PENDAMPINGAN BELAJAR MATEMATIKA MEMBUKTIKAN LUAS LINGKARAN DENGAN PENDEKATAN LUAS BANGUN DATAR LAINNYA

Abstrak: Lingkaran merupakan bagian dari geometri yaitu sebagai dasar mempelajari bangun-bangun lain seperti tabung dan kerucut. Namun lingkaran masih menjadi momok bagi siswa dan masih banyak siswa memperoleh nilai tergolong rendah. Tujuan kegiatan yaitu memberikan pengalaman belajar yang bermakna dan berkesan menggunakan media manipulatif dalam pembelajaran matematika yaitu membuktikan luas lingkaran dengan pendekatan bangun datar lainnya. Metode pengumpulan datanya yaitu metode survey dengan memberikan angket kuesioner kepada siswa setelah kegiatan berlangsung dan dokumentasi berupa foto kegiatan. Subjek pengabdian yaitu siswa kelas IX di SMP Negeri 1 Tanara Banten yang berjumlah 26 orang. Hasil kuesioner diketahui bahwa rata-rata siswa memberi respon >80% untuk semua pernyataan yang diberikan, artinya dengan adanya kegiatan pembelajaran dengan media manipulatif siswa menjadi lebih percaya diri dalam menyelesaikan soal-soal lingkaran, mengembangkan keterampilan siswa dalam memecahkan masalah, dan melatih kemampuan komunikasi. Pengetahuan siswa terhadap materi luas lingkaran bukan sekedar hapalan tapi pemahaman yang berkesan. Selanjutnya hasil tes akhir menunjukan bahwa nilai matematika siswa meningkatkan drastis dibandingkan dengan tes awal.   Abstract:  Circles are part of the geometry that is the basis of learning other builds such as tubes and cones. But circles are still a scourge for students and many students still get low grades. The purpose of the activity is to provide a meaningful and memorable learning experience using manipulative media in mathematical learning that is to prove the breadth of the circle with other flat-build approaches. The method of data collection is the survey method by providing questionnaire questionnaires to students after the activity and documentation in the form of photos of activities. The subjects of devotion were grade IX students at SMP Negeri 1 Tanara Banten which numbered 26 people. The results of the questionnaire found that the average student responded >80% to all statements given, meaning that with learning activities with manipulative media students become more confident in solving circle questions, developing students' skills in problem-solving, and training communication skills. Students' knowledge of the broad material of the circle is not just memory but a memorable understanding. Furthermore, the final test results show that students' math scores improve drastically compared to the initial test

Online Learning: Student's Perception off Lecturer's Competence and its Influence on Achievement Motivation

In the midst of the current pandemic, online learning is the main choice in the world of education. However, there was a wide range of student responses to the learning process. Furthermore, it is known that the perception of students towards learning submitted by influential lecturers to generate interest in learning students in understanding the materials provided. Therefore, the purpose of this study is to obtain concrete information about: 1) how students perceive the competence of lecturers in applying online learning; 2) how to motivate students to excel during online learning; and 3) is there any influence of student perception on the competence of lecturers with the motivation of student achievement. This research uses a combination research design and its data collection method, namely survey by providing questionnaire questionnaire link with googleform. The subjects of the study were 274 students of the even semester of the academic year 2019/2020 at Bina Bangsa University who responded to the poll. The conclusion is that the perception of students is very diverse towards the competence of lecturers in applying online learning, as well as the motivation of student achievement. Although the percentage of incline is positive, not a few have responded negatively. Furthermore, it is known that there is a significant and moderate influence between the perception of students towards the competence of lecturers and the motivation of student achievement. In other words, if the student's perception of lecturer's competence increases, it will be accompanied by increased motivation for student achievement

The Improving Students’ Mathematics Results and Interest Through Online-Based Flipped Classroom Models

People know that the internet today has become an integral part of the lifestyle of various Indonesian community groups, but the results of surveys conducted by the Indonesian Internet Network Organizing Association are known to have access to educational pages are still very lacking. The online-based flipped classroom learning model is packaged to appeal to students and is a learning that adapts online learning in times of pandemic by directing students to utilize the internet for learning. This study was a classroom action research by applying online-based flipped classroom model to improve Students’ Mathematics Result And Interest. The classroom action research was done in two cycles. Each cycle consists of planning, action, observation, and reflection. The findings of this research revealed that the online-based flipped classroom model could improve students’ mathematics results and interest. At the end of the first cycle, the students’ mathematics result was still in the medium category and increased at the end of the second cycle, which students’ mathematics result has been in high category, and students’ mathematics interest has been more than 80% that is reaching the expected target

Kolaborasi Model Assurance-Relevance-Interest-Assessment-Satisfaction dengan Think-Talk-Write untuk Meningkatkan Motivasi Berprestasi dan Kemampuan Berpikir Kritis Siswa

Penelitian ini merupakan bagian dari laporan penelitian kolaborasi model assurance-relevance-interest-assessment-satisfactiondengan Think-Talk-Write untuk meningkatkan kemampuan berpikir kritis dan penalaran kreatif matematik serta motivasi berprestasi siswa. Penelitian ini merupakan penelitian eksperimen dengan desain kelompok kontrol pretes-postes yang bertujuan untuk menelaah peranan kolaborasi model assurance-relevance-interest-assessment-satisfaction(ARIAS) dengan Think Talk Write(TTW) terhadap kemampuan berpikir kritis matematik dan motivasi berprestasi siswa SMP. Populasidalampenelitianini adalahseluruhsiswaSMPdi Carenang,dan secarapurposifsampelnyadipilih siswakelasVII darisalahsatuSMPdiCarenang dandipilihdua kelasVIIsecara acakdari kelasVIIyangada. Berdasarkan hasil analisis data, disimpulkan: 1) peningkatan kemampuan berpikir kritis matematik siswa yang memperoleh pembelajaran kolaborasi model ARIAS dengan TTW lebih baik daripada yang memperoleh pembelajaran biasa;2) motivasi berprestasi siswa yang memperoleh pembelajaran kolaborasi model ARIAS dengan TTWlebih baik dari pada yang memperoleh pembelajaran biasa; dan 3) terdapat asosiasi antara motivasi berprestasi dengan kemampuan berpikir kritis matematik siswa

Pengaruh Model Penemuan Terbimbing (Guided Discovery) Terhadap Kemampuan Penalaran Matematis Siswa Pada Materi Bilangan di MTS Al-Khairiyah Pontang Kelas VII

  This research is motivated by the cause of the low mathematical reasoning ability of students, namely because the mathematics learning method used by most teachers is still using the traditional approach. Based on some of these problems, it can be said that mathematical reasoning ability is an important part that must be developed and possessed by students. One way to develop it is by applying a guided discovery model in learning mathematics. The aims of this study are 1) To find out whether students' mathematical reasoning abilities with the guided discovery model are better than the conventional model. 2) To find out how the influence of the guided discovery model on students' mathematical reasoning abilities. This study uses quantitative methods with experiments. The subjects of this study were 40 students consisting of 20 experimental class students and 20 control class students in class VII students. The data collection techniques in this study were in the form of tests. The results of the study revealed that 1) The mathematical reasoning ability of students who used the guided discovery model was better than using the conventional method, the average difference was 0.8. 2) Based on the results of Cohen's d obtained with the value of Tw = 1.14 and Tsw = 0.80 with a significance level of 5% (TW > Tsw). So the effect size of this analysis includes criteria that are classified as high. Thus, the conclusions of this study are: 1) The students' mathematical reasoning ability with the guided discovery model is better than the conventional model. 2) The guided discovery model has an influence on the students' mathematical reasoning ability is classified as high

Pengaruh Model Pembelajaran ARIAS dan Cooperative Script terhadap Minat dan Hasil Belajar Matematika

Tujuan dari penelitian ini ada tiga yaitu 1) untuk mengetahui pengaruh model pembelajaran ARIAS terhadap hasil belajar matematika siswa; 2) untuk mengetahui pengaruh model pembelajaran Cooperative Script terhadap hasil belajar matematika siswa; dan 3) untuk mengetahui pengaruh model pembelajaran ARIAS dan Cooperative Script terhadap kelompok minat belajar siswa. Sampel dalam penelitian ini adalah siswa kelas VIII di SMP Kecamatan Tirtayasa-Serang. Metode penelitian yang digunakan adalah metode kuasi eksperimen dengan desain pretest-postest control group design. Hasil penelitian diketahui bahwa 1) Terdapat pengaruh yang signifikan model pembelajaran ARIAS terhadap hasil belajar matematika siswa; 2) Terdapat pengaruh yang signifikan model pembelajaran Cooperative Script terhadap hasil belajar matematika siswa; dan 3) Model pembelajaran ARIAS dan Cooperative Script memberi pengaruh positif terhadap minat belajar siswa.

PENERAPAN PENDEKATAN KONFLIK KOGNITIF TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA DI SMP NEGERI 7 KOTA SERANG

Penelitian ini merupakan kuasi eksperimen berbentuk desain kontrol non-ekivalen yang bertujuan untuk menelaah peranan pendekatan konflik kognitif terhadap kemampuan pemahaman matematis siswa SMP. Populasi dalam penelitian ini adalah seluruh siswa SMP Negeri 7 Serang, sedangkan sampelnya adalah siswa kelas VIII SMP Negeri 7 Serang dan dipilih secara acak dengan teknik klaster atau cluster random sampling menjadi kelas eksperimen dan kelas kontrol. Instrumen penelitian terdiri atas tes pemahaman matematis yang disusun dalam bentuk uraian (pretes dan postes). Analisis data menggunakan uji Gain, uji normalitas, uji homogenitas, uji t. Hasil penelitian menemukan bahwa Kemampuan pemahaman konsep matematis siswa yang pembelajarannya menggunakan pendekatan konflik kognitif lebih baik daripada kemampuan pemahaman konsep matematis siswa yang pembelajarannya menggunakan pembelajaran biasa, Peningkatan kemampuan pemahaman konsep matematis siswa yang pembelajarannya menggunakan pendekatan konflik kognitif lebih baik daripada peningkatan kemampuan pemahaman konsep matematis siswa yang pembelajarannya menggunakan pembelajaran biasa

PERBANDINGAN HASIL BELAJAR MATEMATIKA DENGAN PENGGUNAAN PLATFORM WHATSAPP GROUP DAN WEBINAR ZOOM DALAM PEMBELAJARAN JARAK JAUH PADA MASA PANDEMIK COVID 19

Tujuan dalam penelitian ini adalah untuk mengetahui hasil belajar matematika mana yang lebih baik, dengan whatsapp group atau webinar zoom dan seberapa efektifnya kedua Platform tersebut dalam Masa Pandemi Covid-19. Jenis penelitian yang dilakukan pada penelitian ini adalah penelitian quasi experiment dengan desain pretest-postest nonequivalent multiple-group design. Populasi dalam penelitian ini adalah seluruh mahasiswa semester 2 yang mengambil mata kuliah Matematika Ekonomi di Universitas Bina Bangsa dan dipilih 2 kelompok yaitu kelas 2J-MAN dan 2K-MAN yang mempunyai karakteristik hampir sama dilihat dari nilai rata-rata UTS. Data hasil belajar mahasiswa diperoleh dari hasil ujian tengah semester (UTS) kedua kelompok setelah perlakuan, data kemudian diolah dengan uji perbedaan rata-rata Uji-t. Hasil penelitian menunjukan bahwa hasil belajar matematika kedua kelas sama sebelum diberi perlakuan dan hasil belajar matematika kedua kelas berbeda setelah diberi perlakuan atau dengan kata lain kelas yang diberikan Perlakuan Webinar Zoom lebih baik dari pada kelas yang diberikan Perlakuan WA Group

Application of Treffinger Learning Model to Improve Creative Reasoning and Mathematical Problem Solving Skills as Well as Student Learning Interests

In the learning process it is very important to try to get students to think creatively in solving problems and engaging actively. This research is an experiment in the form of design pretest postest control group design. The subjects in this study were two classes of 62 grade VIII junior high school students. The instruments used are tests of creative reasoning skills and mathematical problem solving in the form of 5 essay questions and learning interest questionnaires. Analyze data using Gain test, Chi Square test and Contingency Coefficient. The results found that improved creative reasoning skills as well as the mathematical problem-solving abilities of students with Treffinger  learning were superior to regular learning. In addition, it was also found that the higher the student's learning interest the higher their creative reasoning skills and mathematical problem solving skills. Other findings include associations between students' learning interests, mathematical creative reasoning skills and students' mathematical problem-solving skills classified as moderate

Optimalisasi keterampilan pembelajaran abad 21 dalam proses pembelajaran pada Guru MTs Massaratul Mut’allimin Banten

[Bahasa]: Keterampilan abad 21 terdiri dari keterampilan communication, collaboration, critical thinking and problem solving, serta creative and inovative. Keterampilan ini perlu di implementasikan guru dalam proses pembelajaran agar kualitas pembelajaran meningkat. Terbatasnya pengetahuan guru terhadap keterampilan pembelajaran abad 21 menjadi kendala pelaksanaan di dalam kelas. Oleh karena itu, perlu upaya pengenalan keterampilan pembelajaran abad 21 ini kepada guru agar dapat diimplementasikan dengan baik di kelas. Kegiatan pengabdian masyarakat ini dilaksanakan di MTs Massaratul Muta’allimin Banten dengan jumlah peserta sebanyak 8 guru. Kegiatan ini bertujuan untuk mengoptimalkan pemahaman guru terhadap keterampilan pembelajaran abad 21 dan cara mengimplementasi-kannya dalam proses pembelajaran. Pengabdian ini dilakukan dengan cara sosialisasi melalui penyampaian materi kemudian dilakukan evaluasi di akhir kegiatan yang terdiri dari tiga tahapan yaitu tahap awal, inti, dan akhir. Berdasarkan hasil angket di akhir kegiatan diperoleh data bahwa 78,13% guru memahami cara penyampaian materi, 78,13% guru dapat memahami materi dengan baik, 82,29% guru memberikan respon terhadap manfaat kegiatan, dan 81,25% guru dapat mengembangkan proses pembelajaran abad 21 di kelas. Dapat disimpulkan bahwa kegiatan pengabdian ini dapat mengoptimalkan pemahaman guru di MTs Massaratul Muta’llimin Banten terhadap keterampilan pembelajaran abad 21. Kata Kunci: keterampilan abad 21, communication, collaboration, critical thinking and problem solving, creative and inovative [English]: The 21st Century skills consist of communication, collaboration, critical thinking, and problem-solving skills, as well as creative and innovative. This skill needs to be implemented by the teachers in the learning process so that the quality of learning increases. The limitation of teachers’ knowledge of 21st-century learning skills is an obstacle for implementation in the classroom. Therefore, it is necessary to introduce this 21st-century learning skill to the teachers so that it can be implemented well in the classroom. This community service program was carried out at MTs Massaratul Muta'allimin Banten with eight teachers as the participants. It aims to optimize teachers' understanding of 21st-century learning skills and how to implement them in the learning process. This program was held by means of socialization through the delivery of material then an evaluation was administered at the end of the activity in three stages namely the initial, core, and final stages. The results of the questionnaire at the end of the activity show that 78.13% of teachers understand how to deliver the material, 78.13% of teachers can understand the material well, 82.29% of teachers respond to the benefits of the activity, and 81.25% of teachers can develop 21st-century based learning process in the classroom. It can be concluded that this program can optimize teachers’ understanding of 21st-century learning skills. Keywords: 21st century skills; communication, collaboration, critical thinking and problem solving, creative and innovativ