tag:blogger.com,1999:blog-27112569418812783952024-03-13T23:37:28.260-07:00Pendidikan MatematikaPOOL ABSTRAK TESIS PENDIDIKAN MATEMATIKA PASCASARJANA UNIVERSITAS NEGERI MEDANPendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.comBlogger22125tag:blogger.com,1999:blog-2711256941881278395.post-7684501877146761682011-07-13T00:21:00.000-07:002011-07-13T00:23:45.204-07:00Susylawati Sinambela<span style="font-style:italic;">Susylawati Sinambela, 081188710019. Improvement of Ability Opend Ended Mathematics Problem Solving through Approach of Investigation of Mathematics to V Country Elementary School Class Student 064956. Thesis Mathematics Education Graduate Program, State University of Medan. 2011.</span><br /><br />Research objectives are: (1) Knowing do approach of investigation of mathematics can improve ability open mathematics problem solving (2) Knowing how student activity rate and teacher in study through approach of investigation of mathematics.Type of research is the Classroom Action Research (CAR). Research Subyek is elementary school Country student 064956, the class V SD Science Program in Academic Year 2010 / 2011 with the number of students as many as 30 students with heterogeneous ability levels. The object of research is the use of approach of investigation of mathematics. Data was obtained from the initial and final test on ability opend ended mathematics problem solving, teacher observations and student.This study consisted of two cycles. Each cycle spent four meetings. Starting from October 15, 2010 until November 05, 2010. The result is (1) Approach of investigation of mathematics can improve ability of student mathematics problem solving. (2) Approach of investigation of mathematics can improve student activity rate. From the test results obtained value of prerequisite items - average opend ended mathematics problem solving of the mathematical ability of students is 3,17, the value - average student test first cycle was 10.73 or 56,66% and the average test scores of students of second cycle was 12 or 83,33%.Based on the above conclusion, this study suggests (a) study of mathematics by applying approach of investigation can improve ability of open mathematics problem solving. (b) study with approach of is investigation of mathematics can improve activity learn student.<br /><br />Keyword : Opend Ended Mathematics Problem Solving, Investigation of MathematicsPendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-85461629037395626832011-07-13T00:10:00.000-07:002011-07-13T00:20:58.908-07:00Setiawan<span style="font-style:italic;">Setiawan 081188710009. The Influence of Learning Approach and Locus of Control to The Student’s Reasoning Ability in Mathematics. Thesis. Medan: Post Graduate Program of UNIMED, 2011.</span><br />This study aims to determine: (1) the influence of open-ended approach to learning and conventional learning approach to students' mathematical reasoning. (2) mathematical reasoning abilities of students who have internal locus of control is better than students who have external locus of control on the open-ended approach to learning and conventional learning approach. (3) there is interaction between the learning approach with the locus of control that students have in influencing students' mathematical reasoning. <br />The population in this study are all SMP Negeri Lhokseumawe are selected by purposive sampling SMP 11 and SMP 13 as the sample and the class as a unit-extracted samples based on a random class with the students as many as 135 people. This research used quasi-experimental 2x2 factorial design. <br />Research instrument in this research is to use mathematical reasoning ability tests totaled six points in the form of descriptions about and locus of control in the form of questionnaires amounted to 12 grains statement. And reliability of each instrument at 0.923 and 0.611. <br />Based on the analysis of variance (ANOVA) found that: (1) there are significant differences in reasoning ability on learning approach with conventional open-ended. (2) there are significant differences in reasoning abilities in both types of locus of control. Mathematical reasoning abilities of students who have internal locus of control is better than an external locus control. (3) there is no interaction between learning approach with the locus of control 's students. <br />Based on the results of the study, researchers suggested that open-ended learning approach can be used as an alternative capable of learning to develop students' mathematical reasoning and is also able to gradually change an external locus of control students have an internal direction. <br /><br /><br />Keywords: Open ended learning approach, student’s reasoning ability, Locus of <br /> controlPendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-24398907464516373322011-07-13T00:05:00.000-07:002011-07-13T00:08:46.539-07:00Dermalince Sitinjak<span style="font-style:italic;">Dermalince Sitinjak 071188830007, The Students’ creative thinking capability<br />optimalization with the implementation open-ended problem solving strategy to<br />the students of basic school. Thesis. Medan, Post Gradute Studies of Universitas<br />Negeri Medan. March 2011.</span><br />This research is focused to the low problem of students’ creative thinking<br />capability. The aim of the research is to increase the students’ creative thinking<br />capability with the implementation open-ended problem solving strategy.<br />This research is action research which consists of two cyclus. This<br />research subject is student in grade 4 at SD Negeri No 065011 Kelurahan Asam<br />Kumbang Kecamatan Medan Selayang, 28 students totally. Meanwhile, the object<br />of this research is to optimize student creative thinking capability optimalization<br />with the implementation open-ended problem solving strategy to the students in<br />grade 4 at basic school.<br />In this research implementation is developed in many learning and<br />research instrument. The learning instrument in this research includes 1)<br />Teaching Implementation Plan, 2) Teachers’ Guiding Book, 3) Students’ Activity<br />Sheet, and open-ended cases. Some developed instruments are creative thinking<br />instrument test, students’ observation activity form, teachers’ capability form<br />sheet in managing teaching process, and validation sheet for all teaching<br />instruments. The research instrument is to know the percentage of students’<br />creative thinking capability using 2 item test in description form with high<br />reliability coefficient α = 0.658, and all items are valid. To know the percentage<br />degree of students’ active activity, and teachers in managing teaching process uses<br />observation sheet.<br />Based on data analysis we get (1) the average of students’ creative<br />thinking in open-ended solving problem cases classically improve from 34.64 on<br />Pre-Test becomes 51.96 on the first cyclus, and 66.07 on the second cyclus. The<br />percentage of minimum creative thinking capability increases enough from 10.07<br />% on the pre-test, 53.57 % on the first cyclus, and 85.71 % on the second cyclus.<br />(2) The percentage of students’ active activity degree in open-ended solving<br />problem increases from 66.07 % on the first cyclus, and 81.55 % on the second<br />cyclus. (3) The average of teachers’ capability in managing teaching process uses<br />open-ended solving problem instrument increase from 3.71 on the first cyclus, and<br />4.18 on the second cyclus. From this research it can be concluded that the<br />implementation of open-ended problem solving strategic (1) to increase the<br />students’ creative thinking capability, (2) to increase the degree of active learning<br />process and (3) to increase teachers’ capability in teaching learning process.Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-58195769175988799692011-07-12T23:36:00.000-07:002011-07-12T23:44:41.710-07:00Tarwiyah<span style="font-style:italic;">Tarwiyah 081188830008. Mounting Student’s Problem Solving Emphasizing on Mathematical Representation through Problem Based Learning For The Student Of Junior High School. Thesis. Medan: Programs Eduction State University of Medan. 2011.</span><br /><br />This research is started from the low of students problem solving emphasizing on mathematical representation of student which problems root because of model used by the teacher is less relevant. This research is conducted to know, (1) how the comprehension and improvement of students problem solving emphasizing on mathematical representation through problem based learning (PBL), (2) How complete learn of students problem solving emphasizing on mathematical representation through problem based learning (PBL) at discussion at system of linear equation two variable. This research is a classroom action research. The subject of this research is 30 students of grade VIII A SMP Angkasa LANUD Medan. The research object is the improvement of students problem solving emphasizing on mathematical representation. Result of data analysis at cycle one is: (1) score mean of students problem solving emphasizing on mathematical representation is 55,43, (2) student’s problem solving emphasizing on mathematical representation is 19 (63,33%) students. (3) The mean score of teacher’s observation is 82,27 % with good category. (4) The mean score of students observation is 79,00% with unfavourable category. The result of data analysis at second cycle is (1) score mean of student’s problem solving emphasizing on mathematical representation is 72,65, (2) student’s problem solving emphasizing on mathematical representation is 27 (90%) students. (3) The mean score of teacher’s observation is 94,37% % with very good category. (4) The mean score of students observation is 92,00 % with very good category. . From the result of research, It is concluded that the application of problem based learning can improve of student’s problem solving emphasizing on mathematical representation. and the study process which is conducted is good. Based on this conclusion it is expected that this research finding can be used as reference to improve the student’s problem solving emphasizing on mathematical representation.Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-16686759319386079882011-07-12T23:34:00.000-07:002011-07-12T23:36:41.638-07:00Imelda<span style="font-style:italic;">Imelda 081188830007. The Application Of Cooperative Learning Model Think-Pair-Share Type With Media Software Autograph To Increase Mathematical Comprehension And Mathematical Communication. Thesis. Medan: Programs Eduction State University of Medan. 2011.</span><br />This research is started from the low of students ability of comprehension and communications of student because of model and media used by the teacher is less relevant. This research is conducted to know: (1) how the comprehension and improvement of students ability of mathematical communications after studying cooperative learning model think-pair-share type with media software Autograph, (2) how the students design in answering math comprehension and communications, (3) students responds to cooperative learning model think-pair-share type with media software Autograph. This research is a classroom action research. The subject of this research is 40 students of grade XI SMK N 9 Medan. The research object is the improvement of students ability in comprehension and communication mathematical through cooperative learning model think-pair-share type with media software Autograph at discussion of transformation. Result of data analysis at cycle one is: (1) 75% of students have comprehension mathematical with 87,5% of students have interpretation; 82,5% of students have translation; and 80% of students have ekstrapolation. (2) 75% of students have communication mathematical with 75% of students can write and 87,5% of students can make picture, (3) Teacher’s observation is good category (82,65 %), (4) students observation is good category (80%). The result of data analysis at second cycle is: (1) 92,5% of students have comprehension mathematical with 72,5% of students have interpretation, 90% of students have translation, and 100% of students have ekstrapolation. (2) 90% of students have communication mathematical with 70% of students can write in matematik and 87,5% of students can make picture, (3) teacher’s activity percentage mean is 91,76% with very good category, (4) student’s activity percentage mean is 90 % with very good category, (5) students respond of cooperative learning model think-pair-share type with media software Autograph is good. (6) the design in answering math comprehension are: grafik is true and complete (22,5%), grafik is not complete (77,5%), the description of grafik is true and complete (12,5%), the description of grafik is not complete (87,5%); the design in answering math communications are : grafik is true and complete (42,5%); grafik is not complete enough (77,5%), the description of grafik is true and complete (10%), the description of grafik is not complete enough (90%). From the result of research, It is concluded that the application of cooperative learning model think-pair-share type with media software Autograph can improve the ability of mathematical comprehension and mathematical communications of student. Based on this conclusion it is expected that the teachers can apply cooperative learning model think-pair-share type with media software Autograph to improve the ability of mathematical comprehension and mathematical communications of student.Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-88461395239228769512011-07-12T23:11:00.000-07:002011-07-12T23:14:20.380-07:00Erika Nora Simamora<span style="font-style:italic;">Erika Nora Simamora. 081 188 830 003. Inquiry Learning as an Effort to Increase Critical Thinking and Communication Mathematical Junior High School Students. Thesis. Medan: Graduate Program, State University of Medan, 2011. </span><br /><br />The study was conducted to improve the ability of critical thinking and mathematical communication students of SMP Negeri 14 Medan. This was an experimental study where the population is all students in grade IX SMP Negeri 14 Medan, which consisted of five classes. Samples were selected at random simple two classes so that the selected class IX (D) to control the class and class IX (E) be a class experiment where each class consists of 40 students. The instruments used in this study namely, tests of critical thinking skills and communication ability test shaped mathematical description of each test consists of 4 questions. The instrument has been tested and found valid and the reliability coefficient of 0.935 and 0.95 respectively for the ability of critical thinking and mathematical communication skills. The test is given twice before (pretest) and after (posttest) of learning. Conclusion of the study: (1) increase students 'critical thinking skills inquiry learning junior who received 0.3974 (39.74%) better than students who received conventional learning 0.274 (27.40%), (2) improving students' mathematical communication skills junior who received inquiry learning 0.3317 (33.17%) better than students who received conventional learning 0.257 (25.70%), (3) the pattern of responses of the students who followed the inquiry learning better than students who received conventional teaching based on value scores obtained by each class. Based on the results of the study suggested: (1) For the mathematics teacher: a) the inquiry learning can be used as an alternative in the learning of mathematics for the delivery of critical thinking and mathematical communication, especially on the subject woke up space curved side; b) The resulting learning can be used as appeal for teachers in developing mathematics learning devices with inquiry learning on the subject of curved side plane geometry; c) Teachers of mathematics are expected to create a joyful learning, allowing students to membeikan language and ideas in their own way, daring to argue that students will more confident and creative in solving problems. So the math is no longer the scourge that is very difficult for students; d) In order for inquiry learning model is more effective application in learning mathematics, teachers should be able to teach well planning and carrying a good learning system (Master Books, Student Books, LKS, RPP , the medium used); e) It is expected that teachers need to add knowledge about the theories of learning and innovative learning model to perform them in the learning of mathematics so that the conventional learning can be consciously abandoned an effort to improve student learning outcomes. 2) To the relevant institutions: a) inquiry learning by emphasizing critical thinking skills and mathematical communication are still very familiar to teachers and students, and therefore need to be socialized by the school or institution associated with the hope to increase students' mathematics learning outcomes, particularly improving the ability to think critically and students 'mathematical communication; b) inquiry learning can be used as an alternative in improving critical thinking skills and students' mathematical communication on the subject woke up space curved sides so it can be used as input for schools to be developed as an effective learning strategy for the other math subjects. 3) To the researchers continued: a) Can be done with continued research inquiry learning in improving critical thinking skills and students' mathematical communication maximally to obtain maximum results; b) Can be done with continued research inquiry learning in enhancing the ability of other math by applying more the implications for these findings can be applied in schools. <br /><br /><br />Keywords: Learning Inquiry, Critical Thinking, Mathematical Communication.Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-2487438674695803852011-01-14T22:26:00.000-08:002011-01-14T23:08:11.152-08:00Muflihatun Khairuna Pasaribu<span style="font-style:italic;">Muflihatun Khairuna Pasaribu, 081188830009. Implementation Metacognitive Approach To Improve Fifth Grade Elementary School Students' Skills Models Math Story Problem On The Subject Of Fractions. Thesis. Medan: Postgraduate School of State University of Medan, 2010<span style="font-weight:bold;"></span></span><br /><br />The purpose of this study are: (1) To identify the development of PQ4R metacognitive approach in expressing fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions, (2) To identify the application PQ4R metacognitive approach in revealing the skill of fifth grade elementary school students in modeling of math story problem on the subject of fractions, and (3) To know the improvement of fifth grade elementary school students' skill in modeling of math story problem on the subject of fractions through the application of PQ4R metacognitive approach.<br />This was an Class Action Research (CAR) carried out in elementary school of 060818 Jl. M. Nawi Harahap Medan. Subjects in this study were elementary school students in grade VA for academic years 2010/2011 as many as 47 people consisting of 19 boys and 28 girls. While the objects in this study were (1) The object that reflects the process of action PQ4R metacognitive approach and the devices are Lesson Plans, teaching materials, Student Activity Paper, observation sheets, and metacognitive strategies inventory, and (2) The object that reflects the product fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions and the ability of student metacognition. The data was obtained from the learning scenario, research observation sheets, math story problem modeling tests, and metacognitive strategies inventory.<br />This study consisted of 2 cycles of the first cycle consisted of 7 meetings and the second cycle consists of 3 meetings. Math story problem modeling tests done at the beginning and end of each cycle. The results of the study are: (1) Development PQ4R metacognitive approach can be used to reveal the fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions; (2) Application of PQ4R metacognitive approach can be used to reveal the ability of fifth grade elementary school students in modeling of math story problem on the subject of fractions; and (3) There is increasing fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions through the application of PQ4R metacognitive approach. This is supported by the results of the study are: (a) The results of math story problem modeling test evaluation at the end of the first cycle are: average value = 51.36; the highest score is 84; the lowest score is 10; complete = 24 people; not complete = 23 people; and classical completeness = 51.06%, and (b) The results of math story problem modeling test evaluation at the end of the second cycle, namely: the average value = 77.23; highest score = 98; the lowest score is 20; complete = 41 people; not completely = 6 people, and classical completeness = 87.23%.<br />Based on the results of the study, the researchers recommend that: (1) math learning with metacognitive approach to learning as an alternative that is effective in improving students' skills in modeling of math story problem, (2) The results of this study can be used as input for the school to improve the quality and learning innovation, (3) The results of this study can be used as input for the teachers in an effort to improve teachers'ability to manage learning for students in the learning activity also increased, (4) Learning mathematics with metacognitive approach priority students to work independently. Therefore, teachers should strive to change the teacher-centered learning (teacher-oriented) to student-centered learning (student oriented), and (5) For further researchers are expected to adapt existing measures in this study and fix flaws in this study.<br /><br />Keywords: PQ4R Metacognitive Approach, Models Math Story Problem’s Skill.Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-62280980796719382692010-08-09T00:35:00.000-07:002010-08-09T00:45:00.038-07:00Mauli Lamhot Simanjuntak<a href="http://2.bp.blogspot.com/_BT5_FtnQxbU/TF-xxLJQx3I/AAAAAAAAAE8/pRTZB-K2tMA/s1600/LAMHOT+MAULI+SIMANJUNTAK.JPG"><img id="BLOGGER_PHOTO_ID_5503312728033380210" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 240px; CURSOR: hand; HEIGHT: 320px" alt="" src="http://2.bp.blogspot.com/_BT5_FtnQxbU/TF-xxLJQx3I/AAAAAAAAAE8/pRTZB-K2tMA/s320/LAMHOT+MAULI+SIMANJUNTAK.JPG" border="0" /></a><br /><div align="justify"><span style="color:#cc0000;"><span style="color:#660000;"><em><span style="font-size:130%;">Mauli Lamhot Simanjuntak. 081188830012. Upaya improving SMP Ability Students Solve Math Problems With Applying the theory of Vygotsky And Combination Bruner. Tesis Mathematics Education Program Post-Graduate Studies,State University of Medan.2010</span>.</em></span> </span></div><br /><div align="justify"><span style="color:#cc0000;">Research objectives are: (1) to determine whether the increased ability of students to solve mathematical problems by applying the theory of Vygotsky and Bruner, (2) to describe the activities of students in learning math solve problems by applying the theory of Vygotsky and Bruner blend, (3) to describe the level of ability Mathematics teachers in managing learning by applying the unification theory of Vygotsky and Bruner, (4) to study the response of students in solving math problems. The subjects were students of Class VII of SMP Negeri 2 Balige TP 2009/2010.Objek fusion research is the application of Vygotsky and Bruner's theory as an attempt to improve students' abilities to solve mathematical problems and methods to be applied to problems tersebut.Instrumen research to measure the ability students use mathematics to solve problems shaped the description with the number of tests as many as six points with a coefficient realibitas matter, to know the student activity sheets used pengamatan.Untuk know the level of teacher proficiency in learning to use the observation sheet. The research results obtained: (1) Increasing the value of the average results of tests students' ability to solve classical problems of Cycle I to Cycle II for 12.98%, (2) Overall percentage of student activity in each component of learning to solve problems from first cycle to cycle II increased by 3.58%, (3) the ability of teachers in managing learning from Cycle I to Cycle II increased by 0.51, (4) percentage of student responses to learning activities in the first cycle and second cycle menigkat sebasar 2.99%. From the results of data analysis concluded that: (1) unification theory of Vygotsky and Bruner can enhance students 'abilities to solve problems on the subject of comparison, (2) unification theory of Vygotsky and Bruner can increase the activity of students in solving mathematical problems, (3) teachers' ability to manage learning was the good category, (4) students' response to all the learning activities are positive.</span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-51816769282860661462010-07-14T03:32:00.000-07:002010-08-09T00:35:07.481-07:00Fakhruddin<div align="justify"><span style="color:#660000;"><strong><em>Fakhruddin, 07118830012. Increasing Problem Solving Ability and Communication Mathematics Through Problem Based Learning with Co-operative Approach. Thesis Mathematics Education Graduate Program, State University of Medan. 2010.</em></strong></span></div><div align="justify"><span style="color:#990000;"></span></div><div align="justify"><span style="color:#990000;">Research objectives are: (1) To know the difference between problem-solving abilities of students with problem-based learning approach STAD cooperative type of learning compared with conventional (regular) review of the whole student. (2) To know the difference between problem-solving abilities of students with problem-based learning approach STAD cooperative type of learning compared with conventional (regular) if it is based on the accreditation of the school (very good, good, enough). (3) To determine differences in communication skills between students who are learning math problem based approach STAD cooperative type of learning compared with conventional (regular) review of the whole student. (4) To determine differences in communication skills between students who are learning math problem based approach STAD cooperative type of learning compared with conventional (regular) if it is based on the accreditation of the school (very good, good, enough). (5) a comprehensive review of the performance and the pattern of answers that the students make in solving contextual problems in each approach.<br />Of the study was eksprimen. The subject of this research is in the County Junior High School students shavings, class VII is based on the level of accreditation the school is very good, good enough for school accreditation and a very good first elected to junior Range N, both junior high school accreditation N 3 Island Folk and junior high schools akteditasi enough N 2 Aek Kuasan in Academic Year 2009/2010, with the number of students from the junior class eksprimen N 1 Range 38 people 38 people controlling class, students from junior high school class of N 3 eksprimen Island People 38 people 39 people control classes, students from the junior class eksprimen N 2 Aek Kuasan 48 people 40 people classroom control. The object of this research is problem based learning through cooperative approaches on the material type STAD comparison. The research data obtained from initial test and final test of problem-solving ability and communication skills of mathematics, the observation of teachers and students, the diversity and the pattern of answers given by students.<br />In this study, the average gain is the ability to problem-solving approach STAD cooperative type of accreditation is very good at the level higher than usual learning is 0.40483 and 0.31768, both at the level of accreditation is higher than usual learning is 0.29405 and 0.26149, at the level of accreditation is higher than usual learning is 0.23770 and 0.22013.Similarly, the results of a study of overall students that problem solving ability of learning koopertif STAD type of learning is better than usual. The mean gain of mathematics communication with type STAD cooperative approaches at very good levels of accreditation is higher than usual learning is 0.43077 and 0.34297, both at the level of accreditation is higher than usual learning is 0.36728 and 0.28999, at the level of accreditation quite higher than usual learning is 0.33299 and 0.21622. Similarly, the results of a study of the overall student that learning communication skills in mathematics from STAD koopertif type of learning is better than usual. Likewise, the performance and the pattern of answers given by students in solving math problems and there are also differences in communication Based on the description above, this study suggests. (1) Study by using problem-based learning through cooperative approaches can be utilized to determine peguasaan student teachers to the concepts being studied in order to do enrichment action. (2) Study by using problem-based learning through cooperative approach is potentially applicable in the learning of mathematics in an effort to improve the quality of mathematics education at basic education level. (3) Teachers should create a learning atmosphere which give more opportunities for students to express ideas in mathematics problem solving and communication in their own way so that in their mathematics learning more boldly argues, are more confident, creative. Teachers can learn from the diverse representation provided students in developing and expanding their knowledge. (4) problem-based learning is still not known teachers and students as a whole, therefore we need to be socialized by institutions like the District Education Office or Province in hopes of improving students' abilities in mathematical problem solving and communication that will ultimately improve student learning outcomes. (5) For all parties interested in education as, hopefully this research can make a positive contribution to the realm of education, as well as one of the benefits refrensi in an effort to improve the quality learning outcomes students. (6) For all those who become researchers, it is suggested to be able to further develop this research through relevant research such as the ability of students to connect mathematics problem-based learning. (7) The population in this study is limited to students of junior secondary school level it is necessary to do research on higher levels of schooling to see the impact of problem based learning through cooperative learning type STAD.</span></div><div align="justify"><span style="color:#990000;"></span></div><div align="justify"><span style="color:#990000;">Keywords: Problem Solving Ability, Communication in Mathematics and Problem Based Learning.</span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-13036538490088907292010-07-14T03:26:00.000-07:002010-07-14T03:32:34.598-07:00Cut Latifah Zahari<a href="http://2.bp.blogspot.com/_BT5_FtnQxbU/TD2Rvy4zkZI/AAAAAAAAAE0/xOGZqbsu-hk/s1600/CUT+LATIFAH.JPG"><img id="BLOGGER_PHOTO_ID_5493707370761785746" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 200px; CURSOR: hand; HEIGHT: 150px" alt="" src="http://2.bp.blogspot.com/_BT5_FtnQxbU/TD2Rvy4zkZI/AAAAAAAAAE0/xOGZqbsu-hk/s200/CUT+LATIFAH.JPG" border="0" /></a><br /><p align="justify"><span style="font-size:130%;color:#990000;"><em><span style="font-size:100%;"><strong>Cut Latifah Zahari, NIM 07118830006. Improving Communication and Understanding Mathematics Ability of Students with Media Autograph grade students in private high school science XII Istiqlal Delitua TA. 2009/2010. Thesis Mathematics Education Graduate Program, State University of Medan. 2010.</strong></span></em> </span></p><br /><p align="justify"><span style="color:#990000;">Research objectives are: (1) Determine the level of communication skills math students by using media autographs, (2) Determine the level of student understanding of mathematics using the media autographs and (3) Describe the students' responses to learning activities using the media autographs.<br />Type of research is the Classroom Action Research (CAR). Subjects were high school students Delitua Private Istiqlal, the class XII Science Program in Academic Year 2009 / 2010 with the number of students as many as 29 students, consisting of 10 male students and 19 female students with heterogeneous ability levels. The object of research is the use of media autographs on integral material (counting area). Data was obtained from the initial and final test on communication skills and understanding of mathematics, teacher observations and student and student questionnaire responses.<br />This study consisted of two cycles. Each cycle spent four meetings. Starting from January 13, 2010 until February 13, 2010. The result is (1) autographs media use can increase students' mathematical communication skills, (2) The use of media can enhance the ability of autographs and student understanding of mathematics, (3) the use of the media can alter the response autographs students towards learning mathematics yag either direction (positive). From the results of initial tests of mathematics communication skills average value = 54.14 and the first test the ability of understanding math average score = 33.1. Average scores in mathematics communication end = 65.69 and for the ability of understanding math = 74.83. hasil tes siklus I adalah 62.4 atau 52% dan siklus II adalah 74.1 atau 90%. test results of the first cycle is 62.4 or 52%, and the second cycle is 74.1 or 90%. Based on the above conclusion, this study suggests (a) the learning of mathematics using autographs media can improve communication skills and understanding of mathematics students, (b) autograph can enhance learning by students learning activities so that students' responses to the learning of mathematics for the better.</span></p><br /><p align="justify"><span style="color:#990000;">Keywords: Communication of Mathematics, Mathematical Understanding, And Autograph Media</span></p>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-15613437174456949922010-07-14T03:22:00.000-07:002011-11-07T01:30:48.803-08:00Cut Latifah ZahariCut Latifah Zahari, 07118830006. Improving Communication and Understanding Mathematics Ability of Students with Media Autograph grade students in private high school science XII Istiqlal Delitua TA. 2009/2010. Thesis Mathematics Education Graduate Program, State University of Medan. 2010.
<br />Research objectives are: (1) Determine the level of communication skills math students by using media autographs, (2) Determine the level of student understanding of mathematics using the media autographs and (3) Describe the students' responses to learning activities using the media autographs.
<br />Type of research is the Classroom Action Research (CAR). Subjects were high school students Delitua Private Istiqlal, the class XII Science Program in Academic Year 2009 / 2010 with the number of students as many as 29 students, consisting of 10 male students and 19 female students with heterogeneous ability levels. The object of research is the use of media autographs on integral material (counting area). Data was obtained from the initial and final test on communication skills and understanding of mathematics, teacher observations and student and student questionnaire responses.
<br />This study consisted of two cycles. Each cycle spent four meetings. Starting from January 13, 2010 until February 13, 2010. The result is (1) autographs media use can increase students' mathematical communication skills, (2) The use of media can enhance the ability of autographs and student understanding of mathematics, (3) the use of the media can alter the response autographs students towards learning mathematics yag either direction (positive). From the results of initial tests of mathematics communication skills average value = 54.14 and the first test the ability of understanding math average score = 33.1. Average scores in mathematics communication end = 65.69 and for the ability of understanding math = 74.83. hasil tes siklus I adalah 62.4 atau 52% dan siklus II adalah 74.1 atau 90%. test results of the first cycle is 62.4 or 52%, and the second cycle is 74.1 or 90%.
<br />Based on the above conclusion, this study suggests (a) the learning of mathematics using autographs media can improve communication skills and understanding of mathematics students, (b) autograph can enhance learning by students learning activities so that students' responses to the learning of mathematics for the better.
<br />
<br />Keywords: Communication of Mathematics, Mathematical Understanding, And Autograph MediaPendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-8025948282236547792010-05-31T18:14:00.001-07:002010-05-31T18:14:32.317-07:00<p style="visibility:visible;"><object type="application/x-shockwave-flash" data="http://widget-37.slide.com/widgets/slideticker.swf" height="320" width="426" style="width:426px;height:320px"><param name="movie" value="http://widget-37.slide.com/widgets/slideticker.swf" /><param name="quality" value="high" /><param name="scale" value="noscale" /><param name="salign" value="l" /><param name="wmode" value="transparent"/> <param name="flashvars" value="cy=ms&il=1&channel=2954361355590036791&site=widget-37.slide.com"/></object><p style="white-space:nowrap"><a href="http://www.slide.com/pivot?cy=ms&at=un&id=2954361355590036791&map=1" target="_blank"><img src="http://widget-37.slide.com/p1/2954361355590036791/ms_t000_v000_s0un_f00/images/xslide1.gif" border="0" ismap="ismap" /></a> <a href="http://www.slide.com/pivot?cy=ms&at=un&id=2954361355590036791&map=2" target="_blank"><img src="http://widget-37.slide.com/p2/2954361355590036791/ms_t000_v000_s0un_f00/images/xslide2.gif" border="0" ismap="ismap" /></a> <a href="http://www.slide.com/pivot?cy=ms&at=un&id=2954361355590036791&map=F" target="_blank"><img src="http://widget-37.slide.com/p4/2954361355590036791/ms_t000_v000_s0un_f00/images/xslide42.gif" border="0" ismap="ismap" /></a></p></p>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-30477134123134962072010-05-31T18:12:00.000-07:002011-11-07T01:26:06.664-08:00Profile<p style="visibility:visible;"><object type="application/x-shockwave-flash" data="http://widget-37.slide.com/widgets/slideticker.swf" height="320" width="426" style="width:426px;height:320px"><param name="movie" value="http://widget-37.slide.com/widgets/slideticker.swf" /><param name="quality" value="high" /><param name="scale" value="noscale" /><param name="salign" value="l" /><param name="wmode" value="transparent"/> <param name="flashvars" value="cy=ms&il=1&channel=2954361355590036791&site=widget-37.slide.com"/></object><p style="white-space:nowrap"><a href="http://www.slide.com/pivot?cy=ms&at=un&id=2954361355590036791&map=1" target="_blank"><img src="http://widget-37.slide.com/p1/2954361355590036791/ms_t000_v000_s0un_f00/images/xslide1.gif" border="0" ismap="ismap" /></a> <a href="http://www.slide.com/pivot?cy=ms&at=un&id=2954361355590036791&map=2" target="_blank"><img src="http://widget-37.slide.com/p2/2954361355590036791/ms_t000_v000_s0un_f00/images/xslide2.gif" border="0" ismap="ismap" /></a> <a href="http://www.slide.com/pivot?cy=ms&at=un&id=2954361355590036791&map=F" target="_blank"><img src="http://widget-37.slide.com/p4/2954361355590036791/ms_t000_v000_s0un_f00/images/xslide42.gif" border="0" ismap="ismap" /></a></p></p>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-18734453203582469702010-05-25T19:16:00.000-07:002010-05-25T19:43:18.838-07:00Mangihut Situmorang<div align="justify"><a href="http://1.bp.blogspot.com/_BT5_FtnQxbU/S_yJV7S_ytI/AAAAAAAAAEs/nS0WmMrbi28/s1600/uvs100331-003.BMP"></a><span style="color:#660000;"><em><span style="font-size:130%;"><strong>Mangihut Situmorang 071188830019.</strong> </span><span style="font-size:100%;">An Analysis of Interaction and Mathematical Communication of High School Student in Jigsaw Cooperative Learning.<br /></span></em></span><br /><span style="font-size:85%;color:#ff0000;">This research is intended to dig student’s activity in Cooperative learning, in which focused on student’s personal activity in making task.<br />The Population of this research is the students of social field of study in Pematang Siantar year 2009/2010. The sample is taken randomly which than applied the cooperative learning jigsaw type.<br />The instrument that is used, is instrument of observation with reliability 0,91 and test instrument with reliability 0,86, and significant standard 0,05.<br />Along the learning process it is found (1) the result of student’s activity along the learning process (Cumulative data), (2) Student’s Mathematic Communication competence ability after learning (Cuantative data)<br />It is found in qualitative analysis a general form of student’s interaction in making task, namely such interaction in discussion type in order to find the idea of solution of task or negotiation to decide the group answer. In the other hand the student’s interaction based on academic ability are: (1) A high ability student’s interact with a medium ability in order to help with explanation.; (2) a high ability student’s interact with a low ability student in order to help without explanation; (3) a medium ability student’s interact with a low ability student in order to help with explanation.<br />The analysis result in cuantitative research found student’s mean 68, 97. Many students have been able to communicate mathematic about 85%, and classically to do it.<br />Based on the result of this research, so learning process in school has been properly in student center, the teacher has to admit that the students have ability that can be dug by them selves. Therefore, jigsaw cooperative learning is very good applied as mathematic learning alternative at school.</span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-50363285881349489332010-02-20T02:02:00.000-08:002010-02-20T02:11:36.992-08:00Joni Wilson Sitepu<div align="justify"><em><span style="font-size:85%;color:#330000;"><span style="font-size:130%;">Joni Wilson Sitepu 071188830017.</span> The influence of assembling of teaching strategy and thinking process of communicative competence of junior high schools at mathematic at 2008/2009.</span></em></div><div align="justify"></div><div align="justify"></div><div align="justify"><span style="font-size:85%;color:#ff0000;"></span></div><div align="justify"><span style="font-size:85%;color:#ff0000;"></span></div><div align="justify"><span style="font-size:85%;color:#ff0000;">The purposes of this research are: (1) Knowing and describing the ability of students at mathematic by using interactive and expository teaching strategy. (2) knowing communicative competence of students at mathematic that have conceptual thought process and sequential thought process, and (3) knowing the interaction between teaching and thinking process of communicative competence of students at mathematic.<br />The population of this research is the VII grade of junior high schools at pematangsiantar 2008/2009. The sample of research is 100 students spread in classVII.1 and VII.3, SMP Negeri 1 Pematangsiantar, Class VII.1 and VII.5 SMP Negeri 7 Pematangsiantar, Class VII.1 for each schools using teaching interactive strategy mean while class VII.3 and VII.5 in each schools using teaching expository strategy. This technique is used by cluster random sampling. The instrument of research is used for to measure the communicative competence of students by giving them 5 items in essay test with coefficient reliability 0,506. Collecting data of communicative competence of students in 5 essay test given. Before use the analysis technique it is better for us to check the analysis conditions, they are normality and homogeneity data. Normality test can be proved by Liliefors test and homogeneity can be proved by Bartlett test. Analysis technique data is Anava two strips at significant α = 0, 05. That continue with Scheffe test.<br />From research result gain: (1) Students that teach with interactive strategy as whole get communicative competence at mathematic at range = 74,60 is higher than students that teach with expository strategy with range = 69,59, F count = 4,933 > F table = 2,70. (2) the communicative competence students at mathematic with conceptual thought ( = 79,52 ) is higher than students with sequential thought ( = 67,00 ) to F count = 19,908 > F table > 2,70 and (3) there is instruction between teaching strategy and students thought process in giving influence to communicative competence of students that range F count = 13,51 > F table = 2,70. From this analysis data we conclude that generally the communicative competence student at mathematic related to interactive strategy is higher than students with expository strategy. If we look from students characteristic. The communicative competence of students with conceptual thought is higher than sequential thought. For students with sequential thought is suitable with expository Method while conceptual for students with conceptual thought related to interactive process. Implication of this research is especially for mathematic teacher. Absorbing teaching strategy to students should be considered to students thought.</span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-47191469142204257272010-02-20T01:46:00.000-08:002010-02-20T01:54:29.863-08:00Sri Lestari Manurung<div align="justify"><a href="http://3.bp.blogspot.com/_BT5_FtnQxbU/S3-vsrNX18I/AAAAAAAAADc/JW66tDXgOE0/s1600-h/SRI+LESTARI+MANURUNG.JPG"><span style="font-size:85%;color:#cc0000;"></span></a><span style="font-size:85%;color:#cc0000;"><span style="color:#330000;"><em><span style="font-size:130%;">Sri Lestari Manurung 071188830026.</span> The Increasing of Ability in Mathematical Understanding and The Student’s Critical Thinking Ability Through The Applaying of Creative Problem Solving Learning Model (CPS) by Using Autograph Software.</em><br /></span><br />The Learning of mathematics that conventional wich is dominated by teacher and the evaluation system that more oriented to the product as far as less giving the chance for the students to involve the student learning process such as doing itself investigating to find out what doesn’t student know and understand. This case is caused by the learning in the schools are more pocussed to teachers that generally “ ready to transfer” knowledge directly to the student, or with another word, theachers are active, otherwise, the student are passive in learning. Whereas student learning process are related to the student’s result learning, able to develop their creatively, able to remember longer the material lesson, and learning is more useful for students. So, necesarry to find out the alternatif to increase the students active and creative in learning mathematics.<br />This research is the experiment studying in SMA Swasta Al-Masdar Batang Kuis with the population subjects are all the SMA studentand by taking twoo samples XI SMA Class Swasta Al-Masdar Batang Kuis by random from three classes. The data is taken by: (1) Mathematical understanding ability tes and critical thinking in topic Trigonometri; (2) Giving attitude scale questionare to students; (3) Observating student learning activity. To see that there are the difference of mathematical understanding ability and the critical thinking between the group of students who are getting learning through CPS model applaying by using Autograph and the group of students who are getting only CPS model learning using t – tes in = 0,05 after the qualification test is fulfilled.<br />This research is aimed to analize (1) what do mathematical understanding ability in a group of students who are getting learning through CPS model Applaying by using Autograph are better than a group of students only getting CPS model learning, (2) What do the critical thinking ability of a group of students who are getting learning through CPS model Applaying by using Autograph are better than a group of students only getting CPS model learning, (3) Is there student’s positif attitude in learning through learning by CPS model Applaying by using Autograph, (4) to portrait the students activities in both groups during the instruction.<br />The research result shows that: (1) Mathematical understanding ability of a group of students who are getting learning through applaying CPS model by using Autograph are better than a group of students that only getting CPS model learning; (2) The ability in critical thinking of a group of students who are getting learning through CPS model applaying using Autograph are better than a group of students that only getting CPS model learning; (3) There are students’ positif attitude in learning through CPS model applaying; (4) The students who learn mathematics through applaying CPS model by using Autograph is more actively engaged in learning as compared to students only getting CPS model learning.keywords : Mathematical understanding, Critical thinking, Creative Problem Solving model learning<br /></span></div><div align="justify"><span style="font-size:85%;color:#cc0000;"></span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-31082741622762909222010-02-19T20:43:00.000-08:002010-02-20T02:13:11.517-08:00Rudol Barmen Manurung<div align="justify"><span style="font-size:85%;color:#330000;"><span style="font-size:130%;">Rudol Barmen Manurung 071188830025.</span> <em>To increase the formal reasoning capability of Junior High School students through learning approach of Realistic Mathematics. </em></span></div><div align="justify"><em><span style="font-size:85%;color:#330000;"></span></em> </div><div align="justify"> </div><div align="justify"></div><div align="justify"><em><span style="font-size:85%;color:#330000;"></span></em></div><div align="justify"><span style="font-size:85%;"></span></div><div align="justify"><span style="font-size:85%;color:#ff0000;">Learning Mathematics which had usually been dominated by teachers with evaluation form that was having more oriented in result was less in giving the opportunity for students to improve their capability in learning process, in this case teacher was becoming a focus and source in learning. That was caused by the less learning of the schools that were focused on teachers. Mathematics lesson for all students formerly was frightened lesson, so that students were dislike it. Learning Mathematics needs some aspects to support the learning process, they are formal reasoning level and positive attitude of students. Therefore, it needs to find the alternative learning that can improve studying activities, and gives the opportunity for students for more active in studying. Learning approach of realistic Mathematics is one of the alternative learning to improve student’s creativity in learning Mathematics, so the formal reasoning of student’s is getting increase.<br />This research is the experimental in studying at SMP Negeri in Pematangsiantar on North Sumatera province, they are SMP Negeri 6 and SMP Negeri 9 are taken as the population subject and as the sample of the study each of VIII.2 and VIII.3 classes in SMP Negeri 6 while VIII.2 and VIII.4 in SMP Negeri 9 as the research sample. This sample is selected with randomly from these schools for all class VIII in SMP Negeri 6 gets 6 classes while in SMP Negeri 9 gets 7 classes. This research is focused on mastery concept through increasing of reasoning formal, students activities, and the response of students toward the studying with learning approach of realistic Mathematics and many real questions in studying circle and their place.<br />The instruments of the research which have been needed to collecting the data in this research that consist of ability test of student’s formal reasoning in triple dimension space topic with pyramid and prism topic, the scale questionnaire of student’s attitude to know the response of students about Mathematics lesson, learning method, and many questions that have been given, and observation paper of student’s activities. Processing data is used to find the differenciate of capability of student’s formal reasoning between group of students that are getting the learning with learning approach of realistic Mathematics by using normalization gain test, statistic test that consist of normalization test (processing data is made by SPSS 15 and Exel) and presentation is done after prereguirements testing is done.<br />From the research result, we can conclude that student’s formal reasoning in the group of students which get the lesson with learning approach of realistic Mathematics is having the great increasing besides the group of students which get the ordinary learning (expository), the attitude of students is better (positive) when they are following the lesson by using the realistic Mathematics approach; and the student’s activities when they are following the lesson by using the learning approach of realistic Mathematics that are reflecting the active creativities, and the response of students toward the learning is getting good. The model and variety of student’s answers are more various and systematic on student’s group through. Learning approach of realistic mathematic is compared with the group of student’s whose get learning through the ordinary of mathematics approach (expository).<br />The learning approach of realistic mathematics is an alternative for teacher of mathematics in presenting the mathematics lesson, and the using of learning approach of realistic mathematics should to socialized in institute of schools. The using of media with the things arround the student’s environment and apply to the materials which is essential relate to the real things arround the location fo study.</span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-47749715588474101642010-02-16T23:33:00.001-08:002010-02-17T00:17:58.806-08:00Glory Indira<div align="justify"><span style="font-size:130%;color:#663300;"><em><span style="color:#000000;">Glory Indira Diana 071188830013</span><span style="font-size:85%;">, </span><span style="font-size:78%;">Application of Cooperative Learning Strategies Type STAD (Student Teams Achievement Divisioni) to Increase Math Problem Solving Ability Students. Thesis Study Programs Postgraduate Mathematics Education State University of Medan. 2010. </span></em></span><br /><br /><span style="color:#cc0000;">The purpose of this study are: (1) describe the achievement levels of mathematical problem-solving abilities of students taught with cooperative learning strategies oriented type STAD and problems ekspositori learning strategies, (2) describe the activity levels of students taught with cooperative learning STAD-oriented type of problem, (3) describe the response of students to the type STAD cooperative learning-oriented issues, (4) describe the pattern of answers that students taught with cooperative learning-oriented type STAD and learning problems ekspositori.<br />The main problem in this research is: Is there a significant difference in mathematical problem solving skills between students taught using cooperative learning strategies oriented type STAD problems with students who are taught using the learning strategies students ekspositori on the subject of Linear Equations System of Two Variables ? So the hypothesis in this study is "There are significant differences in terms of problem solving skills, the students taught using cooperative learning strategies oriented type STAD problems than students who use learning strategies ekspositori"<br />This research was conducted experimental studies in junior high school of Serdang RK Lubuk Pakam Pure and Junior High School 2 Lubuk Pakam. The selection of samples used as the experimental group and control group carried out at random (random sampling). Variables in this research is the application of cooperative learning-oriented type STAD and learning problems ekspositori as independent variables, whereas the dependent variable (dependent variable) is a mathematical problem-solving abilities of students.<br />Instruments used in this study are: (1) problem-solving ability test, (2) pieces of the observation activities of students, (3) surveys of students' responses. While learning devices used are: (1) Learning Plan (RP), (2) Student Activity Sheets (LAS). Problem solving tests using the test description with emphasis on solving problems Polya.<br />The data in this study were analyzed using descriptive statistical analysis and inferential analysis. Descriptive Analasis intended to describe the results of students' problem-solving skills, student activities, and student response to learning. While inferential statistical analysis is used to see if there are significant differences that dalm problem solving skills between students taught with cooperative learning strategies with type STAD taught students with learning strategies ekspositori.<br />The results showed that: (1) there are significant differences in terms of problem-solving skills among students who received the type STAD cooperative learning-oriented issues than students who have learning ekspositori, where the type STAD cooperative learning can further improve mathematical problem-solving abilities of students compared with eskpositori learning. (2) student activity type STAD cooperative learning is an effective problem-oriented learning in which students with type STAD cooperative learning-oriented issues are more active in class than students who studied with ekspositori learning. (3) student response to the components and activities tips STAD cooperative learning is positive.</span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-55013015373290830062009-09-07T04:08:00.000-07:002010-02-17T00:20:31.450-08:00AGUSWATI GULO<div align="justify"><span style="color:#660000;"><em><strong><span style="font-size:130%;">Aguswati Gulo 071188830002,</span></strong> The application of the Strategy REACT To increase the Understanding of the Student to Function Material in the Class XI the Country SENIOR HIGH SCHOOL 1 Kutapanjang, Kabupaten Gayo Lues of the Lesson Year 2008/2009<br /></em></span><br /><span style="color:#ff6666;">Realises the importance of the role of mathematics in all science today prosecuted the teacher to supply the skills student who could answer the available problem. And the reality that the presentation of the lesson that was carried out by the teacher in the school still was traditional where the rare student in gave the opportunity to find/ Constructive personally the concepts or mathematical knowledge formally. So was needed by a strategy The presentation of the lesson the student who could play an active role formed/Constructive personally his knowledge and the teacher only as the motivator and the facilitator.<br />This research agreeing the application the presentation of the lesson the REACT strategy in an effort to increase the understanding of the student to function material. This research had a purpose to know how; (a) the process The presentation of the lesson with the application of the REACT strategy to function material, (b) the response and the activity of the student to the strategy The presentation of the lesson REACT, (c) results studied the student by using the REACT strategy. This research kind was the research of the class action by using the qualitative approach. The research was carried out to the Negeri 1 Kutapanjang Kabupaten Gayo Lues SENIOR HIGH SCHOOL. The subject in this research was the class student XI.IS-2 the Negeri SENIOR HIGH SCHOOL 1 Kutapanjang (totalling 32 students). The research data was received from results of the test, results of the interview, the field note, results of observation and the poll about the student's response. With the action hypothesis; The application of the REACT strategy with the grouping of the student was based on the academic capacity to be able to increase the understanding of the student to function material in the class of XI SMA.. Apart from could increase the understanding to material well, the student also could Applied in the everyday life and transferred in the context of other mathematics that was connected with the concept of the function. The stage presentation of the lesson the REACT strategy was as follows; (1) the beginning Stage: the teacher sent the aim the presentation of the lesson, motivated the student, reminded prerequisite material that was linked with the function, that is: the diagram of the bow, the diagram cartesius, the couple was in order, multiplication of the product cartesius, and the understanding of the relations, and explained the task and the student's responsibility in the group. The REACT component that emerged in this stage was cooperating and relating. ( (2) the core Stage: the activity of the student in this stage was the activity and the presentation of the report of the group's discussions produced by discussions. The student worked in the group that consisted of 5 or 6 students to understand function material. Results of the work of the further group were presented in front of the class and were responded to by the other group. The role of the teacher in the core activity was as the facilitator and the motivator. To help the student, the teacher provided the Sheet of the Work of the Student (LKS) that contained the REACT component. to LKS the I action, Ii and III the student could understand function material well. The REACT component that emerged in this stage was relating, experiencing, cooperating, applying and transferring. (3) the end Stage: the teacher guided the student to making the knot. Further the teacher held the evaluation through the test wrote to see the command against material that was studied.<br /><br />This research consisted of the I cycle, Ii, and III. Each one the cycle was carried out in one meeting time for 90 minutes. In the I cycle and Ii the student was grouped was based on the close friend whereas in the cycle of the three students was grouped was based on the academic capacity. from results of the implementation of the I cycle, was received by the activity of the student still was apparently tense or not all that familiar, still had the more inactive student and studying results in the first cycle still many students that the accessibility of his studying results in general 72%. The cycle of the two activities of the student has begun appeared no longer was tense but quite enthusiastic to carry out his task, and the student was more active in proposed his opinion, and results studied the student in the second cycle better than the first cycle with in general the score of his accessibility 74 %. in the III cycle, the activity of the student has been very equitable and very enthusiastic to join the activity The presentation of the lesson in his group and results of the end test showed in general 78%. Was based on the research could be concluded that: (a) the grouping the student heterogeneously with the grouping was based on the academic capacity to be able to increase the understanding of the student to function material. (b) the student's response to The presentation of the lesson function material with the REACT strategy very positive and the student said happy followed The presentation of the lesson the function with the REACT strategy, apart from the student could receive the understanding that was good towards function material and the student could connect his knowledge with other mathematical material, ( c) The presentation of the lesson could with the REACT strategy increase the understanding of the student to function material from results of the implementation the cycle I, II and III with the percentage in general the receipt of the score 76%.<br /><br />Keyword: the REACT Strategy, the Understanding and Fungsi Material</span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-39971644982609851472009-09-03T21:31:00.000-07:002009-09-07T04:16:14.589-07:00IRWAN<div align="justify"><span style="color:#ff6666;"><span style="color:#660000;"><strong><em>Irwan, 071188830015.</em> The ACE Cycle Application Using the Concept Map to Improve the Proving Capacity<br /></strong></span><br />Education currently is facing the goals of progressively sophisticated objectives, of increasingly diversity, and more of its quality. On the other hand, be based on the results of evaluation of curriculum 2006 which is competency-based was found that the students were not achieved their optimal competency yet. So far the author experience and observation, the teaching pattern which is engaged of the educators in the Study Program of Mathematical Education, STKIP Budidaya Binjai, in approach to teaching, there was not the pattern and variation compatibility. It is clear that their activities were not the learning process that was applied the cycle ACE using the concept map in study of mathematics so that the proving capacity students have are still low. The educators were lack of knowledge and experience in developing the learning instruments, and they have less knowledge to apply the ACE cycle using the concept map.<br />The objectives of this research are to study: (1) Whether a difference exist in improvement of the proving capacity among the three learning; (2) Whether a difference exist in improvement of the proving capacity between the students that was received the learning of ACE cycle using the concept map and that of the learning of concept map; (3) Whether a difference exist in improvement of the proving capacity between the students that was received the learning of concept map and that of the regular of learning; (4) What is the performance and response pattern the students showed in the proving capacity for each of the learning.<br />This present paper is the experimental study in STKIP Budidaya Binjai in which the subject population is all students in semester IV of Study Program of Mathematical Education, STKIP Budidaya Binjai. The randomized sampling was carried out from the IVA, IVB, and IVC classes. To the students of IVA class then the learning of ACE cycle using the concept map was administered, IV B class that of the concept map, and IVC that of the regular of learning. The research data was collected by two types of tools, i.e. test and non-test involving a set of pretests and posttests concerning the proving capacity that was given in each of learning in which the objective of research were subtopic of cluster points and open sets. In order to see a difference between the proving capacities of the three learning methods the one-way ANOVA test was used, whereas the Scheffe was used to determine whether a difference exits among the averages of Z1, Z2 and Z3.<br />The results of research were suggest that: (1) A difference exist in improvement of the proving capacity among the three learning; (2) The students that were received the learning of ACE cycle using the concept map have higher increase in the proving capacity than that of using concept map; (3) The students that were received the learning of concept map have higher increase in the proving capacity than that of the regular of learning; (4) The students that were received the learning of ACE cycle using the concept map were showed higher performance and response pattern in the proving capacity than that both of concept map and regular of learning.<br />The author is suggests that it is helpful if lectures are create the learning atmosphere giving the students more opportunities to express mathematical model into language and in their own ways, such that in learning mathematics the students will be better in suggesting their arguments, more self-confident, creatively, and systematically. Similarly, the lectures will be able learn from ACE cycle using concept map, where they are likely to develop the learning methods based on ACE cycle using concept map. It is important that these methods universities socialize hoping that they improve the proving capacity of students learning results, particularly the mathematical proving capacity. The present study should be confirmed by the other researchers through carefully research in the other pure mathematics area which not yet been reached by panelists, for example, proving capacity of algebra structures, geometry, topology, and functional analysis.</span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-35697810304132008112009-09-03T21:13:00.000-07:002009-09-03T21:38:43.057-07:00PERI NAINGGOLAN<div align="justify"><span style="color:#ff6666;"><span style="color:#660000;"><em><strong>Peri Nainggolan, 071188830023.</strong> The Effect of Approaching Realistic Mathematics and Students’ Learning Motivation on Capability of Student Mathematics Model of Junior High School Students in Lubuk Pakam Academic Year 2008/2009. A Thesis : Mathematic Study Program Post Graduate of State University of Medan 2009.<br /></em></span><br />The objectives of the study are (1) to find out whether capability of student mathematics model using realistic learning approach and expository approach (2) to find out whether capability of student mathematics model of the student with learning motivation higher than that of the students with learning motivation lowly (3) to find out the interaction between the learning approaches and students’ learning motivation with capability of student mathematics model.<br />The population of the study was student of Grade VIII Junior High School Students in Lubuk Pakam. The sample of the study was 102 students in class VIII.1 and VIII.2 Junior High School Students Neg. 2 Lubuk Pakam; class VIII.1 and VIII.2 Junior High School Students HKBP Lubuk Pakam; and class VIII.1 and VIII.2 Junior High School Students RK Serdang Murni Lubuk Pakam; The samples of the study class each VIII.1 for realistic learning approach, but every class VIII.2 expository learning approach is used. These samples were taken by using cluster random sampling method. The instrument in collecting data of capability of student mathematics model was essay test that consisted of 5 item with reability of 0,675. In collecting data of students’ learning motivation, 30 items test is used adopted from Sembiring to the students. Before data analyzed used at first tested by analysis rules in normality ang homogeneity of data. Normality test was tested using Liliefors test while Homogenity was tested using Bartlett test. The data was analyzed using two ways ANAVA with = 0,05 and the using Scheffe.<br />The results of the study were: (1) the mean of the capability of student mathematics model of the students who are taught with general by using realistic mathematic approach was = 26,1132 higher than with expository approach was = 23,850 with F observe = 10,6981 > F table = 3,938. (2) the mean of capability of student mathematics model with high learning motivation ( = 28,1731), higher than those learning motivation lowly ( = 21,640) with F observe = 77,8567 > F table = 3,938. (3) there was interaction between learning approaches and learning motivation with capability of student mathematics model with F observe = 8,8654 > F table = 3,938. Based on the result of the study with it is concluded generally that the capability of student mathematics model by using realistic learning approach higher than expository approach. The student characteristic is capability of student mathematics model with high learning motivation higher than higher than low learning motivation and for high expository learning motivation approach is appropriate. The implication of the study is specialized to mathematics teachers, that is applying learning approach. They must consider the student’s characteristic specially learning motivation characteristic.</span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com0tag:blogger.com,1999:blog-2711256941881278395.post-68869889954262360772009-08-25T18:45:00.000-07:002009-09-07T04:14:57.504-07:00DORHAYANI SINAGA<div align="justify"><span style="font-family:lucida grande;"><span style="color:#ff6666;"><span style="color:#660000;"><em><strong>Dorhayani Sinaga, 071188730008.</strong> The Effectiveness of Mathematics Learning With Contextual Approach for Grade VIII in SMP Negeri 2 Rantau Selatan Rantauprapat. Thesis. Medan: Post Graduate Program, State University of Medan, August 2009.<br /></em></span><br />Learning mathematics conventionanally is a paradigm where the teacher just focused the target to the result of study that can be seen and measured. Students were passive and just received everything from the teacher without giving any response. On the contrary, the teacher was inclined to transform the information as much as possible. Therefore, the students faced some difficulties in understanding the concept, principe, and the rules were given. Besides, they also couldn’t apply their knowledge because they got difficult to adopt their knowledge to their study’s circumstances. As a result, mathematics became useless for them. This situation caused the achievement of mathematics learning in Indonesia became lower and lower.<br />The ability of problem solving is a basic ability that have students in learning mathematics. In fact, the ability of problem solving in mathematics don’t be an important in learning mathematics in now. One of learning approchement that possible the students are able to improve their activeness and creativeness in studying mathematics is contextual approach. It will make mathematics learning more useful because it emphasizing the ability to solve the problems. In contextual approach, students are guided to correlate the subject matter that has been taught with the students’ real situation and support them to make a relationship between their knowledge with their daily life. Learning mathematics effective if it’s process guide real context in daily life’ students.and the students actively in organization, discovery of knowledge<br />This research’s aim were; (1) Describe mastery of the student’s ability classically in study criteria, (2) Describing the student’s activity degree in contextual learning, (3) Describing the teacher’s ability in managing contextual learning, (4) Describing student’s response toward contextual learning components and process, (5) knowing the ability of problem solving who followed contextual learning is better then the student who followed conventional learning by using inferential statistic analysis.<br />This research was a quasi experimental research began with the development learning component using to 4-D Model (Four D model), consisted of; Lesson Plan (RPP), Teacher’s Book (BG), Student’s Book (BS), Student’s Worksheet (LKS), and Problem Solving test (Polya). The population of this research was grade VIII students of SMP Negeri 2 Rantau Selatan Rantauprapat, involved six classes and two classes were used the sample of the study selected randomly from the population. Class VIII 1 became experiment class using contextual learning. And class VIII 6 as control class using conventional learning. Three instrument were used in this research: (1) Problem Solving Test, (2) Observation sheet student’s activities, (3) Observation sheet of teacher’s ability in managing the learning process.<br />The research began with trying-out learning component and instrument of the test. The result in of instrument test was high with α = 0,844, all of the questions (eight questions) were valid, sensitivity of the test around 0,34. Based on the level of difficulty it was found two problems were difficult and six problems were in the medium, and discriminant tests were good.<br />All of the data used in this research were analyzed by descriptive statistic analysis and inferential statistic analysis. The descriptive analysis was used to describe the mastery of student’s study activities in CTL describe the teacher’s ability in managing CTL, and describe the student’s response toward in CTL. The inferential statistic analysis used in this research was Covariance analysis to test theoretical hypothesis. The covariance analysis can be applied because the extrameous variable influenced significantly toward dependent variable (final test) qualifying for regression linear model in experimental group.<br />The result of research showed that CTL approach was effective in mathematics learning. The criteria effectiveness, such; (1) the mastery of the students in CTL was achieved, (2) Student activities in CTL were effective. (3) Teaching learning managing in CTL was good, (4) Students’ response on teaching components in CTL was positive, (5) The problem solving ability of students who followed in CTL was better than the problem solving ability of student who followed conventional teaching learning in three dimension plane geometry.Since contextual learning is effective in mathematics learning, it can be applied as an alternative way to teach mathematics in order to be innovative, especially in teaching three dimensional plane geometry.</span></span></div>Pendidikan Matematikahttp://www.blogger.com/profile/17895018160122761206noreply@blogger.com