AKSIOMA : Jurnal Pendidikan Matematika
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PROFIL KEMAMPUAN NUMERASI PESERTA DIDIK KELAS VIII SMP NEGERI 16 PALU DALAM MENYELESAIKAN SOAL AKM: Profile Of Numeracy Ability Of Class VIII Students Of SMP Negeri 16 Palu In Solving AKM Quetions
Full text linkThis study aims to describe the numeracy skills of class VIII students of SMP Negeri 16 Palu in solving AKM problems. This research is a descriptive research with qualitative approach. The subjects of this research were students of class VIII SMP Negeri 16 Palu consisting of three people, namely one high ability student, one medium ability student and one low ability student. Data collection techniques used observation, tests, interviews, and documentation. The results of this study indicate that (1) The profile of numeracy skills of high-ability students can meet all indicators of numeracy skills, meaning that the subject is able to master the use of numbers and symbols, as well as the stage of analyzing information and interpreting and mastering it well. (2) The numeracy ability profile of medium ability learners is only able to master two indicators, meaning that the subject masters the use of symbols and evaluates, and cannot draw conclusions from the answers that have been found. (3) The numeracy profile of low ability learners is only able to master the use of symbols and numbers, unable to fulfill the other two indicators
ANALISIS KEMAMPUAN PEMECAHAN MASALAH PADA MATERI TEOREMA PHYTAGORAS SISWA KELASVIII SMP NEGERI 12 SIGI: Analysis Of Problem Solving Skills On Pythagorean Theorem Material For Students In Class VIII SMP Negeri 12 Sigi
Full text linkThe purpose of this study was to obtain a description of students' problem solving ability on the Pythagorean theorem material of class VIII students of SMP Negeri 12 Sigi. This type of research is qualitative research. The subjects in this study were three students of class VIII SMP Negeri 12 Sigi in the odd semester of the 2023/2024 school year consisting of one student each with high, medium, and low mathematics abilities. Data collection techniques used observation sheets, written tests and interviews. The results of this study indicate that (1) high mathematics ability students can understand the problem, plan the solution, implement the plan, and check back, (2) moderate mathematics ability students can understand the problem, plan the solution, and implement the plan but cannot do a check back, (3) low mathematics ability students are unable to understand the problem, plan the solution, implement the plan, and check back
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI REFLEKSI KELAS XI OTKP 4 SMK NEGERI 2 PALU
Full text linkThis study aims to describe the application of cooperative learning model type think pair share in improving student learning outcomes on reflection material in class XI OTKP 4 SMK Negeri 2 Palu. The research method used is class action research (PTK). This research was conducted in two cycles, each cycle consisting of two meetings. This research design refers to the research design of Kemmis and Mc. Taggart's research design, namely (1) planning, (2) action implementation and observation and (3) reflection. Data analysis in this study used a qualitative approach. The data analysis used refers to Paizaluddin and Ermalinda (2013) who say that the analysis of data obtained in class action research is generally analyzed through qualitative descriptive. The data collection methods in this study include observation, interviews and field notes. The results showed that student learning outcomes could be improved by applying the cooperative learning model of think pair share (TPS) type in class XI OTKP 4 SMKN 2 PALU. This can be seen after applying the think pair share (TPS) learning model, in the first cycle the student learning outcomes that reached completeness were only 51.85%. Then in the second cycle the student learning outcomes that reached completeness were 76.67%. so it can be concluded that the application of the cooperative learning model type think pair share (TPS) can improve student learning outcomes on reflection material in class XI OTKP 4 SMK Negeri 2 Palu
ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM SOAL TURUNAN BERDASARKAN KELOMPOK GENDER MASCULINE
Full text linkThis research aims to obtain a profile of students' Mathematical Communication Skills in derivative problems. Based on the Masculine Gender Group. The research uses a descriptive qualitative approach. The subjects in the research were three people from class XI students at SMA Negeri 1 Sigi. Subject selection is based on masculine gender. Data collection techniques include written tests, interviews and discussions. The research method uses within-method triangulation. The research results showed that (1) students with masculine gender stated the information in the questions using their own language, repeated their friends' explanations, wrote down ideas for solving derivative questions and wrote down the reasons for each step in solving the questions. clear (2) students with masculine gender can read the symbols contained in the derivative questions, write limit notation, explain the meaning of the graph in the picture. This subject can also repeat the explanation of the theme. Furthermore, (3) students with masculine gender can make conclusions from solving questions
PROFIL KOMUNIKASI MATEMATIS SISWA SMP NEGERI 3 PALU DALAM MENYELESAIKAN SOAL CERITA LINGKARAN DITINJAU DARI GAYA BELAJAR
Full text linkThis research aims to obtain a description of the mathematical communication of class VIII B students at SMP Negeri 3 Palu in solving circle story problems. This type of research is descriptive qualitative. The subjects of this research were students in class VIII B of SMP Negeri 3 Palu who had visual, auditory and kinesthetic learning styles. Data was collected through written assignments and interviews. The results of this research show that (1) The mathematical communication profile of visual subjects in solving circle story problems in indicator I; The subject writes down and is able to explain the information that is known and asked completely, using known mathematical symbols. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration of the question being asked. In indicator III; The subject is able to write down the formula he uses, write the formula that suits the question, namely the circle formula. Then, in the completion steps, the subject understands the multiplication of powers so that the answer obtained by the subject is correct. In indicator IV; The subject concludes the answer obtained at the end of the solution. On the V indicator; the subject concludes the results obtained correctly. In indicator VI; The subject gives a correct opinion regarding the results of solving the questions that have been worked on. (2) Mathematical communication profile of auditory subjects in solving circle story problems in indicator I; The subject writes down and is able to explain the information that is known and asked completely, using mathematical symbols to write down what is known. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration from the problem of the illustration being depicted. In indicator III; The subject is able to write and explain the formula, the formula written by the subject is the circle formula, then complete the steps in the problem being asked. In indicator IV; the subject is mistaken in adding up the final multiplication results of the question being asked, and does not conclude the answer obtained at the end of the solution. On the V indicator; the subject concludes the results obtained correctly. In indicator VI; The subject gives a correct opinion regarding the results of solving the questions that have been worked on. (3) Mathematical communication profile of kinesthetic subjects in solving circle story problems in indicator I; The subject writes and is able to explain the information that is known and asked about completely, even though he does not use mathematical symbols to write down what is known. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration of the question being asked. In indicator III; The subject can write and explain the formula he uses in solving the problem. Write down the appropriate formula to solve the problem. Write down the complete steps in solving the problem. But in indicator IV; The subject is mistaken in adding up the final product of the question being asked. And do not conclude the answers obtained at the end of the solution. On the V indicator; The subject concluded that he could not solve the problem correctly and the final results obtained were not accurate. In indicator VI; The subject gives a wrong opinion regarding the results of solving the questions that have been worked on
PEMAHAMAN RELASIONAL SISWA SMP DALAM MENYELESAIKAN MASALAH BERDASARKAN GAYA BELAJAR VISUAL: Relational Understanding of Junior High School Students in Solving Problems Based on Visual Learning Styles
Full text linkLearning styles based on sensory modalities are divided into three categories: visual, auditory, and kinesthetic. This research aims to describe the relational understanding profile of junior high school students with a visual learning style in solving set operation problems. A qualitative descriptive approach was used to conduct this research. The research began by administering a learning style questionnaire to students, as well as observing students' abilities from the daily grade records held by the teacher. After identifying one student, a task sheet was given to be completed and an interview was conducted. In the implementation of Polya's stages, students with a visual learning style emphasized the sense of sight, namely by repeatedly observing information, speaking hastily, and focusing more on the given problem. The research results indicate that the relational understanding of students with a visual learning style involves paying attention to the given task multiple times. In creating a plan, students with a visual learning style convey it with poorly structured language and appear rushed. In carrying out the plan, students with a visual learning style tend to focus on the problem first. In reviewing, students with a visual learning style repeatedly observe the problem and their answer sheet
HUBUNGAN EFIKASI DIRI TERHADAP PRESTASI BELAJAR SISWA KELAS XI MIPA SMA NEGERI 5 MODEL PALU: The Relationship Between Self-Efficacy and Learning Achivement of Students in Class XI MIPA SMA Negeri 5 Model Palu
Full text linkThis study aims to determine the relationship between self-efficacy and learning success of students in class XI MIPA at SMA Negeri 5 Palu Model in the 2023/2024 academic year. This research uses a quantitative approach. This type of research is ex post facto. This research was conducted in class XI MIPA SMA Negeri 5 Palu model. This study used a sample size of 98 out of 224 students. Sampling was done using random sampling technique. Data were collected using self-efficacy scale and students' report card scores in odd semester. This analysis method uses descriptive statistics, and the relationship between two variables, namely self-efficacy to student learning achievement, is determined by calculating using product-moment correlation. The results showed that there was a relationship between self-efficacy and learning achievement of 11th grade students of SMA Negeri 5 Model Palu.
 
PROFIL PEMECAHAN MASALAH MENURUT POLYA MATERI HIMPUNAN SISWA SMP IMMANUEL PALU KELAS VIII DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF
Full text linkThis research aims to explain the ability of problem-solving between reflective cognitive and impulsive cognitive students. The subject of this research is students of class VIII SMP Immanuel Palu. Subject chose based on a test of cognitive style, one student of reflective cognitive style and one student of impulsive cognitive style. The instrument uses a test of the MFF (Matching Familiar Figures) and tests the ability to problemsolving of ratio. The subject of reflective cognitive style can retell the problems that exist in the problem, said, write down the steps used in the settlement of a matter, carry out all settlement plan as a whole and coherent, and provide settlement solutions at the end of time. The subject of impulsive cognitive style, the ave rage can tell, mention, write on some matter, of course, does not implement the settlement plan, not coherent, and settlement in a hurry
PROFIL PEMAHAMAN KONSEP SISWA KELAS VIII A SMP GKST IMANUEL PALU PADA MATERI BANGUN DATAR SEGIEMPAT
Full text linkThis research aims to obtain a description of the conceptual understanding profile of class VIII A students at GKST Imanuel Palu Middle School. This type of research is descriptive research. The subjects of this research were students with high, medium and low mathematics abilities. Data collected by interviews and giving assignments. The results of this research show that students with high abilities: (1) can state the definition of a rhombus, but cannot state the definition of a kite and parallelogram. (2) can classify flat shapes that have an axis of symmetry and those that do not have an axis of symmetry. (3) can solve the story problems given. Students with moderate mathematical abilities; (1) It is not appropriate to state the definition of a rhombus, because the definition given by the student is the definition of a kite. (2) can group flat shapes that do not have an axis of symmetry (3) can apply the formula for the perimeter of a parallelogram, but have not yet found the final result of the story problem. Students with low mathematical abilities: (1) have not met the indicators, because the subject did not write the definitions of kite, parallelogram and rhombus. (2) Subjects can group flat shapes that have an axis of symmetry. (3) the subject cannot solve the story problems
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN STRATEGI PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN HASIL BELAJAR MATERI BANGUN RUANG SISI DATAR KELAS VIII MTs.N 4 KOTA PALU : The Application of The Problem-Based Learning Model With Diferentiation Learning Strategies to Improve Learning Outcomes on Topics of Polyhedra for Class VIII MTs.N 4 Palu City
Full text linkThis study aims to obtain a description of the application of problem-based learning model with differentiation learning strategies to improve learning outcomes on topics of polyhedra for class VIII B MTs.N 4 Palu City. The subjects in this study were 32 students of class VIII B MTs.N 4 Palu and 3 students were selected as informants. This study is a Classroom Action Research (CAR) that refers to the Kemmis and Mc. Taggart research design. This study was conducted in two cycles that followed the phases of the Problem-Based Learning model, namely (1) Student orientation to the problem, (2) Organizing students to learn, (3) Assisting individual and group investigations, (4) Developing and presenting work results, (5) Analyzing and evaluating the problem-solving process. By combining differentiated learning strategies in the phase of organizing students to learn and the phase of guiding individual and group investigations. In cycle I, the number of students who completed was 11 students with a completion percentage of 39.3% and in cycle II, the number of students who completed was 21 students with a completion percentage of 75%. Based on the results of the study, it can be concluded that the application of the Problem-Based Learning model with a differentiation learning strategy can improve the learning outcomes on topics of polyhedra for class VIII MTs.N 4 Palu city