CARTESIUS : Jurnal Pendidikan Matematika
Jurnal Cartesius merupakan wadah informasi yang berisi artikel ilmiah penelitian, studi literatur, gagasan, aplikasi teori, kajian analisis kritis, dan penelitian lainnya di bidang matematika dan pendidikan matematika. Jurnal Cartesius diterbitkan dua kali dalam satu tahun, Januari-Juni dan Agustus hingga Desember, yang diterbitkan oleh Program Studi Pendidikan Matematika Universitas Katolik Santo Thomas Medan.
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<![CDATA[Pengaruh Penerapan Pendekatan Kontekstual Terhadap Kemampuan Berpikir Kritis Matematika Siswa SMP St.Thomas 1 Medan ]]>
<![CDATA[Elsa Manora Br. Barus]]>
<![CDATA[ CARTESIUS : Jurnal Pendidikan Matematika Vol 1 No. 1 Tahun 2018 ]]>
Publisher : <![CDATA[Unika Santo Thomas Medan ]]>
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DOI: 10.54367/cartesius.v1i1.470
<![CDATA[The study aimed to determine the effect of applying a contextual approach to students' critical thinking skills in mathematics on cube and beam material. This research is a quasi-experimental quantitative research design with pretest-posttest control group design. The population in this study were eighth-grade students at Junior High School of St. Thomas 1 Medan. The sample in the study was selected by random sampling consisting of the experimental class (VIII-D) and the control class (VIII-E). The pretest and posttest results were analyzed using the normality and homogeneity test and the results showed that the samples were normally distributed and homogeneous. Furthermore, a correlation and regression test was conducted to describe the relationship between contextual approaches and students' critical thinking skills. Based on correlation and regression analysis, the results obtained that the application of the contextual approach has a positive effect with the correlation coefficients of the experimental class and the control class respectively 0.914 and 0.860 and the coefficient of determination is 83.5% and 73.9% respectively. So that the application of a contextual approach has a better effect on students' critical thinking skills compared to conventional learning. Based on the results of the calculation of the test of the difference in the two average mathematical critical thinking skills obtained by tcount = 2.113 > ttable = 1.99, then the hypothesis Ho is rejected. So it is concluded that the average increase in critical thinking skills of students who get learning with contextual approaches is higher than students who get conventional learning.]]>
<![CDATA[Penerapan Pembelajaran Matematika Realistik Untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa Pada Materi Bentuk Aljabar di Kelas VII SMP ]]>
<![CDATA[Nurvitri Sinaga]]>
<![CDATA[ CARTESIUS : Jurnal Pendidikan Matematika Vol 1 No. 1 Tahun 2018 ]]>
Publisher : <![CDATA[Unika Santo Thomas Medan ]]>
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DOI: 10.54367/cartesius.v1i1.472
<![CDATA[This study aims to determine the level of mathematical understanding ability of students before and after the application of realistic mathematics learning and to describe the application of the Realistic Mathematics Learning approach at Nempu Hilir State Middle School 3 in the algebraic material form. This type of research is Classroom Action Research. The research subjects were seventh grade students of State Junior High School 3 Siempat, Nempu Hilir 2017/2018 Academic Year, amounting to 30 people. The results of this study indicate that the level of mathematical understanding of students in class VII-C State Junior High School 3 Siempat Nempu Hilir before and after the application of Realistic Mathematics Learning increased. The application of realistic mathematical learning approaches is applied in several steps, namely first, providing contextual problems. Second, explain contextual problems. Third, resolve contextual problems. Fourth, discuss answers. Fifth, conclude. The implementation of a realistic mathematics learning approach in the State Junior High School 3 Siempat of Nempu Hilir in the algebraic form material has been classified as good.]]>
<![CDATA[Pengaruh Model Creative Problem Solving (CPS) Terhadap Kemampuan Berpikir Kritis Matematis Pada Materi Relasi dan Fungsi ]]>
<![CDATA[Sonta Maria]]>
<![CDATA[ CARTESIUS : Jurnal Pendidikan Matematika Vol 1 No. 1 Tahun 2018 ]]>
Publisher : <![CDATA[Unika Santo Thomas Medan ]]>
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DOI: 10.54367/cartesius.v1i1.473
<![CDATA[The purpose of this study was to determine the effect of the Creative Problem Solving (CPS) learning model on students' critical thinking skills in the material relations and functions and student responses to the CPS learning model. This research is a quasi-experiment. The results of the study obtained a regression equation Y = 62.1621 + 15.7094X with a coefficient of determination of 23% which indicates that there is a positive influence. The average value of mathematical critical thinking abilities of students who take part in the learning with the CPS model is 77.87, while expository learning is 62.16. Analysis of student responses to the CPS learning model was obtained: (1) 97.3% expressed interest in the CPS learning model and 2.7% expressed no interest; (2) A total of 98.2% stated that there were benefits obtained by students using the CPS learning model and 1.8% stated that there were no benefits obtained; (3) A total of 90.74% stated that there were no obstacles experienced during the learning process using the CPS learning model and 9.26% stated that they experienced problems; (4) 96.22% expect that the CPS learning model is used in the learning process and 3.78% do not expect to be used. So, it was concluded that the student response was very positive towards the CPS learning model because the percentage that stated the agreement was 95.62% greater than the one who expressed disagreement namely 4.38%.]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) Terhadap Kemampuan Berpikir Kritis Siswa di Kelas VIII SMP ]]>
<![CDATA[Theresia Appri Robelina Tamsar]]>
<![CDATA[ CARTESIUS : Jurnal Pendidikan Matematika Vol 1 No. 1 Tahun 2018 ]]>
Publisher : <![CDATA[Unika Santo Thomas Medan ]]>
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DOI: 10.54367/cartesius.v1i1.474
<![CDATA[This study aims to (1) find out whether there is an effect of Team Assisted Individualization (TAI) Cooperative learning model on students' critical thinking skills; (2) to find out whether the critical thinking skills of students who obtain the Cooperative Learning Team Type Assisted Individualization (TAI) model are higher compared to students who obtain the expository learning model. The population in this study were eighth grade students of SMP Negeri 28 Medan. By random sampling selected class III-C as an experimental class as many as 40 students and class III-B as a control class as many as 40 students. The data used in this study is quantitative data. Based on the analysis of research data, the following results were obtained: (1) The regression analysis results obtained equation Y 63 = 63,351 + 11,676X, from the regression results it was found that the Cooperative Assisted Individualization (TAI) learning model had a positive effect on students' critical thinking skills of 11,676 . Where the correlation coefficient is 0.400 and the coefficient of determination is 16%. So it can be concluded that the Cooperative Individualization (TAI) Type Learning Learning model influences students' critical thinking skills, (2) The results of t-test analysis with the value of tcount = 3.717 and t table = 1.666 which means tcount> t table, then the hypothesis H0 is rejected. So that it can be concluded that students who obtain the Cooperative Type Team Assisted Individualization (TAI) learning model are higher than students who obtain the expository learning model.]]>
<![CDATA[Pengaruh Model Pembelajaran Discovery Learning Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Kelas IX SMP Negeri 5 Sumbul ]]>
<![CDATA[Verawaty Sihotang]]>
<![CDATA[ CARTESIUS : Jurnal Pendidikan Matematika Vol 1 No. 1 Tahun 2018 ]]>
Publisher : <![CDATA[Unika Santo Thomas Medan ]]>
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DOI: 10.54367/cartesius.v1i1.475
<![CDATA[This study aims to determine the ability to understand the mathematical concepts of students who take part in learning with the discovery learning model higher than the ability to understand the mathematical concepts of students who follow conventional learning and student responses to the discovery learning model. This research was conducted at 5 Sumbul Junior High School in 2017/2018 Academic Year. The sample in this study was class IX-1 as an experimental class as many as 35 people and class IX-2 as a control class of 35 people. The research method used was the quasi-experimental method with the design of pretest-posttest control in group design. Hypothesis test results show at the significance level = 0.05 the value of t count = 4.964> t table = 1.667. So that H0 is rejected and Ha is accepted, which means that the ability to understand the mathematical concepts of students who take part in learning with the discovery learning model is higher than the comprehension abilities of students who take conventional learning. The results of the questionnaire analysis of student responses to the discovery learning model were obtained: (1) 98.57% of students were interested; (2) 96.67% of students stated that there were benefits obtained; (3) 75% of students stated that there were no obstacles experienced during the learning process; and (4) 84.76% of students hope that the discovery learning model is used in the learning process. This shows that the positive student response to the discovery learning model.]]>
<![CDATA[Efektivitas Pembelajaran Matematika Realistik Terhadap Kemampuan Pemecahan Masalah Matematik Siswa Kelas VII SMP ]]>
<![CDATA[Ananda Ria Pertiwi Sinaga]]>
<![CDATA[ CARTESIUS : Jurnal Pendidikan Matematika Vol 1 No. 1 Tahun 2018 ]]>
Publisher : <![CDATA[Unika Santo Thomas Medan ]]>
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DOI: 10.54367/cartesius.v1i1.469
<![CDATA[This study aims to (1) find out whether the mathematical problem-solving abilities of students who are taught by realistic mathematics learning were higher than those students who were taught using conventional learning; (2) knowing students' learning attitudes towards realistic mathematics learning approaches. This research is a quasi-experimental study with a quantitative approach. This research was conducted in class VII of the Junior High School 28 Medan 2017/2018 Academic Year where the population of this study was all class VII. Samples from this study were class VII-G as the experimental class and class VII-F as the control class. Based on the results of the analysis of calculations, the following data are obtained: (1) the results of analysis of realistic mathematical learning on students' mathematical problem-solving abilities using the t-test found that ttable = 1.68 and tcount = 3.6821 so tcount> ttable then concluded that H0 is rejected and Ha be accepted. The mathematical problem-solving abilities of students who are taught by realistic mathematics learning was higher than conventional learning. (2) student responses were very positive towards realistic mathematics learning with an average of ≥ 86.03.]]>
<![CDATA[Pengaruh Pendekatan Matematika Realistik Terhadap Kemampuan Penalaran Matematis Dalam Pembelajaran Matematika ]]>
<![CDATA[Imelda Simorangkir]]>
<![CDATA[ CARTESIUS : Jurnal Pendidikan Matematika Vol 2 No. 1 Tahun 2019 ]]>
Publisher : <![CDATA[Unika Santo Thomas Medan ]]>
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DOI: 10.54367/cartesius.v2i1.486
<![CDATA[The purpose of this study was to look at the effect of realistic mathematics learning on students 'reasoning abilities and to determine students' responses to mathematics learning with realistic mathematical approaches and their relation to mathematical reasoning abilities. This research was conducted at YPAK Galang of Junior High School at 2017/2018 Academic Year. The method used in this study is a quasi-experimental method with the design of Non Equivalent Control Group Design. The sample in this study was 64 students consisting of 32 students for the experimental group and 32 students for the control group. The data analysis technique used in this study is a regression test. Based on the calculation of hypothesis regression linearity test (i) Ha is accepted and Ho is rejected because F_count < F table is -44.40 < 1.88 then the regression form is linear, and for testing the significance of hypothesis regression (ii) Ha is accepted and Ho is rejected because of Fcount > Ftable that is 44.402 > 3.96 means that there is a relationship of variable (X) to varabel (Y). Data collection techniques in the form of a questionnaire consisting of 14 items statement. Based on the calculation of questionnaire data on students 'responses to realistic mathematical learning, the percentage of students' responses that stated yes was 75.38% and the percentage of responses that stated was not 24.62%. This shows that the student response questionnaire is positive.]]>
<![CDATA[Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Kemampuan Berpikir Kritis Matematis Siswa Kelas VIII SMP ]]>
<![CDATA[Dina Meilinda Br. Sirait]]>
<![CDATA[ CARTESIUS : Jurnal Pendidikan Matematika Vol 2 No. 1 Tahun 2019 ]]>
Publisher : <![CDATA[Unika Santo Thomas Medan ]]>
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DOI: 10.54367/cartesius.v2i1.488
<![CDATA[This study aims to: (1) To determine the effect of problem-based learning models on mathematics critical thinking skills of junior high school students; (2) To find out the attitudes of students towards the problem-based learning model. The population in this study were eighth grade students of Junior High School of 28 Medan. By random sampling selected class VIII-F as an experimental class as many as 40 students and class VIII-E as a control class as many as 40 students. The data used in this study are quantitative data and qualitative data. Quantitative data are data obtained from tests of students' critical thinking skills and qualitative data, namely data obtained from student attitude questionnaires. Based on the analysis of research data, obtained the following results: (1) the results of regression analysis obtained the equation = 51.89 + 23.57X means that the problem-based learning model has a positive effect with an average value of 75.46 mathematical thinking skills of students . From the results of the correlation it was found that the influence of the problem-based learning model was strong enough with the results of the correlation coefficient of 0.568 and the coefficient of determination of 32.3% so it can be concluded that the problem-based learning model influences students' critical thinking skills. (2) Based on student attitudinal response results it can be concluded that the student response is very positive towards the problembased learning model with an average of ≥ 86.03.]]>
<![CDATA[Upaya Meningkatkan Kemampuan Pemahaman Matematika Siswa Dengan Model Pembelajaran Kooperatif Tipe Think Pair Share Materi Bentuk Aljabar ]]>
<![CDATA[Elsa Br. Tarigan]]>
<![CDATA[ CARTESIUS : Jurnal Pendidikan Matematika Vol 2 No. 1 Tahun 2019 ]]>
Publisher : <![CDATA[Unika Santo Thomas Medan ]]>
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DOI: 10.54367/cartesius.v2i1.482
<![CDATA[The purpose of this study was to: (1) determine the level of mathematical comprehension ability of class VII students of Pancur Batu 2 Middle School before and after using the Think-Pair-Share type cooperative learning model, (2) identify the application of Think-Pair-Share type cooperative learning models in an effort to improve students' mathematical understanding skills in algebraic form operating material. This type of research is Classroom Action Research. The subjects of this study were all students of class VII-2 of Pancur Batu 2 of Junior High School. Time for implementation of semester 1 of the Academic Year 2017/2018. Data collection techniques include test and non-test techniques. The study was conducted in two cycles. The level of mathematics comprehension ability of students in the first cycle was 56.67% while the second cycle was 76.67%. The results of this study indicate an increase in students' mathematical understanding skills from cycle I to cycle II which is equal to 20%. Increased teacher activity can be seen from the average percentage of teacher activity in the first cycle is 57.14%, increasing in the second cycle to 77.14%. Increased student activity can be seen from the average percentage of student activity in the first cycle is 61.42%, increasing in the second cycle to 85.71%. Based on the results obtained from this study, it was concluded that the cooperative learning model of the Think-Pair-Share type could improve students' mathematical comprehension skills in class VII of Pancur Batu 2 of Junior High School.]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) Terhadap Kemampuan Komunikasi Matematis Siswa SMP ]]>
<![CDATA[Nila Mona Silalahi]]>
<![CDATA[ CARTESIUS : Jurnal Pendidikan Matematika Vol 2 No. 1 Tahun 2019 ]]>
Publisher : <![CDATA[Unika Santo Thomas Medan ]]>
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DOI: 10.54367/cartesius.v2i1.483
<![CDATA[The purpose of this study was to (1) determine the effect of the cooperative learning model type Team Assisted Individualization (TAI) on students' mathematical communication skills; (2) find out whether the mathematical communication skills of students with the cooperative learning model Team Assisted Individualization (TAI) type are higher than the mathematical communication skills of students with conventional learning. This type of research is experimental research using the pretest-posttest control group research design. The study population was all seventh grade students of Pancur Batu 2 Junior High School consisting of eight classes. The research sample was selected using simple random sampling technique, so that class VII3 was obtained as the experimental class and class VII-5 as the control class with each number of students as many as 32 students. The data used in this study are quantitative data. Based on the analysis of research data, the following results were obtained: (1) the results of analysis and regression obtained that the influence of cooperative learning type TAI (Team Assisted Individualization) had a positive effect with a correlation coefficient of 0.741 and a determination coefficient of 54.8%; (2) the results of the t-test analysis with the value of t count = 5.643 and t table = 1.669 which means t count> t table, then the hypothesis Ho is rejected. So that it can be concluded that the mathematical communication skills of students taught by cooperative learning model type TAI (Team Assisted Individualization) are higher than the mathematical communication skills of students who are taught by conventional learning.]]>
