Penerapan Model Pembelajaran Kooperatif Teknik Kepala Bernomor untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas Ix7 SMP Negeri 8 Pekanbaru

This research based on the student's mathematics achievement in class IX7 of SMPN 8 Pekanbaru, there are 12 of 32 students who achieved the Minimum Mastery Criteria or 37,5% for similarity lesson. This research aims to improve the learning process and increase the student's mathematics achievement by applying the model of Cooperative Learning Numbered Head Techniques. The subject of this research were the students in class IX7 SMPN 8 Pekanbaru, there are 32 students with heterogeneous level of academic capabilities. This research is a class action research by two cycles. The instruments of data collection in this research were observation sheets and students mathematic tests. The observation sheets were analyzed in qualitative, while the student's mathematic tests were analyzed in quantitative. The qualitative descriptive showed that there is the improvement of learning process after the action on the first and second cycles. The result showed that there is an increase in student's achievement from the basic score with the percentage 37,5% to 56,25% on the first test and 78,1% on the second test. Based on the result of this research, can be concluded that the implementation of Cooperative Learning Numbered Head Techniques can improve the learning process and increase the student's mathematics achievement class IX7 of SMPN 8 Pekanbaru by the academic years 2014/2015

Penerapan Pembelajaran Kooperatif Tipe Student Team Achievement Division (Stad) Untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas III SD Negeri 25 Bagan Melibur

This research was based on the mathematics learning outcomes of students at class III SDN 25 Bagan Melibur. There were only 13 of 24 students (54,17%) who achieve the Mastery Minimum Criteria on topic about using the measuring tool in problem solving and the learning process is still teacher centered. This research is action research which aims to increase the mathematics learning outcomes of students at class III SDN 25 Bagan Melibur through the implentation of cooperative learning in type student team achievement division (STAD). The subject is 24 students at class III SDN 25 Bagan Melibur which consist of 10 boys and 14 girls with the heterogenous ability level. The instruments of data collection were observation sheets and test of mathematic learning outcomes. The observation sheets were analyzed in qualitative desciptive, while the test of mathematic learning outcomes was analyzed in quantitative descriptive. The qualitative descriptive showed that there is an improvement of the previous learning process to the first and second cycle. The result showed an increasing number of students who achieve the Mastery Minimum Criteria from the basic score with the percentage 54,17% to 75% on the first daily test and 83,33% on the second daily test. Based on that result, it can be concluded that the implentation of Cooperative Learning in type student team achievement division (STAD) can improve the mathematics learning outcomes of students at class III SDN 25 Bagan Melibur on second semester academic year 2014/2015

Pengembangan Perangkat Pembelajaran Matematika Menggunakan Model Problem Based Learning untuk Memfasilitasi Kemampuan Literasi Matematis Peserta Didik

Penulis an ini dilatarbelakangi oleh kesulitan yang dialami guru dalam menyusun perangkat pembelajaran berdasarkan acuan kurikulum 2013 serta kurangnya kemampuan guru dalam memilih model pembelajaran yang disarankan oleh kurikulum 2013. Penulisan ini bertujuan untuk mengembangkan perangkat pembelajaran matematika dengan model problem based learningyang memenuhi syarat valid dan praktis dalam  memfasilitasi kemampuan literasi matematis peserta didik pada materi SPLDV. Subjek pada penelitian ini adalah peserta didik kelas VIII SMP N 1 Kampar Kiri Hilir. Model yang digunakan adalah model 4D (define, design, develop, desseminate). Instrumen yang digunakan adalah instrumen validasi perangkat pembelajaran (silabus, RPP, LKPD) serta angket respon peserta didik untuk instrumen keparktisan. Hasil penulis an dan pengembangan menunjukkan bahwa perangkat pembelajaran yang dikembangkan sudah validdan praktis.Hasil validasi silabus mencapai 94% dengan kategori sangat valid,RPP mencapai 93% dengan kategori sangat valid, LKPD mencapai 85% dengan kategori sangat valid.Artinya perangkat pembelajaran yang dikembangkan dapat diujicobakan. Perangkat pembelajaran ini memenuhi syarat praktis pada uji coba kelompok kecil dengan rata-rata hasil angket respon peserta didik mencapai 89%%berada pada kategori sangat praktis.Artinya perangkat yang telah diujicobakan mudah digunakan dan dapat dipahami oleh peserta didik. Dengan demikian perangkat pembelajaran yang dikembangkansudah memenuhi syarat valid dan praktis untuk memfasilitasi kemampuan literasi matematis peserta didik

Kesesuaian Alat Evaluasi dengan Indikator Pencapaian Kompetensi dan Kompetensi Dasar pada RPP Matematika

Dalam melaksanakan evaluasi, diperlukan alat evaluasi yang dapat mengukur ketercapaian suatu kompetensi dasar. Alat evaluasi harus disesuaikan dengan indikator pencapaian kompetensi dan kompetensi dasar. Penelitian ini bertujuan untuk mendeskripsikan kesesuaian alat evaluasi dengan indikator pencapaian kompetensi dan kompetensi dasar pada RPP. Jenis penelitian ini termasuk jenis penelitian deskriptif dengan pendekatan kualitatif. Penelitian dilaksanakan di SMAN 1 Bengkalis dengan subjek 5 orang guru matematika. Data yang digunakan adalah alat evaluasi pada RPP Tahun Ajaran 2020/2021 yang disusun oleh 5 orang guru matematika. Teknik pengumpulan data menggunakan teknik dokumentasi. Teknik analisis data dilakukan dengan cara menganalisis alat evaluasi menggunakan lembar analisis berbentuk checklist dengan kriteria sesuai (S) dan tidak sesuai (TS). Berdasarkan hasil analisis data, diperoleh persentase kesesuaian alat evaluasi dengan indikator pencapaian kompetensi dan kompetensi dasar secara keseluruhan yaitu 88%. Sehingga dapat disimpulkan bahwa alat evaluasi yang dibuat oleh guru sudah sesuai dengan indikator pencapaian kompetensi dan kompetensi dasar

Analisis Kesalahan Peserta Didik dalam Pembelajaran di SMP Al-kindi Pekanbaru

Mistakes in solving math problems are common for students. Most teachers often do not pay attention to the types of mistakes made by students. The types of mistakes made by students can be one of the successful benchmarks of mathematics. This study aims to describe the types of problems of students in solving mathematics problems at Al-Kindi Middle School Pekanbaru. The research method used is descriptive research with a form of qualitative research. Data collection techniques used are tests and interview, data analysis techniques used descriptive qualitative and quantitative. Subjects in the study were 26 students and objects that answered tangent questions circle 5 questions. Based on the results of data analysis it can be concluded: students make fact errors 17%, concept errors 34%, principle errors 39% and operating errors 10%. The biggest type of error is a mistake in principle and concept. The implication is that teachers need to understand the concepts and principles when teaching, so the level of errors in solving problems is low. and to the next researchers, to be able to carry out further in-depth research to improve the quality of mathematics education in schools related to students' mistakes in solving tangent circle material questions. Keywords : error analysis, tangent circle