Analisis Kemampuan Representasi Matematis Peserta Didik Kelas XI MIPA

Kemampuan representasi matematis merupakan keterampilan penting dalam mempelajari matematika, memungkinkan peserta didik untuk mengungkapkan ide matematika melalui berbagai representasi. Penelitian ini bertujuan menganalisis kemampuan representasi matematis siswa kelas XI MIPA di SMAN 1 Tigo Nagari. Pendekatan deskriptif kualitatif digunakan dengan mengumpulkan data melalui tes kemampuan representasi matematis dan wawancara. Studi literatur juga dilakukan mengenai kemampuan representasi matematis. Hasil penelitian menunjukkan kemampuan representasi matematis siswa dalam menyelesaikan masalah matematika berada pada tingkat sedang, dengan beberapa area yang perlu ditingkatkan. Saran meliputi perancangan kegiatan pembelajaran atau media pendidikan untuk membantu siswa mengaplikasikan kemampuan representasi matematis dalam kehidupan nyata. Penelitian selanjutnya dapat mengeksplorasi jenjang yang lebih tinggi dan mengembangkan instrumen penilaian untuk topik matematika lain seperti geometri dan matriks

Improving Students' Mathematical Critical and Creative Thinking Skills Through Problem Based Learning (PBL) E-Module Development

The current curriculum is the 2013 curriculum. In the cognitive domain of this curriculum, students are required to be able to think actively, by focusing on observing critical and creative thinking skills. Mathematics learning is learning that emphasizes solving problems, so participants must be able to think critically and creatively in the learning process. One of the most difficult math material is comparison. SMP Negeri 4 Padang is a school that has an average PH value in mathematics on comparative material which is relatively low. This is because the teaching materials used in the learning process are less attractive and have not been able to hone students' critical and creative thinking skills. One way to overcome this problem is to make interesting teaching materials in accordance with the times. Interesting teaching materials can be in the form of E-Modules, then to hone critical and creative thinking skills students can apply problem-based learning in the E-module . The type of research used is research and development or research and development (R&D). The development model used in this study is the plomp development model. The results of this study are that the E-module is valid and practical, then the average test results for students' mathematical critical thinking abilities after being tested are 84.8% in the very critical category, while the average test results for students' mathematical creative thinking abilities after being tested is 87.7% with a very creative category. This shows that e-module model problem-based learning can assist students in finding comparative concepts. Therefore it can be said that e-module can be categorized in the effective categor

Development of Guided Discovery-Based Mathematics Learning Devices for High School Science Students

This research is motivated by low student learning outcomes because they have difficulty understanding the subject matter, recalling the material that has been studied, not being active in the learning process, and low motivation to learn. Therefore, learning devices are needed that can actively increase student involvement in building their understanding of mathematical concepts. The purpose of this study is to produce learning devices in the form of guided discovery-based RPP and LKPD for class XI science students of SMAN 16 Padang that are valid, practical, and effective. This type of research is development research with the Plomp model which consists of three phases, namely preliminary research, development or prototyping phase, and assessment phase. The instruments used are interview guidelines, observation sheets, checklists, questionnaires, and learning outcomes tests. The results showed that (1) Guided discovery-based mathematics learning devices have met valid criteria, both in terms of content and construct, (2) Guided discovery-based mathematics learning devices are practical because they can be implemented and used well by teachers and students in mathematics learning, especially the limit material of algebraic functions, and (3) Guided discovery-based mathematics learning devices have been effective in small group evaluation because the percentage of classical completion has exceeded 70%.This research is motivated by low student learning outcomes because they have difficulty understanding the subject matter, recalling the material that has been studied, not being active in the learning process, and low motivation to learn. Therefore, learning tools are needed that can actively increase student involvement in building their understanding of mathematical concepts. The purpose of this study is to produce learning tools in the form of guided discovery-based RPP and LKPD for class XI science students of SMAN 16 Padang that are valid, practical, and effective. This type of research is development research with the Plomp model which consists of three phases, namely the initial investigation phase, the development phase or prototype making, and the assessment phase. The results showed that (1) Guided discovery-based mathematics learning tools have met valid criteria, both in terms of content and construct, (2) Guided discovery-based mathematics learning tools are practical because they can be implemented and used well by teachers and students in mathematics learning, especially the limit material of algebraic functions, and (3) Guided discovery-based mathematics learning tools have been effective in group evaluations  small because the percentage of classical completion has exceeded 70%

The Effect of the Use of Learning Videos on Mathematical Communication Ability in Terms of Students' Initial Ability

Students' ability to read graphs and visualize numbers on tables into graphs, understand story questions, and re-communicate the material provided by the teacher is not optimal. These problems are covered in the realm of mathematical communication which requires audio and visual media to make it easier for students to achieve learning goals. This study aims to determine the influence of the use of learning videos on mathematical communication ability in terms of students' initial ability. The method used in this study is a quantitative approach with a factorial design of 2 x 2. The study samples were class X MIA 4 and X MIA 7 MAN 1 Mandailing Natal. Data were analyzed using a two-way ANAVA test with the free variable being the learning video, the bound variable being mathematical communication ability, and the moderator variable being the student's initial ability. Based on the results of the data analysis that has been carried out, several conclusions were obtained, namely (1) there is no difference in students' mathematical communication ability in the experimental class and control class, (2) there are differences in mathematical communication ability based on students' initial ability, and (3) there is no interaction between the class and the initial ability to students' mathematical communication ability. In addition, the results of the questionnaire analysis showed that the use of learning videos was in the category of quite good

Pengembangan Bahan Ajar Pada Sofware G-Suite For Education Untuk Meningkatkan Kemampuan Berfikir Kritis Siswa Kelas VIII

The purpose of this study was to produce characteristics of mathematics teaching materials in the G-Suite For Education Software to improve critical thinking skills in valid, practical and effective grade VIII junior high school students. The teaching material developed is the Student Worksheet (LKPD) on the G-Suite For Education Software. This development research uses the Plomp development model which consists of 3 stages, namely preliminary research, development phase, and assessment phase. The subjects of this study were students of class VIII SMP El-Ma'arif Boarding School. The instruments used are validation sheets, student response questionnaires, and ability tests. The teaching materials developed are said to be valid if they meet content and construct validity. The instrument used is a validation sheet that contains aspects of presentation, feasibility of content and material, appearance and language. Validation was carried out by experts in mathematics education, educational technology, and Indonesian language. The practicality of teaching materials is seen from the participants' practicality questionnaire educate. The effectiveness of teaching materials is seen from the competence of students which consists of aspects of knowledge. The results of the validity data analysis indicate that the teaching materials in the G-Suite For Education Software produced have met the very valid criteria in terms of content and constructs. Teaching materials are practical in terms of implementation, convenience and processing time. Teaching materials have also been effective seen from student learning outcomes. Based on these results, it can be concluded that the teaching materials in the G-Suite For Education class VIII SMP that have been produced can be stated as valid, practical and effective.

Pengembangan E-Module Berbasis Problem Based Learning Berbantuan Android Untuk Meningkatkan Kemampuan Komunikasi Matematis Peserta Didik SMP Kelas VIII

This research is motivated by the low mathematical communication skills of junior high school students. This study aims to produce an Android-assisted problem-based learning E-module that is valid, practical, and effective to facilitate mathematical communication skills. This research is a development research carried out with the Plomp development model. The Plomp development model consists of three stages, namely preliminary investigation, prototyping stage, and assessment phase. The research was conducted at SMPN 3 Sungai Rumbai with the research subjects being material experts, linguists and educational technology experts as well as class VIII students at  SMPN 3 Sungai Rumbai. Data collection instruments in the form of interviews, documentation, questionnaires and test questions. The data obtained were analyzed using qualitative and quantitative data analysis techniques. The results showed that the problem-based learning-assisted mathematics E-module developed was classified as very valid (88.9% for lesson plans and 89.1% for e-module) and very practical, respectively 86.3% and 86, 5% (for small group lesson plans and e-modules) 85.9% and 85.5% (for large group lesson plans and e-modules). Meanwhile, based on the test results of the mathematical communication ability test, 76.2% of students met the criteria for the success of the mathematical communication ability test > 65%, meaning that the problem-based learning-assisted e-module was effective on mathematical communication skills

Profil Kemampuan Penalaran Spasial Siswa SMPN 1 Padangpanjang Pada Masalah Geometri

Penalaran spasial adalah kemampuan mental yang bersangkutan dengan pemahaman, memanipulasi, merotasi, dan hubungan visual.  Penalaran spasial yang terdiri dari tiga konstruk yakni visualisasi spasial, rotasi mental, dan orientasi spasial ini merupakan salah satu kemampuan penting dalam geometri. Penelitian  deskriptif  kualitatif  ini  bertujuan mendeskripsikan kemampuan spasial siswa SMPN1 Padangpanjang dalam memahami, memanipulasi dan merotasi  suatu  objek  serta  kemampuan  membayangkan  bentuk  objek  dari  perspektif berbeda dengan pemberian tes masalah geometri  dengan topik dimensi tiga. Subjek dalam penelitian ini adalah 32 orang  siswa SMPN1 Padangpanjang. Subjek kemudian dikategorikan menjadi kelompok tinggi, sedang, rendah dan dilakukan pendalaman pada tiap perwakilan kelompok melalui wawancara. Berdasarkan aktivitas penalaran spasial dan wawancara, diperoleh deskripsi sebagai berikut: siswa kelompok tinggi sebanyak 18,75% siswa, memiliki kemampuan penalaran spasial yang tinggi karena mampu memunculkan mental images yang jelas untuk menyelesaikan masalah geometri dengan langkah terstruktur, siswa kelompok sedang sebanyak  56,25% siswa memiliki kemampuan penalaran spasial yang sedang karena menemukan jawaban dengan cara yang tidak terstruktur dengan menebak jawaban, lalu membayangkan untuk mengecek kebenaran jawaban, sedangkan siswa kelompok rendah  sebanyak 25% siswa memiliki kemampuan penalaran spasial yang rendah karena sama sekali tidak mampu memperoleh gambaran visual dalam pikirannya dan tidak tahu cara menyelesaikan masalah yang diberikan