Pengaruh Penerapan Model Pembelajaran Logan Avenue Problem Solving (LAPS-Heuristik) terhadap Kemampuan Pemecahan Masalah pada Soal Cerita Barisan dan Deret Aritmetika

The poor problem solving abilities of students is still a scourge in mathematics learning, mainly in terms of solving mathematical story problems. This is because in the case of story problems, students are required to understand the information and the questions in mathematical problems at the beginning in order to create a mathematical model which reflects the problem being solved. This study aimed to examine the achievement and improvement of students’ abilities in solving mathematical story problems about arithmetic sequences and series using LAPS-Heuristic learning model. The study method was the Intact-Group Comparison. The subjects were 43 students who were divided into two groups. The first group received conventional learning, while the other group received LAPS-Heuristic learning. The results showed that both achievement and improvement of students’ abilities in solving mathematical story problems who received LAPS-Heuristic learning model were better than in students’ abilities who received conventional learning.

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PENERAPAN I-SPRING SUITE 8 PADA MODEL PEMBELAJARAN IMPROVE UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK PADA POKOK BAHASAN PROGRAM LINEAR DI TINGKAT SEKOLAH MENENGAH

Gunahumas ◽

10.17509/ghm.v2i2.23026 ◽

2020 ◽

Vol 2 (2) ◽

pp. 357-386

Author(s):

Yomi Chaeroni ◽

Nizar Alam Hamdani ◽

Akhmad Margana ◽

Dian Rahadian

Keyword(s):

Problem Solving ◽

Direct Instruction ◽

Mathematics Learning ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Understanding ◽

Learning Models ◽

Research Subjects ◽

Purposive Sampling ◽

Mathematical Problems

ABSTRAK Penelitian ini dilatarbelakangi oleh fakta bahwa kemampuan pemahaman dan kemampuan pemecahan masalah matematis merupakan salah satu kemampuan matematika tingkat tinggi yang harus dimiliki oleh setiap peserta didik. Selain itu kemampuan pemahaman dan kemampuan pemecahan masalah matematis jarang diterapkan dalam pembelajaran matematika di sekolah. Salah satu model pembelajaran yang dapat menjadi alternatif bagi pembelajaran matematika dan kemampuan pemahaman dan pemecahan masalah matematis adalah model pembelajaran IMPROVE. Penelitian ini bertujuan untuk mengetahui penerapan i-spring suite 8 pada model pembelajaran IMPROVE untuk meningkatkan kemampuan pemahaman dan pemecahan masalah matematis peserta didik. Metode penelitian yang digunakan adalah quasi eksperimen karena penelitian ini menggunakan satu kelas eksperimen dan satu kelas kontrol sebagai subyek penelitian. Cara pengambilan subjek penelitian yang digunakan adalah purposive sampling. Subjek penelitian dipilih sebanyak dua kelas dari keseluruhan peserta didik kelas XI SMA Muhammadiyah Banyuresmi tahun pelajaran 2019/2020. Dari hasil penelitian dan perhitungan statistik diperoleh kesimpulan: 1) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE; 2) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan model pembelajaran konvensional/direct instruction; 3) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE dibandingkan dengan peserta didik yang dalam pembelajarannya menggunakan model pembelajaran konvensional/direct instruction; 4) Tidak terdapat perbedaan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE dan yang menggunakan model konvensional/direct instruction.Kata kunci: Kemampuan Pemahaman Matematis, Kemampuan Pemecahan Masalah Matematis, Model IMPROVEABSTRACT This research is motivated by the fact that the ability to understand and the ability to solve mathematical problems is one of the high-level mathematical abilities that must be possessed by every student. In addition, the ability to understand and the ability to solve mathematical problems are rarely applied in mathematics learning in schools. One learning model that can be an alternative for mathematics learning and mathematical understanding and problem solving abilities is the IMPROVE learning model. This study aims to determine the application of ispring suite 8 on the IMPROVE learning model to improve students' mathematical understanding and problem solving abilities. The research method used is quasi-experimental because this study uses one experimental class and one control class as research subjects. The method of taking the research subject used was purposive sampling. The research subjects were selected as many as two classes from all grade XI students of SMA Muhammadiyah Banyuresmi in the 2019/2020 academic year. From the results of research and statistical calculations conclusions: 1) There is an increase in the ability to understand and solve mathematical problems of students who in learning use the i-spring suite 8 on the IMPROVE learning model; 2) There is an increase in the ability of understanding and solving mathematical problems of students who in learning use conventional learning models / direct instruction; 3) There is an increase in students' mathematical understanding and problem solving abilities in learning using i-spring suite 8 in the IMPROVE learning model compared to students in learning using conventional learning models / direct instruction; 4) There is no difference in the ability to understand and solve mathematical problems of students who in learning use the i-spring suite 8 on the IMPROVE learning model and who use the conventional model / direct instruction.Keywords: Mathematical Understanding Ability, Mathematical Problem Solving Ability, IMPROVE Model

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINKING ALOUD PAIRS PROBLEM SOLVING (TAPPS) DAN TWO STAY TWO STRAY (TSTS) DITINJAU DARI GAYA KOGNITIF SISWA

JURNAL IQRA ◽

10.25217/ji.v2i1.88 ◽

2017 ◽

Vol 2 (1) ◽

pp. 25

Author(s):

Tyas Kusumaningtyas

Keyword(s):

Problem Solving ◽

Cooperative Learning ◽

Cognitive Style ◽

Mathematics Learning ◽

Learning Model ◽

Thinking Aloud ◽

Learning Achievement ◽

Field Independent ◽

Field Dependent ◽

Better Than

This study aims to determine: (1) Which has the mathematics learning achievement better, a model of cooperative Thinking Aloud Pairs Problem Solving (Tapps), cooperative Two Stay Two Stray (TSTS) or direct instruction, (2) Which has the achievement better mathematics learning, students who have the cognitive style field independent (FI) or students who have the cognitive style field dependent (FD), (3) in each cognitive style, which one has the mathematics learning achievement better, a model of cooperative Thinking Aloud Pairs Problem Solving (Tapps), cooperative Two Stay Two Stray (TSTS) or direct learning, (4) on each of the learning model, which one has the achievement of better mathematics learning, students who have the cognitive style field independent (FI) or students who have the cognitive style of field dependent (FD. This study is a quasi-experimental research. The populations in this study were all students of class VII SMP N 5 Metro 2015/2016 school year. The sampling technique was conducted by stratified cluster random sampling. The balance test performed using one way analysis of variance with different cells before carrying out a study of three groups of population. The data analysis technique used to test the hypothesis is two-way ANOVA with different cell with a 3x2 factorial design. Lilliefors prerequisite test method to test for normality and Bartlett methods for homogeneity. From the analysis concluded: (1) cooperative learning model Thinking Aloud Pairs Problem Solving (Tapps) generates mathematics learning achievement better than cooperative learning model Two Stay Two Stray (TSTS), cooperative learning model Thinking Aloud Pairs Problem Solving (Tapps ) generates mathematics learning achievement better than learning direct, cooperative learning model Two Stay Two Stray (TSTS) generates mathematics learning achievement better than learning Direct, (2) students with cognitive style Field Independent (FI) had mathematics learning achievement better than students with cognitive style Field Dependent (FD), (3) the individual cognitive style, cooperative learning model Thinking Aloud Pairs Problem Solving (Tapps) generates mathematics learning achievement better than cooperative learning model Two Stay Two Stray (TSTS ), cooperative learning model Thinking Aloud Pairs Problem Solving (Tapps) generates mathematics learning achievement better than learning direct, cooperative learning model Two Stay Two Stray (TSTS) generates mathematics learning achievement better than learning Direct (4) on each model of learning, mathematics achievement of students with cognitive style Field Independent (FI) have better mathematics learning achievement than students with cognitive style Field Dependent (FD). Keywords: Tapps, TSTS, Direct learning, Learning Achievement, Cognitive Style.

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PENGARUH MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER DAN REALISTICS MATHEMATIC EDUCATION TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA DI SMA NEGERI 11 MEDAN

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v9i1.7253 ◽

2020 ◽

Vol 9 (1) ◽

pp. 99

Author(s):

Nella Putriyani Siregar ◽

Ella Andhany

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Mathematical Problem ◽

Learning Model ◽

Functional Derivative ◽

Mathematical Problem Solving ◽

Mathematical Problems ◽

Mathematic Education ◽

Realistic Mathematic ◽

Better Than

Abstrak:Penelitian ini bertujuan untuk mengetahui pengaruh kemampuan berpikir kritis dan kemampuan pemecahan masalah matematis siswa yang diajar dengan model pembelajaran Numbered Head Together dan model pembelajaran Realistics Mathematic Education di kelas XI SMA Negeri 11 Medan. Penelitian ini merupakan peneltian kuantitatif dengan jenis penelitian kuasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas XI SMA Negeri 11 Medan yang terdiri dari 2 kelas dan berjumlah 60 siswa, yang juga dijadikan sampel pada penelitian ini yakni sebagai sampel jenuh. Instrumen tes yang digunakan adalah dengan tes kemampuan berpikir kritis dan tes kemampuan pemecahan masalah berbentuk uraian. Analisis data dilakukan dengan analisis vaian (ANAVA). Hasil temuan ini menunjukkan: 1) Kemampuan berpikir kritis matematika siswa yang diajar dengan menggunakan model pembelajaran Numbered Head Together lebih baik dari pada siswa yang diajar dengan model pembelajaran Realistics Mathematic Education pada materi turunan fungsi; 2)Kemampuan pemecahan masalah matematika siswa yang diajar dengan menggunakan model pembelajaran Numbered Head Together tidak lebih baik dari pada siswa yang diajar dengan model pembelajaran Realistics Mathematic Education pada materi turunan fungsi; 3) Kemampuan berpikir kritis dan pemecahan masalah matematika siswa yang diajar dengan menggunakan model pembelajaran Numbered Head Together lebih baik dari pada siswa yang diajar dengan model pembelajaran Realistics Mathematic Education pada materi turunan fungsi; 4) Terdapat interaksi yang signifikan antara model pembelajaran yang digunakan terhadap kemampuan berpikir kritis dan pemecahan masalah matematika siswa pada materi turunan fungsi. Simpulan dalam penelitian ini menjelaskan bahwa kemampuan berpikir kritis dan pemecahan masalah matematika siswa lebih sesuai diajarkan dengan Model Pembelajaran Numbered Head Together dari pada Model Pembelajaran Realistics Mathematic Education pada materi turunan fungsi. Kata Kunci:Kemampuan Berpikir Kritis, Kemampuan Pemecahan Masalah Matematis, Model Pembelajaran Numbered Head Together, Model Pembelajaran Realistics Mathematic Education Abstract:This study aims to determine the effect of critical thinking skills and mathematical problem solving abilities of students who are taught with the Numbered Head Together learning model and the Realistic Mathematic Education learning model in class XI of SMA Negeri 11 Medan. This research is a quantitative research with the type of research that is quasi experiment. The population of this study was all students of class XI of SMA Negeri 11 Medan consisting of 2 classes and totaling 60 students, who were also sampled in this study as saturated samples. The test instrument used was a critical thinking ability test and a problem solving ability test in the form of a description. Data analysis was performed by analysis of variants (ANAVA). These findings show: 1) The ability to think critically the mathematics of students taught using the Numbered Head Together learning model is better than students taught with the Realistic Mathematic Education learning model on functional derivative material; 2) The ability to solve mathematical problems of students who are taught using the Numbered Head Together learning model is no better than students who are taught with Realistic Mathematic Education learning models on functional derivative material; 3) The ability to think critically and solve mathematical problems of students taught using the Numbered Head Together learning model is better than students taught with Realistic Mathematic Education learning models on functional derivative materials; 4) There is a significant interaction between the learning models used in critical thinking skills and students' mathematical problem solving on functional derivative material. The conclusion in this study explains that the ability to think critically and solve students' mathematical problems is more suitable to be taught with the Numbered Head Together Learning Model than the Realistic Mathematic Education Learning Model on functional derivative material. Keywords:Critical Thinking Ability, Mathematical Problem Solving Ability, Numbered Head Together Learning Model, Realistic Mathematic Education Learning Model

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Analisis Kemampuan Pemecahan Masalah Peserta didik Berdasarkan Strategi Polya pada Model Pembelajaran Problem Based Learning Berbasis Hands On Activity

Journal of Medives Journal of Mathematics Education IKIP Veteran Semarang ◽

10.31331/medivesveteran.v3i2.768 ◽

2019 ◽

Vol 3 (2) ◽

pp. 223

Author(s):

Santika Lya Diah Pramesti ◽

Juwita Rini

Keyword(s):

Problem Solving ◽

Learning Strategies ◽

Learning Process ◽

Problem Based Learning ◽

Learning Model ◽

Mixed Method Research ◽

Quantitative And Qualitative Research ◽

Hands On ◽

Mathematical Problems ◽

Better Than

Strategi pembelajaran yang digunakan dalam proses pembelajaran kurang membangun kemampuan pemecahan masalah matematika peserta didik sehingga menyebabkan peserta didik mengalami kesulitan dalam pemecahan masalah matematika. Proses pembelajaran dapat diperbaiki dengan menerapkan model Problem Based Learning. Kegiatan peserta didik dalam model pembelajaran tersebut diharapkan dapat berlangsung optimal manakala dilengkapi dengan hands on activity. Tujuan penelitian ini adalah untuk mengetahui mana yang lebih baik antara kemampuan pemecahan masalah peserta didik pada kelas dengan model pembelajaran problem based learning berbasis hands on activity atau pada kelas pembelajaran konvensional. Selain itu, juga untuk mendeskripsikan kemampuan pemecahan masalah peserta didik menggunakan strategi Polya. Jenis penelitian yang digunakan dalam penelitian ini adalah mixed methods. Metode penelitian yang mengkombinasikan atau menggabungkan antara metode penelitian kuantitatif dan kualitatif. Hasil penelitian ini adalah sebagai berikut: (1) Kemampuan pemecahan masalah peserta didik dengan menggunakan langkah polya pada pembelajaran Problem Based Learning berbasis hands on activity lebih baik daripada kemampuan pemecahan masalah peserta didik pada pembelajaran ekspositori. (2) Penyebab kesalahan peserta didik dalam menyelesaikan tes kemampuan pemecahan masalah (TKPM) ditinjau dari langkah-langkah Polya yaitu antara lain: (a) peserta didik tidak terbiasa dengan bahasa soal yang rumit (memahami masalah); (b) peserta didik kurang cermat sehingga ketika mengerjakan soal sering terjadi salah menggunakan rumus (menyusun rencana penyelesaian); (c) peserta didik kurang teliti sehingga ketika mengerjakan soal sering terjadi salah perhitungan (melaksanakan rencana penyelesaian); (d) peserta didik kurang bisa memanfaatkan waktu pengerjaan dengan baik (melihat kembali). Kata kunci: Pemecahan Masalah Polya; PBL; Hands On Activity Abstract Learning strategies used in the learning process are not enough to develop problem solving for students. It causes students get difficulties in solving mathematical problems The learning process can be improved by applying learning models that can improve problem solving skill for students, one of which is the Problem Based Learning learning model. The activities of students in the learning model are expected to be optimal when equipped with activities. The purpose of this study is to find out which is better between students' problem solving abilities in the class with a problem-based learning model that is hand-based on activities or in conventional learning classes. The type of research used in this study is a mixed method. Research method that combines or researches between quantitative and qualitative research methods. The results of this study are as follows: (1) The problem solving ability of students by using the Polya steps in Problem Based Learning learning based on hands on activity is better than students' problem solving abilities in expository learning (2) The cause of the students' mistakes in completing the problem solving ability based on Polya's steps are: (a) students cannot use complex language (problem solving); (B) students do not accurately solve problems often occur using the formula (c) students are not thorough so working on the problem often occurs miscalculation (d) students can not take the time to work properly (looking back). Kata kunci: Polya’s Problem Solving; PBL; Hands On Activity

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PROBLEM BASED LEARNING SOLUSI PEMBELAJARAN DALAM MATA PELAJARAN MATEMATIKA DENGAN TOPIK KPK & FPB DI KELAS IV SDI RAMAH ANAK CILODONG DEPOK

ELEMENTARY: Jurnal Inovasi Pendidikan Dasar ◽

10.51878/elementary.v1i4.708 ◽

2021 ◽

Vol 1 (4) ◽

pp. 173-178

Author(s):

IIN QURAISIN

Keyword(s):

Learning Outcomes ◽

Mathematics Learning ◽

Problem Based Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Story Problems ◽

Respective Group ◽

Group Discussions ◽

Learning Mathematics ◽

Better Than

Learning mathematics on the topic of KPK and FPB is one of the materials considered "difficult" by students. Because of this material, students are required to be able to understand multiplication and division very well. If a student's understanding is proficient in multiplication and division, it will automatically be very easy for them to solve questions related to the KPK and FPB. And usually the teacher to deliver this material more often/generally uses classical learning models or lectures. Because this learning model is considered to be the most "correct" in providing understanding to students. But in reality, students are becoming less and less interested and add the label "very difficult" to learning mathematics. From here, the research was conducted by providing a different learning model, namely using the PBL (Problem Based Learning) learning model or also known as PBM (Problem Based Learning). The basis of this learning model is that students are invited to find solutions in solving story problems related to KPK and FPB questions in their respective group discussions, so that students are interested and challenged in solving these problems. This research was conducted through classroom action research (CAR) with 3 stages/cycles (Pre-Cycle, Cycle I, and Cycle II) in it. Problem-Based Learning Model is used in cycles I and II. Based on the research results obtained in the pre-cycle and cycle I, there was an increase in student learning outcomes from only 33% of students who scored above the KKM to 52% of students who completed the KKM. After improving learning in cycle I to cycle II, there was an increase again in student acquisition scores, from 52% of students who completed the KKM to 95% of students who completed the KKM. From the results of this study, it can be concluded that the mathematics learning outcomes given the Problem Based Learning model or PBL (Problem Based Learning) are better than the students' mathematics learning outcomes without using the Problem Based Learning model. ABSTRAKPembelajaran matematika pada topik KPK dan FPB merupakan salah satu materi yang dianggap “sulit” oleh siswa. Karena materi ini siswa dituntut harus sudah mampu memahami perkalian dan pembagian dengan sangat baik. Jika pemahaman seorang siswa sudah mahir di perkalian dan pembagiannya, maka secara otomatis akan sangat mudah bagi mereka untuk menyelesaikan soal-soal yang berkaitan dengan KPK dan FPB. Dan biasanya guru untuk menyampaikan materi ini lebih sering/pada umumnya menggunakan model pembelajaran klasik atau ceramah. Karena model pembelajaran ini dianggap paling “jitu” dalam memberikan pemahaman kepada siswa. Namun kenyataannya, siswa menjadi semakin kurang tertarik dan menambahkan label “sulit sekali” terhadap pembelajaran matematika. Dari sinilah, penelitian dilakukan dengan memberikan model pembelajaran yang berbeda, yaitu menggunakan model pembelajaran PBL (Problem Based Learning) atau disebut juga dengan PBM (Pembelajaran Berbasis Masalah). Dasar model pembelajaran ini yaitu siswa diajak untuk menemukan solusi dalam menyelesaikan soal cerita yang berkaitan dengan soal-soal KPK dan FPB dalam diskusi kelompoknya masing-masing, agar siswa tertarik dan tertantang dalam menyelesaikan soal tersebut. Penelitian ini dilakukan melalui penelitian tindakan kelas (PTK) dengan 3 tahapan/siklus (Pra-Siklus, Siklus I, dan Siklus II) didalamnya. Model Pembelajaran Berbasis Masalah digunakan pada siklus I dan II. Berdasarkan hasil penelitian yang didapatkan pada pra-siklus dan siklus I, yaitu terjadi peningkatan hasil belajar siswa dari hanya terdapat 33% siswa yang mendapat nilai di atas KKM menjadi 52% siswa yang tuntas KKM. Setelah dilakukan perbaikan pembelajaran pada siklus I menuju siklus II, terjadi peningkatan kembali pada nilai perolehan siswa yaitu dari 52% siswa tuntas KKM menjadi 95% siswa tuntas KKM. Dari hasil penelitian ini, dapat disimpulkan bahwa hasil belajar matematika yang diberi model Pembelajaran Berbasis Masalah atau PBL (Problem Based Learning) lebih baik daripada hasil belajar matematika siswa tanpa menggunakan model Pembelajaran Berbasis Masalah.

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STUDI DESKRIPTIF MINAT CALON GURU SEKOLAH DASAR TERHADAP PENGGUNAAN ALAT PERAGA MATEMATIKA SETELAH PERKULIAHAN MEDIA DAN MODEL PEMBELAJARAN MATEMATIKA SD

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v8i1.110 ◽

2015 ◽

Vol 8 (1) ◽

pp. 19

Author(s):

Isna Rafianti ◽

Etika Khaerunnisa

Keyword(s):

Elementary Teachers ◽

Elementary Mathematics ◽

Mathematics Learning ◽

Learning Model ◽

Prospective Elementary Teachers ◽

Descriptive Research ◽

Learning Mathematics ◽

Mathematical Problems ◽

The Subject ◽

Object Of Study

This research is motivated by the lack of interest of teachers in the use of props in the process of learning mathematics in elementary school. In accordance with the demands of the curriculum in 2013 and supported by the developed learning theory, learning mathematics is abstract object of study, students need an intermediary that props math-ematics, so that students can more easily understand the concepts that will be pre-sented, and in the end it can deliver students to solve mathematical problems, not only that proposed by the teacher but also the problems in life. The purpose of this study was to determine the interest of prospective elementary teachers on the use of props mathematics after getting lectures media and elementary mathematics learning model. By knowing the interest of prospective elementary teachers will be developed further realization of the state of the subject being studied. The method used is descriptive research, then the instruments used were questionnaires and interviews. The results of this study stated that the interest of prospective elementary teachers on the use of props after attending lectures media and elementary mathematics learning model is high over-all with a percentage of 76.70%.Keywords : Interest, Props Mathematics

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RME UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IX SMP MUHAMMADIYAH PADANG LUAS KECAMATAN TAMBANG KABUPATEN KAMPAR

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v2i5.6123 ◽

2018 ◽

Vol 2 (5) ◽

pp. 744

Author(s):

Zainur Zainur

Keyword(s):

Action Research ◽

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Mathematics Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Research Instrument ◽

The Difference ◽

Better Than

This research was motivated by the low learning outcomes of grade IX SMP Muhammadiyah Padang LuasKecamatan Tambang Kabupaten Kampar. This study aims to improve learning outcomes in mathematicslearning through STAD type cooperative learning with the RME approach in class IX SMP MuhammadiyahPadang Luas Kecamatan Tambang Kabupaten Kampar. The subjects of this study were all classes IX in SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar totaling 26 people. The form ofresearch is classroom action research. This research instrument consists of performance instruments and datacollection instruments in the form of teacher activity observation sheets and activities. The results of the studystated that there were significant differences between students' mathematics learning outcomes before applyingthe STAD type cooperative learning model with the RME approach with after applying the STAD typecooperative learning model with the RME approach. The difference shows student learning outcomes after theaction is better than before the action with completeness reaching 80.77% or 21 completed. Based on the resultsof the study and discussion it can be concluded that the application of STAD type learning model with RealisticMathematic Education (RME) approach can improve the learning outcomes of grade IX students of SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar on statistical material.

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The Effectiveness of Realistic Mathematics Learning Model Based on Mandailing Culture in Teaching of Students’ Mathematical Problem Solving Ability

Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018) ◽

10.2991/icm2e-18.2018.31 ◽

2018 ◽

Author(s):

Marzuki Ahmad ◽

Yulia Pratiwi Siregar ◽

Nisah Ayu Siregar

Keyword(s):

Problem Solving ◽

Mathematics Learning ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Problem Solving ◽

Model Based ◽

Realistic Mathematics

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The Effectiveness of Creative Problem-Solving Learning Model in Mathematics Learning

Mathematics Education Journal ◽

10.22219/mej.v3i1.8421 ◽

2019 ◽

Vol 3 (1) ◽

pp. 55

Author(s):

Riza Yuliana ◽

Dwi Priyo Utomo ◽

Agung Deddiliawan Ismail

Keyword(s):

Problem Solving ◽

Learning Outcomes ◽

Mathematics Learning ◽

Learning Model ◽

Research Subjects ◽

Creative Problem Solving ◽

Test Sheet ◽

8Th Grade ◽

Creative Problem ◽

Quantitative Descriptive

This research aimed at assessing the effectiveness of the creative problem-solving learning model in 8th grade of mathematics learning. The assessment of the effectiveness of learning model was reviewed based on three aspects, namely students’ activities, students’ responses to the learning model, and students’ learning outcomes. The type and approach, which used in this research, were quantitative descriptive with the research subjects of 8th-C class; moreover, the subjects consisted of 32 students. The instruments used to assess the effectiveness of the learning model were the students’ activity observation sheet, students’ responses questionnaire, and test sheet. The results of the research showed that the students’ activities were categorized as very good, in which the percentages were 84.38%. The students’ responses were categorized as very good with a percentage of 82.53%. The students’ learning outcomes in a classical manner could be said as complete with the completeness of 71.88%. Therefore, it can be concluded that the implementation of creative problem-solving learning model in mathematics learning can be said as effective.

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The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes

Malikussaleh Journal of Mathematics Learning (MJML) ◽

10.29103/mjml.v3i1.2447 ◽

2020 ◽

Vol 3 (1) ◽

pp. 8

Author(s):

Usmadi Usmadi ◽

Hayatul Hasanah ◽

Ergusni Ergusni

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Mathematics Learning ◽

Learning Model ◽

Learning Activities ◽

Learning Mathematics ◽

The Impact ◽

Step Type ◽

Better Than

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.

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