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Nurhasanah Siregar
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nurhasanahsiregar@unimed.ac.id
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+6281370702461
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fibonacy@unimed.ac.id
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Jl. Williem Iskandar Pasar V Medan
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INDONESIA
Jurnal Fibonaci: Jurnal Pendidikan Matematika
Published by Universitas Negeri Medan
ISSN : -     EISSN : 27463656     DOI : https://doi.org/10.24114/
Core Subject : Education,
Mathematics
Jurnal Fibonaci: Jurnal Pendidikan Matematika berisi artikel-artikel mengenai pendidikan matematika yang ditulis dalam bahasa Indonesia maupun bahasa Inggris. Naskah berupa diseminasi hasil penelitian yang dihasilkan oleh ahli, ilmuwan, praktisi, dan mahasiswa dalam bidang Pendidikan Matematika dengan lingkup: Desain Pembelajaran Matematika Pengembangan Bahan Ajar ataupun Model Pembelajaran Media Pembelajaran Matematika Alat Peraga Pembelajaran Matematika Analisis Kesulitan Siswa dalam Pembelajaran Evaluasi Pembelajaran Matematika Kurikulum Pendidikan Matematika Teori Belajar Matematika Sejarah dan Filsafat Matematika Analisis Penerapan Model/Pendekatan/Metode/Strategi Pembelajaran Media Pembelajaran berbasis IT Penelitian Tindakan Kelas Kreativitas dan Inovasi Pembelajaran Matematika Lesson Study Pembelajaran Matematika
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 2, No 2 (2021): Jurnal Fibonaci: Jurnal Pendidikan Matematika" : 6 Documents clear
Studi Literatur : Pengembangan Perangkat Pembelajaran Tematik Sebagai Upaya Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar Risky Damayanti Hutasuhut
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol 2, No 2 (2021): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v2i2.31099

Abstract

. Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh pengembangan perangkat pembelajaran tematik dalam meningkatkan kemampuan berpikir kritis siswa sekolah dasar dan untuk mengetahui peningkatan kemampuan berpikir kritis siswa sekolah dasar setelah dilakukan pengembangan perangkat pembelajaran tematik. Penelitian ini adalah studi literatur dimana data yang diperoleh berasal dari kumpulan literatur seperti buku, jurnal dan skripsi yang relevan dengan topic yang diteliti. Berdasarkan hasil penelitian diperoleh bahwa terdapat pengaruh pengembangan perangkat pembelajaran tematik terhadap kemampuan berpikir kritis siswa sekolah dasar dan peningkatan kemampuan berpikir kritis siswa setelah dilakukan pengembangan perangkat pembelajaran tematik bersifat variatif. Hal ini dikarenakan pengembangan perangkat pembelajaran tematik dilakukan dengan menerapkan model/pendekatan/metode yang mendukung proses peningkatan kemampuan berpikir kritis siswa sekolah dasar dan penerapan perangkat pembelajaran tematik yang telah dikembangkan tersebut akan membiasakan siswa untuk berpikir kritis dari hari ke hari. Oleh karena itu semakin baik pengembangan perangkat pembelajaran tematik yang dilakukan dalam mendukung meningkatkan kemampuan berpikir kritis siswa maka semakin baik juga peningkatan kemampuan berpikir kritis siswa sekolah dasar yang diperoleh
Analisis Peningkatan Kemampuan Berpikir Kreatif Matematis Melalui Pembelajaran Model Problem Based Learning (PBL) Dita Tamala Malau
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol 2, No 2 (2021): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v2i2.30934

Abstract

Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan berpikir kreatif matematis siswa melalui pembelajaran model Problem Based Learning (PBL) berdasarkan peningkatan indikator dan peningkatan nilai rata-rata kemampuan berpikir kreatif matematis siswa. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif serta menggunakan metode penelitian kepustakaan (library research). Subjek penelitian ini adalah data sekunder terdiri 1 artikel ilmiah, 3 skripsi, dan 4 jurnal yang bersumber dari penelitian terdahalu dengan kriteria: jenis Penelitian Tindakan Kelas (PTK); objek penelitian siswa Sekolah Menegah Pertama (SMP); dan dari lembaga penelitian  dengan akreditas terpercaya. Hasil penelitian menunjukkan bahwa indikator berpikir kreatif yang paling tinggi peningkatannya melalui pembelajaran model Problem Based Learning (PBL) adalah indikator berpikir orisinal dan elaborasi. Peningkatan nilai rata-rata kemampuan berpikir kreatif sebelum adanya intervensi pembelajaran model Problem Based Learning (PBL) hingga tuntasnya penelitian dalam meningkatan kemampuan berpikir kreatif matematis siswa secara beurut dalam rentang: 16,59 – 43,75 (kategori sangat rendah) sebelum diberi tindakan, setelah tindakan Siklus I menjadi 43,45 – 65,75 (kategori sangat rendah – sedang), dan setelah tindakan Siklus II menjadi 70,25 – 87,43 (kategori sedang – tinggi
Analysis of The Effect of Problem Based Learning on Mathematical Problem Solving Abilities Based Gender at SMP Negeri 1 Rantau Selatan Sri Endang Wahyuni
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol 2, No 2 (2021): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v2i2.31168

Abstract

This study aims to : 1) describe what the students mathematical problem solving ability using problem based learning model better than using conventional method, 2) describe the differences in the mathematical problem solving ability between male and female using the problem based learning model. This research uses quantitative research. Type of research is a semi experiment/quasi experiment. This research conducted in SMP Negeri 1 Rantau Selatan, Labuhanbatu. The time of research conducted on second semester academic year 2020/2021. The research instrument instead to obtain a valid instrumen like validity test and realibility test. The result of the research are the mathematical problem solving ability of students who are taught using a problem based learning model is better than students who are taught using a conventional learning method. The mathematical problem solving ability of students who are taught by problem based learning model in female is better than the mathematical problem solving abilities of students in male. Gender can not affect to mathematical problem solving ability with uses problem based learning and conventional method
Analysis Journal of Habits of Mind Through the Realistic Mathematics Education (RME) Approach in Improving Reasoning Ability Ezra P Simarmata
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol 2, No 2 (2021): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v2i2.31055

Abstract

The purpose of this study was to determine: (1)The tendency of the habits of mind towards reasoning abilities, (2) the effect of Realistic Mathematics Education (RME) in improving reasoning abilities, and (3) the advantages and disadvantages of Realistic Mathematics Education (RME). This study uses a qualitative descriptive research with a literature study method in the Digital Library of the State University of Medan. The data analysis technique used is the data analysis technique of Miles and Huberman, which consists of the stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the analysis obtained are: (1) Habits of mind affect reasoning ability with an average effect size value of 1.131687 in the high category. (2) Realistic Mathematics Education (RME) has an effect on reasoning ability with an average effect size value of 1,572938 in the very high category. (3) The advantages of the RME approach are that students are more active in building their own knowledge, the learning process becomes more interesting because it uses real experiences / problems in everyday life that occur around them, and students are given the opportunity to think, argue mathematically on solving problems. which are given. Meanwhile, the advantages of the RME approach are that in the learning process the smarter group dominates than the less intelligent group, the low level of teacher ability results in misconceptions about the material, the use of time in the RME approach process is quite long and the search for questions related to the RME approach. the hard one
A Systematic Literature Review : the Role of Classical Test Theory and Item Response Theory in Item Analysis to Determine the Quality of Mathematics Tests Hadijah N. I. Siregar; Asmin Panjaitan
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol 2, No 2 (2021): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v2i2.31056

Abstract

This research aims to: 1) find out the role of Classical Test Theory and Item Response Theory in item analysis, and 2) find out the role of Classical Test Theory and Item Response theory on the previous research results regarding item analysis to determine the quality of mathematics tests. This research is qualitative research that uses Systematic Literature Review (SLR) as a research method. The research data is collected by documentation. The population of this research is all of the articles from the mathematics journal in the Sinta Ristekbrin database. While the sample is the articles that are obtained from screening. From this research, it can be seen that CTT and IRT play an important role in item analysis, both are commonly used theories and each has its own advantages and disadvantages. The selection of theories to be used in item analysis must consider the advantages and disadvantages of each theory. The indicators used in IRT are validity, reliability, parameter a (distinguishing power), parameter b (level of difficulty), and parameter c (false guess). Based on the results of data analysis, it is known that 8 out of 10 articles use indicators of validity, reliability, level of difficulty, and discriminatory power; 7 out of 10 articles used descriptive quantitative methods; all articles tell about the test form used except article 7 (A7) and article 8 (A8); the number of samples taken affects the implementation of each theory; and only 1 in 10 articles, namely article 10 (A10), provides an overall test quality conclusion
Metasynthesis of Learning Device Development Based On ProbleBased Learning To Improve Mathematics Communication Ability Peronika Sihaloho
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol 2, No 2 (2021): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v2i2.31098

Abstract

This study aims to improve students' mathematical communication skills through research articles conducted by previous researchers. Due to the large number of similar studies related to the development of learning tools based on problem-based learning in improving mathematical communication skills, this study was designed with a four-stage metasynthetic system, namely identification, assessment, interpretation and criticism of 5 journal articles that will be synthesized. The learning tools developed by previous researchers through synthesized journal articles are RPP (Learning Implementation Plan), Syllabus, LKPD (Student Worksheet) and learning evaluation sheets. The development of learning devices carried out by previous researchers was carried out with several stages of improvement after being examined and assisted by the validator team. Some articles use 2 learning systems, namely the division of small groups and large groups in the classroom and the use of author and indoor learning systems. From the results of the synthesis of journal articles that each learning device developed is suitable for use in the classroom learning system because it meets valid, practical and effective criteria at different levels of value and students' mathematical communication skills studied by previous researchers have increased.

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