Learning difficulties of mathematic students on real analysis courses with an online system

The aim of this research to describe the learning difficulties of Mathematic Student on Real Analysis with an Online System. The results of this study expected to be considered making policies to overcome learning difficulties. This research used a descriptive method with a qualitative approach. The researcher used questioner and interview to collect the data. The result of this research showed that the learning difficulties of Mathematic Student on Real Analysis with an Online System were influenced by two factors, they are an internal factor (from the students themselves) and an external factor (from outside of students). The first internal factor that causes learning difficulties is the interesting aspect with a percentage of 64.05% in quite hinder category, and this is because the student chooses real analysis learning, which is actually done face to face. The second internal factor is the motivation aspect, with a percentage of 70.71% in quite hinder category. This is because the student lacks the effort to learn real analysis. The third and fourth internal factors are the talent aspect with a percentage of 50.71% in a hinder category and the philosophical aspect with a percentage of 53.21% in a hinder category. This is because the student assumes that real analysis difficult subjects because the material is in the form of theorems and proofs. The first external factor that caused the learning difficulties is the infrastructure from the family, with a percentage of 64.64% in quite hinder category. This is because students don't have the complete infrastructure to support online learning. The second external factor is the lecturer quality aspect, with a percentage of 71.43% in quite hinder category. This is caused by the speed lecturer delivering learning material. The third external factor is the lecturers' learning method aspect, with a percentage of 58.92% in the hinder category. This is because, in learning, lecturers only use WhatsApp. The fourth external factor is the university facilities aspect, with a percentage of 59.29% in the hinder category. This is because subsidy pulse/quota given to students only a hundred thousand and must be used for 4-5 months of online learning.

PENGEMBANGAN LEMBAR KERJA SISWA MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER UNTUK MENINGKATKAN HASIL BELAJAR

The aims of this study were to develop teaching materials of Mathematic Student Worksheets in class VIII SMP using cooperative learning model type Numbered Heads Together (NHT).The type of this research were development with the ADDIE model which were carried out until the implementations and stages due to the COVID-19 pandemic. The Research subject was at SMP Negeri 8 Merauke, in the class VIII by trial sample 6 students with comparison materials. The data collections were carried out through observations, interviews, tests and questionnaires. The results of developing student worksheets are categorized as valid with a percentage value of 95%. The students responses of questionnaire were included in the practical category with an.amount of 81.7%. The teacher response questionnaire included practical criteria with a percentage of 68.75%. The results of learning observations for the first meeting obtained a percentage score of 87%, the second meeting was 80% so that it met the practical criteria. The results of the N-gain test show that student worksheets using the NHT model can improve students achievement.

Kemampuan Komunikasi Matematis Peserta Didik yang Diajar dengan Metode Probing-Prompting Learning Pada Kelas Vii Mtsn Bungus Teluk Kabung Padang Tahun Ajaran 2017/2018

Communication ability of mathematic is one of purpose in learning that hoped can developed in mathematic learning. Base on observation result in MTsN Bungus Teluk Kabung Padang show that communication ability of mathematic student still low. The purpose of this research is to know about students ability on mathematics communication at grade VII MTsN Bungus Teluk Kabung Padang academic year 2017/2018 that taught by Probing-Prompting Learning Method. This type of research is quasi experimental (Quasi Experimental Research) with Randomized Control Group Only Design. Population in this research is student in grade VII MTsN Bungus Teluk Kabung Padang academic year 2017/2018. Data collection method use are posttest obtained is analyzed by using t – test after normality test and homogenity test. Based on the research result, mathematical communication ability of experment class student is higher than control class.After doing analysis, the average score of the experiment class is 80,00 while the control class is 73,42. After hypothesis testing using t-test, obtained tcount > ttable (1,82> 1,66) with α = 0,05 on the level trust is 95%, then the decision is H0 rejected and H1 accepted.

Effect Of Cooperative Learning Model Type Think Pair Share On Understanding Concept And Communication Mathematic Student Class X Man Kota Padang

Think pair share (TPS) type of cooperative learning model is a useful teaching strategy to train students to reconstruct their knowledge they have learnt. It gives students time to think, respond and help each other. It has three important phases; think which means thinking problems individually; pair which means discussing and drawing a hypothesis of a problem in pair; and share which means pairs of student share their ideas and the other students respond to their presentation in the class. The population of this research was all students of grade X at MAN Kota Padang. Problems which rise in grade X MAN Kota Padang are students low concept acquisition and mathematics comunication ability in learning mathematic. In order to overcome those problems, it was planned to apply think pair share. Therefore, this research was intended to know the influence of TPS toward the students’ concept acquisition and mathematics comunication ability. This research was quasy experimental. Data analysis used test of t test dan Mann Withney U. Based on analysis data showed that : (1) The students’ concept acquisition and mathematics comunication ability who studied by using TPS better than those who were taught by using conventional learning.(2) The concept acquisiton and mathematics comunication of the high prior knowledge, medium prior knowledge dan the low prior knowledge of student who studied by using TPS better than those who were taught by using conventional learning. Based on the result of the study, the researcher suggest TPS cooperative learning model a considerable teaching model because it has effectively improved students’ concept acquisition and mathematics comunication ability.

Developing Creativity and Professional Attitude of Mathematic Student Teachers in Microteaching Subject

The purpose of this qualitative descriptive research is to describe the professional attitude and creativity building of mathematics student teachers during the microteaching course. The study was conducted on May 8, 2017 until June 23, 2017. There were 17 students from Mathematics Education Study Program, Faculty of Teacher Training and Education, Satya Wacana Christian University. Data collection techniques used the observation methods, open questionnaires, and documentation. The training is to build a professional attitude, begins with the exercise of disciplinary rules in which the student must arrive on time, wear the appropriate shirts as the faculty suggested, collect the tasks of the learning device on time, and for later attire, students have to wear white shirts, black trouser/ long skirt, blazer, pantofel boots, and a tie for both male and female, except the ones with hijabs. The training to build students' creativity begins by creating an exciting way of learning, planning the contents of learning with contemporary models that are currently developing, making closing activities in accordance with selected learning models, making lesson plans equipped with presentation slide with specific slide limits, creating a worksheet that can keep students active with certain page number limitation, then students may create additional other learning medias. Performing those attitude, blended with well-designed stages, the students can feel there is a change in themselves. Changes in attitudes and experiences experienced by students in this learning are the focus of this qualitative research description.

PERBANDINGAN PENERAPAN MODEL PEMBELAJARAN STAD (STUDENT TEAM ACHIEVEMENT DIVISION) DENGAN MODEL PEMBELAJARAN TAI (TEAM ASSISTED INDIVIDUALIZATION) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS V SEKOLAH DASAR NEGERI DI KECAMATAN BALEREJO KABUPATEN MADIUN

This study aims to determine the different of the application of Student Team Achievement Division models and Team Assisted Individualizaton models in mathematic student achievement 0f class V SDN Gading 01 and SDN Kebonagung 02 in 2015/2016 school year. This research design uses quantitative research methods. Collecting data in this study uses test methods. Test methods in this study is post test given to the control group and eksperimental group. Data analysis is used t – test.The result of data analysis t – test obtained value = 5,26. At the significance level 5% with t table =1,701. So that is = 5,26 > . Therefore is rejected and accepted. The conclusion of this study is that different between application of Student Team Achievement Division models and Team Assisted Individualizaton models in mathematic student achievement 0f class V SDN Gading 01 and SDN Kebonagung 02 in 2015/2016 school year.Keywords: Student Team Achievement Division models, Team Assisted Individualizaton models, Learning Achievement.