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<![CDATA[RESPON GURU DI SD NO.173529 TAMPAHAN TERHADAP PELATIHAN SOFTWARE GEOGEBRA ]]>
<![CDATA[Simanjuntak, Sinta Dameria]]>;
<![CDATA[Usman, Ari]]>
<![CDATA[ Prosiding Conference on Research and Community Services Vol 1, No 1 (2019): Prosiding Conference on Research and Community Services) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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<![CDATA[SD No.173529 Tampahan adalah sekolah yang masih berada di daerah pedesaan yaitu desa Gurgur Aek Raja. Di sekolah tersebut, mayoritas guru tidak mampu mengoperasikan komputer. Dengan kondisi tersebut, guru sama sekali tidak pernah menggunakan software apapun dalam proses pembelajaran. Dilain pihak, tuntutan Kurikulum 2013 adalah pembelajaran yang inovatif dengan menggunakan media sebagai alat bantu untuk membangun pengetahuan siswa. Berangkat dari kondisi tersebut, diadakan pelatihan software Geogebra kepada guru untuk membantu guru dalam merancang pembelajaran inovatif berbasis teknologi. Metode pelaksanaan yang digunakan dimulai dari tahap tahap pengkajian masalah mitra, tahap perancangan solusi mitra, tahap konstruksi bahan kegiatan, tahap tes, evaluasi dan revisi bahan yang dibangun dan kemudian tahap implementasi. Hasil angket respon guru terhadap pelatihan Geogebra menunjukkan bahwa guru memberikan respon yang positif. Rincian hasil angket tersebut menunjukkan bahwa 100% guru menyukai pelatihan software Geogebra, 84,4% guru menyatakan pelatihan merupakan hal yang baru, 100% guru menyatakan berminat untuk melibatkan software Geogebra dalam pembelajaran dan 100% guru menyatakan tertarik pada materi pelatihan Geogebra.]]>
<![CDATA[EFEKTIVITAS PEMBELAJARAN KOOPERATIF DENGAN MENGGUNAKAN MODUL ]]>
<![CDATA[Tetty Natalia Sipayung]]>;
<![CDATA[Sinta Dameria Simanjuntak]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 6, No 3 (2017) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v6i3.1154
<![CDATA[The aims of this research are to determine the effectiveness of cooperative learning by using modules. The type of this research is quantitative research by descriptive method. This research consisting of experiment class and control class. Students in the experimental class are taught by applying cooperative learning using modules while students in control classes are taught by applying conventional learning without modules. The results suggest that cooperative learning using modules is effective. This can be seen from the average percentage of the students minimum achievement in the control class is 54.92% while in the experimental class is 73.17%. Student activity in the experimental class is excellent with an average score is 4.05 whereas in the control class is good with an average score is 3.7. The ability of teachers in managing learning in the experimental class is very good with an average score is 4.66 whereas in the control class is good with the average score is 4. Thus cooperative learning using the module is effective.]]>
<![CDATA[EFEKTIVITAS PEMBELAJARAN DENGAN MENGGUNAKAN LEMBAR AKTIVITAS SISWA (LAS) MATEMATIKA KELAS X SMA BERBASIS VARIASI MODEL PEMBELAJARAN KOOPERATIF ]]>
<![CDATA[Tetty Natalia Sipayung]]>;
<![CDATA[Sinta Dameria Simanjuntak]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 11, No 1 (2018): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 11 Nomor 1 Februari ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v11i1.2994
<![CDATA[ABSTRACTThis study aims to determine: (1). the validity of student mathematics worksheet for tenth grade of Senior High School based on variation of cooperative learning model and, (2) the effectiveness of learning using student mathematics worksheet for tenth grade of Senior High School based on variation of cooperative learning model. This research is a quantitative research with descriptive method that describe the effectiveness of learning by using student mathematics worksheet based on variation of cooperative learning model. The population of this study is all students of grade X SMA Nusantara Lubuk Pakam. While the sample of this study are class X MIA-1, X MIA-4, X IPS-2 and X IPS-3. XMIA-1 class as experimental class that is taught by using student mathematics worksheet based on variation of cooperative learning model. While class X MIA-4, X IPS-2, and X IPS-3 are control classes that are taught without using student mathematics worksheet and apply conventional learning. The result of this research are (1) student mathematics worksheet for tenth grade of Senior High School based on variation of cooperative learning model is valid; (2) learning using student mathematics worksheet for tenth grade of Senior High School based on variation of cooperative learning model is effective. It is analyzed based on student activity and learning outcomes in the experimental class and in the control class. Keywords: Student Worksheet, Cooperative Learning Model]]>
<![CDATA[Effectiveness of online differentiated instruction in term of students' mathematical problem solving ability ]]>
<![CDATA[Rosinta Siburian]]>;
<![CDATA[Sinta Dameria Simanjuntak]]>;
<![CDATA[Frida Marta Simorangkir]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol 9, No 1: May 2022 ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika FMIPA Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v9i1.44439
<![CDATA[Differentiated instruction is proposed to ensure that students receive learning activities that meet their prior-ability, characters, or needs. This study aims to examine the mathematical problem-solving ability of students who received differentiation learning in comparison to those who attended conventional learning. Conducted in a Catholic Junior High School in Medan during the 2020/2021 academic year, this quasi-experimental study was set in Pretest-Posttest Control Group Design. The population in this study were all eigth-graders from 7 parallel groups with 31 people in each. The sample in this study was 22 students consisting of 11 students for the experimental class and 11 students for the control class. The results showed that the average value of students' mathematical problem-solving abilities who participated in differentiation learning was 71.02, while that of conventional learning was 62.73. The difference in the average value of students' mathematical problem-solving abilities in the experimental class and control class is 8.29. From the results of hypothesis testing, the value of tcount = 2.68 and ttable = 1.725 means that tcount t table is 2.68 1.725. This means that Ha is accepted and Ho is rejected, hence, the mathematical problem solving ability of students who joined differentiation learning (Differentiated Instruction) is better than those who attended the conventional learning.]]>
<![CDATA[VALIDITAS MODUL MATEMATIKA KELAS X SMA DENGAN MENERAPKAN VARIASI MODEL PEMBELAJARAN KOOPERATIF ]]>
<![CDATA[Tetty Natalia Sipayung]]>;
<![CDATA[Sinta Dameria Simanjuntak]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v3i1.217
<![CDATA[This research which is entitled as a grade X of Senior High School by applying variations of cooperative learning model on each presented material. The research method used is a research development method which is used to produce a developed module and to test the effectiveness. The validity of module in this research is based on the feasibility of the standard of the media and material. The media feasibility standard of the module consists of aspects of both in graphs and language. The module eligibility standart includes the feasibility aspects of the contents, presentation and contextual assessment. The average score for the aspect of feasibility in graph value is 3.95, the language value is 3.93, the content value aspect is 3.99, and the aspect of valuation of contextual is 4. Thus, the mathematics module for grade X of Senior High School which is developed in this research is valid.]]>
<![CDATA[PERBEDAAN HASIL UJIAN NASIONAL PADA TINGKAT SATUAN PENDIDIKAN SEKOLAH MENENGAH ATAS DI KABUPATEN TOBA SAMOSIR BERDASARKAN AKREDITASI (Studi Kasus di Kabupaten Toba Samosir) ]]>
<![CDATA[Sinta Dameria Simanjuntak]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 2, No 2: April 2017 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v2i2.134
<![CDATA[Abstract. This study is a quasi-experimental study. The objectives of this research are: (1) to analyze the difference of the result of the National Examination of Mathematics of the students based on the accreditation of the school, (2) to analyze the difference of the result of the National Exam Combined students based on the school accreditation, and (3) to analyze the difference of National Examination result based on the students ability. The results of this study indicate that there is no difference in the value of the National Examination of Mathematics based on accreditation. Where in this study, better accreditation does not guarantee better result of Mathematics National Exam result. On the contrary, in this study found the results of research that schools with lower accreditation have a better result of the National Examination of Mathematics. There is no difference in the value of the result of the Joint National Exam based on accreditation. Where in this study, better accreditation does not guarantee better results of the Joint National Examination results. On the contrary, in this study found the results of research that schools with lower accreditation have a better result of the Joint National Exam results. There is no difference in the results of the Joint National Exam based on the accreditation and the level of students' Mathematics abilities. Where school accreditation and Mathematics ability level does not cause significant difference in National Examination results. Keywords: National Exam and Accreditation. Abstrak. Penelitian ini adalah penelitian kuasi eksperimen. Tujuan penelitian ini adalah: (1) menganalisis perbedaan hasil Ujian Nasional Matematika siswa berdasarkan akreditasi sekolah, (2) Menganalisis perbedaan hasil Ujian Nasional Gabungan siswa berdasarkan akreditasi sekolah, dan (3) menganalisis perbedaan hasil Ujian Nasional berdasarkan kemampuan siswa. Hasil penelitian ini menunjukkan bahwa tidak terdapat perbedaan nilai hasil Ujian Nasional Matematika berdasarkan akreditasi. Dimana dalam penelitian ini, akreditasi yang lebih baik tidak menjamin nilai hasil Ujian Nasional Matematika yang lebih baik. Malah sebaliknya, dalam penelitian ini ditemukan hasil penelitian bahwa sekolah dengan akreditasi yang lebih rendah memiliki nilai hasil Ujian Nasional Matematika yang lebih baik. Tidak terdapat perbedaan nilai hasil Ujian Nasional Gabungan berdasarkan akreditasi. Dimana dalam penelitian ini, akreditasi yang lebih baik tidak menjamin nilai hasil Ujian Nasional Gabungan yang lebih baik. Malah sebaliknya, dalam penelitian ini ditemukan hasil penelitian bahwa sekolah dengan akreditasi yang lebih rendah memiliki nilai hasil Ujian Nasional Gabungan yang lebih baik. Tidak terdapat perbedaan hasil Ujian Nasional Gabungan berdasarkan akreditasi dan tingkat kemampuan Matematika siswa. Dimana akreditasi sekolah dan tingkat kemampuan Matematika tidak menyebabkan perbedaan hasil Ujian Nasional yang signifikan. Kata Kunci: Ujian Nasional dan Akreditasi]]>
<![CDATA[RESPON SISWA TERHADAP PEMBELAJARAN MATEMATIKA REALISTIK DENGAN KONTEKS BUDAYA BATAK TOBA ]]>
<![CDATA[Sinta Dameria Simanjuntak]]>;
<![CDATA[Imelda Imelda]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 4, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v4i1.874
<![CDATA[Abstract. The problem examined in this study is how students respond to realistik mathematics education that uses the context of Toba Batak culture in teaching and learning activities. The aim of the researcher to analyze students' responses to realistik mathematics education using the context of the Toba Batak culture is to find out whether the responses given by students are positive or negative. Student responses are said to be positive if students feel happy about the components of learning used, the learning component used is new, students are interested in carrying out the same learning in later learning and students are interested in the learning components used. The research results obtained are students giving positive responses to realistik mathematics education using the context of Toba Batak culture. In other words, students happy with the components of learning, the learning component used is new, students are interested in carrying out the same learning in later learning and students are interested in the learning components used.Keywords: RME, Responses, Toba Batak Culture]]>
<![CDATA[PENGARUH KEMAMPUAN PEMAHAMAN MATEMATIS DAN SIKAP SISWA TERHADAP KEMAMPUAN PEMECAHAN MASALAH ]]>
<![CDATA[Sinta Dameria Simanjuntak]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v2i1.119
<![CDATA[AbstractThis research is a descriptive correlative research. The intends of this research is to describe relationships between variables attitude, mathematical understanding ability and problem solving ability of students. The research was conducted in SMP Negeri 4 Medan. The data obtained through the attitude test, mathematical understanding test and problem solving test. The results of this study indicate that there is influence between mathematical understanding with problem-solving ability, there is influence between students attitudes with mathematical understanding, there is influence between students' attitudes with problem-solving ability and there is influence between mathematical understanding and the attitudes of students with problem-solving ability, but the fourth influence is not significant. Taken together, the attitude and ability of mathematical understanding does not affect the problem solving because the regression equation contain multicollinearity. Keywordsmathematical understanding, attitude, problem solving]]>
<![CDATA[An Analysis of Students Motivation in Online Learning Based on Realistic Mathematical Comic Videos ]]>
<![CDATA[Tetty Natalia Sipayung]]>;
<![CDATA[Sinta Dameria Simanjuntak]]>;
<![CDATA[Ariyadi Wijaya]]>;
<![CDATA[Sugiman Sugiman]]>
<![CDATA[ Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 3, No 4 (2020): Budapest International Research and Critics Institute November ]]>
Publisher : <![CDATA[Budapest International Research and Critics University ]]>
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DOI: 10.33258/birci.v3i4.1452
<![CDATA[In this era of revolution 4.0, it is hoped that everyone will be active in managing their knowledge through digital media. Digital media needs to be well designed attractive. This can have an impact on motivation and learning outcomes, especially in the field of education. In online learning, digital media is an alternative in helping the learning process. Therefore a qualitative research was conducted. The subjects of this study were seventh grade students of SMP HKBP Lubuk Pakam for the 2020/2021 Academic Year who applied online learning assisted by realistic mathematics comic videos. While the object of this study is learning motivation so that the purpose of this study to analyze the learning motivation of these students. Based on the results of the provision of a learning motivation questionnaire, it was found that the average learning motivation of students who were taught using realistic mathematics comic videos in online learning was high which was assessed based on six indicators, namely responsibility, trying to excel, liking challenges, independence, fortitude, and resilience. This is a positive attitude that supports efforts to improve learning outcomes, especially in online learning.]]>
<![CDATA[ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA DITINJAU DARI LEVEL TEORI BELAJAR VAN HIELE PADA MATERI SEGIEMPAT ]]>
<![CDATA[Windah Maria Mutiara Tamba]]>;
<![CDATA[Ribka Kariani Sembiring]]>;
<![CDATA[Sinta Dameria Simanjuntak]]>
<![CDATA[ Indiktika : Jurnal Inovasi Pendidikan Matematika Vol 4, No 1 (2021): Indiktika : Jurnal Inovasi Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/indiktika.v4i1.6420
<![CDATA[Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mengidentifikasi atau mendeskripsikan kemampuan representasi matematis siswa berdasarkan level teori Van Hiele pada materi segiempat. Penelitian ini dilaksanakan pada bulan Mei 2021. Subjek dalam penelitian ini adalah empat orang siswa kelas VII SMP RK Deli Murni Bandar Baru yang merupakan perwakilan dari tiap level teori Van Hiele dengan cara memberikan soal VHGT (Van Hiele Geometry Test). Subjek penelitian diberi tes kemampuan representasi matematis dan kemudian diwawancara. Data dianalisis secara deskriptif kualitatif. Berdasarkan hasil analisis didapatkan bahwa kemampuan representasi matematis siswa dengan tingkat berpikir previsualisasi (level pra 0) memiliki kemampuan representasi visual, namun memiliki kemampuan representasi simbolik dan kemampuan representasi verbal yang masih lemah dan berada pada kategori kurang. Siswa dengan tingkat berpikir visualisasi (level 0) memiliki kemampuan representasi visual, memiliki kemampuan representasi verbal yang masih lemah dan tidak memiliki kemampuan representasi simbolik dan berada pada kategori kurang. Siswa dengan tingkat berpikir analisis (level 1) memiliki kemampuan representasi visual dan kemampuan representasi simbolik, namun memiliki kemampuan representasi verbal yang masih lemah dan berada pada kategori tinggi. Siswa dengan tingkat berpikir deduksi informal (level 2) memiliki kemampuan representasi visual, kemampuan representasi simbolik dan kemampuan representasi verbal dan berada pada kategori sangat tinggi.]]>
