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Keefektifan Pembelajaran dengan Menggunakan Pendekatan PBL dan CTL Ditinjau dari Kemampuan Pemecahan Masalah dan Motivasi Belajar Husnul Laili
AS-SABIQUN Vol 1 No 1 (2019): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

This study aimed to describe: 1) the effectiveness of the PBL (Problem based Learning) and CTL (contekstual teaching and learning) in terms of students’ problem solving ability and motivation to learn mathematics; 2) the effectiveness of the PBL in comparison with the CTL type of cooperative learning in terms of students’ problem solving ability and motivation to learn mathematics. To find out the effectiveness of the PBL and CTL in each variable, the data were analyzed using one-sample t-test at a significance level of 5%. To compare the effectiveness of the PBL and CTL, the data were analyzed using multivariate T2 Hotelling with the significance level of 5% and followed up with the univariate analysis using a with criterion bon feroni. The results of the study show that: 1) the PBL and the CTL are effective in terms of students’ problem solving ability and motivation to learn mathematics.

Implementasi Pendekatan Saintifik dalam Meningkatkan Pemahaman Peserta Didik di MTs NW Senyiur Ayatullah Ayatullah; Husnul Laili
AS-SABIQUN Vol 3 No 1 (2021): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v3i1.1331

According to the Ministry of Education and Culture, the scientific approach is a model for student-based learning to be motivated to be more active. The scientific approach is actually not much different from contextual-based learning activities. The knowledge and skills acquired by students are not expected to be the result of remembering a set of facts but are the result of discovering themselves. The scientific approach provides opportunities for students broadly to explore and elaborate on the material they are learning and provides opportunities for students to actualize their abilities through learning activities designed by the teacher. Learning outcomes are conditions that are achieved through learning. In general, everyone can define learning as an effort to improve the behavior of students from knowing to knowing, from not being able to being capable and not being able to be able and so on. From the results of learning can change the behavior and way of thinking of students better and will be stored, attached and not lost in the long term in the lives of students.

Keefektifan Model Cooperative Learning Tipe STAD dan CTL pada Materi Pokok Himpunan Ditinjau dari Kemampuan Pemecahan Masalah dan Motivasi Belajar Matematika Husnul Laili
FONDATIA Vol 1 No 1 (2017): MARET
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

This study aimed to describe: 1) the effectiveness of the STAD and CTL cooperative learning model in terms of students’ problem solving ability and motivation to learn mathematics; 2) the effectiveness of the STAD type of cooperative learning model in comparison with the CTL (contekstual teaching and learning) type of cooperative learning in terms of students’ problem solving ability and motivation to learn mathematics. To find out the effectiveness of the STAD type and CTL type of cooperative learning in each variable, the data were analyzed using one-sample t-test at a significance level of 5%. To compare the effectiveness of the STAD type and CTL type of cooperative learning models, the data were analyzed using multivariate T2 Hotelling with the significance level of 5% and followed up with the univariate analysis using a with criterion bon feroni. The results of the study show that: 1) the STAD type cooperative learning models and the CTL type of cooperative learning models are effective in terms of students’ problem solving ability and motivation to learn mathematics.

Pengaruh Metode Pembelajaran terhadap Kemampuan Mahasiswa dalam Menerapkan Model-Model Pembelajaran pada Perkuliahan Strategi Pembelajaran Matematika Husnul Laili
FONDATIA Vol 1 No 2 (2017): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

The research population comprised semester VI students of the mathematics study program of STIT Palapa Nusantara. The sample was selected using the purposive random sampling in three steps: (1) randomly selecting 2 classes out of 5 available classes, (2) selecting 8 groups, each consisting of 4 students, from each selected class, and (3) randomly selecting the groups applying each learning model. The data were analyzed using the T2 Hotellings multivariate test at the significance level of 5% (0.05) for two-tailed testing and the univariate test at the significance level of 0.025. The results of the data analysis are as follows. (1) There are different effects of the STAD-type cooperative learning method and the simulation learning method on students’ abilities in theory and application of learning methods in the mathematics strategy learning course (Fobserved = 6.76 > Ftable = F0.05;(2;65) = 3.14). (2) Abilities in theory of learning methods through the STAD-type cooperative learning method are higher than those through the simulation learning method in the mathematics learning strategy course (tobserved = 2.28 > ttable(0.025) = 2.00). (3) Abilities in application of learning methods through the simulation learning method are higher than those through the STAD-type cooperative learning method in the mathematics learning strategy course (tobserved = 4.05 >t table(0.025) = 2.00).

Pengembangan Model Pembelajaran Matematika Realistik Indonesia tentang Perbandingan di Kelas VII SMP Husnul Laili
FONDATIA Vol 2 No 2 (2018): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

This study aims to develop a valid, practical, and effective Indonesian realistic mathematics learning model for proportions. The development of the learning kit in this study employed the model by Plump that had been modified by the product quality by Nieveen. The development of the model consisted of the preliminary investigation, design, and evaluation. The dissemination stage was not implemented in this study. The research instruments consisted of: (1) instrument evaluation sheets; (2) validation sheets; (3) learning management observation sheets; (4) student and teacher activity observation sheets; (5) student response questionnaires; and (6) learning achievement tests. Through a development process, this study produced: (1) an Indonesian realistic mathematics learning model book; (2) Indonesian realistic mathematics learning kits; and (3) research instruments. The effectiveness of the realistic mathematics learning model on the basis of: (1) the percentage of the attainment of the students’ learning mastery classically with the moderate and high mastery levels being 80% of 35 students sitting for the test; (2) the percentage of the attainment of the ideal time limit for each category of student and teacher activities; (3) the average score of the category of teachers’ ability to manage learning which was 3.54, in the moderate category; and (4) the students’ positive responses to learning components and activities.

Keefektifan Pembelajaran dengan Pendekatan CTL dan PBL Ditinjau dari Motivasi dan Prestasi Belajar Matematika Husnul Laili
PALAPA Vol 1 No 2 (2013): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran dengan pendekatan CTL dan PBL ditinjau dari motivasi dan prestasi belajar matematika, dan membandingkan pembelajaran dengan pendekatan CTL dengan PBL ditinjau dari motivasi dan prestasi belajar matematika. Penelitian ini merupakan penelitian eksperimen semu, yang menggunakan dua kelompok eksperimen. Untuk mengetahui keefektifan pembelajaran dengan pendekatan CTL dan PBL digunakan uji one sample t-test pada taraf signifikansi 5%. Untuk membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL, data dianalisis secara multivariat menggunakan T 2 Hotelling dengan taraf signifikansi 5% dan dianalisis lanjut menggunakan uji t univariat dengan kriteria Bonferoni. Hasil penelitian menunjukkan bahwa: 1) pembelajaran dengan pendekatan CTL dan PBL efektif ditinjau dari motivasi dan prestasi belajar matematika; 2) pembelajaran dengan pendekatan PBL lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari prestasi belajar matematika siswa tetapi pembelajaran dengan pendekatan PBL tidak lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari motivasi belajar matematika siswa.

Upaya Meningkatkan Prestasi dan Motivasi Belajar Matematika Siswa melalui Pendekatan PBL di Kelas VIII Husnul Laili
PALAPA Vol 2 No 2 (2014): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Penelitian ini bertujuan untuk mendeskripsikan peningkatan prestasi dan motivasi belajar matematika siswa melalui pembelajaran dengan pendekatan PBL kelas VIII di SMPN 1 Keruak yang menggunakan satu kelompok eksperimen. Untuk meningkatkan prestasi dan motivasi belajar matematika siswa melalui pendekatan PBL di SMPN 1 Keruak peneliti menggunakan jenis penelitian PTK. Hasil dari penelitian yang dilakukan menunjukkan bahwa dari hasil evaluasi pada siklus I menunjukkan bahwa nilai rata-rata siswa belum tuntas karena siswa yang memenuhi KKM masih kurang karena itu dilanjutkan kembali dengan pemberian evaluasi pada siklus II sehingga diperoleh nilai rata-rata 80,00 dengan ketuntasan belajar 66,67% dan berdasarkan hasil angket yang di berikan menunjukkan bahwa pembelajaran PBL dapat meningkatkan motivasi belajar siswa

Pengaruh Penggunaan Strategi Giving Question and Getting Answers terhadap Prestasi Belajar Matematika Siswa Husnul Laili
PALAPA Vol 3 No 2 (2015): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Penelitian ini bertujuan untuk mendeskripsikan pengaruh strategi giving question and getting answers terhadap prestasi belajar matematika. Untuk mengetahui pengaruh giving question and getting answers, data dianalisis menggunakan polled varians pada taraf signifikansi 5%. Adapun hasil yang diperoleh adalah dalam meningkatkan prestasi belajar siswa kela VII SMP Negeri 2 Sakra dikatakan berhasil” Karena berdasarkan perhitungan dengan menggunakan t-tes, didapatkan nilai o t (t-hitung) lebih besar dari tabel t pada taraf signifikansi 5%. Dimana nilai o t sebesar 2,47 sedangkan tabel t pada taraf signifikansi 5% adalah 2,00 adanya perbedaan nilai antara nilai o t dengan nilai tabel t pada taraf signifikansi 5% menunjukkan bahwa penggunaan strategi Giving question and getting answers memberikan pengaruh positif terhadap peningkatan prestasi siswa. Berdasarkan hasil post-tes kelas yang menggunakan strategi giving question and getting answers nilai rata-ratanya adalah 76,06 sedangkan nilai rata-rata siswa yang tidak diberikan strategi giving question and getting answers yaitu 65,78.

Pengembangan Sistem Penilaian Matematika Berbasis Kompetensi di Sekolah Menengah Pertama Kabupaten Lombok Tengah Husnul Laili
ISLAMIKA Vol 1 No 1 (2019): JANUARI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v1i1.150

This study aims to produce a competence-based Mathematics assessment system that can be applied to reveal the competence of Year VII students of Junior High Schools (JHSs) in semester II in Central Lombok Regency. The study shows the following findings. First, the assessment guideline consists of components in the form of: (1) a syllabus, (2) an assessment system design, (3) criteria for SKBM/KKM, (4) criteria for the score proportion, (5) a matrix of the continuous assessment process, (6) an indicator analysis, (7) a format of the analysis of each aspect, (8) a format of the analysis of students’ learning mastery, (9) a format of the learning achievement report, and (10) a format of the score attainment graph. Second, the assessment instrument consists of the items dealing with (1) identifying set elements and subsets presented in the Venn diagram and solving items related to daily problems using the concept of a set, (2) determining the relation of two lines and determining the measures of the angles, (3) determining the properties of the angles when two lines intersect or two parallel lines are intersected by another line, (4) determining perimeters of a triangle and a quadrilateral and solving items related to daily problems using the concepts of a triangle and a quadrilateral. The research instrument validity is obtained through the theoretical analysis of test items by experts in Mathematics and the instrument satisfies the validity criteria. The reliability coefficient obtained is 0.883.

Kompetensi Profesional Guru dalam Pengelolaan Pembelajaran Matematika Kelas Rendah di MI NW Keruak Husnul Laili
TSAQOFAH Vol 2 No 3 (2022): MEI
Publisher : Lembaga Yasin AlSys

Professional competence is the ability to master learning material widely and in depth, and adjusted to expertise in the field mastered as well as in their respective duties and responsibilities. Mastery of teaching materials is included with interesting learning methods, responsibility for their duties, and harmony among fellow teachers. Learning management is a process of interaction between students and teachers in the learning environment. This study aims to determine the importance of teacher professional competence in learning management, teacher professional strategies and learning evaluation at MI NW Keruak. This research uses qualitative research. Data collection techniques were carried out through interviews, observation and documentation studies. The research subjects were school principals, teachers and students of MI NW Keruak. The results of the study show: (1) the competence of teachers in planning lessons in preparing lesson plans, compiling syllabus, planning media and learning resources and planning learning evaluations in accordance with established instructions, but there are some teaching teachers who do not make lesson plans; (2) the teacher's professional strategy in implementing learning, namely: mastering the material, structure, concept and mindset science that supports the subjects being taught. This is done by reviewing the material before continuing, adjusting the material to the media/learning resources; and (3) the evaluation of the learning provided by the teacher is in accordance with the learning objectives that have been set, which includes the value of student character, assessment of the ability to understand concepts, the value of student skills and the value of attitudes in the learning process. Evaluation is carried out at the end of one semester.

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