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ANARGYA: Jurnal Ilmiah Pendidikan Matematika
Published by Universitas Muria Kudus
ISSN : 26154196     EISSN : 26154072     DOI : -
Core Subject : Education,
Education Mathematics
“Anargya: Jurnal Ilmiah Pedidikan Matematika” is a journal aims to be a peer-reviewed platform and an authoritative source of information. We publish original research papers, review articles and case studies focused on mathematics education as well as related topics. All papers are peer-reviewed by at least two referees. “Anargya: Jurnal Ilmiah Pedidikan Matematika” is managed to be issued twice in every volume. The scope of “Anargya: Jurnal Ilmiah Pedidikan Matematika”.
Arjuna Subject : -
Articles 152 Documents
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THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION LEARNING APPROACH ON CRITICAL THINKING SKILLS OF ELEMENTARY SCHOOL STUDENTS Pudji Susanti
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 5, No 2 (2022)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v5i2.8308

Abstract

Critical thinking is an ability that students must have to make a reasonable decision based on facts in solving a problem correctly. But in reality not all students have this ability. This study aims to determine the effectiveness of applying the Realistic Mathematics Education approach compared to the direct learning model on the critical thinking skills of elementary school students. This study uses a quasi-experimental method. The research design was a non-equivalent control group design. The sample of this research is the fourth grade students of SDN 2 Mangunrejo as the experimental class and the fourth grade students of SDN 3 Mangunrejo as the control class. The instrument used to measure critical thinking skills is a written test. The average value of student learning outcomes for the experimental class is 82.30, while the control class is 62.33. Thus it can be concluded that there is a difference in the average student learning outcomes between the RME class and the control class. The results of the Independent Sample t-test showed a sig (2-tailed) value of 0.00 0.05 so it can be concluded that there is a significant difference between the average student learning outcomes in the RME class and the control class. From the results of data analysis, it can be concluded that the Realistic Mathematics Education approach is more effective in improving critical thinking skills when compared to the direct learning model.
MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) UNTUK MENINGKATKAN HASIL BELAJAR TENTANG PERSAMAAN TRIGONOMETRI PADA SISWA SMA Nafiah Nafiah
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 5, No 2 (2022)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v5i2.8992

Abstract

Tujuan penelitian ini adalah meningkatkan hasil  belajar siswa tentang Persamaan Trigonometri melalui penerapan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD).  Subjek penelitian ini adalah siswa kelas XI MIPA 2. Metode penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang terbagi dalam dua siklus. Setiap siklus dilaksanakan dua kali pertemuan. Setiap siklus terdiri dari empat kegiatan, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian  pada Siklus I siswa dikelompokkan berdasarkan tempat duduk yang berdekatan, didapatkan hasil observasi kegiatan guru 83,33 %, keikutsertaan  siswa dalam pembelajaran minimal Baik 83,33 %, dan hasil belajar 29 dari 36 siswa atau 80,56 % mencapai KKM, dengan nilai terendah 40, tertinggi 100, dan rata-rata 79,72. Hal ini sudah sesuai kriteria 80 %. Pada Siklus II diubah dengan cara siswa yang memperoleh nilai tinggi pada Siklus I disebarkan ke tiap-tiap kelompok untuk membantu teman yang kurang pintar. Pada Siklus II didapatkan hasil observasi kegiatan guru 100 %, keikutsertaan siswa dalam pembelajaran minimal Baik 94,44 %, dan hasil belajar 33 dari 36 siswa atau 91,67 % mencapai KKM, dengan nilai terendah 50, tertinggi 100, dan rata-rata 84,44. Jika dibandingkan dengan Prasiklus, hasil kegiatan Siklus I ada peningkatan pada pencapaian kompetensi siswa yaitu sebesar 10,38 %. Dan jika dibandingkan dengan Siklus I, pada Siklus II ada peningkatan pada pencapaian kompetensi siswa yaitu sebesar 5,97 %.  Jadi, jika dibandingkan dari hasil Prasiklus, maka hasil Siklus II ada peningkatan kompetensi siswa sebesar 16,92 %.

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