Pemahaman konsep matematis merupakan kemampuan dasar yang sangat penting bagi siswa, namun kenyataan yang terjadi di lapangan pemahaman konsep matematis siswa masih rendah. Secara teori, pendekatan saintifik berbantuan Geogebra dapat meningkatkan pemahaman konsep matematis siswa. Penelitian ini bertujuan untuk mengetahui peningkatan dan perbedaan pemahaman konsep matematis siswa yang menggunakan pendekatam saintifik berbantuan Geogebra dan yang menggunakan pembelajaran biasa. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen pada populasi siswa kelas XI MIA MA Negeri 1 Kerinci. Sampel penelitian ini adalah kelas XI MIA 1 sebagai kelas eksperimen dan kelas XI MIA 2 sebagai kelas kontrol yang dipilih melalui teknik random sampling. Instrumen yang digunakan adalah tes untuk mengukur pemahaman konsep matematis siswa. Untuk mengetahui peningkatan pemahaman konsep siswa digunakan rumus N-gain, sedangkan untuk mengetahui perbedaaan pemahaman konsep matematis siswa kelas eksperimen dan kontrol dilakukan uji-t. Hasil analisis data menunjukkan bahwa terdapat perbedaan signifikan peningkatan pemahaman konsep matematis siswa yang menerapkan pendekatan saintifik berbantuan Geogebra dan yang menggunakan pembelajaran biasa.The mathematical concepts understanding was a basic ability that must mastered by students. In the fact, the students’ mathematical concepts understanding was still low. By the thoery, the scientific approach assisted Geogebra can improve students' mathematical concept understanding. This research aims to determine the improvement and differences in mathematical concepts understanding of students who used scientific approaches assisted Geogebra and the students’ who used ordinary learning. This research was a quantitative research with experimental methods and eleventh-grade of science students (MIA) in MA Negeri 1 Kerinci as population. The sample of this study was XI MIA 1 students  as an experimental group and XI MIA 2 students as a control group that selected through random sampling technique. The instrument used was test to mesaure the students’ mathematical concepts understanding. To determine the increasing of students’ mathematical concepts, N-gain formula was used. While t-test was used to determine the differences in mathematical concepts understanding of students in experimen and control group. The result of data analysis shown that there is the significant difference in students’ mathematical concepts understanding who used scientific approaches assisted Geogebra and the students’ who used ordinary learning.

The use of technology in education is becoming increasingly common. So that in its development, educators must be able to take advantage of information and communication technology in the learning process. Efforts to use it are to increase the attractiveness of a learning process, one of which is by using the help of learning media. Because of this, this study aims to produce YouTube-based learning media on trigonometric comparison material, find out expert opinions and student responses to YouTube-based mathematics learning media on trigonometric comparison material from an angle. This research is a research development or Research and Development (R & D) using the Sugiyono procedure. This research was conducted at MAS Nurul Haq Semurup with the research subjects being students of class X. Data collection was carried out using interviews and questionnaires. The instrument used was a questionnaire using a Likert scale. Based on the results of the validation carried out by material experts and media experts, the percentage results were respectively 71% and 77% with valid criteria. Then the learning media was tested through 2 stages, namely small group trials and field trials. The average results obtained were 87.22% for small group trials and 88.16% for field trials with very practical interpretation criteria, so it can be concluded that YouTube-based mathematics learning media on trigonometric comparison material from an angle is valid and practical to use in learning. Overall the results of the study indicate that the learning media developed are suitable for use by students.

Penelitian ini merupakan penelitian pengembangan yang mengadaptasi model pengembangan ADDIE. Ada 5 tahapan utama dalam penelitian ini terdiri dari tahap, analisis (analysis), desain (design), pengembangan (development), penerapan (implementation), dan evaluasi (evaluation). Instrumen penelitian yang digunakan adalah lembar observasi, wawancara dan angket. Produk hasil pengembangan divalidasi oleh tim ahli media dan materi selanjutnya dinilain oleh guru mata pelajaran matematika dan kemudian diujicobakan pada kelompok kecil pada siswa kelas VII. Hasil dari penelitian ini adalah sebuah bahan ajar e-book interaktif yang operasikan menggunakan software 3D PageFlip Profesional. Produk tersebut divalidasi oleh ahli media dan ahli materi. Hasil validasi ahli media diperoleh skor dengan rata-rata 0,86 dan ahli materi diperoleh skor dengan rata-rata 0,802 dikategorikan valid. Selanjutnya, untuk tanggapan guru diperoleh skor persentase 83,33% (sangat baik) sehingga bahan ajar e-book interaktif yang dikembangkan layak untuk diujicobakan. Hasil respon siswa kelas VII diperoleh persentase 85,18% (sangat baik). Berdasarkan proses pengembangan mulai dari validasi media maupun materi dan hasil penelitian, secara keseluruhan disimpulkan bahwa bahan ajar e-book ini sangat baik digunakan sebagai bahan ajar atau media yang dapat digunakan secara interaktif dalam pembelajaran matematika

This study used quantitative approach with experiment method. The research design was posttest-only control group. The purpose of this study was to investigate the effect of cooperative learning model type Student Facilitator and Eksplaining (SFE) with poster media through students’ mathematical representation ability. The population was all of seventh grade students in SMPN 7 Sungai Penuh. Two sample were choosen withdraw. Conventional method was implemented in control group, while cooperative learning model type Student Facilitator and Eksplaining (SFE) with poster media was implemented in experiment group. The instrument in this study was students’ mathematical representation ability test that the test items was analyzed first. The instrument was given in the end of learning process in both groups. The result of the data analysis was obtained that: (1) the average of students’ mathematical representation ability test in control group was 66,67 while in experiment group was 73,43; (2) the students’ mathematical representation ability who study under cooperative learning model type Student Facilitator and Eksplaining (SFE) with poster media was higher than who study under conventional method; (3) there was an effect of cooperative learning model type Student Facilitator and Eksplaining (SFE) with poster media through the students’ mathematical representation ability.

Creating effective mathematics learning is a complex and continuous undertaking. Using the right approach of learning and utilizing technological developments is an attempt to improve the quality of learning. This paper examines the problem solving learning computer-assisted and how its potential in developing high-order thinking skills of students. /div