cover
Contact Name
Muslimahayati
Contact Email
muslimahayati@uinjambi.ac.id
Phone
+6285266067378
Journal Mail Official
jemst.ftk@uinjambi.ac.id
Editorial Address
Jl. Jambi - Muara Bulian KM.16, Muaro Jambi-Jambi, Indonesia Telp/Fax. (0741) 583183 – 584118 Email: jemstftk@uinjambi.ac.id
Location
Kota jambi,
Jambi
INDONESIA
JEMST: Journal of Education in Mathematics, Science, and Technology
ISSN : -     EISSN : 26141507     DOI : https://doi.org/10.30631/jemst
Core Subject : Education, Social,
JEMST: Journal of Education in Mathematics, Science, and Technology are novelty, quality, and general interest in research and studies of Education. JEMST is a journal that contains the results of research and studies in Mathematics Education: topics of didactic development research (DDR), research and development (RnD) in mathematics education, ethnomathematics, realistic mathematics education, psychology of mathematics education and technology in mathematical instruction Biology Education: topics of didactic development research (DDR), research and development (RnD) in biology education, psychology of biology education and technology in biological instruction, and Management of Biology Laboratory Chemistry Education: topics of didactic development research (DDR), research and development (RnD) in chemistry education, psychology of chemistry education and technology in chemistry instruction, and Management of chemistry Laboratory Physics Education: topics of didactic development research (DDR), research and development (RnD) in physics education, psychology of physics education and technology in physics instruction, and Management of physics Laboratory Technology and Information: E-Learning and E-Teaching, Multimedia, Information Technology, Technology of Education
Articles 5 Documents
Search results for , issue "Vol. 5 No. 1 (2022): JEMST Vol 5 No 1 2022" : 5 Documents clear
Pembelajaran Online Pada Mata Pelajaran IPA Terpadu Di Sekolah Menengah Pertama Nining Nuraida Ning; Novi Mulyanti; Suraida Suraida
JEMST (Jurnal of Education in Mathematics, Science, and Technology) Vol. 5 No. 1 (2022): JEMST Vol 5 No 1 2022
Publisher : Faculty of Education and Teacher Training, State Islamic University of Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jemst.v5i1.61

Abstract

This study aims to determine the ease and obstacles experienced by teachers of SMP Negeri 21 Tanjab Timur when learning online and to find out the solutions that teachers apply during online learning. This type of research is a qualitative research with a descriptive approach. Researchers collect data by observation, interviews and collect documents or files related to research. The results showed that the online learning process experienced many obstacles from the teacher both in the form of technical and non-technical obstacles, but online learning had its own advantages for teachers, namely, the flexibility of the place to teach and being able to use old videos as teaching media to classes with the same material. Students also have tennis and non-technical problems, but students are happy to learn online such as students being able to repeat the video provided, extensive references via google, closer to family and no need to wear uniforms. Science teachers at SMP 21 Tanjung Jabung Timur have solutions to overcome these obstacles such as implementing online learning with different and new teaching media, allowing students to collect school assignments, applying new teaching materials, motivating students, collaborating with parents and so on. done as much as possible..
PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASIS PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DI MAN 1 PALEMBANG Bella Pitriana Milwadi; Gusmelia Testiana; Atika Zahra
JEMST (Jurnal of Education in Mathematics, Science, and Technology) Vol. 5 No. 1 (2022): JEMST Vol 5 No 1 2022
Publisher : Faculty of Education and Teacher Training, State Islamic University of Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jemst.v5i1.67

Abstract

Penelitian ini bertujuan untuk menghasilkan bahan ajar berupa LKPD berbasis Contextual Teaching and Learning di MAN 1 Palembang yang valid dan praktis. Metode penelitian yang digunakan adalah metode penelitian pengembangan yang terdiri atas tahap Preliminary (tahap analisis dan pendesaian) dan tahap Prototyping menggunakan alur Formative Evaluation (self evaluation, expert review, one-to-one, small group, dan field test). Pengumpulan data dilakukan dengan menggunakan lembar Walkthrough, angket, wawancara dan dokumentasi. Subjek penelitian ini adalah siswa kelas X IPA 1 di MAN 1 Palembang yang berjumlah 32 siswa. Dari hasil penelitian diperoleh simpulan: (1) mengahsilkan LKPD yang valid dengan melihat komentar/saran dari validator yang disesuaikan dengan indikator kevalidan serta pertanyaan validator yang menyatakan bahwa LKPD “layak digunakan dengan revisi”, dan (2) menghasilkan LKPD yang praktis dilihat dari komentar/saran siswa pada lembar angket siswa yang disesuaikan dengan indikator kepraktisan. Kata Kunci : Pengembangan,Contextual Teaching and Learning, LKPD
PENERAPAN MODEL PAKEM (Partisipatif, Aktif, Kreatif, Efektif Dan Menyenangkan) TERHADAP HASIL BELAJAR MATEMATIKA Riadhus Sholihin Zulkarnain; Hartatiana Hartatiana; Arvin Efriani
JEMST (Jurnal of Education in Mathematics, Science, and Technology) Vol. 5 No. 1 (2022): JEMST Vol 5 No 1 2022
Publisher : Faculty of Education and Teacher Training, State Islamic University of Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jemst.v5i1.69

Abstract

One of the efforts to develop or implement a learning model in the classroom is the PAKEM learning model, namely learning designed to activate students, develop creativity so that learning becomes effective but still fun. This study uses a quantitative approach with experimental research type by comparing the learning outcomes of students who learn to use the Participatory, Active, Creative, Effective and Fun Model (PAKEM) and do not use the PAKEM Model. The population in this study were students of class X SMAN 20 Palembang, totaling 276 students. The sampling technique was purposive sampling with each class totaling 30 and 28 students. The type of data in this study is data on student learning outcomes obtained from the final test scores of 20 questions conducted after the study. Then the data was processed using the t-test (t-test). The results showed that students in the experimental class using the PAKEM model had an average score (80,83) higher than the control class students who did not use the PAKEM model, with an average score (66,25). Based on the calculation of the t- test obtained tcount 1.32 while at the level of confidence ttable is 1.67. Thus there is no significant effect on the application of the PAKEM learning model to the mathematics learning outcomes of class X SMA Negeri 20 Palembang.
Analisis Kesalahan Siswa dalam menyelesaikan Soal model PISA Tri Artati; hartatiana hartatiana; Ambarsari Kusuma Wardani
JEMST (Jurnal of Education in Mathematics, Science, and Technology) Vol. 5 No. 1 (2022): JEMST Vol 5 No 1 2022
Publisher : Faculty of Education and Teacher Training, State Islamic University of Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jemst.v5i1.70

Abstract

This study aims to find out the mistakes made by students in solving the PISA model questions based on the Newman procedure. This research is a qualitative research. The research subjects consisted of 15 of ninth grade students SMP Karya Ibu Palembang. Data was collected by tests and interviews. The validity of the data was tested by using triangulation technique. The data were analyzed with data reduction, data presentation, and drawing conclusions. The results of this study indicate that there are errors made by ninth grade students in solving the PISA model questions. These errors include misunderstanding the problem, problem transformation error, process skill error and writing answer error. Therefore, to minimize the occurrence of errors, it is recommended that students understand the formula by being understood not memorized, learning is more related to everyday life to make it easier to understand and remember, and increase practice questions.
Perbedaan Hasil Belajar Matematika Menggunakan Model Pembelajaran Student Team Achievment Division (STAD) dengan Two Stay Two Stray (TSTS) kelas X IPA Rima Dwi Kemala; Riza Agustiani; Rieno Septra Niery
JEMST (Jurnal of Education in Mathematics, Science, and Technology) Vol. 5 No. 1 (2022): JEMST Vol 5 No 1 2022
Publisher : Faculty of Education and Teacher Training, State Islamic University of Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jemst.v5i1.72

Abstract

This study aims to determine the differences in learning outcomes of mathematics using the Student Team Achievement Divisionn (STAD) learning model with the Two Stay Two Stray (TSTS) learning model for students of class X IPA MAN 01 OKU. This type of research is a quantitative research with nonequivalent control group design. The experimental class was taken based on the results of the pre-test. Students are divided into two categories, namely high-ability students and low-ability students. The data analysis technique in this study used the t-test with the help of SPSS. Based on the results of the study, with a significant value of 0.022 for high-ability students, 0.00 for low-ability students and 0.017 for the whole class. The average value of the STAD class is 74.24 and the TSTS class is 60.00. This means that the Student Team Achievement Divisionn (STAD) cooperative learning model is better than using the Two Stay Two Stray (TSTS) cooperative learning model.

Page 1 of 1 | Total Record : 5