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All Journal Jurnal Pendidikan dan Konseling PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika
Zeinul Arifin
STAI Muhammadiyah Probolinggo
Education Languange, Linguistic, Communication & Media Mathematics Other

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Penerapan Teori Bruner Untuk Meningkatkan Hasil Belajar Siswa Pada Pembelajaran Bilangan Pecahan di Kelas VII SMPI Nurul Hidayah Kuripan Kabupaten Probolinggo Nurhayati Nurhayati; Zeinul Arifin; Ratna Damayanti
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 5 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.803 KB) | DOI: 10.31004/jpdk.v4i5.6537

Abstract

Penelitian ini merupakan Penelitian Tindakan Kelas yang bertujuan untuk meningkatkan hasil belajar bilangan pecahan pada siswa kelas VII SMPI Nurul Hidayah Kuripan dengan menerapkan teori Bruner, dimana isi teori Bruner adalah pendekatan pembelajaran yang berpusat pada siswa dengan (1) tahap enaktif; pembelajaran dengan menggunakan benda-benda konkret atau situasi nyata, (2) tahap ikonik; dipresentasikan dalam bentuk bayangan visual atau gambar dan (3) tahap simbolik; menuliskan simbol-simbol yang berkaitan dengan bilangan pecahan, yang diorganisasi sedemikian rupa sehingga membuat siswa berperan aktif dalam pembelajaran. Desain penelitian ini mengikuti model Kurt Lewin dengan subyek penelitian 8 orang siswa. Penelitian ini dilaksanakan dalam dua siklus dengan materi bilangan pecahan, masing-masing siklus meliputi 4 tahap: (i) perencanaan (planning) (ii) aksi atau tindakan (acting) (iii) observasi (observing) dan (iv) refleksi (reflecting). Penerapan teori Bruner melalui tahap enaktif, ikonik dan simbolik dapat meningkatkan hasil belajar bilangan pecahan siswa kelas VII. Hal ini dapat dilihat pada peningkatan hasil belajar siswa, untuk ketuntasan klasikal pada siklus I sebesar 75,83% dan pada siklus II sebesar 85%. Sedangkan untuk aktivitas guru pada siklus I diperoleh rata-rata persentase sebesar 93,33% berada pada kategori sangat baik dan pada siklus II diperoleh rata-rata persentase sebesar 96% berada pada kategori sangat baik. Untuk aktivitas siswa pada siklus I diperoleh rata-rata persentase sebesar 82,67% dengan kategori baik dan pada siklus II diperoleh rata-rata persentase sebesar 92% berada pada kategori sangat baik. Berdasarkan hasil tersebut, berarti penerapan teori Bruner dapat meningkatkan hasil belajar siswa pada pembelajaran bilangan pecahan di kelas VII SMPI Nurul Hidayah Kuripan.
ANALISIS KESALAHAN SISWA DALAM PEMECAHAN SOAL ASESMEN KOMPETENSI MINIMUM NUMERASI BERDASARKAN TEORI POLYA Zeinul Arifin; Tuhfatul Janan
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol. 1 No. 3 (2023): PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v1i3.483

Abstract

Qualitative descriptive is the type of research applied to this study, with the aim of describing the types and what causes students to make mistakes in solving AKM numeracy questions. The test is in the form of AKM numeration questions with 6 students as subjects. The results showed that the students' biggest mistakes were made at the stage of implementing the plan with a percentage of 9.96%, the stage of making plans with a percentage of 7.62%, the stage of understanding the questions with a percentage of 7.23%, and 4.88% at the stage of re-examining the results. which is obtained. The cause of the error at the stage of understanding the questions was that students were not used to writing things that were known and asked about the questions, at the planning stage students were not used to writing down the steps for solving them and tended not to understand the questions so that they had difficulty drawing up plans. The cause of the error at the stage of carrying out the plan is the lack of focus on students in counting and writing digit numbers. The cause of the error at the stage of looking back at the results obtained is that students are not used to checking and making conclusions from answers. Keywords: student error, AKM numeration, Polya’s theory
ANALISIS KESALAHAN SISWA DALAM PEMECAHAN SOAL ASESMEN KOMPETENSI MINIMUM NUMERASI BERDASARKAN TEORI POLYA Zeinul Arifin; Tuhfatul Janan
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 2 No. 2 (2023): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/aljabar.v2i2.702

Abstract

Qualitative descriptive is the type of research applied to this study, with the aim of describing the types and what causes students to make mistakes in solving AKM numeracy questions. The test is in the form of AKM numeration questions with 6 students as subjects. The results showed that the students' biggest mistakes were made at the stage of implementing the plan with a percentage of 9.96%, the stage of making plans with a percentage of 7.62%, the stage of understanding the questions with a percentage of 7.23%, and 4.88% at the stage of re-examining the results. which is obtained. The cause of the error at the stage of understanding the questions was that students were not used to writing things that were known and asked about the questions, at the planning stage students were not used to writing down the steps for solving them and tended not to understand the questions so that they had difficulty drawing up plans. The cause of the error at the stage of carrying out the plan is the lack of focus on students in counting and writing digit numbers. The cause of the error at the stage of looking back at the results obtained is that students are not used to checking and making conclusions from answers.Keywords: student error, AKM numeration, Polya’s theory
Co-Authors Dewi Liesnoor Setyowati Nurhayati Nurhayati Ratna Damayanti Tuhfatul Janan