MODEL PEMBELAJARAN KOOPERATIF THINK-TALK-WRITE (TTW) DAN SOFTWARE AUTOGRAPH DALAM MEMPERSIAPKAN PENDIDIK MATEMATIKA MENGHADAPI MASYARAKAT EKONOMI ASEAN (MEA)

2017 ◽  
Vol 9 (2) ◽  
pp. 71
Author(s):  
Maslina Simanjuntak
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Mathematical Representation ◽  
Economic Community ◽  
Use Of Technology ◽  
Mathematics Educators ◽  
Innovative Learning ◽  
Asean Economic Community

ABSTRACTThe background of this paper is the lack of readiness of educators in Indonesia, especially for mathematics educators in the ASEAN Economic Community (AEC). The purpose of this paper is to prepare mathematics educators to encounter AEC so that they can compete, and make the AEC as an opportunity, not as a threat to his career. To overcome these problems, the solutions offered are: 1) The mastery in innovative learning model, as an example of cooperative learning model Think-Talk-Write (TTW), which can improve students’ mathematics learning outcomes, and the ability of students' mathematical representation and communication, 2) The mastery of the use of technology, one of them is using mathematical software called Autograph, which can make mathematics educators have the creativity in showing the beauty of mathematics so that can attract the learners to learn. The mastery of an innovative learning model and the mastery of the use of technology such as Think-Talk-Write (TTW) and Autograph is expected to be the solution to improve the quality of mathematics educators in Indonesia.Keywords: Think Talk Write (TTW), AutographABSTRAKLatar belakang penulisan makalah ini adalah masih rendahnya kesiapan para pendidik di Indonesia khususnya pendidik matematika dalam menghadapi Masyarakat Ekonomi ASEAN (MEA). Tujuan penulisan makalah ini adalah untuk mempersiapakan para pendidik matematika dalam menghadapi MEA sehingga dapat bersaing, dan menjadikan MEA sebagai peluang bukan ancaman bagi kariernya. Untuk mengatasi permasalahan tersebut maka solusi yang ditawarkan adalah: 1) Penguasaan model pembelajaran yang dapat inovatif, sebagai contoh model pembelajaran kooperatif tipe Think-Talk-Write (TTW) yang dapat meningkatkan hasil belajar matematika siswa, dan kemampuan representasi serta komunikasi matematis siswa, 2) Pengguasaan terhadap penggunaan tekhnologi salah satunya penggunaan software matematika yaitu Autograph yang dapat membuat pendidik matematika memiliki kreativitas dalam memperlihatkan keindahan dari matematika yang dapat menarik minat peserta didik untuk belajar. Pengguasaan model pembelajaran yang inovatif, dan pengguasaan penggunaan tekhnologi seperti Think-Talk-Write (TTW) dan Autograph diharapkan dapat menjadi solusi untuk meningkatkan mutu pendidik matematika di Indonesia.Kata kunci: Think Talk Write (TTW), Autograph.

scholarly journals Improvement of Mathematical Learning Outcomes Through The Media Assisted Rme Learning Model For Primary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 512
Author(s):  
Sri Mulyati
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Real Object ◽  
School Students ◽  
Learning Evaluation ◽  
Learning Mathematics ◽  
Media Objects ◽  
The Media

<em>The low results of learning mathematics shows not achieve the purpose of learning is optimal. It can be seen from the results of the daily test scores of grade IV SD Negeri Ronggo 03 on ordinary and mixed fraction material , it shows that 9 out of 24 students or 37% complete and 15 students or   63% are incomplete with KKM 70 The aim of research to describe enhancer of an outcome study of mathematics material fractions plain and mix in with the model pembelajarann Realistic Mathemathic Education (RME) with media objects nyata.Penelitian have implemented two cycles with the phases of planning , implementation , observation and reflection . From the results action shows an increase in mathematics learning outcomes of ordinary fractions and mixed materials through the RME learning model with real object media , it can be seen from the results of student learning evaluation in pre- cycle reaching 37%, increasing in cycle I 75%, cycle II 100% so that there is an increase from pre- cycle. cycle until cycle II amounted to 63%. The RME learning model with real object media can help students improve learning outcomes and improve the quality of learning on ordinary and mixed fraction material.</em>

scholarly journals MODEL PEMBELAJARAN STAD UNTUK MENINGKATKAN KEMAMPUAN MEMECAHKAN MASALAH STATISTIKA PADA PESERTA DIDIK KELAS XII MIPA 7 SMA 2 KUDUS TAHUN PELAJARAN 2018/2019

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Marsini Marsiniarif
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Class Action ◽  
Analysis Techniques ◽  
Interactive Analysis ◽  
Level Of Activity ◽  
Academic Year

<p class="06IsiAbstrak">STAD LEARNING MODEL TO IMPROVE ABILITY TO SOLVE STATISTICAL PROBLEMS IN STUDENTS IN CLASS XII MIPA 7 SMA 2 KUDUS 2 YEARS LESSON 2018/.<strong> </strong>This class action research aims: 1) Determine the magnitude of the increase in mathematics activity and learning outcomes in statistical material, using the STAD learning model in class XII.MIPA 7 students of SMA 2 Kudus for semester 1 of 2018/2019 academic year. 2) Describe the changes in mathematics learning activities and statistics material, after applying the STAD learning model to students of XII.MIPA 7 SMA 2 Kudus semester 1 of 2018/2019 academic year. The research method uses Classroom Action Research with 3 cycles. Data collection techniques through: 1) observation, 2) questionnaire; and 3) test. Data Analysis Techniques with comparative descriptive techniques and interactive analysis techniques. The results showed an increase in cycle I to cycle II for the level of activity reaching 42.86% and completeness of learning outcomes reached 55.53%. Furthermore it can be concluded that Statistics learning with STAD learning models can improve student activity and quality of learning outcomes and can improve students' abilities in completing statistics<strong>.</strong></p>

scholarly journals DINAMIKA PEMBELAJARAN GEOGRAFI DI SMAN 9 TAKALAR SULAWESI SELATAN

2018 ◽  
Vol 12 (2) ◽  
pp. 75-84
Author(s):  
Erman Syarif
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Minimum Degree ◽  
Learning Model ◽  
Qualitative Approach ◽  
Learning Models ◽  
Multiple Sources ◽  
Innovative Learning ◽  
Improved Learning

  The purposes of this study are to identify the dynamics of geography learning in SMA Negeri 9 Takalar, and to describe what factors are to be supporters of the quality of geography learning in SMA Negeri 9 Takalar. This study used a qualitative approach involving teachers at SMAN 1 Takalar as informants.  The results showed that the dynamics of learning geography are of  less conducive in terms a) learners are less involved in the learning process, b) teachers of geography subject facilitate and motivate learners in the learning process at the minimum degree, c) the teachers do not develop models of innovative learning, and d) in the learning process, teachers rely much on teacher-centered approach. In addition, factors supporting the quality of learning of geography comprise of a) teachers and learners collaborate for the achievement of improved learning outcomes, b) multiple sources a reading and video learning about learning models and developed in geography learning have been used, and c) the teacher is able to understand the characteristics of learners by using a learning model in variety  and innovative manners.              

PERUBAHAN MINDSET MENGAJAR DALAM MENYIAPKAN PENDIDIK YANG PROFESIONAL DALAM PERSAINGAN DI ERA MEA

KEBERLANJUTAN ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 897
Author(s):  
ROMENAH ROMENAH
Keyword(s):  
Economic Community ◽  
National Education ◽  
Professional Educators ◽  
Free Competition ◽  
National Education System ◽  
Asean Countries ◽  
Asean Economic Community ◽  
The Times ◽  
Agent Of Change

AbstractThe National Education System has grown so rapidly over time. A variety of efforts have been made to build every prosperous, dignified Indonesian human being, so that the quality of Indonesian thinking is progressing. The ASEAN Economic Community which has been launched since 2015 has resulted in free competition, both in trade, employment, and there is free competition for educators in ASEAN countries. Besides that, Indonesian education is faced with challenges and developments in the times, where the culture between ASEAN countries has no limits, this is the challenge faced when implementing the Asean Economic Comunity (ASEAN Economic Community) MEA. Indonesia as a country in the ASEAN region must prepare domestic educators to have professionalism and character so that they can compete with the AEC. Educators must be aware of the essence of the existence of their profession, continue to struggle to make changes in order to realize professionalism with noble character. Efforts made in preparing professional educators to face the challenges of the AEC must touch the most fundamental aspects of changing their competencies, namely the mindset. A student must be more advanced and innovative in developing his learning so that he can change the mindset of students to do agent of change. Through this mindset educators will become professional and characterized so that they can compete and compete in the MEA era. Keywords: MEA, Changes in Mindset, Professional Educators

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

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.

COMPARISON OF LEARNING MATH LEARNING RESULT STUDENTS WITH SAVI MODEL AND NHT MODEL ON STUDENT SMKN 1 KOLAKA

2018 ◽  
Vol 3 (1) ◽  
pp. 22-27
Author(s):  
S. Supratman ◽  
Sri Wulandari Muhlis
Keyword(s):  
Standard Deviation ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Mathematics Students ◽  
Learning Models ◽  
Maximum Value ◽  
Learning Mathematics

The formulation of the problem in this research are: (1) How the result of learning mathematics of students after taught by SAVI learning model?, (2) How the result of learning mathematics of students after taught by NHT learning model?, (3) Is the result of learning mathematics of students who taught with SAVI learning model is higher than students taught by NHT learning model. The purpose of this study are: (1) To know how the results of learning mathematics students after teaching with SAVI learning model, (2) To find out how the results of learning mathematics students after being taught with NHT learning model, (3) To determine whether the results of learning mathematics students taught by SAVI learning models higher than students taught by NHT learning models. Type of research using experimental method. The population in this study is all students of class X spread in 11 parallel classes with the number of 310 people. Sampling was done by using cluster random sampling technique. In this research as a sample taken 2 classes from the entire population that is class X A3 as experiment class 1 using SAVI learning model and class X A1 as experiment class 2 using NHT learning model. From result of data analysis obtained that: (1) result of student learning taught by using SAVI learning model which consist of 25 students show minimum value 62, maximum value 96, mean (mean) 80,36, with standard deviation 9,10; (2) student learning outcomes taught using NHT learning model consisting of 25 students showing minimum score 62, maximum value 96, mean (mean) 79,62, with standard deviation 10,512; (3) result of t-test analysis using independent sample t-test obtained tcount = 0,302 at = 0,05 with degrees of freedom (dk) = 48 obtained t table = 2,011. Because t <t table then Ha is rejected and H0 is accepted. So it can be concluded that the mathematics learning outcomes of students who were taught with the SAVI model was not higher than the students taught by the NHT model.

Comparison of Mathematics Learning Outcomes of Students in Auditory Intellectually Repetition (AIR) and Reciprocal Teaching (RT) Learning Models

2020 ◽  
pp. 324-331
Author(s):  
Sufri Mashuri ◽  
Jahring Jahring ◽  
Nasruddin Nasruddin ◽  
Hasan Djidu
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Pretest Score ◽  
Control Group Design ◽  
Class 1 ◽  
The Mean

The purpose of this study is to see the differences in the mean increase in student mathematics learning outcomes in the Auditory, Intellectually, Repetition (AIR) model and reciprocal teaching (RT) model. The sample in this study were 25 students as the experimental class 1 and 23 students as the experimental class 2. This research was an experimental study with a nonequivalent control group design. The data analysis used was descriptive and inferential analysis. The results of the descriptive analysis showed that the mean pretest score of the experimental class 1 was 51.64 and the posttest result was 70.88 with the increase in student mathematics learning outcomes reaching 0.39. While the mean pretest score of experimental class 2 was 36.52 and the posttest result was 70.48 with the increase in student mathematics learning outcomes reaching 0.51. The variance of the increase in mathematics learning outcomes in the experimental class 1 was 0.02, and the experimental class 2 was 0.01. The results obtained indicate that the increase in mathematics learning outcomes through the reciprocal teaching learning model is higher than the increase in student mathematics learning outcomes using the AIR learning model.

scholarly journals PENERAPAN MODEL PEMBELAJARAN THINK PAIR SQUARE (TPS) DENGAN MENGGUNAKAN LKS UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL DI KELAS X SMA NEGERI 2 PEMATANGSIANTAR

2019 ◽  
Vol 4 (2) ◽  
pp. 196-201
Author(s):  
Winmery Lasma Habeahan
Keyword(s):  
Linear Equation ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Material System ◽  
Average Value ◽  
Grade Average ◽  
Improve Student Learning

Abstract. The purpose of this study was to determine whether using the TPS learning model by using LKS can improve student learning outcomes in the material system linear equation two variable in class X Senior High Public School 2 of Pematangsiantar. The type of research used is classroom action research with 2 cycles. Subjects of class X-IPA 7. On the implementation of the first cycle of action, the result of the analysis of tests of students at the moderate (≥ 65) category in a classical manner were still not achived because only 52.78% of students were completed, with a grade average 65.00. After the implementation of the second cycle of action, the learning outcomes of students in the medium minimum category (≥ 65) have been achived classically, namely 86.11% with an average value 73.75. The increase in students’ mathematics learning outcomes from cycle I to cycle II was 21.11%. Based on the result of the above research it can be concluded that the application of the TPS learning model using LKS can improve student learning outcomes.Keywords: Laerning Outcomes, Think Pair Square (TPS), LKS

scholarly journals Improving Mathematics Learning Outcomes Through Cooperative Learning Model Type NHT In Grade VIII A Students MTS Muhammadiyah

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhamad Ruslan Layn
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Male Students ◽  
Average Score ◽  
Test Results ◽  
Average Value ◽  
Class Viii ◽  
Pythagoras Theorem

This research is a Classroom Action Research (PTK), which aims to improve the learning outcomes of mathematics through NHT type cooperative learning model in students of class VIII A MTs. Muhammadiyah conducted collaboratively between researchers and teachers of mathematics studies. In the implementation of this research, it is done by giving group worksheet and observation sheet of student activity using NHT type cooperative learning model after giving an explanation about Pythagoras Theorem material as much as two cycles that cycle I and II. After being given group worksheets then conducted the assessment includes assessment of test results of a cycle I and cycles II and group worksheet to students that is by applying learning model of cooperative learning type NHT. The subjects of this study were students of class VIII A which amounted to 20 students consisting of 15 male students and 5 female students. Techniques of collecting data in research are this observation and test. The data obtained were then analyzed. The results of the study showed that the implementation using NHT type cooperative learning model on Pythagoras Theorem material. the ability of students in solving problems on the material above has increased. With the increase of the average value of students in the first cycle was 43.45 and increased in cycle II 83.90. Improvement of student learning outcomes to mathematics learning using NHT type cooperative learning is good. This is indicated by the average value of group learning outcomes in cycle I 60.00 or being in the medium category and the average score of the learning outcomes of the group in cycle I 82.50 or in the high category. This shows the result of increased mathematics learning after conducting cooperative learning model of NHT type

scholarly journals Improve Student Learning Outcomes in Multiplication Learning Mixed Fractions Using Teams Games Tournament (TGT) Model

2021 ◽  
Vol 4 (1) ◽  
pp. 34
Author(s):  
Anisa Mardiyani ◽  
Yusuf Suryana ◽  
Winarti Dwi Febriani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Class V ◽  
Average Student ◽  
Fraction Multiplication ◽  
Academic Year ◽  
Improve Student Learning

<p><em>The problem in this study was the low student learning outcomes in mathematics learning the subject of multiplication of mixed fractions in class V. The purpose of this study was to see an increase in student learning outcomes in learning mixed fraction multiplication using the TGT learning model in class V SDN 2 Cigembor, Ciamis District, Regency. Ciamis. The population in the study were 30 grade students of SDN 2 Cigembor. The method used in this research is Classroom Action Research Methods (PTK) according to Kemmis and Mc. Taggart which consists of four stages: planning, implementing, observing, reflecting. This research was conducted in two cycles. The instruments used in this study were evaluation instruments, teacher performance instruments, and student activity instruments. Based on the results of the evaluation test data from cycle I to cycle II, it shows that in the first cycle the average student learning outcomes were 74.40 and learning completeness was 57%, while in the second cycle the average student learning outcomes were 79.83 and completeness learn by 87%. Based on the results of the research, it can be concluded that the use of the TGT learning model can improve student learning outcomes in the multiplication of mixed fractions in class V SDN 2 Cigembor, Ciamis District, Ciamis Regency, Academic Year 2019/2020.</em></p>

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