scholarly journals Pengaruh Model Pembelajaran Giving Question Getting Answer dan Think Pair Share terhadap Kemampuan Penalaran Matematika Siswa Kelas VII

2019 ◽  
Vol 8 (2) ◽  
pp. 341-352
Author(s):  
Asurya Octaviyunas ◽  
Arta Ekayanti
Keyword(s):  
High School ◽  
Experimental Study ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Reasoning Ability ◽  
Learning Models ◽  
Reasoning Abilities ◽  
Mathematics Ability ◽  
Quasi Experimental

AbstrakPenelitian ini didasari atas permasalahan pentingnya kemampuan penalaran matematis dan pencapaiannya yang masih rendah. Tujuan dari penelitian ini adalah mengetahui pengaruh model pembelajaran Giving Question Getting Answer dan Think Pair Share terhadap kemampuan penalaran matematika siswa, dan efektifitasnya dalam meningkatkan kemampuan tersebut. Populasi Penelitian eksperimen semu ini mencakup seluruh siswa kelas VII SMPN 1 Balong. Kelas VIIA diberi pembelajaran dengan model TPS sedangkan kelas VIIB dengan model GQGA. Instrumen pengumpulan data berbentuk tes, meliputi soal pretest dan posttest. Hasil penelitian menunjukkan bahwa model pembelajaran GQGA berpengaruh terhadap kemampuan penalaran siswa kelas VIIB dengan peningkatan yang terjadi dari nilai pretest ke posttest. Begitu juga dengan model pembelajaran TPS berpengaruh terhadap kemampuan penalaran matematika siswa kelas VIIA dengan peningkatan nilai pretest ke posttest. Model pembelajaran GQGA tidak lebih efektif daripada model pembelajaran TPS dalam meningkatkan kemampuan penalaran matematika siswa. The Effect of Learning Model Giving Question Getting Answer and Think Pair Share Toward Reasoning Mathematics Ability Student’s Grade VII AbstractThis research is based on the problem of the importance of mathematical reasoning abilities and their low achievement. The purpose of this study was to determine the effect of Giving Question Getting Answer and Think Pair Share learning models on students' mathematical reasoning abilities and their effectiveness in enhancing these abilities. Population This quasi-experimental study included all seventh-grade students of Balong 1 Junior High School. The VIIA class is given learning with the TPS model while the VIIB class is with the GQGA model. The instruments of data collection are in the form of tests, including the questions of the pretest and posttest. The results showed that the GQGA learning model had an effect on the reasoning ability of students in class VIIB with an increase that occurred from the pretest to the posttest. Likewise, the TPS learning model influences the mathematical reasoning abilities of VIIA students with an increase in the value of the pretest to posttest. The GQGA learning model is no more effective than the TPS learning model in improving students' mathematical reasoning abilities.

scholarly journals PERBEDAAN KEMAMPUAN PENALARAN MATEMATIS SISWA YANG DIAJAR DENGAN MODEL PEMBELAJARAN DISCOVERY LEARNING DAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DI KELAS VIII SMP NEGERI 6 MEDAN

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Indah . Syahputri ◽  
Martua . Manullang
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Discovery Learning ◽  
Reasoning Ability ◽  
Reasoning Abilities ◽  
Class 1 ◽  
Class Viii

ABSTRAK Penelitian ini bertujuan untuk mengetahui bahwa kemampuan penalaran matematis siswa yang diajar dengan model pembelajaran Discovery Learning lebih tinggi daripada siswa yang diajar dengan model pembelajaran kooperatif tipe STAD di kelas VIII SMP Negeri 6 Medan T.A 2016/2017. Jenis penelitian ini adalah eksperimen semu. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII Semester genap SMP Negeri 6 Medan dan sampel dalam penelitian ini adalah siswa kelas VIII-C dan kelas VIII-D sebanyak 76 siswa. Instrumen yang digunakan untuk mengetahui kemampuan penalaran matematis  siswa adalah tes kemampuan penalaran matematis  yang telah divalidasi dalam bentuk uraian. Dari hasil penelitian yang diberi perlakuan yang berbeda, kelas eksperimen 1 dengan model pembelajaran Discovery Learning dan kelas eksperimen 2 dengan model pembelajaran kooperatif tipe STAD diperoleh kesimpulan bahwa kemampuan penalaran matematis siswa yang diajar dengan model pembelajaran Discovery Learning lebih tinggi daripada siswa yang diajar dengan model pembelajaran kooperatif tipe STAD di kelas VIII SMP Negeri 6 Medan  T.A.  2016/2017 Kata Kunci : Discovery Learning, STAD, Penalaran Matematis  ABSTRACT This study aims to determine that the students' mathematical reasoning abilities taught by the learning model of Discovery Learning is higher than the students who are taught by STAD type cooperative learning model in class VIII SMP Negeri 6 Medan T.A 2016/2017. This type of research is a quasi experiment. The population in this study is all students of class VIII Semester even Junior High School 6 Medan and the sample in this study are students of class VIII-C and class VIII-D as many as 76 students. The instrument used to determine students' mathematical reasoning abilities is a validated test of mathematical reasoning ability in the form of a description. From the results of different research, experimental class 1 with the learning model of Discovery Learning and experiment 2 class with STAD type cooperative learning model obtained the conclusion that the students' mathematical reasoning ability taught by the learning model of Discovery Learning is higher than the students who are taught by the model of learning Cooperative type STAD in class VIII SMP Negeri 6 Medan TA 2016/2017 Keywords: Discovery Learning, STAD, Mathematical Reasoning

KEMAMPUAN PENALARAN MATEMATIS SISWA DENGAN MODEL PEMBELAJARAN DISCOVERY LEARNING DAN KOOPERATIF TIPE JIGSAW

2021 ◽  
Vol 8 (3) ◽  
pp. 21-27
Author(s):  
Lasmi Lasmi ◽  
Masri Masri
Keyword(s):  
Cooperative Learning ◽  
Mathematical Reasoning ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
Reasoning Abilities ◽  
Class 1 ◽  
Post Test ◽  
Quasi Experimental

AbstrakTujuan penelitian ini adalah mengetahui perbedaan kemampuan penalaran matematis siswa antara model discovery learning dan jigsaw. Jenis penelitian adalah eksperimen semu. Tempat penelitian diaksanakan di SMP Negeri 18 Kota Bengkulu. Populasi pada penelitian seluruh siswa kelas VII. Sampel penelitian dipilih secara acak sederhana yaitu kelas VII.1 sebagai kelas eksperimen 1, pembelajaran dengan menggunakan model discovery learning, kelas VII.5 sebagai kelas eksperimen 2, pembelajaran dengan menggunakan model kooperatif tipe jigsaw, dan kelas VII.3 sebagai kelas kontrol, pembelajaran dengan menggunakan model pembelajaran konvensional. Hasil penelitian ini menunjukan bahwa kelas eksperimen 1 memperoleh nilai rata-rata tes akhir (post-test) kemampuan penalaran matematis siswa yaitu 12,13, nilai rata-rata eksperimen 2 yaitu 11,45, dan nilai rata-rata kelas kontrol yaitu 9,26. Berdasarkan hasil analisis uji anava satu jalur, dengan signifikan 0,05 diperoleh 𝐹ℎ𝑖𝑡𝑢𝑛𝑔 = 𝐹𝑡𝑎𝑏𝑒𝑙 = 0,34, maka H0 ditolak. Artinya ada perbedaan signifikan rata-rata kemampuan penalaran matematis siswa pada kelas eksperimen 1, kelas eksperimen 2, dan kelas kontrol. Berdasarkan uji beda nyata (BNT) menunjukan bahwa pembelajaran yang memberikan hasil penalaran matematis yang berbeda adalah model pembelajaran discovery learning dengan konvensional, dan model kooperatif tipe jigsaw dengan konvensional. Sedangkan pembelajaran dengan model discovery learning dan model kooperatif tipe jigsaw tidak memberikan hasil kemampuan penalaran matematis siswa yang berbeda. Model discovery learning dan model kooperatif tipe jigsaw memberikan hasil lebih baik bila dibandingkan dengan model konvensional.Kata kunci: kemampuan penalaran matematis, model discovery learning, model Jigsaw AbstractThe purpose of this study was to determine students' mathematical reasoning abilities with discovery learning models and jigsaw type cooperative learning models. This type of research is quasi-experimental research. The population in this study were all students of class VII SMP Negeri 18 Bengkulu City in the   academic year 2019/2020. The sample of this study was selected by simple random sampling, namely class VII.1 as experimental class 1 using the discovery learning models, class VII.5 as experimental class 2 using the jigsaw type cooperative learning models, and class VII.3 as control class using conventional learning models. Data were collected by means of tests of students' mathematical reasoning abilities. Based on the results of the one-way ANOVA test, there are significant differences in students' mathematical reasoning abilities in the experimental class 1, experiment class 2 and the control class. The results          of the real difference test (BNT) show that learning that gives different results is the discovery learning models with conventional learning models, and the jigsaw type cooperative learning model with conventional learning models. Meanwhile, learning with discovery learning models and jigsaw type cooperative learning models does not give different results for students' mathematical reasoning abilities. Discovery learning models and jigsaw type cooperative learning models give better results when compared to conventional learning.Keywords: mathematical   reasoning   ability,   discovery   learning   model,   Jigsaw   model

scholarly journals Implementasi Teams Games Tournaments dan Number Head Together ditinjau dari Kemampuan Penalaran Matematis

2017 ◽  
Vol 8 (2) ◽  
pp. 121
Author(s):  
Nurina Kurniasari Rahmawati
Keyword(s):  
Mathematical Reasoning ◽  
Learning Model ◽  
Mathematical Achievement ◽  
Reasoning Ability ◽  
Learning Models ◽  
Mathematical Learning ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Better Than

The purpose of this research is to know the influence of Teams Games Tournaments (TGT), Numbered Head Together (NHT) model to the students 'mathematical learning achievement that reviewed students' mathematical reasoning ability. This research is a quasi-experimental research with 3 × 3 factorial design. The researcher uses 2 indicators of learning achievement that is (1) Mathematics achievement test and (2) Test of mathematical communication ability. Analysis of the data used is the analysis of two-way variants with different cells. The results of this research can be summarized as follows. (1) Learning using TGT learning model makes better student's mathematical learning achievement compared to student's mathematical learning achievement with NHT learning model and conventional learning, while NHT model gives a better result of student's mathematical learning achievement from student's learning achievement with conventional learning. (2) Learners with high mathematical reasoning ability have better learning achievement compared with learners with medium ability as well as medium ability better than low ability. (3) Students have high and moderate reasoning abilities with the three learning models giving the same mathematical achievement, whereas students with low mathematical reasoning ability using TGT and NHT models provide the same mathematical achievement, but better than conventional learning models, and conventional learning models and NHT produces the same mathematical achievement. (4) The learning model of TGT and NHT in students with high, medium and low mathematical reasoning ability produce the same mathematical achievement, whereas conventional learning model on students with high and medium mathematical reasoning has the same mathematical achievement but better than students with reasoning low math.

scholarly journals Open-Ended Problems for Junior High School Students’ Mathematical Reasoning

2020 ◽  
Vol 3 (2) ◽  
pp. 88
Author(s):  
Yatha Yuni ◽  
Andri Suryana
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Reasoning ◽  
Junior High School Students ◽  
P Value ◽  
Reasoning Ability ◽  
School Students ◽  
Reasoning Abilities

The abilities that must be mastered by high school students according to the demands of the 2013 curriculum include reasoning. Students who have good reasoning abilities make it easier to understand mathematics. But in reality there are still many students who have low mathematical reasoning ability, seen when they have difficulty solving math problems. This research objective is to prove the habit of solving open-ended problems that can improve the mathematical reasoning ability of junior high school students based on the level of initial mathematical ability: high, medium, and low. The study used an experimental method with a "One-Group pre-test post-test design". Randomly, selected 77 grade VII students of SMP Negeri in Bekasi as a sample. The prerequisite test shows that each level of data comes from groups that are normally distributed and homogeneous. The results showed normal gain, both overall and level showed improvement. Based on the t test obtained p value of 0.000 < 0.005, meaning this study can prove student habits in solving open-ended problems when learning mathematics on triangles and quadrilateral, can improve students' mathematical reasoning abilities.

scholarly journals CAPAIAN KEMAMPUAN PENALARAN MATEMATIS SISWA DENGAN MODEL AIR

Numeracy ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 35-48
Author(s):  
Nuralam Nuralam ◽  
Maulidayani Maulidayani
Keyword(s):  
Mathematical Reasoning ◽  
Learning Model ◽  
Control Group ◽  
Reasoning Ability ◽  
Learning Models ◽  
Test Statistic ◽  
Control Group Design ◽  
Ability Test ◽  
Cluster Technique ◽  
Reasoning Abilities

The mathematical concept learned in school require mathematical reasoning abilities. But the test results show the students’ mathematical reasoning ability is still relatively low. To overcome this problem, applied a learning model called Auditory Intellectually Repetition (AIR). AIR can develop mathematical reasoning abilities students through problem solving. The purpose of this study is to describe the mathematical reasoning abilty of students through the AIR learning model is higher than taught through conventional learning models.. The research design used was quasi experiment with pretest-posttest control group design. The populations in this study were all of the Eighth Grade Students of SMPN 1 Jantho and the samples taken were classes VIII-2 and VIII-1 by using the random cluster technique sampling. The data collected wasby using the mathematical reasoning ability test. The result of research through the right-hand t-test statistic test obtained 3.79 > 1.68 then accept Ha reject Ho. Therefore, it was concluded that the students’ mathematical reasoning ability learned through the AIR learning model were higher than those taught conventional learning models. Abstrak Konsep matematika dipelajari di sekolah memerlukan kemampuan penalaran matematis. Namun hasil tes menunjukkan kemampuan penalaran matematis siswa masih tergolong rendah. Salah satu alternatif membuat kemampuan penalaran matematis lebih baik melalui model pembelajaran Auditory Intelectually Repetition (AIR). Penelitian ini bertujuan mendeskripsikan kemampuan penalaran matematis siswa yang diajarkan dengan model AIR lebih baik daripada siswa yang diajarkan dengan pembelajaran konvensional. Rancangan penelitian menggunakan quasi eksperimen dengan desain pretest-posttest control grup design. Populasi dalam penelitian seluruh siswa kelas VIII SMPN 1 Kota Jantho dan sampelnya kelas VIII-2 dan VIII-1 dipilih dengan teknik cluster random sampling. Data yangdikumpulkan dengan menggunakan tes kemampuan penalaran matematis. Hasil penelitian melalui uji statistik uji-t pihak kanan diperoleh thitung > ttabel yaitu 3,79 > 1,68 maka Ha tolak Ho. Disimpulkan bahwa kemampuan penalaran matematis siswa yang diajarkan dengan model AIR lebih baik daripada yang diajarkan denganpembelajaran konvensional.   Kata Kunci: Model Pembelajaran,  Model Air, Kemampuan Penalaran Matematis  

scholarly journals The Differences of Realization Ability between Students’ Learning Model Problem Based Discovery Learning Model in Smk Private Laksamana Martadinata Medan

2017 ◽  
Vol 4 (4) ◽  
pp. 496
Author(s):  
Lilis ◽  
Togi
Keyword(s):  
Mathematical Reasoning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Analysis Of Covariance ◽  
Reasoning Ability ◽  
Early Mathematics ◽  
Reasoning Abilities ◽  
Quasi Experimental ◽  
Study Population

<pre><em>The purpose of this study was to examine differences in overall mathematical <br />reasoning abilities and based on indicators among students who received problem <br />based learning with students who obtained discovery learning based on early math <br />skills. This study was a quasi experimental research, with the study population was <br />all students of class XI SMK Laksamana Martadinata consisting of twenty classes. <br />By purposive sampling, two classes were chosen, with experimental class 1were <br />given problem-based learning treatment and experiment class 2 were given <br />discovery learning treatment. The instrument of mathematical reasoning ability, the <br />ability of early mathematics and observation sheet were stated to have fulfilled the <br />validity requirements of the contents, and the reliability coefficients of 0.740 and <br />0.830 respectively. Data analysis of mathematical reasoning ability was done by <br />analysis of covariance (ANAKOVA). The results showed that there were significant <br />differences in mathematical reasoning ability both overall and per indicator between <br />students who were given problem-based learning with students who were given <br />discovery learning, with problem-based learning showed better results. The results <br />suggest that problem-based learning is an alternative to improving the ability of <br />mathematical reasoning.</em><em></em></pre>

scholarly journals Analisis Kemampuan Penalaran Matematis Siswa Kelas V dengan Menggunakan Model Pembelajaran Jigsaw dan Numbered Head Together (NHT)

2021 ◽  
Vol 1 (4) ◽  
pp. 302-305
Author(s):  
Dita Shinta Paramytha
Keyword(s):  
Test Data ◽  
Quantitative Method ◽  
Mathematical Reasoning ◽  
Fifth Grade ◽  
Reasoning Ability ◽  
Learning Models ◽  
Reasoning Abilities ◽  
Fifth Grade Students ◽  
Post Test ◽  
Quasi Experimental

Abstract: Mathematical reasoning ability is an ability that needs to be trained. To improve it, an attractive learning model is needed and requires active students. The purpose of the study was to explain the differences in students' mathematical reasoning abilities using a quasi-experimental quantitative method. Data obtained from pre-test and post-test data. The results showed no difference in the mathematical reasoning ability of fifth grade students using the Jigsaw and NHT learning models as evidenced by 0.878 smaller than 2.002. Sig. Value (2-tailed) bigger than 0.05 which is 0.384 bigger than 0.05. Abstrak: Kemampuan penalaran matematis merupakan kemampuan yang perlu dilatih. Untuk meningkatkannya, perlu model pembelajaran yang menarik dan menuntut siswa aktif. Tujuan penelitian untuk menjelaskan perbedaan kemampuan penalaran matematis siswa menggunakan metode kuantitatif kuasi eksperimen. Data diperoleh dari data pre-test dan post-test. Hasil penelitian menunjukkan tidak ada perbedaan kemampuan penalaran matematis siswa kelas V dengan menggunakan model pembelajaran Jigsaw dan NHT dibuktikan dengan 0,878 kurang dari 2,002. Nilai Sig. (2-tailed) lebih dari 0,05 yaitu 0,384 lebih dari 0,05.

scholarly journals The Application of the Accelerated Learning Cycle, Brain-based Learning Model, and Direct Instruction Model toward Mathematical Reasoning in Terms of Mathematical Communication

2020 ◽  
Vol 11 (1) ◽  
pp. 21-28
Author(s):  
Arie Purwa Kusuma ◽  
Nurina Kurniasari Rahmawati ◽  
Ramadoni Ramadoni
Keyword(s):  
Direct Instruction ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Accelerated Learning ◽  
Learning Cycle ◽  
Learning Models ◽  
Mathematical Communication ◽  
Reasoning Abilities ◽  
Quasi Experimental ◽  
Brain Based Learning

The students' mathematical reasoning and mathematical communication abilities are influenced by several factors such as the use of learning models used by teachers in learning. The use of appropriate learning models can increase students' mathematical communication abilities and reasoning. This study aims to determine the effect of the Accelerated Learning Cycle, Brain-based learning model and Direct Instruction learning models on students' mathematical reasoning abilities seen from their communication abilities. This is a quasi-experimental research. The data were analyzed using analysis of variance with unequal cells. This study concludes that, first, Accelerated Learning Cycle provides better mathematical reasoning abilities than the Brain-based learning model and the Direct Instruction learning model and Brain-based learning model provide better mathematical reasoning abilities than the Direct Instruction learning model. Second, students who have high mathematical communication abilities have better mathematical reasoning than students with moderate or low mathematical communication abilities, students who have medium communication abilities have better mathematical reasoning than students with low mathematical communication abilities 

scholarly journals Meningkatkan Self-Esteem Siswa Melalui Model Pembelajaran Learning Cycle 7E Berdasarkan Kemampuan Awal Matematis

2019 ◽  
Vol 1 (2) ◽  
pp. 131
Author(s):  
Firdaus Firdaus
Keyword(s):  
High School ◽  
Data Analysis ◽  
Data Collection ◽  
Junior High School ◽  
Self Esteem ◽  
Learning Model ◽  
Learning Cycle ◽  
Learning Models ◽  
Quasi Experimental ◽  
Better Than

This research is a quasi-experimental research. The purpose of the study was to present a picture of the increase in self-esteem of students who obtained the 7E learning cycle learning model compared to students who obtained conventional learning based on student KAM. This research was conducted at a Junior High School in Serang Regency, Banten Province. Data collection techniques in research is through pretest and posttest. Data analysis was performed through a self-esteem scale score with the Mann-Whitney U test. The results showed that the increase in self-esteem of students who obtained the 7E learning cycle learning model was better than that of students who obtained conventional learning models in the medium KAM category. Whereas in the low and high KAM categories there is no difference in the increase in self-esteem of students who get the 7E learning cycle compared to students who get conventional learning.

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