scholarly journals PENERAPAN PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) DALAM PEMBELAJARAN MATEMATIKA DI SMK PADA JURUSAN BISNIS KONSTRUKSI DAN PROPERTI

MATHEdunesa ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 276-286
Author(s):  
Lihitta Dwita ◽  
Susanah Susanah
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Activity ◽  
Average Score ◽  
Average Percentage ◽  
Science Technology ◽  
Learning Mathematics ◽  
And Mathematics ◽  
The Ideal

The implementation of the learning process in the curriculum 2013, requires students to be actively involved in every learning activity. To create this, it is necessary to apply a new innovation in learning activities. STEM is an abbreviation of Science, Technology, Engineering, and Mathematics. These four aspects of STEM can help students have 21st century skills in communication, collaboration, critical thinking, and creativity that are useful for students to compete in the 21st century. This research aims to describe teacher’s proficiency manages teaching process, student’s activity, learning output, and students` response towards learning mathematics by applying the STEM approach. The method of this research is descriptive with qualitative and quantitative approach. The data are gathered by using observation, test, and questionnaire methods. The result of this research showed that: 1) teacher’s proficiency in managing the learning process using STEM approach was categorized as very good with average score of 3,53; (2) the activities of students during the learning process by applying the STEM approach there are 5 appropriate activities and 5 inappropriate activities with the ideal timeframe which arranged by RPP; (3) the learning output based on recapitulation of final test showed that 23 of 25 students had already passed the material of the distance between two points and the distance between a point and a line in dimension three with earned the percentage of completeness success classically 92%; and (4) the student’s responses overall has a positive response with an average percentage of responses 82,4%. Keywords: Mathematics Learning, STEM approach, STEM.

PENINGKATAN HASIL BELAJAR SISWA KELAS X MIPA SMAN 1 LUBUKLINGGAU MELALUI PENGGUNAAN MEDIA POWERPOINT

2020 ◽  
Vol 2 (2) ◽  
pp. 64-72
Author(s):  
Yetri Ningsih
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Research Subjects ◽  
Learning Mathematics ◽  
And Mathematics ◽  
Academic Year ◽  
Improve Student Learning

This research conducted caused by students' score at class X MIPA 4 very low in the vector material. The avarage of score of the daily test obtained by students was 60,5 and it had not yet reached mastery learning. One of the efforts to improve learning outcomes was to use powerpoint as a learning media. The purpose of this study was to determine the increase in activity and mathematics learning outcomes on vector material in learning using PowerPoint.This research design used the classroom action research. The research subjects were 36 students of class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year. Data collected by using tests and observations.The test used to obtain student learning outcomes in each cycle, while observation used to determine the learning process in each cycle. Data were analyzed using descriptive statistics. The results showed that the average score of student learning outcomes in the first cycle was 62.2 and 77.3 in the second cycle. The percentage of student learning completeness in the first cycle was 52.8%, in the second cycle it was 80.6%. The percentage of improvement in student learning outcomes after being given action was 15.29%. So it can be concluded that learning mathematics by using powerpoint media can improve student learning outcomes in class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year.

scholarly journals KUALITAS HASIL BELAJAR STATISTIKA SISWA MTs YANG DIBELAJARKAN DENGAN PENDEKATAN PROBLEM POSING

2018 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Nuralam Nuralam Nuralam
Keyword(s):  
Learning Outcomes ◽  
Statistical Learning ◽  
Learning Process ◽  
Mathematics Learning ◽  
External Factors ◽  
Problem Posing ◽  
Average Score ◽  
Learning Approaches ◽  
Questionnaire Data ◽  
Learning Mathematics

High and low acquisition of students' mathematics learning outcomes is influenced by internal and external factors. External factors of concern are related learning approaches so students are easy to learn mathematics. There is a tendency for the role of students to be more passive and teachers to be more active in the process of learning mathematics. This condition results in low acquisition of mathematics learning outcomes. One alternative solution is to teach students through the problem posing approach, so as to contribute to the involvement of students in learning mathematics. The purpose of this study was to find out: (1) statistics learning outcomes of students taught through the problem posing approach were higher than those taught through direct learning approaches and (2) student responses after the statistical learning process with a problem posing approach. This study uses a quasi-experimental study with a control group only design post test design. The population is students of MTsS Darul Hikmah Aceh Besar grade VIII and the sample was total sampling. Data were collected by statistical learning outcomes and response questionnaires. Data analysis techniques used t test for test data and response questionnaire data through analysis of average score criteria. Based on the results of the analysis of the test data obtained that tcount >ttable is 2,45  >  1,70. From the results of the questionnaire data the average score was 3.29. It was concluded that the statistical learning outcomes of students taught through the problem posing approach were higher than those taught through direct learning approaches. And the student response questionnaire after the statistical learning process with the problem posing approach in the very positive category

scholarly journals PELATIHAN BAHAN AJAR DENGAN PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) UNTUK GURU MATEMATIKA DI KECAMATAN PALASAH

2020 ◽  
Vol 1 (2) ◽  
pp. 67-75
Author(s):  
Nia Kania ◽  
Erik Santoso ◽  
Vici Suciawati
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching Materials ◽  
Science Technology ◽  
Learning Mathematics ◽  
The Media ◽  
And Mathematics ◽  
Stem Teaching

The problem of learning mathematics cannot be separated from the teacher's style in implementing learning. In addition to the style of the media teacher, it must also increase the ability to think critically and creatively. Efforts that can be used to improve the learning process through making teaching materials by asking for STEM. The STEM approach integrates Science, Technology, Engineering and Mathematics in one learning that is carried out by the teacher. The dedication was held for two days, 4-5 February 2020. The location of the activity in SDN Weragati I, Palasah, Majalengka with elementary school participants in Palasah, Majalengka. In conclusion STEM is suitable to be used to lure students to be active in class and conduct experiments in learning to find concepts that are being learned. Through this training there was an increase in the understanding of trainees about STEM teaching materials by 32% very good, 55% good and the remaining 13% answered enough. This activity can be followed up with training for further evaluation activities after the teacher carries out the learning process with STEM in their respective schools

scholarly journals Implementasi Pembelajaran Berdiferensiasi dalam Upaya Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa kelas XI MIPA SMA Negeri 8 Barabai oleh : Syamsir Kamal

2021 ◽  
Author(s):  
Jurnal Julak
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Mathematics Students ◽  
And Mathematics ◽  
Differentiated Learning

This study aims to improve the learning activities and mathematics learning outcomes of students in class XI MIPA in the 2021/2022. This study uses differentiated learning by involving three elements, namely visual, auditory, and kinesthetic. This research is a classroom action research which is divided into two cycles. Each cycle consists of planning, implementing actions, observing, evaluating, and reflecting. The research was carried out on students of class XI MIPA 1 at SMA Negeri 8 Barabai in the 2021/2022. The results of the research carried out on 29 students, the activities in the first cycle showed an increase in learning activities from the previously applied learning, with an average student learning activity of 9.92 while the average score of student learning activities in the second cycle was 16 ,80. While student learning outcomes have increased from cycle I to cycle II, in the first cycle the number of students who completed 15 students (51.72%) while students who had not completed were 14 students (48.28%) with an average score of 66.55 . Then in the second cycle, there was a very high increase compared to the previous cycle, namely students who had reached the KKM totaled 28 students (96.55%), while students who had not completed was 1 student (3.45%) with an average score of 80. .This study shows that the application of differentiated learning can improve the activities and learning outcomes of mathematics students in class XI MIPA at SMA Negeri 8 Barabai in 2021/2022.

scholarly journals EFEKTIVITAS PENDEKATAN PROBLEM POSING PADA MATERI ATURAN SINUS DAN COSINUS

2020 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Farly Galuh Saputra ◽  
Edy Yusmin ◽  
Asep Nursangaji
Keyword(s):  
Experimental Design ◽  
Experimental Method ◽  
Learning Process ◽  
Research Method ◽  
Problem Posing ◽  
Learning Activity ◽  
Average Score ◽  
Average Percentage ◽  
Apply Problem ◽  
Mathematics Class

Based on the pre research at SMA Taruna Bumi Khatulistiwa, there was only 6 of 32 overall students categorized as active in mathematics class and the percentage of the number of students who passed the grade in trigonometry was only 59,37%. The solution for the problem above is try to apply problem posing approach in the class. The aim of this research is to explore the effectivity of problem posing approach in Sines and Cosines Rule at class X SMA Taruna Bumi Khatulistiwa. The research method used in this research is experimental method in the form of pre-experimental design. Based on the result of the research, learning implementation was categorized as good with the average score is 3.48. Students learning activity was categorized as active with the average percentage is 75.58%. Students learning passion grade was not classically satisfied with the percentage is 36% based to the number of students who successfully pased the passing grade. Lastly, students responds to learning process with the approach is considered positive with the percentage is 92.86%. It can be concluded that learning implementation with problem posing approach in Sines and Cosines Rule at class X SMA Taruna Bumi Khatulistiwa was not effective.Keywords: Effectivity, Problem Posing Approach, Sines Rule, dan Cosines Rule

scholarly journals Pengembangan Lembar Kerja Peserta Didik (LKPD) Dengan Menggunakan Model Pembelajaran Science, Technology, Engineering and Mathematics (STEM) Untuk Meningkatkan Efikasi Diri Pada Siswa Kelas XI Busana SMK Negeri 6 Padang

2020 ◽  
Vol 4 (3) ◽  
pp. 15-22
Author(s):  
Khurnia Budi Utami
Keyword(s):  
Learning Process ◽  
Self Efficacy ◽  
Final Analysis ◽  
Learning Model ◽  
Stem Learning ◽  
Teaching Materials ◽  
Existing Problems ◽  
Science Technology ◽  
Learning Mathematics ◽  
And Mathematics

This research begins with observations in schools that the learning process of mathematics has not fully achieved the learning objectives. Students 'interest in learning mathematics is still lacking and students' self-efficacy is still low. During the learning process, unsuitable teaching materials are used to solve these problems. From the existing problems, we need a new breakthrough that requires teachers to create appropriate teaching materials and be able to increase the self-efficacy of students. One of the breakthroughs referred to is by creating teaching materials in the form of Student Worksheets (LKPD) with the science, technology, engineering, and mathematics (STEM) learning model. This study aims to develop teaching materials in the form of LKPD using the STEM learning model to improve students' self-efficacy.This research is a development research that uses a 4-D development model which consists of 4 stages, namely 1) define, 2) design, 3) development (development) and 4) disseminate (deployment). LKPD developed and validated by several experts. Furthermore, it was tried out to see the practicality and effectiveness of LKPD in class XI Clothing 3 at SMKN 6 Padang. Practicality is seen through the results of the student and teacher response questionnaire analysis. Effectiveness is seen through the results of the final analysis of the student self-efficacy questionnaire.The results of the validation of LKPD by experts found that LKPD with the STEM learning model was categorized as valid. The results of using LKPD by teachers are obtained by practical LKPD, while the use of LKPD by students is obtained by LKPD which are very practical. The effectiveness of LKPD is seen from the results of the final analysis of the student self-efficacy questionnaire, the results of the study show that LKPD with STEM learning models can increase student self-efficacy. Thus, it can be concluded that the LKPD with the STEM learning model developed is valid, practical, and effective.

scholarly journals SENI PEMBELAJARAN MATEMATIKA SEKOLAH DASAR

2020 ◽  
Vol 4 (2) ◽  
pp. 24-32
Author(s):  
Apri Wahyudi ◽  
Adelia Marzuki
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Student Motivation ◽  
Mathematics Learning ◽  
Math Teachers ◽  
Artistic Value ◽  
Learning Mathematics ◽  
Opportunities For Learning ◽  
And Mathematics

AbstractLearning mathematics is an artistic value. But it will be a lesson in the "specter" category for some studentswhen math teachers are able to apply fun learning strategies. Need concern for students and carefulness oftheir abilities with high detail. In the learning process and mathematics learning outcomes students are notonly determined by the school, the pattern of the structure and contents of the curriculum, but most aredetermined by the ability of teachers who teach and guide learning that is effective, fun and will be better ableto manage their classes so that student learning is at a level optimal. The teacher must have the courage tochange and perfect himself with the demands of a continuous era, besides that he must dare to examine theshortcomings in all aspects in carrying out their duties, able to provide opportunities for learning in childrenas broad as possible and willingness to perfect various aspects of education. Learning mathematics can be anart when the teacher starts a lesson by arousing student motivation, so students can concentrate at thebeginning of the meeting, and can receive the material delivered by a teacher well. Ending a lesson withspecial, so students always miss the next meeting.Keywords: Art, Mathematics, Elementary SchoolAbstrakPembelajaran matematika merupakan suatu nilai seni. Akan tetapi menjadi pelajaran dengan kategori“momok” bagi sebagian siswa saat guru matematika yang mampu menerapkan strategi pembelajaran yangmenyenangkan. Perlu kepedulian terhadap siswa dan kejelian terhadap kemampuannya dengan detail yangtinggi. Dalam proses belajar dan hasil belajar matematika siswa bukan saja ditentukan oleh sekolah, polastruktur dan isi kurikulumnya, akan tetapi sebagian besar ditentukan oleh kemampuan guru yang mengajardan membimbing belajar yang efektif, menyenangkan dan akan lebih mampu mengelola kelasnya sehinggabelajar para siswa berada pada tingkat optimal. Guru harus berani mengubah dan menyempurnakan dirinyadengan tuntutan zaman yang terus menerus, selain itu juga dia harus berani meneliti kekurangan-kekurangandi segala segi dalam menjalankan tugasnya, mampu memberi kesempatan belajar pada anak yang seluasluasnya dan kesediaan menyempurnakan berbagai aspek pendidikan. Pembelajaran matematika dapat menjadisebuah seni apabila guru memulai suatu pelajaran dengan membangkitkan motivasi siswa, sehingga siswadapat berkonsentrasi pada awal pertemuan, dan dapat menerima materi yang disampaikan seorang gurudengan baik. Mengakhiri suatu pelajaran dengan istimewa, agar siswa selalu merindukan pertemuanberikutnya.Kata Kunci: Seni, Matematika, SD

scholarly journals RESPON SISWA SD TERHADAP PEMBELAJARAN PENEMUAN BERBANTUAN ALAT PERAGA PADA MATERI VOLUM BALOK DAN KUBUS

2017 ◽  
Vol 1 (1) ◽  
pp. 140
Author(s):  
Jayanti Putri Purwaningrum
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Mathematics Learning ◽  
Primary School Students ◽  
School Students ◽  
Average Percentage ◽  
Qualitative Research Design ◽  
Learning Mathematics ◽  
Material Volume ◽  
Expository Teaching

Teacher at SDN 4 Puyoh Kudus District rarely make the learning process through learning discoveries aided props on the material Volume beams and cubes. This is due, they are accustomed to using expository teaching methods which place more emphasis on the process of delivering the material verbally from teacher to student. Thus, the response of the students in the learning of the discovery needs to be examined. This study aims to investigate the response of primary school students towards learning mathematics through learning discoveries aided props. This research uses descriptive qualitative research design in which the subject of the study was nineteen students. Data collection techniques are by using questionnaires, observation sheets, documentation and interviews. The results showed that the students showed a positive response tehadap mathematics learning using discovery learning props aided by the average percentage of students who responded positively to 82.11%. In addition, the activity of students during the learning process using the learning-aided invention nice props with an average percentage of 83% of student activity. Keywords: Response of primary school students, learning discovery, Viewer Tool  

PENGGUNAAN VARIASI MEDIA PEMBELAJARAN UNTUK MENINGKATKAN MOTIVASI DAN MINAT BELAJAR MATEMATIKA SISWA KELAS XI IPS 3 SMA NEGERI 2 MERAUKE

2019 ◽  
Vol 1 (2) ◽  
pp. 74-79 ◽  
Author(s):  
Dessy Rizki Suryani ◽  
Nurindah Lestari
Keyword(s):  
Student Learning ◽  
Female Students ◽  
Learning Motivation ◽  
Male Students ◽  
Learning Activity ◽  
Student Activities ◽  
Average Percentage ◽  
Learning Mathematics ◽  
And Mathematics ◽  
Student Observation

Abstract: This Classroom Action Research (CAR) aims to increase motivation and interest in learning mathematics in class XI IPS 3 of SMA Negeri 2 Merauke by using a variety of learning media. The subjects in this study were 30 students of  class XI IPS 3, 17 male students and 13 female students. The cycleof CAR uses the Kemmis & Mc Taggart model with stages of planning, implementation, observation, and observation. Pre-cycle data shows that students' motivation and interest in learning mathematics are in the low category. The study was conducted in 2 cycles with 4 meeting for each cycles. Based on the results of student observation activities indicate that student activities have increased in learning process of cycle I and cycle II. The average percentage of student learning activity in the first cycle reached 57%, and increased in the second cycle, amount 83%. Increased percentage of student’s learning activity in cycle I and cycle II by 26%. Student learning motivation in the good category experienced an increase from pre-cycle with a percentage of 37.16%, 62.72% in the first cycle, and 90.12% in the second cycle. Student’s interest in the good category also increased from pre-cycle with a percentage of 35.34%, in the first cycle 58.55%, and in the second cycle increased to 93.55%. Based on the results of this study it can be concluded that by using a variety of learning media can increase motivation and interest in learning mathematics in class XI IPS 3 of SMA Negeri 2 Merauke. With the motivation and interest in learning students towards mathematics, it is expected that students themselves will be able to more easily understand mathematics and mathematics no longer be a frightening subject for students. Keywords: variations in learning media, motivation, interests.

scholarly journals Pengembangan Perangkat Pembelajaran Matematika Berbasis Concept Attainment Model (CAM) untuk Peserta Didik Kelas VIII SMP

2018 ◽  
Vol 2 (1) ◽  
pp. 87 ◽  
Author(s):  
Eka Jihadah Syaspasbandah ◽  
Hendra Syarifuddin ◽  
Jasrial Jasrial
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Activity ◽  
Development Research ◽  
Model Learning ◽  
Concept Attainment ◽  
Student Activity ◽  
Research Concept ◽  
And Mathematics

Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk menghasilkan perangkat pembelajaran matematika berbasis Concept Attainment Model (CAM) yang valid, praktis, dan efektif terhadap hasil belajar dan aktivitas peserta didik SMP kelas VIII. Perangkat pembelajaran yang dikembangkan mengikuti prosedur pengembangan Model Plomp yang terdiri dari 3 tahap, yaitu tahap analisis pendahuluan, tahap pengembangan atau pembuatan prototipe, dan tahap penilaian. Uji validitas perangkat pembelajaran dilakukan oleh lima orang ahli dari bidang matematika, teknologi pendidikan, dan bahasa Indonesia. Pengujian kepraktisan perangkat pembelajaran diukur dari tiga hal yaitu: keterlaksanaan perangkat pembelajaran, respon peserta didik, dan respon guru. Untuk menilai efektifitas perangkat pembelajaran, dilakukan dengan mengumpulkan data melalui pengamatan terhadap aktivitas belajar matematika peserta didik selama kegiatan pembelajaran dan nilai tes hasil belajar matematika peserta didik. Hasil pegujian tersebut mengidentifikasi bahwa perangkat pembelajaran matematika berbasis CAM yang dikembangkan dinyatakan valid menurut para ahli, praktis berdasarkan guru dan peserta didik sebagai pengguna, dan efektif terlihat dari aktivitas peserta didik selama proses pembelajaran yang mengalami peningkatan. Kata kunci: penelitian pengembangan, Concept Attainment Model, hasil belajar, aktivitas belajar, Model Plomp   ABSTRACT This research is development research aims to produces mathematics learning equipment based on valid, practical, and effective CAM for learning outcome and students activity of VIII grade junior high school. The developed learning equipment uses the procedure of Plomp Model that consists of 3 stages, they are preliminary research, development or prototyping phase, and assessment phase. Validity test of learning equipment is done by 5 experts from mathematics, eduaction technology, and indonesian language. Practical learning equipment test is measured by 3 points, they are the continuity of learning equipment, response of students, and response of teachers. To assess the effectiveness of learning equipment, we use to collect data from student activity observation during learning process and mathematics test results. Those tests identifies that mathematics learning equipment through CAM-based is valid according to the experts, practical based on the teacher and student as the user, and effective based on the increasing of student activity during learning process. Keywords: Development Research, Concept Attainment Model, Learning Result, Learning Activity, Plomp Model

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