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All Journal AXIOM : Jurnal Pendidikan dan Matematika JURNAL MathEdu (Mathematic Education Journal) MAJU : Jurnal Ilmiah Pendidikan Matematika JURNAL MATHEMATIC PAEDAGOGIC
Nurdalilah Nurdalilah
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Education Mathematics

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Journal : JURNAL MathEdu (Mathematic Education Journal)

 1 
ANALISIS KEMAMPUAN BERFIKIR REFLEKTIF MATEMATIKA DENGAN GAYA BELAJAR VISUAL, AUDIOTORIAL DAN KINESTETIK SISWA KELAS VIIIA SMP NEGERI 2 LINGGABAYU Nurdalilah Nurdalilah
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3143

Abstract

Reflective thinking is the higher order thinking skills. One effort to optimize this ability is to know the learning style of students. To know it then conducted a research with descriptive qualitative type with the aim to know the students' reflective thinking ability with visual, auditorial, and kinesthetic learning styles. The subject of this research is class VIII A in SMPN 2 Linggabayu which is chosen by purposive Sampling on geometry problem. The results of data analysis show, visual, auditorial and kinesthetic students have not been able to identify the formula or concept used because it does not provide the overall answer. Visual students and kinesthetic students are able to evaluate correctly, clearly, less systematically, but are complete while the auditorial students are able to evaluate them correctly, clearly, systematically, and completely. Visual students and auditorial students give incomplete answers and wrong answers and do not give an analogy while kinesthetic students give complete answers but wrong answers and do not give an analogy. Visual students give incomplete calculations, wrong answers and do not give generalizations with reasons, auditorial students provide correct calculations, the final answer is correct but does not provide generalization with the reasons while kinesthetic students provide correct calculation, the final answer is correct and give generalization with the reasons. The visual student explains in his own subject and the correct answer, the auditorial student explains by explaining it at length and right answers while the kinesthetic student explains with the correct answer. Visual students are able to provide interpretation but not yet complete and correct calculation, the auditorial student has not been able to provide interpretation but the calculation is correct, while the kinesthetic students are able to provide good interpretation with the correct calculation.
PENGARUH MOTIVASI DAN MINAT TERHADAP HASIL BELAJAR MATEMATIKA PADA POKOK BAHASAN PERSAMAAN LINEAR SATU VARIABEL PADA SISWA KELAS VII SMP NEGERI 9 PADANGSIDIMPUAN Yanti Novita Sitompul; Mohd. Arifin; Nurdalilah Nurdalilah
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3146

Abstract

One thing that must be developed in learning mathematics is students' motivation and interest in learning, because motivation and interest in learning have an important role in determining student success. This study aimed to determine whether there is an effect of student motivation and interest in learning on learning outcomes on the subject of linear equations of one variable. The population in this study were seventh grade students of SMP Negeri 9 Padangsidimpuan, with a total of 8 classes of VII class. In this study, the sample was taken from the population using the Cluster Random Sampling technique, namely the research took the sample based on a predetermined population area. The number of samples is 32 students. The data collection method used in this study is a questionnaire and documentation method. For the final data analysis using multiple Linear Regression. The results of the study obtained that the estimation equation for multiple linear regression for all students was = 39 + 0.79 + 1.02 with a partial correlation coefficient of 0.490, indicating a relationship between student motivation and learning outcomes in mathematics. The positive correlation coefficient value indicates that the relationship between motivation and learning outcomes is unidirectional. Partial correlation coefficient of 0.293, this indicates a relationship between student interest in mathematics learning outcomes. The positive correlation coefficient value indicates that the relationship between interest and learning outcomes is unidirectional. After the partial correlation coefficient was tested for significance, it turned out that both coefficients were significant, meaning that the relationship between student motivation and learning outcomes in mathematics if interest remained significant.
Co-Authors Ahmad Sukri Nasution Dedy Juliandri Panjaitan Haryati Ahda Nasution Lili Idah Sufrah Mohd. Arifin Putri Septi Isnaini Ratika Ratika Suwarno Ariswoyo Yanti Novita Sitompul Yessy Novalia