Jurnal Padegogik

Analysis of Students' Mathematical Reasoning Ability in Solving Story Problems and Its Relation to Learning Outcomes of Class XI MIPA G SMAN 2 Kota Bengkulu

Aqiela Mardhatillah — 2024-07-31

This research aims to describe the level of mathematical ability that students have, especially in terms of reasoning. The students' reasoning ability was tested through story-based problems, as well as explaining its correlation with learning outcomes. This research uses a qualitative descriptive strategy that focuses on 10 students of class XI majoring in Mathematics and Natural Sciences at SMA Negeri 2 Bengkulu City. The data obtained in this study were obtained through observation, documentation, and conducting written tests on the students who were the focus of this study. The written test given amounted to 5 items of description questions guided by mathematical reasoning indicators. The data obtained from observations and written tests were analyzed through analytical steps, namely data selection, presentation, and finally drawing conclusions based on the data obtained. The results of the analysis show that there are 20% of students who have high, or low mathematical reasoning ability, so the remaining 60% are students with moderate mathematical reasoning ability. If correlated with student learning outcomes with an average of 44, then the reasoning ability of students at SMA 2 Bengkulu City is in the medium category.

Comparative Study of Mathematical Communication Ability Using Project-Based Learning Model and Think Pair Share Cooperative Learning Model

Sinitta Simanjuntak — 2024-07-31

Mathematics is an exact science that equips students with critical, strategic, creative, and analytical thinking skills so that mathematics needs to be given to students starting from elementary school. In learning mathematics, one of the learning objectives is to communicate ideas with symbols, tables, diagrams, or other media so that mathematical communication skills are needed to be possessed by students. The purpose of this study was to compare the mathematical communication skills taught using a project-based learning model and a Think Pair Share cooperative learning model. The sample of this study was class VIII-4 and VIII-9 at One of Medan's Junior High Schools, totaling 50 students. This study uses experimental research which shows the results of the research that the mathematical communication ability of project-based learning models has a higher average of 63.02 compared to mathematical communication skills using the Think Pair Share type of cooperative learning model which has an average of 52.13. The average value of the mathematical communication ability test obtained through giving the posttest at the end after being given treatment. So it is proven that the mathematical communication ability using project-based learning model is higher than the Think Pair Share type cooperative learning model.

The ANALYSIS OF MTs STUDENTS' ERRORS IN SOLVING HOTS PROBLEMS BASED ON MATHEMATICAL REASONING ABILITY

Syifa Fadilla — 2024-07-31

Reasoning ability is one of the abilities that students must have through high-order thinking processes to solve problems. However, students have not been able to solve problems that require high-order thinking and students have not been able to examine the problems given. This study aims to describe errors and factors that cause students to make mistakes made by MTs students in solving HOTS questions based on mathematical reasoning abilities. This research uses a qualitative approach with a descriptive type. The subjects of this study were 2 students with high category of mathematical reasoning abilities, 2 students in medium category, and 2 students in low category. The research instrument consisted of the researcher himself and test questions as the main instrument followed by an interview guide and tape recorder. Data collection was carried out by written tests and interviews. The technique for checking the validity of the data uses time triangulation, namely giving STKPM1 and STKPM2 at different times. The results of this study indicate that students with high abilities are able to solve HOTS questions correctly without any errors, students with moderate abilities have errors in doing mathematical manipulation, compiling evidence or giving reasons for the correctness of solutions and drawing conclusions from statements. The factor that causes students to make these mistakes is that students do not understand the problems given and make mistakes in calculating. Meanwhile, students with low ability categories have errors in making assumptions, manipulating mathematics, compiling evidence or giving reasons for the correctness of solutions and drawing conclusions from statements. The factor that causes students to make these mistakes is not understanding the problem given.

IMPROVING STUDENTS' LEARNING OUTCOMES AND MATHEMATICAL DISPOSITIONS THROUGH PROBLEM BASED LEARNING MODELS

Aliya Monika Br Ginting — 2024-07-31

The aim of this research is to improve students' mathematical disposition abilities and learning outcomes through the Problem Based Learning (PBL) model in algebra form material in Class VII of SMP Negeri 29 Rejang Lebong. This research is Classroom Action Research (PTK) with 4 stages, namely 1) Planning, 2) Implementation, 2) Observation, and 4) Reflection. Data collection was carried out through tests on learning outcomes of algebra material and student mathematical disposition questionnaires. Data were analyzed using qualitative analysis. The subjects of this research consisted of 24 class VII students of SMP Negeri 29 Rejang Lebong in the odd semester of the 2023/2024 academic year. Research findings show that the use of the Problem Based Learning (PBL) model can improve students' mathematical disposition abilities and mathematics learning outcomes. The increase in mathematics learning outcomes was 42% in the first cycle and in the second cycle it reached 83%. The increase in students' mathematical disposition indicators increased by 73% for self-confidence, 64% for flexibility, 91% for perseverance, 75% for interest and curiosity, and 71% for reflection, all of which were included in the good criteria in the first cycle. In the second cycle, the scores increased to 79% for self-confidence, 70% for flexibility, 95% for persistence, 80% for interest and curiosity, and 76% for reflection, which showed excellent criteria.

Keywords: Learning Outcomes, Mathematical Disposition Ability, Problem Based Learning.

The Effect of Osborn Learning Model on Students' Creative Thinking Skills at SMAN 2 Jember

Karina Cindy Cahyadewi — 2024-07-31

Creative thinking is the ability that every person has to come up with new thoughts and look at problems from various points of view, so that various solutions are obtained to solve a problem. In the Merdeka Belajar curriculum, which has now been implemented at various levels of education, creative thinking is one aspect of the assessment. The aim of this research is to examine the influence of the Osborn learning model on students' ability to think creatively at SMAN 2 Jember on quadratic function material. This research was carried out experimentally and was designed based on quasi experimental research. The design form of this research is a nonequivalent control-group design with data collection methods by applying methods in the form of written tests, documentation and observation. The samples involved were two classes chosen randomly after it was stated that the mathematical abilities of all class X were homogeneous. The two classes are class X.8 and class X.10. Class X.8 as an experimental class implements the Osborn learning model, while class X.10 as a control class implements conventional learning. The data analysis used is the prerequisite tests including normality and homogeneity tests, Independent Sample T-Test or Mann-Whitney test, Right Side T-test, and N-Gain test. Based on these statistical tests, it was concluded that implementing the Osborn learning model in the experimental class had a more significant and positive effect on creative thinking abilities.

The Influence of Mathematical Reasoning Ability and Learning Interest on Learning Outcomes

Nanda Karina Tegarwati — 2024-07-31

The purpose of this study was to determine the effect of mathematical reasoning ability and student interest in learning on student learning outcomes. This research was conducted at SMP N 7 Yogyakarta in the 2023/2024 school year. Sampling in this study used the Simple Random Sampling technique and obtained the research samples, namely class VII B and VII C. This type of research is correlational research. Data collection used in this study was a description test and questionnaire. The data analysis technique used multiple linear regression analysis to determine the effect of mathematical reasoning ability and student learning interest on student learning outcomes. The results concluded that mathematical reasoning ability (X1) and interest in learning (X2) simultaneously (together) affect learning outcomes (Y) by 19,5%. While the rest is influenced by variables that are not studied.

Guided Discovery Based Mathematics E-Module with STEAM Approach to Facilitate Problem Solving Skills

Siti Rosmita — 2024-07-31

The purpose of this research is to develop a guided discovery-based mathematics e-module with a STEAM approach to facilitate students' mathematical problem solving skills that meet the valid, practical, and effective criteria using the ADDIE development model. The subjects in this study were validators including lecturers and teachers as well as students of SMP Negeri 1 Tandun. The object of the research is a guided discovery-based math e-module with a STEAM approach. Data collection used questionnaire and test techniques. The research instruments consisted of validity test instruments in the form of instrument validation sheets, e-module validation sheets by learning material and educational technology experts, practicality test instruments in the form of student response questionnaire sheets, and effectiveness test instruments in the form of posttest questions. The data analysis techniques used are quantitative and qualitative data analysis techniques. Based on the results of the data analysis, it was concluded that the guided discovery-based mathematics e-module with the STEAM approach was declared to have met the criteria of being very valid, very practical, and also effective. This shows that the math e-module based on guided discovery with the STEAM approach to facilitate students' mathematical problem solving skills that has been developed is suitable to be used as teaching material in the learning process.

The Influence of Learning Independence on Mathematics Learning Outcomes at SDN 2 Singocandi

Hesty Nur Fazriani — 2024-07-31

This study aims to identify the influence and how much influence between learning independence on student math learning outcomes. This type of research uses quantitative research and the analysis technique used is simple linear regression. The population in this study were 6th grade students at SDN 2 Singocandi with a sample of 23 students. The instrument used is that the researcher makes a questionnaire for student learning independence data, and gives test questions to measure student learning outcomes. The results of the analysis show that the average score is greater than the standard which indicates that the distribution of the data variables is small or there is no considerable gap from the lowest and highest ROA ratios. After the data was collected, a simple linear regression test was carried out with the prerequisites of normality test and linearity test between the variables of learning independence and students' math learning outcomes. The results of this study indicate the effect of learning independence on student learning outcomes by 88.5%. So it can be concluded that learning independence has a positive and significant influence on student math learning outcomes. The higher the learning independence, the higher the math learning outcomes.

The Effect of Junior High School Students Extrinsic Motivation towards Mathematical Understanding Ability

Kartika Mariwati — 2024-07-31

The main purpose of this study is to determine whether there is an effect of extrinsic motivation towards the mathematical understanding ability of junior high school students who learn using the STAD cooperative learning model. Extrinsic motivation is motivation that comes from outside the individual, and mathematical understanding ability shows students' ability to absorb, remember, and use formulas and theorems in solving mathematical problems, while the STAD cooperative learning model utilizes cooperation between students to achieve learning goals. The method used is a quantitative method with a descriptive correlational research design. The sample was selected in classes VII-C and VII-D at SMPN 1 Parongpong, West Java. This research uses test instruments for students' mathematical understanding abilities and extrinsic motivation questionnaires. The results showed that: 1) The indicators of extrinsic motivation of junior high school students have moderate and high categories, and the use of the STAD-type cooperative learning model can increase the extrinsic motivation of junior high school students. 2) Most students (sixty-six percents) have moderate mathematical understanding ability, twenty four percents high, and ten percents low. These results indicate that junior high school students' mathematical understanding abilities can still be improved. 3) The extrinsic motivation of Junior High School Students who learn using STAD cooperative learning mode affects their mathematical understanding ability.