realistik dalam Meningkatkan Kemampuan Komunikasi Matematis Siswa SMP
Full text linkMathematical communication skills are very important and is one of the capabilities that should be owned by the students. To create students with good communication skills and meaningful, then used the SAVI approach and realistic approach. This study aims to determine differences in improvement of communication capabilities of students who applied mathematical SAVI approach with computer media and students who applied realistic approach in terms of the level of students' mathematical abilities. To see the interaction SAVI approach to media computer with early ability students (low, medium, and high) to the improvement of communication capabilities mathematical students, to interaction realistic approach to the initial ability of students (low, medium, and high) to the improvement of communication capabilities mathematical students , To describe the differences in the attitudes of students who applied SAVI approach with computer media and students who applied realistic approach. The population in this study were all students of class VII SMP Negeri 1 Nibong North Aceh.Samples were selected VII3 as SAVI class and the class as a class VII2 realistic. Result of analysis shows that there was no difference in improvement of communication capabilities of students who applied mathematical SAVI approach with computer media and students who applied realistic approach. There is no interaction with the computer media SAVI approach with prior knowledge of students (low, medium, and high) to increase students' mathematical communication skills. There is a realistic approach interactions with students 'initial ability (low, medium, and high) to increase students' mathematical communication skills. Students' attitudes toward learning mathematics through realistic approach has a positive attitude score higher than SAVI approach with computer media
Peningkatan Kemampuan Pemahaman Matematis dan Motivasi Belajar Matematika Siswa Melalui Penerapan Model Discovery Learning Berbantuan Macromedia Flash 8
Full text linkThe purpose of mathematics learning in Permendikbud No. 59 of 2014 requires students are able to understand mathematical concepts, explain the link between concepts and apply concepts or algorithms, are flexible, accurate, efficient, and precise in troubleshooting. But the facts show the students have not been able to understand mathematical concepts well. This condition can be caused by many factors, including students' motivation in learning, models and media used by teachers during the learning process. One model of learning that is presumed to help students to improve understanding and motivation is model of discovery learning aided Macromedia Flash 8. The purpose of this study to determine the increase of understanding mathematical ability and motivation taught with discovery learning aided Macromedia Flash 8 as well as the correlations between mathematical understanding ability and motivation to learn mathematics. This study was an experimental study with pretest-posttest study design group design. The population throughout class XI student of Madrasah Aliyah Negeri 1 Sigli, random sample selection is done to determine the experimental class (XI IPA3) and the control class (XI IPA6). The instrument used in this study consisted of mathematical understanding ability instrument and motivation questionnaire of study mathematics. Based on the results of data analysis using t-test and test of product moment correlation of Pearson gained increased mathematical understanding ability and motivation to learn math through discovery learning model aided Macromedia Flash 8 is better than applying the model of discovery learning but not significant, there is a relationship between the ability of mathematical understanding and motivation through discovery learning model aided macromedia flash 8, the degree of closeness relationship is in enough category
Pengaruh Pendekatan Problem Posing terhadap Kemampuan Berpikir Kreatif Matematis dan Kecemasan Siswa SMP
Full text linkThe result of PISA and TIMSS showed that students' mathematics abilities Indonesia is still low, including the ability to think creatively. The ability to think creatively influenced by psychological factors, one of them is anxiety. The efforts that teachers can do to improve creative thinking and coping with anxiety is applying problem posing approach. The problem posing approach can make students creative in issuing ideas to create questions and resolve them through three forms of cognitive activity, namely: presolution posing, within solution posing and posing post solution, then it ramble positive anxiety of students in learning. This study aims to determine the increase in the mathematics creative thinking ability and changes anxiety in learning by using problem posing approach. The study uses a quantitative approach to the type of experimental design pretest-posttest control group. The collecting data by using mathematics creative thinking ability tests and questionnaires anxiety. The data were analyzed using t-test and Two Way Anova. The results showed that the overall increase in the mathematical creative thinking ability of students taught through problem posing approach better than students taught through conventional learning. The same is also happened for students with medium and low KAM. As for students with high KAM increase creative thinking abilities of students taught through problem posing approach is no better than students taught through conventional learning. The results also show that there is no interaction between the learning and human factors to improving the students' ability to think creatively. In addition, overall there is a decrease both anxiety in students being taught by problem posing as well as conventional, as the decrease of anxiety in intention is the decrease of anxiety with ideal criteria. The decrease anxiety in students taught with problem posing better than conventional students. It also happens to students with high and medium
Kemampuan Berpikir Kreatif dan Pemecahan Masalah Siswa melalui Penerapan Model Project Based Learning
Full text linkThe purpose of the mathematics learning basically to increase three aspects that are how to thinking and reasoning, to developing the ability of problem solving and to developing the ability of communication. But the fact is many students of Madrasah Tsanawiyah in Banda Aceh havent got those three aspects, especially to thinking and to solve the problem. It happens because the mathematics learning that teaches by the teacher didnt implicate the student actively and didnt give the chance to the student to solve the problem with some ways to solve, so the ability of creative thinking and the problem solving of the students is not optimal. Cause of that implemented the learning which is help the student in develop the idea or the strategy and increase the activity that is the learning of the project based learning model. The purpose of this research is to knowing the ability of creative thinking and problem solving of the student after applying project based learning model comparing with before applying project based learning model and correlation between the ability of creative thinking and problem solving. This research is the experimental research with the research design one-group pretest-postt test group design. Population of this research is the students of Madrasah Tsanawiyah Swasta Darul Ulum Banda Aceh, and the sample of this research is the students in grade second-eight (VIII-2). Instrumental of this research consisted the test of the ability of creatively thinking and problem solving. Data Analyze does with quantitative using the t-test which is paired samples T-Test to testing the difference of the score that is got by the students before the test and after the test. The result of this research shows that the ability of the creative thinking and problem solving of the student after applying the project based learning model is better than before applying the project based learning model. Besides that, there is the correlation between the creative thinking abilityand problem solving of the student that is learnt through applying the project based learning. The correlation of ability of creative thinking and problem solving is in sufficient category
Peningkatan Kemampuan Penalaran Matematis melalui Pendekatan Pembelajaran Contextual Teaching and Learning pada Materi Logika Siswa SMAN 7 Aceh Barat Daya
Full text linkRendahnya kemampuan penalaran matematis siswa SMA merupakan salah satu masalah utama dalam pendidikan matematika. Untuk itu perlu adanya suatu pendekatan pembelajaran matematika yang tepat dalam meningkatkan kemampuan penalaran matematis siswa, salah satu pendekatan pembelajaran yang dapat meningkatkan kemampuan ini adalah pendekatan pembelajaran Contextual Teaching and Learning. Adapun tujuan utama dari penelitian ini untuk mengetahui kemampuan penalaran matematis siswa SMA yang diajarkan dengan Pendekatan pembelajaran Contextual Teaching and Learning dibandingkan dengan pembelajaran konvensional. Hipotesis dalam penelitian ini adalah peningkatan kemampuan penalaran matematis siswa SMA yang diajarkan dengan pendekatan pembelajaran Contextual Teaching and Learning lebih baik daripada yang diajarkan dengan pembelajaran konvensional. Desain penelitian ini eksperimen dengan dua kelompok sampel serta menggunakan pretest dan postest. Kelompok eksprimen memperoleh perlakuan berupa pendekatan pembelajaran Contextual Teaching and Learning sedangkan kelompok kontrol dengan pembelajaran konvensional. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 7 Aceh Barat Daya. Sampel yang digunakan adalah siswa kelas X1sebagai kelas eksperimen, dan kelas X2sebagai kelas kontrol dengan jumlah siswa masing-masing kelas sebanyak 30 orang. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini berupa tes bentuk uraian utuk mengukur peningkatan kemampuan penalaran matematis. Analisis data dilakukan dengan bantuan SPSS. Hasil yang diperoleh yaitu peningkatan kemampuan penalaran matematis siswa SMA yang diajarkan dengan pendekatan pembelajaran Contextual Teaching and Learning lebih baik daripada yang diajarkan dengan pembelajaran konvensional
Upaya Guru Mengembangkan Karakter Berpikir Kritis dan Berpikir Kreatif Siswa Melalui Pembelajaran Matematika
Full text linkThe rise of the moral crisis that occurred among students, fuelling disquiet and anxiety of the various elements of the nation. One of the solutions to tackle the problems of the moral crisis is through the character education. This research aims to analyze the efforts of teachers to develop the character of critical thinking and creative thinking of students through the learning of mathematics, and know the relationship of teacher's effort to develop the character of critical thinking and creative thinking characters with student learning outcomes related to the ability of critical thinking and creative thinking. Subjects in the study was a teachers of mathematics class V-2 MIN Tungkop Aceh Besar District. Research data collected through observation and interview against teachers and students as well as through tests the ability of the creative thinking and critical thinking that are given to students. Based on the results of the research it is known that 1) The teacher had been an effort to develop the character of critical thinking and creative thinking of students by providing questions that include critical thinking and creative though not at all meetings, but the encouragement of teachers in order to give students the critical thinking and creative thinking during the learning process still belongs to minimal 2) The ability of critical thinking and creative thinking students of class V 2 in the category of Very low
Tingkat Berpikir Kreatif Siswa dalam Pemecahan dan Pengajuan Masalah Matematika melalui Tipe Soal Open Ended di SMP
Full text linkEvery individual basically has the creative potential and creative thinking abilities of students can be improved, so that the teacher needs to know the level of creative thinking abilities of the students in solving mathematical problems and filed. By knowing the level of creative thinking abilities of students the teacher can design methods, strategies and learning techniques to improve students' ability to think creatively. One way to determine the level of students' creative thinking among others, by asking students to solve problems and propose open (open ended). The use of open-ended questions can stimulate creative thinking, original thinking skills, and innovation in mathematics. This study aims to determine the level of students' creative thinking in mathematical problem solving and problem posing through open ended type of questions and the level of creative thinking of students in the filing of mathematical problems through open ended type of questions. This research is a descriptive qualitative data collection using the test method open ended questions and interviews. The subjects were students of class VII MTsN Meureudu. All the study subjects given a test with open-ended questions, the results were analyzed based on three components, namely creative thinking fluency, flexibility and originality, then researchers conducted interviews with six students to confirm an answer and describe the level of creative thinking. The results showed that two students are at level 4 (very creative), a student is at level 3 (creative), and two students are on the 2nd level (quite creative). While the other students do not have the ability to think creatively in solving problems. Three of the six students are on the 2nd level (quite creative), while three other students do not have the ability to think creatively in a posing problem
Kemampuan Komunikasi Matematis Siswa Madrasah Aliyah melalui Model Pembelajaran Kooperatif Tipe Jigsaw
Full text linkThe ability of mathematical communication is one of the goals of learning in mathematics. communications skills can be defined as the ability in writing, reading, listening, analyzing, interpreting, and evaluating ideas, symbols, terms, and information mathematics. Therefore, it is necessary that relevant learning model to optimize, improve and develop the students' mathematical communication skills. One model of learning is cooperative learning model Jigsaw. The purpose of this study to determine: (1) Is the improvement of communication capabilities mathematical students taught by cooperative learning model Jigsaw better than that taught conventionally, and (2) the interaction cooperative learning model Jigsaw with prior knowledge of students' mathematical communication students. This research is experimental research design pretest-posttest Control Group Design. The population in this study were all students of class XI MAN Peusangan Bireuen district consists of four classes. While the sample is composed of two classes, namely the experimental class and control class taken by random sampling. The instrument used to obtain research data in the form of mathematical communication ability test. The statistical test used to upgrade data mengalisis mathematical communication skills are a test of Anova two lanes. The results showed that the overall improvement of communication capabilities mathematical students taught by cooperative learning model Jigsaw better than students taught by conventional approach. There is no interaction between cooperative learning model Jigsaw with initial ability of students to the students' mathematical communication skills
Pengembangan Perangkat Pembelajaran Pembuktian dengan Strategi Abduktif-Deduktif untuk Meningkatkan Kemampuan Geometri Siswa SMA
Full text linkUntil now student mastery of the material geometry is still relatively low. Many difficulties experienced by students in understanding the geometry of the material, one of which is the difficulty in proving. In addition, the study is not yet available devices that can specifically serve the needs of teachers in the teaching of mathematical proof. Therefore, it is necessary to develop learning tools of proof that can help teachers and train students in the proof of the geometry in school. In this study the evidence used strategy is the strategy of abductive-Deductive. This study aims to develop and produce learning device geometry proof. This type of research is the development of research refers to the model of Plomp through four stages, namely a preliminary investigation stage, the design stage, the stage of realization / construction, and stage of the test, evaluation and revision. This research trials in SMA Laboratorium Unsyiah Banda Aceh. The research showed the average score validator for RPP 4.52, 4.58 LKPD, teaching materials and test 4.54 4.30 learning outcomes, adherence to the 91%, the average score of 3.73 practicality test, 86% students with a positive response, and 80.7% of students complete. This shows that the learning device valid criteria, practical and effective way to improve the geometry of high school students
Upaya Guru Menggunakan Game dalam Pembelajaran Matematika
Full text linkFractional material still often understood as an abstract matter that there are still many students who have difficulty in understanding the fractional material. One of the problems experienced by students is the difficulty to understand the true concept. In the process learning takes place teacher use a monotonous learning so as to make students feel bored in the learning process that can condition students to be active. Through the model of quantum teaching teachers are expected to be able to make the fractional material easier to students understand and can be applied in everyday life. Through the game, students are expected to have fun without coercion. Therefore, the game can be inserted through the subject matter so that students not only play but they also can make the process of learning. This study aims to determine the efforts of teachers using games in learning mathematics. The subject in this research is six people students the class VA SD IT Al Azhar Banda Aceh. The research data were collected through observation and interviews with students as well as qualitative data is analyzed descriptively. Based on the survey results revealed that teachers have sought to use the game in mathematics, namely teachers organize students playing game, limit the time, guiding students, and observe students during play game. But these efforts have not shown optimal results, due to limited time in the learning and the media used is limited so students have difficulty in completing the answer in the game