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Isran Rasyid Karo-Karo
UIN Sumatera Utara
Education Mathematics

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PENGARUH NUMBERED HEAD TOGETHER DAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PEMECAHAN MASALAH Al Bisilla Al Ali Daulay; Indra Jaya; Isran Rasyid Karo-Karo
Relevan : Jurnal Pendidikan Matematika Vol 1 No 2 (2021): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran numbered head together dan problem based learning terhadap kemampuan berpikir kritis dan kemampuan pemecahan masalah siswa pada materi sistem persamaan linier tiga variabel di kelas X MAS NU Sibuhuan. Penelitian ini adalah penelitian kuantitatif, dengan jenis penelitian quasi eksperiment. Populasinya adalah seluruh siswa kelas X MAS NU Sibuhuan tahun pelajaran 2020-2021 yang berjumlah 8 kelas. Sampel yang digunakan oleh peneliti adalah siswa kelas X MIA  1 dan X MIA  2 yang masing-masing berjumlah 30 orang siswa untuk dijadikan sebagai kelas eksperimen yang ditentukan dengan cara random sampling. Pengumpulan data dilakukan dengan menggunakan instrumen tes kemampuan berpikir kritis dan kemampuan pemecahan masalah siswa. Analisis data dilakukan dengan analisis varian (ANAVA) dan kemudian dilanjutkan dengan uji Tukey.  Hasil temuan ini menunjukkan:1) pengaruh model pembelajaran problem based learning terhadap kemampuan berpikir kritis dan kemampuan pemecahan masalah siswa lebih baik daripada model pembelajaran numbered head together. 2) pengaruh model pembelajaran problem based learning terhadap kemampuan berpikir kritis siswa lebih baik daripada model pembelajaran numbered head together. 3) pengaruh model pembelajaran problem based learning terhadap kemampuan pemecahan masalah siswa lebih baik daripada model pembelajaran numbered head together. 4) tidak terdapat interaksi antara model pembelajaran terhadap kemampuan berpikir kritis dan kemampuan pemecahan masalah siswa. Kata Kunci : Numbered Head Together; Problem Based Learning; Berpikir Kritis; Pemecahan Masalah   ABSTRACK      This study aims to determine the effect of numbered head together and problem based learning learning models on students' critical thinking and problem solving abilities on the material of a three-variable linear equation system in class X MAS NU Sibuhuan. This research is a quantitative research, with a quasi-experimental type of research. The population is all students of class X MAS NU Sibuhuan for the academic year 2020-2021, totaling 8 classes. The samples used by the researchers were students of class X MIA 1 and X MIA 2, each of which amounted to 30 students to serve as the experimental class determined by random sampling. Data was collected using a test instrument for students' critical thinking skills and problem solving abilities. Data analysis was carried out by analysis of variance (ANOVA) and then continued with the Tukey test. These findings indicate: 1) the effect of the problem based learning model on students' critical thinking and problem solving abilities is better than the numbered head together learning model. 2) the effect of the problem based learning model on students' critical thinking skills is better than the numbered head together learning model. 3) the effect of the problem based learning model on students' problem solving abilities is better than the numbered head together learning model. 4) there is no interaction between the learning model on students' critical thinking skills and problem solving abilities. Keywords : Numbered Head Together; Problem Based Learning; Critical thinking; Solution to problem.
PERBEDAAN KEMAMPUAN REPRESENTASI KOMUNIKASI DAN MATEMATIS MODEL TTW DAN TAI Indah Lestari; Indra Jaya; Isran Rasyid Karo-Karo
Relevan : Jurnal Pendidikan Matematika Vol 2 No 1 (2022): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

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Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan representasi dan komunikasi matematis siswa yang diajar menggunakan model pembelajaran think talk write dan model pembelajaran TAI. Jenis penelitian ini adalah Eksperimen Semu. Populasi dalam penelitian ini adalah seluruh siswa MAS Pondok Pesantren Darul Qur’an T.P 2020−2021. Sampel dalam penelitian ini adalah kelas X MIA 1 sebagai kelas yang diajar menggunakan model pembelajaran think talk write dan kelas X MIA 2 sebagai kelas yang diajar menggunakan model pembelajaran team assisted individualization. Data diperoleh dari post-test dengan 5 butir soal tes kemampuan representasi dan 5 butir soal tes kemampuan komunikasi. Data dianalisis secara deskriptif dan menggunakan teknik Two Way ANAVA dan dilanjutkan dengan uji Tukey. Berdasarkan hasil analisis data dan pembahasan, diperoleh: 1) Kemampuan representasi matematis siswa yang diajar menggunakan model pembelajaran think talk write tidak lebih baik daripada siswa yang diajar menggunakan model pembelajaran team assisted individualization; 2) Kemampuan komunikasi matematis siswa yang diajar menggunakan model pembelajaran think talk write lebih baik daripada siswa yang diajar menggunakan model pembelajaran team assisted individualization; 3) Kemampuan representasi dan komunikasi matematis siswa yang diajar menggunakan model pembelajaran think talk write lebih baik daripada siswa yang diajar menggunakan model pembelajaran team assisted individualization. ABSTRACT This study aims to determine the differences in mathematical representation and communication skills of students who are taught using the think talk write learning model and TAI learning model. This type of search is a quasi-experimental. The population in this study were all high school students of Darul Qur’an Islamic Boarding School in the academic year 2020−2021. The sample in this study was class X mathematics science 1 as a class taught using the think talk write learning model and class X mathematics science 2 as a class taught using a team assisted individualization learning model. The data was obtained from the posttest with 5 items for the representation ability test and 5 items for thecommunication ability test. The data were analyzed descriptively and using the Two Way ANAVA technique and continued with the Tukey test. Based on the results of data analysis and discussion obtained: 1) The mathematical representation ability of students who were taught using the think talk write learning model is not better than students who are taught using the team assisted individualization learning model; 2) The mathematical communication skills of students who are taught using the think talk write learning model are better than students who are taught using the team assisted individualization learningmodel; 3) The mathematical representation and communication skills of students who are taught using the think talk write learning model are better than students who are taught using the team assisted individualization learning model.
PERBEDAAN KEMAMPUAN PEMECAHAN MASALAH DAN BERPIKIR KREATIF DENGAN MODEL RME DAN PROBLEM SOLVING Maisyaroh; Isran Rasyid Karo-karo; Indra Jaya
Relevan : Jurnal Pendidikan Matematika Vol 2 No 1 (2022): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (66.9 KB)

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemecahan masalah dan berpikir kreatif matematis siswa yang diajar menggunakan model pembelajaran realistic mathematic education dengan siswa yang diajar menggunakan model pembelajaran problem solving. Jenis penelitian ini adalah Eksperimen Semu. Populasi dalam penelitian ini adalah seluruh siswa MAS Pondok Pesanren Darul Qur’an T.P 2020−2021. Data dianalisis secara deskriptif dan menggunakan teknik Two Way ANAVA dan dilanjutkan dengan uji Tuckey. Berdasarkan hasil analisis data dan pembahasan, diperoleh: 1) Terdapat perbedaan kemampuan pemecahan masalah matematis siswa yang diajar menggunakan model pembelajaran realistic mathematic education dengan siswa yang diajar menggunakan model pembelajaran problem solving; 2) Terdapat perbedaan kemampuan berpikir kreatif matematis siswa yang diajar menggunakan model pembelajaran realistic mathematic education dengan siswa yang diajar menggunakan model pembelajaran problem solving; 3) Terdapat perbedaan kemampuan pemecahan masalah dan berpikir kreatif matematis siswa yang diajar menggunakan model pembelajaran realistic mathematic education dengan siswa yang diajar menggunakan model pembelajaran problem solving. ABSTRACT This study aims to determine the differences in problem solving abilities and mathematical creative thinking of students who are taught using realistic mathematical education learning models and students who are taught using problem solving learning models. This type of research is a quasi-experimental. The population in this study were all students of MAS Pondok Pesantren Darul Qur'an T.P 2020-2021. The data were analyzed descriptively and using  the Two Way ANOVA technique and continued with the Tuckey test. Based on the results of data analysis and discussion, it was obtained: 1) There are differences in the mathematical problem solving abilities of students who are taught using realisticmathematical education learning models with students who are taught using problem solving learning models; 2) There are differences in students' mathematical creative thinking abilities who are taught using realistic mathematical education learning models with students who are taught using problem solving learning models; 3) There are differences inproblem solving abilities and mathematical creative thinking of students who are taught using realistic mathematical education learning models with students who are taught using problem solving learning models.
Co-Authors Al Bisilla Al Ali Daulay Indah Lestari Indra Jaya Maisyaroh