Development of Learning Videos to Improve Students' Ability to Understand Mathematical Concepts on Polynomial Material

Behind the success of successful online teaching and learning, there must be careful preparation in creating or building the system. Some complaints that are around us are that some students have difficulty in online-based mathematics learning. Some of them have difficulty signaling due to cloudy or rainy weather, not having money to buy internet quota, boredom during the teaching, and learning process, and difficulty understanding the material in online learning. Although there are examples that have been explained by the teacher, they still do not understand what their teacher teaches them. The teacher had already made learning materials using instructional video media, but it was still not enough for students to understand the polynomial material taught by the teacher, and according to the teacher the main problem was that the students' ability to memorize formulas was still lacking. The objectives of this research to see validity, effectiveness and practicality of the video development using PowerPoint and Filmora application. This research is development research that applies the Dick & Carey development model. This research focuses on developing learning videos using PowerPoint as a learning media, and Filmora as a learning video editing medium

Development of Learning Devices Through Problem Based Learning Model to Improve Students Metacognition Skill at SMPN 17 Medan

This study aims to: 1) develop devices learning oriented problem-based learning models that meet the valid, practical, and effective criteria, 2) Improve students' metacognition skill by using development learning-oriented devices of problem-based learning models. This development study uses the Dick and Carey development model which completed in ten stages. The learning devices resulted from this study are: Implementation Learning Plan (RPP), Student Activity Sheet (LAS), Teacher Hand Book (BPG), Student Books (BS), and Metacognition Skill Test (TKM). Subjects in this study were students of class VII-1  and VII-2 in SMPN 17 Medan. The results showed  that:  1)  the development of learning devices meet the criteria of valid, practical, and effective review from each criteria, 2) There is an increase in student's metacognition skill of using development learning-oriented devices based on problem-based learning model. Keywords: Development, Learning Device, Problem Based Learning Model, Dick and Carey Development Model, Metacognition Skil

The Differences of Mathematical Problem Solving Ability and Motivation of Learning Mathematics Between Students are Given PBL and RME Model Assisted by Geogebra

The purpose of this research to analyze: (1) the difference of problem solving ability of mathematics between students who are given problem based learning (PBL) model with students who are given realistic mathematics education (RME) assisted by Geogebra, (2) the difference of learning motivation of mathematics between students who are given PBL with students who are given RME assisted by Geogebra. Subjects in this research were students of class XI MIPA II and XI MIPA III at SMAN 18 Medan. The result of the research shows that: (1) there is a difference of mathematical problem solving ability between the students who are given PBL with the students who are given RME assisted by Geogebra; (2) there is a difference of motivation to learn mathematics between the students who are given PBL with the students who are given RME assisted by Geogebra. Keywords: Problem Based Learning, Realistic Mathematics Education, Geogebra Software, Problem  Solving, Motivation of Learning

Perbedaan Peningkatan Kemampuan Berpikir Kritis dan Pemecahan Masalah Matematis Siswa dengan Menggunakan Model Pembelajaran Penemuan Terbimbing dan Pembelajaran Langsung

Tujuan penelitian adalah mengetahui: (1) perbedaan peningkatan kemampuan berpikir kritis matematis siswa yang diberi model pembelajaran penemuan terbimbing dengan siswa yang diberi model pembelajaran langsung;(2) perbedaan peningkatan kemampuan pemecahan masalah matematis siswa yang diberi model pembelajaran penemuan terbimbing dengan siswa yang diberi model pembelajaran langsung. Penelitian dilakukan terhadap siswa kelas X MAS Darul Ihsan Selemak Kecamatan Hamparan Perak Kabupaten Deli Serdang. Hasil penelitian adalah: (1) Terdapat perbedaan peningkatan kemampuan berpikir kritis antara siswa yang diberi pembelajaran penemuan terbimbing dengan siswa yang diberi pembelajaran langsung. Hal ini terlihat dari hasil analisis kovarians (ANAKOVA) untuk F hitung adalah 221.795 lebih besar dari F tabel yaitu 3,340. Konstanta persamaan regresi untuk pembelajaran penemuan terbimbing yaitu 418893595,8 lebih besar dari pembelajaran langsung yaitu 131438656,1; (2) Terdapat perbedaan peningkatan kemampuan pemecahan masalah antara siswa yang diberi pembelajaran penemuan terbimbing dengan siswa yang diberi pembelajaran langsung. Hal ini terlihat dari hasil analisis kovarians (ANAKOVA) untuk F hitung adalah 79.674 lebih besar dari F tabel yaitu 3,340. Konstanta persamaan regresi untuk pembelajaran penemuan terbimbing yaitu 7879715 lebih besar dari pengajaran langsung yaitu 3433463

Analisis Kesulitan Berfikir Pola dan Keterampilan Algoritma Matematis Siswa dalam Pemecahan Masalah Matematika dengan Penerapan Model Problem Based Learning

Tujuan penelitian untuk Untuk menganalisis kemampuan berpikir pola matematis siswa setelah diterapkan model pembelajaran Problem Based Learning, menganalisis berpikir pola dan keterampilan algoritma matematis siswa menggunakan model Problem Based Learning. Jenis Penelitian ini adalah penelitian kualitatatif. Penelitian dilaksanakan di MTs Negeri 2 Medan Tahun Ajaran 2022/2023. Sampel penelitian ini siswa MTS Negeri 2 Medan Kelas VIII sebanyak 31 siswa. Hasil penelitian menunjukkan: Keterampilan algoritma siswa setelah diterapkan model pembelajaran berbasis masalah didapat bahwa dari 31 siswa terdapat 4 siswa yang memiliki kemampuan berpikir algoritma matematis kategori tinggi, 13 siswa yang memiliki kategori sedang, dan 14 siswa yang memiliki kategori rendah. Untuk setiap indikator, siswa memiliki rata-rata penilaian indikator menguraikan masalah yaitu kategori sedang; indikator mengetahui pola jawaban dari masalah yang ada yaitu kategori sedang; indikator menentukan urutan awal pemecahan masalah yaitu kategori rendah dan menerapkan keterampilan algoritma matematis yaitu kategori rendah

Profil Berpikir Komputasi Siswa dengan Menggunakan Model Pembelajaran Problem Based Learning (PBL) Ditinjau dari Gaya Belajar di SMA N 1 Langsa

Penelitian ini bertujuan untuk mengetahui: (1) Tingkat kemampuan berpikir komputasi siswa dengan menggunakan model pembelajaran Problem Based Learning (PBL). (2) Profil berpikir komputasi siswa ditinjau dari gaya belajar Kolb dalam penerapan model pembelajaran Problem Based Learning (PBL). Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Subjek dalam penelitian ini siswa kelas XI MIA 4 SMAN 1 Langsa, dengan instrumen angket gaya belajar tipe Kolb, tes kemampuan berpikir komputasi siswa, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa (1) Hasil tes tingkat kemampuan berpikir komputasi siswa dengan menggunakan model pembelajaran Problem Based Learning (PBL), siswa kategori rendah berjumlah 9 orang (25%), siswa kategori sedang berjumlah 15 orang (41,44%), sedangkan siswa kategori tinggi berjumlah 12 orang (33,33%). Untuk tingkat kemampuan berpikir komputasi siswa yang paling dominan berada di kategori sedang. (2) Profil subjek MS yang memiliki gaya belajar converger dengan indikator dekomposisi (4 dan 90.33%); pengenalan pola (3 dan 88.35%); berpikir algoritma (3 dan 72.85%); Abstraksi dan Generalisasi Pola (3 dan 69.71%). Profil subjek DYZ yang memiliki gaya belajar Diverger dengan indikator dekomposisi (4 dan 90.33%); pengenalan pola (3 dan 80.15%); berpikir algoritma (3 dan 71.85%); Abstraksi dan Generalisasi Pola (3 dan 69.40%)

Pengembangan Perangkat Pembelajaran Berbasis Model PJBL Berbantuan Marcomedia Flash Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa

Pemecahan masalah merupakan proses mental tingkat tinggi dan memerlukan proses berpikir yang lebih kompleks. Kemampuan pemecahan masalah merupakan salah satu kemampuan kognitif tingkat tinggi yang memungkinkan siswa memperoleh pengetahuan dan keterampilan. Namun kenyataan di lapangan berbanding terbalik dengan teori-teori tersebut. Ketika siswa sedang menyelesaikan soal pemecahan masalah siswa masih sulit memahami inti soal dengan baik, kurang bisa memahami perihal yang ditanyakan dalam soal, masih kesulitan dalam menuliskan yang diketahui dan ditanyakan saat menyelesaikan soal, tidak teliti dalam mengerjakan operasi hitung dan tidak menuliskan kesimpulan dari permasalahan tersebut Penelitian ini bertujuan untuk menganalisis:  (1) perangkat pembelajaran berbasis PjBL berbantuan macromedia flash yang valid, praktis dan efektif (2) peningkatan kemampuan pemecahan masalah matematis siswa dengan penerapan perangkat pembelajaran berbasis PjBL berbantuan macromedia flash yang dikembangkan. Penelitian ini merupakan penelitian pengembangan dengan model Thiagarajan. Subjek uji coba penelitian ini adalah siswa kelas VIII SMP Negeri 30 Medan tahun ajaran 2021/2022, objek dalam peneltian ini adalah perangkat pembelajaran berbasis model berbasis model PjBL berbantuan macromedia flash. Berdasarkan data hasil penelitian diperoleh bahwa (1) Perangkat pembelajaran berbasis model PjBL berbantuan macromedia flash yang dikembangkan dinyatakan valid, praktis dan efektif; (2) Terdapat peningkatan kemampuan pemecahan masalah matematis siswa setelah dibelajarkan dengan perangkat pembelajaran berbasis model PjBL berbantuan macromedia flash yang dikembangkan

Analysis of teacher performance to build student interest and motivation towards mathematics achievement

The purpose of this study was to determine the impact and categories of teacher performance in building student interest and motivation on mathematics achievement. The population in this study was students in the eighth grade of junior high schools from six public and two private schools, and a sample of 277 students was taken by cluster sampling. Data collection instruments used a questionnaire, and data analysis was done by using by descriptive and path analysis. The results of data analysis showed that partially, teacher performance significantly affected student interest and motivation excel at mathematics. Simultaneously, teacher performance is very significant in influencing student interest and motivation to be excellent in mathematics. Partially, teacher performance builds interest and student motivation for mathematics achievement is low category. Simultaneously, teacher performance builds student interest and motivation to excel at mathematics is low category. Both of these can be caused by the ability of teachers to build motivation and interest is not good, so students are also less interested and motivated to learn mathematics

Differences in Mathematical Connection and Conceptual Understanding Ability Between Students Taught by Using Problem-Based Learning and Direct Learning Model in SMP Negeri 1 Bilah Barat

This study aims to determine: (1) whether the mathematical connection ability of students in the application of problem-based learning is higher than direct learning, (2) whether the conceptual understanding ability of students in the application of problem-based learning is higher than direct learning, (3) active activities of students during the implementation of problem-based learning, (4) the level of ability of teachers to manage classes in the application of problem-based learning. This research is a quasi-experimental research. The population of this study is all students of class VIII SMP Negeri 1 Bilah Barat which consists of 4 parallel classes, while the sample in this study taken two classes of population. Inferential analysis of data is done by ANACOVA  test. The results of this study indicate that: 1) students' mathematical connection ability in the application of problem-based learning is higher than direct learning. 2) students’ conceptual understanding ability in the application of problem-based learning is higher than direct learning. 3) the level of student's active activity during the application of problem-based learning meets ideal time tolerance, 4) the ability of the teacher to manage learning during problem-based learning gets into the criteria good enough. Keywords: Differences, Mathematical Connection Ability, Conceptual Understanding Ability, Problem-Based Learning, Direct Learning.

The Effect of Problem-Based Blended Learning Models on the Mathematical Problem Solving Ability of Middle School Students

This study aims to analyze the effect of problem-based blended learning models on problem solving abilities. The sample of this study were 64 students who were grouped into two classes, namely class VIII A as BLBM class and class VIII B as Direct class. Data obtained through KAM tests, and tests of students' problem solving abilities. Data were analyzed using two-way ANAVA. Based on the results of the analysis using two-way ANAVA research results obtained problem solving abilities taught by problem-based blended learning models are better than direct learning. The significance value obtained from anava is 0.004 <significance level value of 5%. This shows that there are significant differences in problem solving skills in both learning, then obtained the significance value of the learning model and KAM of 0.607> a significance value of 5%. So there is no interaction between the learning model and KAM on the ability to solve problems. The research findings recommend a problem-based blended learning model to be one of the learning approaches used in secondary schools. Keywords : Problem Based Blended Learning, Mathematical Problem Solving Ability, KAM DOI: 10.7176/JEP/11-18-18 Publication date:June 30th 202