Learning mathematics in Covid-19 (Corona Virus Disease) learning is very ineffective and cannot meet face to face directly between teachers and students, and other students Therefore, in learning during the COVID-19 pandemic, students are asked to study from home using online methods, namely through social media. This study aims to determine the ease and constraints as well as learning outcomes and the effectiveness of student learning in online learning mathematics for eight grade students of SMP Negeri 1 Sipahutar. Type of research is descriptive qualitative which takes place in SMP Negeri 1 Sipahutar. The data sources used are primary and secondary data sources. The techniques used in data collection are interview methods, observation methods, test methods, and documentation methods. The data analysis technique used is data reduction and data presentation. Based on the learning outcomes and the effectiveness of student learning seen from student learning outcomes tests showed that the percentage of classical learning completeness was 37.5%. Based on these results, mastery learning reaches the criteria of being unfavorable thus it can be concluded that online learning during the COVID-19 pandemic using the WhatsApps application in mathematics learning is not effective.
PBL is a learning model that leads to strengthening competence of problem-solving, critical reasoning, and learning about learning. The purpose of this study was to determine the significance of the effect of applying the PBL learning model on the critical thinking competence of sixth-grade elementary school students on circle material. The approach applied in this study is a quantitative approach with a pre-test and post-test critical thinking design type. Data collection techniques in this study used critical thinking tests. The participants who were included in this study were 25 students of class VI at SDN 173270, siborong – borong , north sumatera. Data analysis using a one-sample t-test. Based on the calculation of the hypothesis testing is done using the t-test. The normality test results for the value of critical thinking results are 0.139 > ? (0.05) exceeding the significant value, then the variable values are normally distributed, followed by using the one-sample t-test, the t-test results on the equation of the variance section which are assumed to show the Sig value (2)-tailed) < ? ie 0.000 < 0.05 then reject H0. So it can be concluded that there is a significant effect of the application of PBL on the mathematical critical thinking skills of grade VI elementary school students.
Sebelum pemberian tindakan, diberikan tes awal untuk melihat kemampuan awal siswa memecahkan masalah. Setelah pemberian tindakan pada setiap akhir siklus diberikan tes kemampuan pemecahan masalah. Berdasarkan hasil tes awal, diperoleh bahwa kemampuan awal siswa memecahkan masalah masih rendah dengan nilai rata-rata kelas 66,9. Setelah pemberian tindakan pada siklus I, yaitu melalui model pembelajaran investigasi kelompok diperoleh nilai rata-rata kelas 73,4 dengan 24 orang (70,6%) telah mencapai tingkat kemampuan pemecahan masalah matematika. Selanjutnya setelah pemberian tindakan pada siklus II, yaitu melalui model investigasi kelompok digabung dengan metode Tanya jawab dan pemberian latihan diperoleh nilai rata-rata lebih meningkat menjadi 80,1 dengan jumlah siswa yang telah mencapai tingkat kemampuan pemecahan masalah matematika sebanyak 31 orang (91,2%). Diperoleh peningkatan nilai rata-rata kelas sebesar 6,7 dan peningkatan kemampuan pemecahan masalah matematika sebesar 20,6%. Dari analisis data, diperoleh kesulitan siswa dalam menyelesaikan soal-soal logaritma, yaitu: (1) siswa mengalami kesulitan dalam memahami makna soal sehingga tidak mampu menentukan apa yang diketahui dan yang ditanya dari soal yang diberikan, (2) siswa kurang teliti dalam melakukan perhitungan, (3) siswa tidak dapat menyelesaikan soal-soal pemecahan masalah. Berdasarkan tindakan dan analisis yang dilakukan, dapat disimpulkan bahwa melalui model investigasi kelompok digabung dengan metode tanya jawab dan pemberian latihan, ada peningkatan kemampuan siswa memecahkan masalah pada pokok bahasan logaritma T.A. 2020/2021.
Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa yang diajarkan dengan Model Pembelajaran picture and picture dengan konvensional pada materi relasi dan fungsi di kelas VIII SMP Negeri 1 Sipahutar tahun pelajaran 2021/2022. Penelitian ini adalah penelitian kuantitatif, dengan jenis penelitian Eksperimen. Populasinya adalah seluruh siswa kelas VIII SMP Negeri 1 Sipahutar. Sampel penelitian ini adalah 20 siswa kelas VIII-A (Kelas Eksperimen yang diajarkan dengan model pembelajaran picture and picture) dan 17 siswa kelas VIII-B (Kelas Kontrol yang diajarkan dengan model pembelajaran konvensional). Analisis data dilakukan. Temuan ini menunjukkan bahwa: Hasil belajar siswa yang diajarkan dengan pembelajaran picture and picture lebih baik dengan nilai rata-rata 75,75 daripada hasil belajar siswa yang diajarkan dengan pembelajaran konvensional dengan nilai rata-rata 74,11. Perbedaan yang signifikan hasil belajar siswa yang diajarkan dengan model pembelajaran picture and picture dengan konvensional pada materi relasi dan fungsi di kelas VIII SMP Negeri 1 Sipahutar tahun pelajaran 2021/2022. Hal ini sesuai dengan perhitungan uji t, bahwa berdasarkan hasil perhitungan diperoleh thitung = 7,334 hasil ini dibandingkan dengan ttabel pada taraf nyata 0,05 dan dk = 35 yaitu ttabel = 2,030 maka thitung > ttabel = 7,334 > 2,030. Simpulan penelitian ini menjelaskan bahwa terdapat perbedaan yang signifikan hasil belajar siswa yang diajarkan dengan model pembelajaran picture and picture dengan konvensional pada materi relasi dan fungsi di kelas VIII SMP Negeri 1 Sipahutar tahun pelajaran 2020/2021.
Prior to learning, pre-tests and questionnaires were given to determine students' abilities and interests in learning decimal. Based on the results of the initial test, it was found that students' initial abilities were very low with an average grade of 15.50, and from the results of the questionnaire, all students said they did not like decimal learning. After active learning to find the concept of algorithms in decimal material, the class average value was 86.27, meaning that the level of classical student mastery was 86.27. This indicated that the student mastery level was relatively high. Of the 20 students, there were 19 people or 95.0% who had finished studying, thus that classically learning decimal material had been completed. Judging from the specific learning objectives, all of them achieved above 65%. The results of the student questionnaire after the decimal material learning outcomes test was completed, obtained data that students felt happy with the learning they had just participated in. Students argue, the way is easy to understand and understand. With simple but interesting teaching aids, it can increase students' enthusiasm and interest in learning Mathematics. The classical learning outcomes have been completed based on the learning completeness criteria specified in the curriculum, specific learning objectives have been achieved based on the learning objectives achievement criteria, the student's response to learning is positive, the student's mastery of the material is high. It can be concluded that learning on decimal material in class V SD. already effective.
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