scholarly journals The Development of MOSIRI (Geometry Transformation Module) for High School Students

2018 ◽  
Vol 9 (2) ◽  
pp. 121-134
Author(s):  
Emeralda Kislew Andhika Gianto ◽  
Helti Lygia Mampouw ◽  
Danang Setyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Posttest Score ◽  
Geometric Transformation ◽  
Development Research ◽  
Pretest Score ◽  
School Students ◽  
The Media

Geometry transformation is one of the mathematics learning materials that are very closely related to everyday life but has many formulas that make it difficult for students, especially high school students to understand it. Seeing the importance of geometric transformation and difficulties experienced by students, the development of a geometry transformation module was carried out which was able to eliminate difficulties in studying and understanding the geometric transformation. This research is development research with ADDIE development modelto produce a valid, practical, and effectivemodule on geometric transformation. The module is aimed at helping high school students to understand the relevance of geometry transformation to reality and how to solve it. This module is declared valid in terms of media and material aspects with an average validity score of 3.7 (valid) for material aspects and 4 (valid) for media aspect. This module was tested on 10 ten grade high school students and is declared practical based on the indicators of the media practicality sheet. In addition, with the help of a test sheet, it can be seen that this module is able to improve learning outcomes. This can be seen from the results of a paired simple test which shows a significance value of 0,000 () which means that this module is able to provide differences or improve students’ learning outcomes based on the average pretest score which is 51 to 88 of theaverage posttest score. Based on the three tests, this module was declared valid, practical, and effective to be used in geometric transformation material for high school students. 

scholarly journals The Effect Of The Implementation Of The 2013 Curriculum On Mathematics Learning Outcomes Of N.1 High School Students STU Jehe Pakpak Bharat Regency From 2015 – 2018

2020 ◽  
Vol 7 (3) ◽  
pp. 235
Author(s):  
Elsida Aritonang ◽  
Nova Erawati Sidabalok
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Mathematical Knowledge ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
School Students ◽  
Learning Mathematics

Based on the list of Mathematics grade X grade students from T.P 2015/2016 to T.P 2017/2018, there can be seen many significant and positive changes with an increase in students' mastery learning from 40.87% to 48.72% to 80.85%. In addition to increased learning completeness, the average student learning outcomes in mathematics also increased. There is a change in the involvement of students to discuss and cooperate with fellow friends in terms of solving problems given by the teacher. Changes in the activity of students to take part in learning mathematics. The seriousness of students in participating in learning has also increased. The activeness of students in answering oral questions has also increased. This is indicated by the increasing number of students who give correct answers. the activeness of students in completing homework is increasing. This is indicated by the increasing frequency of students completing homework on time. The activeness of students to appear in front of the class solving problems on the board also increased. Students begin to believe in themselves and have the ability to solve the problems given. Based on observation, the teacher has a problem where the students are very familiar with the conventional way, the teacher explains in front of the class while students listen, Building a conducive classroom atmosphere by involving students to be more active sometimes inviting a commotion in the classroom where students initially play more than learn. Building a sense of responsibility to students also becomes difficult because students' demands actually become reversed because the teacher explains a little subject matter and students are directed to further develop material insights through discussion activities and so on. The application of the 2013 curriculum also requires students to understand the implementation of the value of the knowledge acquired so that a variety of practical activities are needed as a tangible form of the implementation of students' mathematical knowledge

scholarly journals KONTRIBUSI KONSEP DIRI DAN PERHATIAN ORANG TUA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS X SMA DI KECAMATAN WERA BIMA

2020 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Dusalan Dusalan
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Self Concept ◽  
Positive Contribution ◽  
School Students ◽  
Know How ◽  
Ex Post ◽  
Ex Post Facto

The purpose of this study is (1) Want to know how much the contribution of self-concept, and the attention of parents, to the results of mathematics learning in class X SMA in Wera Bima District; (2) Want to know how much the positive contribution of self-concept to the results of mathematics learning in class X SMA in Wera Bima District; and (3) Want to know how much the positive contribution of parents' attention to the results of mathematics learning in class X SMA in Wera Bima District. The type of this study was ex-post facto, the population in this study were Class X students of State High Schools in Wera Bima Subdistrict in the year 2017/2018 which were taken using Proportional stratified random sampling. Instruments used: (1) self-concept scale, (2) the scale of parental attention, (3) tests of mathematics learning outcomes. Data were analyzed by descriptive statistics and path analysis. The results of the study illustrate that; (1) Positive contribution to self-concept, and parents' attention together (simultaneous) to the mathematics learning outcomes of class X high school students in Wera Bima District, for R2square = 11.10%. (2) The positive contribution of self-concept towards the mathematics learning outcomes of class X high school students in Wera Bima Subdistrict, amounting to 15.70%. and (3) The positive contribution of parents' attention                      to the mathematics learning outcomes of class X high school students in Wera Bima District, amounting to 19.80%.

The Effect of the Implementation of the 2013 Curriculum on Mathematics Learning Outcomes of N.1 High School Students Stu Jehe Pakpak Bharat Regency From 2015 - 2018

2019 ◽  
Vol 1 (2) ◽  
pp. 184-193
Author(s):  
Elsida Aritonang
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Mathematical Knowledge ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
School Students ◽  
Learning Mathematics

Based on the list of Mathematics grade X grade students from T.P 2015/2016 to T.P 2017/2018, there can be seen many significant and positive changes with an increase in students' mastery learning from 40.87% to 48.72% to 80.85%. In addition to increased learning completeness, the average student learning outcomes in mathematics also increased. There is a change in the involvement of students to discuss and cooperate with fellow friends in terms of solving problems given by the teacher. Changes in the activity of students to take part in learning mathematics. The seriousness of students in participating in learning has also increased. The activeness of students in answering oral questions has also increased. This is indicated by the increasing number of students who give correct answers. the activeness of students in completing homework is increasing. This is indicated by the increasing frequency of students completing homework on time. The activeness of students to appear in front of the class solving problems on the board also increased. Students begin to believe in themselves and have the ability to solve the problems given. Based on observation, the teacher has a problem where the students are very familiar with the conventional way, the teacher explains in front of the class while students listen, Building a conducive classroom atmosphere by involving students to be more active sometimes inviting a commotion in the classroom where students initially play more than learn. Building a sense of responsibility to students also becomes difficult because students' demands actually become reversed because the teacher explains a little subject matter and students are directed to further develop material insights through discussion activities and so on. The application of the 2013 curriculum also requires students to understand the implementation of the value of the knowledge acquired so that a variety of practical activities are needed as a tangible form of the implementation of students' mathematical knowledge

scholarly journals Perhatian Orang Tua dan Penguasaan Materi Prasyarat Terhadap Belajar Matematika

2019 ◽  
Vol 7 (1) ◽  
pp. 45-56
Author(s):  
Widiyanto Widiyanto
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Significant Relationship ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
School Students ◽  
Learning Achievement ◽  
Correlational Research

This study aims to study parental attention (X1), mastery of material as a requirement (X2) and jointly with parental attention (X1) and mastery of material related to the suitability of learning outcomes of students of SMAN 4 Kota Sorong (Y). This type of research is quantitative in the form of correlational research. Purposive sampling is a sampling technique used in this study. The results showed that parents' attention and mastery of material had a significant relationship to mathematics learning achievement of Sorong City 4 High School students, namely 63.8% and 47.6%. Together, parental attention and mastery of prerequisite material have a significant influence on mathematics learning achievement of SMAN 4 Sorong City students, amounting to 70.6%.

scholarly journals Implementasi Budaya Sipakatau, Sipakalebbi, Sipakainge dalam Meningkatkan Hasil Belajar Matematika SMA

Jurnal Kiprah ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 84-90
Author(s):  
Andi Kaharuddin ◽  
Nasrun Syahrir ◽  
Trisniawati
Keyword(s):  
High School ◽  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Class Action ◽  
School Students ◽  
South Sulawesi

Sipakatau, sipakalebbi dan sipakainge merupakan budaya moral Bugis di Sulawesi Selatan yang perlu dilestarikan di dalam pembelajaran. Tujuan penelitian ini untuk melihat peningkatan hasil belajar matematika siswa SMA dari implementasi budaya sipakatau, sipakalebbi, sipakainge. Penelitian ini termasuk metode penelitian tindakan kelas. Delapan puluh delapan siswa kelas IPA XI SMA Negeri 5 Makassar menjadi sampel penelitian. Instrumen yang digunakan dalam mengumpulkan data menggunakan instrumen observasi dan tes hasil belajar siswa. Hasil penelitian ini menunjukan bahwa: (1) Implementasi budaya sipakatau meningkatkan hasil belajar siswa sebanyak 87%; (2) Implementasi budaya sipakalebbi meningkatkan hasil belajar siswa sebanyak 88%; dan (3) Implementasi budaya sipakainge meningkatkan hasil belajar siswa sebanyak 85%. Secara umum disimpulkan bahwa implementasi budaya sipakatau, sipakalebbi dan sipakainge meningkatkan hasil belajar siswa kelas IPA XI SMA Negeri 5 Makassar sebesar 86%. Sipakatau, sipakalebbi, and sipakainge are bugis moral cultures in South Sulawesi that need to be preserved in learning. The aim to see the improving in mathematics learning outcomes of high school students from the implementation of the culture of Sipakatau, Sipakalebbi, Sipakainge. This research was a class action research method. 88 students of class XI IPA of SMAN Negeri 3 Makassar became the research sample. The instrument used to collect data uses student learning outcomes tests. The results of this study indicated that as many: (1) the application of sipakainge culture increases student learning outcomes by 87%. (2) the application of sipakalebbi culture increases student learning outcomes by 88%. and (3) the application of sipakainge culture increases student learning outcomes by 85%. In general, it is concluded that the implementation of sipakatau, sipakalebbi and sipakainge culture improves student learning outcomes of class XI IPA SMAN 5 Makassar by 86%.

scholarly journals Peran Orang Tua terhadap Hasil Belajar Matematika Materi Aljabar di Masa Pandemi COVID-19

2021 ◽  
Vol 2 (2) ◽  
pp. 55-63
Author(s):  
Setya Selaksa Mentari ◽  
Yatha Yuni ◽  
Niken Vioreza
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Junior High School ◽  
Positive Relationship ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
School Students ◽  
Role Of Parents

The role of parents is needed in the education of children. The role of parents in education makes the quality of children's education better. The purpose of the study was to determine the relationship between the role of parents and the mathematics learning outcomes of Algebra during the Corona Virus Disease 2019 (COVID-19) Pandemic. The research sample was 72 junior high school students in class VII. This study uses quantitative methods with survey techniques. The instrument is a questionnaire and an objective test. The prerequisite test used the Liliefors test, and the data were normally distributed. An analysis of the regression equation shows there is a positive relationship between the two variables. Hypothesis testing using the product-moment correlation test is obtained rcount more than rtable at a significant level of 5%. Because rcount more than rtable, it can be concluded that there is a strong relationship between the role of parents and learning outcomes in mathematics. Based on the correlation t-test, obtained tcount>ttable with db=70. The conclusion is that there is a significant positive relationship between the role of parents and the mathematics learning outcomes of junior high school students. Parents' attention contributes 57.15% to mathematics learning outcomes.

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