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<![CDATA[UPAYA MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP SISWA KELAS VIII MTS. AL-ILHAMIYAH SIDOMULYO MENGGUNAKAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) PADA SUB MATERI POKOK KUBUS DAN BALOK TAHUN AJARAN 2016/2017 ]]>
<![CDATA[Mara Samin Lubis]]>
<![CDATA[ AXIOM : Jurnal Pendidikan dan Matematika Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sumatera Utara Medan ]]>
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DOI: 10.30821/axiom.v6i1.759
<![CDATA[The type of research used is Classroom Action Research using Realistic Mathematics Education (RME) approach. This classroom action research is conducted through 2 cycles that include planning, implementation, observation and reflection activities. And to know the ability of understanding students' mathematical concepts Researchers use the comprehension test of the concept of mathematics individually. Subjects in this study were students of grade VIII-1 MTs. Al-Ilhamiyah Sidomulyo with a total of 31 students. The result of the research shows that before the giving of action only 3 students from 31 students complete in comprehension test of mathematics concept with percentage of 9.68%. After giving the action in cycle I, the students' understanding of mathematical concepts has increased by 48.39% percentage, or as many as 15 students from 31 students have completed in the comprehension ability test of mathematical concepts. After the improvement of cycle I to cycle II, the result of the ability to understand the concept of mathematics students cycle II has reached the classical completeness with the percentage of 87.10% or as many as 27 students have been completed in the ability to comprehend the concept of mathematics test. From the result of this class action research, the researcher concludes that there is improvement of students' mathematical concept comprehension ability by applying Realistic Mathematics Education (RME) approach to the students of grade VIII-1 MTs. Al-Ilhamiyah Sidomulyo.]]>
<![CDATA[ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA MATERI PENYAJIAN DATA DI KELAS VII MTs ISLAMIYAH MEDAN T.P 2017/2018 Oleh: ]]>
<![CDATA[Nursyahbany Sitorus Pane Sitorus Pane]]>;
<![CDATA[Indra Jaya]]>;
<![CDATA[Mara Samin Lubis]]>
<![CDATA[ AXIOM : Jurnal Pendidikan dan Matematika Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sumatera Utara Medan ]]>
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DOI: 10.30821/axiom.v7i1.1779
<![CDATA[The ability of students' mathematical communication is an aspect that needs to be developed in the learning of mathematics. The purpose of this study is to obtain a description of the mathematical communication ability of class VII students in learning mathematics. This research is a qualitative research. The subject of this research is 6 students of class VII-AMTs Islamiyah Medan who come from high-ability students, medium-skilled students, and low-ability students. Data collection techniques used are observation, interview, and documentation. To know how far students' mathematical communication ability is measured based on indicator of mathematical communication ability ie (1) Ability to express mathematical ideas through oral, written, and demonstrate and visualize it; (2) The ability to understand, interpret, and evaluate mathematical ideas in writing, as well as in other visual forms; (3) The ability to use terms, mathematical notations and structures to present ideas, describe relationships with situational models. The results showed (1) subjects with high ability to have good enough mathematical communication ability on each indicator both indicator 1, 2 and 3; (2) medium-sized subjects also have good mathematical communication skills in indicators 1 and 2 and less well in indicator 3; (3) low-ability subjects have poor mathematical communication skills on each indicator.]]>
<![CDATA[PERBEDAAN KEMAMPUAN BERPIKIR KREATIF KONTEKSTUAL DAN EKSPOSITORI ]]>
<![CDATA[Raihana]]>;
<![CDATA[Mara Samin Lubis]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 1 No 2 (2021): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian quasi eksperimen. Populasinya adalah seluruh kelas X MAS PAB-2 Helvetia yang berjunmlah 125 orang siswa. Sampel dalam penelitian ini adalah kelas X MIA-1 dan kelas X MIA-2 yang masing-masing berjumlah 30 orang siswa yang diambil dengan menggunakan teknik sampel jenuh. Pengumpulan data dilakukan dengan menggunakan instrumen kemampuan kreatif dan kemampuan pemecahan masalah matematika siswa. Analisis data dilakukan dengan analisis varians (ANAVA) dan dilanjutkan dengan Uji Tukey. Hasil Temuan ini menunjukkan: 1) Tingkat kemampuan berpikir kreatif dan kemampuan pemecahan masalah matematika siswa yang diajar dengan model pembelajaran Contekstual Teaching and Learning lebih baik dari pada siswa yang diajar dengan model pembelajaran ekspositori, 2) Tingkat kemampuan berpikir kreatif matematika siswa yang diajar dengan model pembelajaran Contekstual Teaching and Learning lebih baik dari pada siswa yang diajar dengan model pembelajaran ekspositori, 3) Tingkat kemampuan pemecahan masalah matematika siswa yang diajar dengan model pembelajaran Contekstual Teaching and Learning lebih baik dari pada siswa yang diajar dengan model pembelajaran ekspositori. Kata Kunci : Kemampuan Berpikir Kreatif; Pemecahan Masalah; Kontekstual; Ekspositori. ABSTRAK This research is a quantitative research with a quasi-experimental type of research. The population is all class X MAS PAB-2 Helvetia with a total of 125 students. The sample in this study was class X MIA-1 and class X MIA-2, each of which amounted to 30 students who were taken using the saturated sample technique.Data collection was carried out using the instrument of students' creative abilities and mathematical problem solving abilities. Data analysis was performed by analysis of variance (ANOVA) and continued with Tukey's test. The results of these findings indicate: 1) The level of creative thinking skills and mathematical problem solving abilities of students who are taught by the Contextual Teaching and Learning learning model is better than students who are taught by the expository learning model, 2) The level of mathematical creative thinking skills of students who are taught using this model. Contextual Teaching and Learning learning is better than students who are taught by expository learning model, 3) The level of mathematical problem solving ability of students who are taught by Contextual Teaching and Learning learning model is better than students who are taught by expository learning model. Keywords : Creative Thinking Ability; Problem solving skill; Contextual; Expository]]>
<![CDATA[PERBEDAAN KEMAMPUAN BERPIKIR KREATIF MENGGUNAKAN STUDENT TEAM ACHIEVEMENT DIVISION DAN SNOWBALL THROWING ]]>
<![CDATA[Khairun Niswah Sitorus]]>;
<![CDATA[Amiruddin Siahaan]]>;
<![CDATA[Mara Samin Lubis]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 1 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah kemampuan berpikir kreatif dengan model pembelajaran STAD lebih baik dari pada model pembelajaran Snowball Throwing. Penelitian ini ialah penelitian kuantitaif, dengan pendekatan quasi eksperimen. Populasi penelitian ini adalah seluruh kelas XI MAS YMPI Tanjungbalai yang terdiri dari 2 kelas, dan sampel pada penelitian ini adalah Kelas XI-IPA1 (kelas eksperimen 1 sebanyak 25 orang) dan. Pengujian hipotesis dilakukan dengan analisis varians (ANAVA). Hasil temuan: Kemampuan Berpikir Kreatif dengan pembelejaran Snowball Throwing lebih baik dari pada model pembelajaran STAD dengan Fhitung = 7,994 > Ftabel = 4,04. Simpulan penelitian ini menjelaskan terdapat perbedaan model pembelejaran Student Team Achievement Division (STAD) dan Snowball Throwing terhadap kemampuan berpikir kreatif siswa. ABSTRACT This study aims to determine whether the ability to think creatively with the STAD learning model is better than the Snowball Throwing learning model. This research is a quantitative research, with a quasi-experimental approach. The population of this research is all class XI MAS YMPI Tanjungbalai which consists of 2 classes, and the sample in this study is Class XI-IPA1 (experimental class 1 as many as 25 people) and. Hypothesis testing is done by analysis of variance (ANOVA). The findings: Creative Thinking Ability with Snowball Throwing learning is better than the STAD learning model with Fcount = 7,994 > Ftable = 4,04. The conclusion of this study explains that there are differences in the Student Team Achievement Division (STAD) and Snowball Throwing learning models on students' creative thinking skills.]]>
<![CDATA[PERBEDAAN PEMAHAMAN KONSEP DAN BERPIKIR KRITIS DENGAN MODEL PEMBELAJARAN TFL DAN NHT ]]>
<![CDATA[Azra Anggraini]]>;
<![CDATA[Wahyudin Nur Nasution]]>;
<![CDATA[Mara Samin Lubis]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 1 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitian ini merupakan penelitian kuantitatif, dengan jenis penelitian quasi eksperimen. Populasi yang digunakan adalah seluruh siswa kelas VIII SMP Muhammadiyah 58 Sukaramai Medan Tahun Ajaran 2020/2021 dan sampelnya adalah siswa kelas VIII-1 dan VIII-2. Analisis data dilakukan dengan analisis varian (ANAVA). Hasil temuan ini menunjukkan bahwa: 1) Terdapat perbedaan kemampuan pemahaman konsep matematis dengan menggunakan model pembelajaran kooperatif tipe The Firing Line dan Number Head Together di kelas VIII SMP Muhammadiyah 58 Sukaramai Medan dengan Fhitung (4,275) > Ftabel (4,007); 2) Terdapat perbedaan kemampuan berpikir kritis dengan menggunakan model pembelajaran kooperatif tipe The Firing Line dan Number Head Together di kelas VIII SMP Muhammadiyah 58 Sukaramai Medan dengan Fhitung (4,929) > Ftabel (4,007); 3) Terdapat perbedaan kemampuan pemahaman konsep matematis dan kemampuan berpikir kritis dengan menggunakan model pembelajaran kooperatif tipe The Firing Line dan Number Head Together di kelas VIII SMP Muhammadiyah 58 Sukaramai Medan Fhitung (11,431) > Ftabel (9,151). ABSTRACT This research is a quantitative research, with a quasi-experimental type of research. The opulation used was all grade VIII students of SMP Muhammadiyah 58 Sukaramai Medan for the 2020/2021 academic year and the samples were grade VIII-1 and VIII-2 students. Data analysis was performed by analysis of variance (ANOVA). These findings indicate that: 1) There are differences in the ability to understand mathematical concepts using cooperative learning models of The Firing Line and Number Head Together types in class VIII SMP Muhammadiyah 58 Sukaramai Medan with Fcount (4.275) > Ftable (4.007) ; 2) There are differences in critical thinking skills by using cooperative learning model type The Firing Line and Number Head Together in class VIII SMP Muhammadiyah 58 Sukaramai Medan with Fcount (4.929) > Ftable (4.007) ; 3) There are differences in the ability to understand mathematical concepts and the ability to think critically by using cooperative learning models of The Firing Line and Number Head Together types in class VIII SMP Muhammadiyah 58Sukaramai Medan Fcount (11,431) > Ftable (9,151). ]]>
<![CDATA[PERBEDAAN KEMAMPUAN PENALARAN MATEMATIS SISWA ANTARA MODEL PEMBELAJARAN JIGSAW DAN ROPES ]]>
<![CDATA[Siti Rahmah]]>;
<![CDATA[Wahyudin Nur Nasution]]>;
<![CDATA[Mara Samin Lubis]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 2 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Dewasa ini, pembelajaran matematika di kelas kurang mengaitkan siswa secara aktif dimana siswa hanya mencatat dan mendengarkan apa yang ditulis dan dijelaskan guru di papan tulis. Hal tersebut menyebabkan rendahnya kemampuan penalaran matematis siswa. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan penalaran matematis antara siswa yang diajar dengan pembelajaran kooperatif tipe Jigsaw dan siswayang diajar dengan pembelajaran ROPES pada materi prisma di kelas VIII SMP IT Baiti Jannati. Jenis penelitian ini adalah eksperimen semu. Populasi penelitian adalah seluruh siswa kelas VIII SMP IT Baiti Jannati. Sampel penelitian adalah siswa kelas VIII-1 dan kelas VIII-2. Insrumen penelitian adalah tes berbentuk uraian. Analisis data dilakukan dengan Uji ANAVA Satu Jalur. Dari hasil penelitian yang diberi perlakuan yang berbeda, kelas eksperimen 1 dengan model pembelajaran kooperatif tipe Jigsaw dan kelas eksperimen 2 dengan model pembelajaran ROPES diperoleh kesimpulan bahwa terdapat perbedaan kemampuan penalaran matematis antara siswa yang diajar dengan pembelajaran kooperatif tipe Jigsaw dan siswa yang diajar dengan pembelajaran ROPES pada materi prisma di kelas VIII SMP IT Baiti Jannati. ABSTRACT Nowadays, learning mathematics in the classroom doesn’t engage students actively where students only take notes and listen to what the teacher writes and explains on the blackboard. This causes the students’ mathematical reasoning ability to be low. The aim of this study were to determine the difference of mathematical reasoning ability between students taught by Jigsaw type cooperative learning and students taught by ROPES learning model on prism material in class VIII Integrated Islamic Junior High School Baiti Jannati. This type of research is a quasi experiment. The population of research is all students of class VIII Integrated Islamic Junior High School Baiti Jannati. The sample of research are students of class VIII-1 and students of class VIII-2. The instrument is a test in the form of a description. The data were analysed by One Way ANAVA. From the results of different research, experimental class 1 with Jigsaw type cooperative learning and experimental class 2 with ROPES learning obtained the conclusion that there was difference of mathematical reasoning ability between students taught by Jigsaw type cooperative learning and students taught by ROPES learning model on prism material in class VIII Integrated Islamic Junior High School Baiti Jannati.]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN MATEMATIKA BERBASIS VIDEO ANIMASI MATERI SPLDV KELAS VII ]]>
<![CDATA[Nurfarah Zila]]>;
<![CDATA[Mesiono]]>;
<![CDATA[Mara Samin Lubis]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 3 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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DOI: 10.1089/relevan.v2i3.379
<![CDATA[Penelitian ini bertujuan untuk mengembangkan dan menghasilkan produk media pembelajaran matematika berbasis video animasi pada materi SPLDV yang valid, praktis, dan efektif. Penelitian ini menggunakan pengembangan Research and Development (R&D) model ADDIE dengan 5 tahapan yaitu: Analysis (analisis), Design (perancangan), Development (pengembangan), Implementation (implementasi) dan Evaluation (evaluasi).Subjek penelitian ini yaitu peserta didik di kelas VIII MTs Al-Hikmah Tebing Tinggi sebanyak 25 peserta didik. Hasil penelitian menunjukkan bahwa tingkat kevalidan media pembelajaran sebesar 4,2 dengan kategori sangat baik/valid. Untuk tingkat kepraktisan dari media pembelajaran berdasarkan angket respon peserta didik sebesar 80,4% dengan kategori sangat praktis dan angket respon guru matematika sebesar 88% dengan kategorisangat praktis. Sedangkan untuk tingkat keefektifan dari media pembelajaran berdasarkan hasil ketuntasan belajar peserta didik setelah menggunakan media pembelajaran matematika sebesar 84% dengan n-gain diperoleh 0,52 dengan kategori sedang yang berarti bahwa media pembelajaran dapat meningkatkan hasil belajar peserta didik. Dengan demikian media pembelajaran berbasis video animasi dikatakan layak dengan kategori valid, praktis dan efektif. ABSTRACK This study aims to develop and produce video animation-based mathematics learningmedia products on SPLDV material that are valid, practical, and effective. This study uses the development of Research and Development (R&D) ADDIE model with 5 stages, namely: Analysis (analysis), Design (design), Development (development), Implementation (implementation) and Evaluation (evaluation). The subjects of this study were 25 students in class VIII of MTs Al-Hikmah Tebing Tinggi. The results showed that the level of validity of the learning media was 4.2 with a very good/valid category. For the level of practicality of learning media based on student response questionnaires of 80.4% in the very practical category and the mathematics teacher response questionnaire by 88% in the very practical category. As for the effectiveness of the learning media based on the results of students' learning mastery after using mathematics learning media by 84% as well as n-gain obtained 0.52 with a moderate category which means that learning media can improve student learning outcomes. Thus the animated video-based learning media is said to be feasible with valid, practical and effective categories.]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN QR-VIDEO PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL ]]>
<![CDATA[Ayuly Mayona Mn]]>;
<![CDATA[Amiruddin Siahaan]]>;
<![CDATA[Mara Samin Lubis]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 3 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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DOI: 10.1089/relevan.v2i3.383
<![CDATA[Penelitian ini bertujuan untuk melihat proses pembuatan video pembelajaran berdasarkan model 4D, melihat tingkat kevalidan, dan keefektifan dari media pembelajaran berbasis video pada materi sistem persamaan linear tiga variabel.Penelitian ini menggunakan model pengembengan 4-D dengan 4 tahapan, yaitu define (pendefinisian), design (perancangan), develop (pengembangan) dan dessiminate (penyebaran). Subjek pada penelitian ini yaitu peserta didik di kelas X MIPA-2 SMA Negeri 14Medan yang berjumlah sebanyak 25orang. Hasil penelitian ini menunjukkan bahwa tingkat kevalidan dari media pembelajaran berdasarkan ahli media sebesar 96,6% dengan kategori sangat layak dan ahli materi sebesar 100% dengan kategori sangat layak sehingga media pembelajaran dikatakan valid. Sedangkan untuk tingkat keefektifan berdasarkan presentase ketuntasan belajar secara klasikal sebesar 84% dengan hasil indeks Gain Ternormalisasi 0.30 < g < 0.70 tergolong sedang, dan tafsiran efektivitas NGain sebesar 67 % tergolong cukup efektif. ABSTRACK This study aims to see the process of making learning videos based on the 4D model, the level of validity, and effectiveness of video-based learning media on the material of a three-variable linear equation system. This study uses a 4-D model development with 4 stages, namely define (definition), design (design), develop (development) and dessiminate (deployment). The subjects in this study were 25 students in class X MIPA-2 SMA Negeri 14 Medan. The results of this study indicate that the level of validity of the learning media based on media experts is 96.6% with a very feasible category and 100% material experts with a very feasible category so that the learning media is said to be valid. Meanwhile, the level of effectiveness based on the percentage of classical learning completeness is 84% with the results of a Normalized Gain index of 0.30 < g < 0.70 classified as moderate, and the interpretation of the effectiveness of NGain of 67% is quite effective]]>
<![CDATA[Students' Mathematic Reasoning: a Review from Jigsaw and ROPES Learning Model at Baiti Jannati Junior High School ]]>
<![CDATA[Mara Samin Lubis]]>
<![CDATA[ Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 10, No 01 (2022) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/logaritma.v10i01.4623
<![CDATA[The background of this article is that the learning carried out by the teacher in the classroom only focuses on the teacher, the class condition is not effective. This study aims to see the difference between the mathematical reasoning of students who are taught using the jigsaw learning model and the ROPES (Review, Overview, Presentation, Exercise) learning model in class VIII SMP Baiti Jannati on Prisma material. This research is a quantitative research that uses the entire population of class VIII with a sample of class VIII-1 and VIII-2 with a total of 30 students in each class. This study uses a one-way ANOVA test using a description test. Based on the results of this study indicate that there is a difference between the jigsaw and ROPES learning models with Fcount Ftable; 26.89 4.07. The mathematical reasoning of students reviewed using the jigsaw learning model is better than the mathematical reasoning of students reviewed using the ROPES learning model on Prisma material in class VIII SMP Baiti Jannati.]]>
<![CDATA[The Relationship of School Principal Supervision and Achievement Motivation with the Pedagogic Competence of Teachers Of State Junior High School In East Binjai ]]>
<![CDATA[Fachruddin Azmi]]>;
<![CDATA[Marasamin Lubis]]>;
<![CDATA[Muslim Muslim]]>
<![CDATA[ EDUTEC : Journal of Education And Technology Vol 6 No 2 (2022): December 2022 ]]>
Publisher : <![CDATA[STAI Miftahul Ula Nganjuk ]]>
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DOI: 10.29062/edu.v6i2.395
<![CDATA[This study aims to determine: (1) the relationship between the principal's supervision and the teacher's pedagogic competence; (2) the relationship between achievement motivation and teacher pedagogic competence; and (3) the relationship between Principal Supervision and achievement motivation with teachers' pedagogical competence. The research subjects were teachers of SMP Negeri Se- Binjai Timur with a total sample of 118 people. Sampling was done by proportionate random sampling. The research method is descriptive which aims to obtain information about a symptom in the study. Before this research was conducted, the research instrument was first tested, followed by validity and reliability tests. The valid teacher Pedagogic Competency questionnaire instrument obtained 25 items out of 30 tested questionnaires, and has a reliability of 0.90. The valid principal supervision questionnaire instrument obtained 26 items out of 30 tested questionnaires, and the reliability coefficient was 0.88. The valid achievement motivation questionnaire instrument obtained 26 items out of 30 tested questionnaires, and the reliability coefficient was 0.88. Based on the hypothesis testing, it can be concluded: (1) there is a significant relationship between the supervision of the principal and the teacher's pedagogical competence of ry1.2 = 0.54 > rtable = 0.18 and tcount = 7.19 > ttable = 1.65; (2) there is a significant relationship between achievement motivation and teacher pedagogical competence of ry2.1 = 0.31 > r table = 0.18 and t count = 3.67 > t table = 1.65; and (3) there is a significant relationship between principal supervision and achievement motivation with teacher pedagogic competence of Ry(12) = 0.68 > rtable = 0.18 and Fcount = 48.37 > Ftable = 3.23. The results showed that the principal's supervision and achievement motivation together contributed 46% to the teacher's pedagogic competence, and the rest was determined by other conditions.]]>
