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Pembelajaran dengan Pendekatan Kontekstual untuk Meningkatkan Kemampuan Pemahaman Matematis Muhsin Muhsin; Zulfa Razi
Jurnal Peluang Vol 6, No 2 (2018): Jurnal Peluang
Publisher : Universitas Syiah Kuala

Mathematical comprehension ability is a very important initial ability possessed by students in the learning process of mathematics, especially in understanding mathematics. One important goal in learning mathematics is that the material taught to students is not as memorization, but with understanding students can understand the concept of mathematical material. Mathematical understanding is one of the goals of every material delivered by the teacher, because the teacher is the student's guide to achieving the expected concept. Therefore, it is very important to develop and improve the ability of students' mathematical understanding in the process of learning mathematics. This study aims to examine the enhancement of the ability of mathematical understanding between students who obtain learning with a contextual approach and students who obtain conventional learning. This research is an experimental study using a pre-test post-test control group design. The population in this study were students of class VIII MTsN 4 Pidie, Aceh in the 2018/2019 school year. Through purposive sampling, two classes were chosen in parallel, namely class VIII1 as the experimental class and VIII2 as the control class. The instrument used to collect research data is a mathematical comprehension ability test. The statistical test used is the t-test to analyze the data for increasing the ability of mathematical understanding. The results of the study showed that the improvement of students' mathematical comprehension ability who obtained contextual approach learning was better than students who received conventional learning.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THE POWER OF TWOUNTUK MENINGKATKAN HASIL BELAJAR SISWA Zulfa Razi
Jurnal Sains Riset Vol 8, No 1 (2018): April 2018
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Jabal Ghafur

Model pembelajarankooperatiftipeThe Power Of Two merupakansalahsatu model pembelajaran dalam matematika. Beberapa penelitian yang telah dilakukan membuktikan bahwa penerapan model pembelajarankooperatiftipeThe Power Of Two memberikan dampak yang positif dalam pembelajaran matematika. Dengan penerapan model pembelajaran kooperatif tipe The Power Of Two ini diharapkan hasil belajar siswa menjadi lebih baik. Penelitian yang berjudul â€œPenerapan Model Pembelajaran Kooperatif Tipe The Power Of Two Untuk Meningkatkan Hasil Belajar Siswa MTsS Al-furqan, ini mengangkat masalah â€œApakah ada peningkatan hasil belajar siswa MTsS Al-furqan dengan penerapan model pembelajaran kooperatif tipe The Power Of Two?â€™â€™. Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan hasil belajar siswa MTsS Al-furqan dengan penerapan model pembelajaran kooperatif tipe The Power Of Two.Populasi dalam penelitian ini adalah seluruh siswa kelas VIII MTsS Al-furqan yang terdiri atas Tiga kelas. Pengambilan sampel dalam penelitian ini menggunakan purposif sampling, Maka terpilih kelas VIIIa sebanyak 20 siswa sebagai kelas eksperimen dan kelas VIIIb sebanyak 20 siswa sebagai kelas kontrol. Karena kedua kelas tersebut memiliki kemampuan matematika yang hampir sama. Teknik pengumpulan data dalam penelitian ini adalah teknik tes yang terdiri dari tes awal (pre-test) dan tes akhir (post-test). Teknik analisis data dalam penelitian ini menggunakan statistic uji-t satu pihak ( pihak kanan ), karena data yang distribusikan mengikuti distribusi normal. Dari hasilanalisis data diperolehthitung>ttabelyaitu 3,36> 1,684 pada taraf signifikan 0,05. Berdasarkan data tersebut, makaH_adapat diterima yaitu terdapat peningkatan hasil belajar Siswa MTsS Al-furqan Bambi dengan penerapan model pembelajaran kooperatif tipe The Power Of Two. Kata kunci :Model PembelajaranKooperatifTipeThe Power Of Two danhasilbelajarsiswa.

PENERAPAN MODEL DISCOVERY LEARNING BERBANTUAN SOFTWARE MAPLE UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS Zulfa Razi; Mirunnisa Mirunnisa
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 8, No 3 (2019)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Tujuan penelitian ini adalah untuk mengetahui apakah penerapan model discovery learning berbantuan software maple dapat meningkatkan kemampuan pemahaman matematik mahasiswa?. Penelitian ini merupakan penelitian eksperimen yang terdiri dari kelas eksperimen dan kelas kontrol. Kelas eksperimen dengan desain penelitian pretest-postes group. Populasi penelitian ini adalah seluruh mahasiswa semester II Fakultas Teknik Informatika Universitas Jabal Ghafur dengan sampel kelas B sebagai kelas eksperimen dan kelas D sebagai kelas kontrol yang masing-masing berjumlah 25 mahasiswa. Instrumen yang digunakan untuk mengumpulkan data penelitian berupa tes kemampuan pemahaman matematis. Uji statistik yang digunakan adalah uji-t untuk menganalisis data peningkatan kemampuan pemahaman matematis. Hasil analisis data diperoleh N-Gain kemampuan pemahaman matematis dengan nilai t = 1,046 dan Sig. (2-tailed) = 0,048 dan Sig. (1-tailed)= 0,024 sehingga nilai Sig. (1-tailed) < taraf Signifikansi ( alpha =0,05). Hal ini menunjukkan bahwa peningkatan kemampuan pemahaman matematis mahasiswa yang menggunakan model discovery learning berbantuan software maple lebih baik daripada mahasiswa yang memperoleh pembelajaran konvensional. AbstractThe purpose of this study was to determine wether the application of discovery learning models assisted by maple software can improve the students mathematical understanding abilities? This research is an experimental study consisting class and the control class. Experimental class with the pretest – post test group research design. The population of this research is all of the second semester students 0f The Informatics Engineering Faculty of The Jabal Ghafur University with a sample of class B as an experimental class and class D as a control class, each numbering 25 students. The instrument use to collect research data is a mathematical understanding ability test. The statistical test used is the t-test to analyze the data on the improvement of mathemathical understanding abilities. The result of data analysis obtained N-Gain mathematical understanding ability with the value of t=1,046 and sig. (2-tailed)=0,048 and sig.(1-tailed)=0,024 so The Value of sig. ( 1-tailed) < significance level (alpha = 0,05). This shows that the improvement of students mathematical understanding abilities using the discovery learning model assisted by maple software is better than students who obtain conventional.

The Effect of Emotional Intelligence and Student Learning Independence on Learning Outcomes Mislianti Mislianti; Zulfa Razi; Fona Fitry Burais; Junaidi Junaidi
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i1.4174

To determine the effect of emotional intelligence and learning independence on mathematics learning outcomes. This study uses a quantitative approach, with a correlational design of ex-post facto research type. Sampling in this study was done by purposive sampling. Data collection techniques in this study were questionnaires and documentation of learning outcomes. The questionnaire used in this study was divided into two, namely the emotional intelligence questionnaire and the learning independence questionnaire. Even semester exam results will be used as data on mathematics learning outcomes. The data analysis technique used the F-test. The results of the research data analysis showed that emotional intelligence had an effect on student learning outcomes by 12.2%. Independent learning of students also affects the learning outcomes of mathematics by 10.5%. This shows that emotional intelligence and learning independence have a low relationship with learning outcomes

Analysis of High School Students 'Mathematic Critical Thinking Ability with Graded Response Models Mirunnisa Mirunnisa; Zulfa Razi
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 4, No 1 (2021): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i1.1719

The ability to think critically in mathematics, especially high-level mathematical critical thinking, is needed by students so that students are able to face changing circumstances or challenges that exist in life that is always developing. Graded response models (GRM) are used in order to display the estimated item parameters and students' abilities. This research is a descriptive study with a qualitative approach. Subjects in this study using SMA Simpang Tiga in terms of their mathematical critical thinking skills. Subjects were taken using a mathematical critical thinking ability test, then processed through Microsoft Excel to obtain a Graded Response Models (GRM) graph.Based on data analysis Students can be categorized as highly skilled, in general students can determine the concept of the problem correctly, are able to formulate problems in solving problems, are able to provide reasons and arguments clearly, but students are less able to evaluate problems in solving problems. Students who are categorized as having moderate ability, students can determine the concept of the problem correctly, are able to formulate problems, but students are less clear in providing reasons and arguments clearly, and are less able to evaluate the problems contained in solving problems. Students who are categorized as low, students are able to determine the concept correctly, but students are less able to formulate problems, and students are unable to provide clear reasons.

Analysis of High School Students 'Mathematic Critical Thinking Ability with Graded Response Models Mirunnisa Mirunnisa; Zulfa Razi
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 4, No 1 (2021): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i1.1719

The ability to think critically in mathematics, especially high-level mathematical critical thinking, is needed by students so that students are able to face changing circumstances or challenges that exist in life that is always developing. Graded response models (GRM) are used in order to display the estimated item parameters and students' abilities. This research is a descriptive study with a qualitative approach. Subjects in this study using SMA Simpang Tiga in terms of their mathematical critical thinking skills. Subjects were taken using a mathematical critical thinking ability test, then processed through Microsoft Excel to obtain a Graded Response Models (GRM) graph.Based on data analysis Students can be categorized as highly skilled, in general students can determine the concept of the problem correctly, are able to formulate problems in solving problems, are able to provide reasons and arguments clearly, but students are less able to evaluate problems in solving problems. Students who are categorized as having moderate ability, students can determine the concept of the problem correctly, are able to formulate problems, but students are less clear in providing reasons and arguments clearly, and are less able to evaluate the problems contained in solving problems. Students who are categorized as low, students are able to determine the concept correctly, but students are less able to formulate problems, and students are unable to provide clear reasons.

PEMBELAJARAN DENGAN PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA Muhsin; Zulfa Razi
Jurnal Numeracy Vol 6 No 1 (2019)
Publisher : Program Studi Pendidikan Matematika, STKIP Bina Bangsa Getsempena

Mathematical communication skills are very important abilities possessed by students in the process of learning mathematics, especially in understanding mathematics. One important goal in mathematics learning is that students are able to provide arguments for their answers and provide responses to answers given by others, and what is being learned becomes more meaningful to them. Mathematical communication is essential from teaching, learning and acsess mathematics, we will need communication if we want to reach in full the purpose such as understanding. Therefore, it is very important to develop and improve students' mathematical communication skills in the learning process of mathematics. This study aims to examine the improvement of mathematical communication skills between students who get learning with contextual approaches and students who get conventional learning. This research is an experimental study using a pre-test post-test control group design. The population in this study were eighth grade students of MTsN 4 Pidie, Aceh in the 2018/2019 academic year. Through Purposive Sampling, two parallel classes were chosen, namely class VIII1 as the experimental class and VIII2 as the control class. The instrument used to collect research data is a test of mathematical communication skills. The statistical test used t test to analyze data on increasing mathematical communication skills. The results of the studyshowed that the improvement of mathematical communication skills of students who obtained learning with contextual approaches was better than students who obtained conventional learning. Abstrak Kemampuan komunikasi matematis merupakan kemampuan yang sangat penting dimiliki oleh siswa dalam proses pembelajaran matematika khususnya dalam memahami matematika. Salah satu tujuan penting dalam pembelajaran matematika bahwa siswa mampu memberikan argumen atas jawabannya serta memberikan tanggapan atas jawaban yang diberikan oleh orang lain, serta apa yang sedang dipelajari menjadi lebih bermakna baginya. Komunikasi matematis merupakan hal esensial dari mengajar, belajar dan meng-acsess matematika, kita akan memerlukan komunikasi jika hendak meraih secara penuh tujuan seperti memahamai. Oleh karena itu, sangat penting untuk mengembangkan dan meningkatkan kemampuan komunikasi matematis siswa dalam proses pembelajaran matematika. Penelitian ini bertujuan untuk mengkaji peningkatkan kemampuan komunikasi matematis antara siswa yang memperoleh pembelajaran dengan pendekatan kontekstual dan siswa yang memperoleh pembelajaran konvensional. Penelitian ini merupakan penelitian eksperimen dengan menggunakan desain pre-test post-test control group design. Populasi dalam penelitian ini adalah siswa kelas VIII MTsN 4 Pidie, Aceh pada tahun pelajaran 2018/2019. Melalui Purposive Sampling dipilihlah dua kelas secara paralel yaitu kelas VIII1 sebagai kelas eksperimen dan VIII2 sebagai kelas kontrol. Instrumen yang digunakan untuk mengumpulkan data penelitian berupa tes kemampuan komunikasi matematis. Uji statistik yang digunakan adalah uji-t untuk menganalisis data peningkatan kemampuan komunikasi matematis. Hasil penelitian menunjukkan bahwa peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran dengan pendekatan kontekstual lebih baik daripada siswa yang memperoleh pembelajaran konvensional. Kata kunci: Kemampuan Komunikasi Matematis, Pendekatan Kontekstual

Model Pembelajaran Kooperatif Tipe The Power Of Two Untuk Meningkatkan Self Efficacy Siswa Dalam Pembelajaran Matematika Zulfa Razi
Asimetris: Jurnal Pendidikan Matematika dan Sains Vol. 2 No. 1 (2021): Asimetris: Jurnal Pendidikan Matematika dan Sains
Publisher : Pendidikan Matematika Universitas Almuslim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51179/asimetris.2.1.1-6

Tujuan penelitian ini adalah untuk mengetahui apakah model pembelajaran kooperatif tipe the power of two dapat meningkatkan self efficacy siswa dalam pembelajaran matematika. Penelitian ini merupakan penelitian eksperimen yang terdiri dari kelas eksperimen dan kelas kontrol. Kelas eksperimen dengan desain penelitian pretest-postes group. Populasi penelitian ini adalah seluruh siswa kelas IX SMP Ulumul Qur’an dengan sampel kelas IX-1 sebagai kelas eksperimen dan kelas IX-2 sebagai kelas kontrol yang masing-masing berjumlah 20 siswa. Instrumen yang digunakan untuk mengumpulkan data penelitian berupa angket self efficacy. Uji statistik yang digunakan adalah uji-t untuk menganalisis data peningkatan self efficacy siswa. Hasil analisis data diperoleh N-Gain self efficacy dengan nilai t = 1,830 dan Sig. (2-tailed) = 0,075 danSig. (1-tailed) = 0,0375 sehingga nilai Sig. (1-tailed) <taraf Signifikansi (? =0,05). Hal ini menunjukkan bahwa peningkatan self efficacy siswa yang menggunakan mode pembelajan kooperatif tipe the power of two lebih baik daripada siswa yang memperoleh pembelajaran konvensional

PENINGKATAN KEMAMPUAN PEMAHAMAN DAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH MENENGAH ATAS DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION Maryanti Maryanti; Zulfarazi Zulfarazi
Jurnal Real Riset Vol 4, No 2 (2022): Juni 2022
Publisher : Jurnal Real Riset

Show Abstract | Download Original | Original Source | Check in Google Scholar

Up to now the mathematical ability of students is still relatively low, it is characterized from the low mathematics learning outcomes. Low ability students 'mathematical understanding and abilities among students' mathematical problem solving so we need a model of learning that can improve both the mathematical ability. Team Assisted Individualization (TAI) is one type of cooperative learning is expected to increase both these capabilities. This type combines the advantages of cooperative learning and individual learning. This study aims to assess about upgrading the understanding and solving mathematical problems high school students with cooperative learning model Team Assisted Individualization. This study is an experiment that is true experimental research with a quantitative approach. Design research is pretest-posttest control group design. The population in this study were all tenth grade students in the academic year 2013/2014. The sample in this study was 2 classes, X1 (control group) and X2 class (class experiment). Data collection using the test. Data analysis was conducted to gain a score normalized using ANOVA test with the help of SPSS 17.0 software and Microsoft Office Excel 2010. The results showed that: 1) Increased understanding of the mathematical ability of students who obtained using a model of cooperative learning type Team Assisted Individualization better than students which gained overall in terms of conventional learning and student level (high, medium and low), 2) There is no interaction between learning model and student level (high, medium, and low) to increase the capability of understanding, 3) Improving students' mathematical problem solving ability the learning gained by using the cooperative model of Team Assisted Individualization better than students who received conventional learning is reviewed overall and student level (high, medium and low), 4) There is interaction between the learning model and student level (high, medium, and low ) to increase problem-solving ability.Keywords: Understanding Mathematical Ability, Mathematica lProblem Solving Ability, type Cooperative Team Assisted Individualization

THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF GEOMETRY Hery Saputra; Suci Maulina; Mirunnisa Mirunnisa; Zulfa Razi
Jurnal Sains Riset Vol 12, No 3 (2022): November 2022
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Jabal Ghafur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47647/jsr.v12i3.986

Mathematics becomes more meaningful when it is relevant to real life and students are more engaged in mathematics learning when it relates to them. Contextual teaching and learning (CTL) is a teaching concept that connects knowledge to real-world situations. The present study aims to investigate the effect of CTL on students’ conceptual understanding of geometry. This experimental study employed a pre-test-post-test control group design. The samples are all eighth-grade students in Junior High School 4, Sakti Pidie, A census sampling technique was used in this study since all members of the population served as samples. The experimental class and the control class were randomly selected from the two available classes. The experimental class was taught geometry using CTL while the control class was taught conventionally. Data were collected from pre-test and post-test that were declared valid. Data analysis was performed using the Kolmogorov-Smirnov test for normality test, the Levene test for homogeneity test, and t-test for the hypothesis testing. The results revealed that students taught using CTL have better conceptual understanding of geometry compared to those who were taught conventionally. It implies that the implementation of contextual teaching and learning (CTL) on geometry learning is effective to promote students’ learning.Keywords: Contextual teaching and learning, conceptual understanding, geometry learning.

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