The purpose of this study was to determine the effectiveness of problem based learning (PBL) and Project Based Learning (PjBL) models with the help of Kahoot media on student learning outcomes. The sampling technique used was cluster random sampling. Three classes were obtained, namely X ELIN as the experimental class 1, X RPL 2 as the experimental class 2, and X RPL 2 as the control class. Data collection techniques using observation, tests and documentation. The results showed (1) there were differences in student learning outcomes who received the Kahoot-assisted problem-based learning (PBL) learning model, Kahoot-assisted Project Based Learning (PjBL) and conventional classes; (2) the learning outcomes of students who received the problem based learning (PBL) learning model with the help of kahoot were better than the class that received the conventional learning model; (3) the learning outcomes of students who received the project-based learning (PjBL) assisted kahoot learning model were better than the class that received the conventional learning model; (4) the learning outcomes of students who get the Problem Based Learning (PBL) learning model with the help of kahoot and Project Based Learning (PjBL) with the help of kahoot achieve mastery individually and classically. Based on decision making through significant values, it turns out that > ie, 4.852 > 3.156, then is rejected. It can be concluded that there are differences in student learning outcomes. Judging from the average value of student learning outcomes in the experimental class I was 77.29, while the average learning outcome for the experimental class II was 77.39, and the average student learning outcome in the control class was 67.96, which means that the student learning outcomes in the control class the experiment was better than the control class students' learning outcomes.Keywords: Problem Based Learning (PBL), Project Based Learning (PjBL), Kahoot, and Learning Outcomes
This study aims to describe the mathematical communication skills of junior high school students with high mathematical resilience on the material of probability. The subjects selected in this study were two students of class VIII I of SMP N 1 Sulang who had high mathematical resilience. Data collection techniques used are mathematical resilience questionnaires, written tests and interviews. The validity of the research data was tested using technical triangulation, source triangulation and time triangulation. Data processing and analysis of research results are assisted by the Nvivo QSR software. The results of this study indicate that students with high mathematical resilience can master all indicators to the maximum. Students are able to express mathematical ideas through writing and orally. Students are also able to demonstrate, describe, and understand mathematical ideas. In addition, students are also able to evaluate and interpret mathematical ideas. Students have also used mathematical notations in working on problems on probability material. Keywords: mathematical communication, mathematical resilience, probability material.
Critical thinking is one of the important competencies in the twenty-first century that should be acquired. Therefore, there is a need to facilitate the students with the teaching approach and learning model that could improve this skill. One of the learning approaches that provide the students with the opportunity to think creatively is STEM-PjBL. Therefore, the purpose of the study is to describe the application of STEM-PjBL able to increase the critical thinking skills of the student. The SLR or Systematic Literature Review method was chosen to present a comprehensive and balanced summary of primary research results. The literature review was conducted through Google Scholar, Crossref, and Scopus. From 100 works of literature, 15 articles showed that PjBL STEM learning was able to improve critical thinking skills. This study examined 15 articles that were analyzed based on research methods, and the findings revealed that the application of STEM-PjBL could enhance the critical thinking skills of the student with the literature review method. Based on the existing data collection, it is analyzed through case studies that are the subject of discussion. The findings of the study revealed that: 1) the use of STEM-PjBL had a positive and significant impact on the critical thinking skills of students in each educational unit, including primary school, secondary schools, and high school; 2) the use of STEM-PjBL can help students improve their mathematical critical thinking skills; 3) interpretation, analysis, inference, evaluation, explanation, and self-regulation are among the indicators recommended for use as a reference for students' mathematical critical thinking skills.
Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika siswa dalam menyelesaikan soal materi aturan sinus dan kosinus. Jenis penelitian ini merupakan penelitian deskriptif kualitatif. Subjek yang diambil yakni 6 siswa di kelas X-Mipa 2 MAN 1 Grobogan berdasarkan hasil tes pemahaman konsep yang berkemampuan tinggi, sedang dan rendah. Pengumpulan data yang digunakan yakni tes dan wawancara. Teknik analisis data dilakukan dengan 3 tahapan yaitu reduksi data, penyajian data dan penarikan kesimpulan. Teknik pemeriksaan keabsahan data menggunakan triangulasi sumber. Berdasarkan hasil analisis, diketahui bahwa siswa dengan kemampuan matematika rendah belum sepenuhnya memenuhi indikator, Siswa dengan kemampuan sedang memenuhi sebagian besar indikator literasi matematika Siswa berkemampuan tinggi memenuhi indikator yakni dapat melaksanakan prosedur dengan jelas, mampu memecahkan masalah dan menerapkan strategi yang sederhana.
The study aims to describe the understanding of group concepts in prospective mathematics teacher with high mathematical abilities. This research is a descriptive qualitative research, with a research subject is a prospective mathematics teacher who have taken group theory courses. The subjects were selected according to the criteria of having high mathematical abilities based on mathematical ability tests, having good communication skills and being able to explain. Data collection was carried out through providing group concept understanding tests followed by interviews. Written tests and interviews were conducted twice for the purposes of triangulating data through time triangulation. Regarding to the discussion section, it can be summarized that subjects with high mathematical abilities can define and show a group fulfilling the traits in detail.
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