Analisis Faktor-Faktor Yang Mempengaruhi Siswa Dalam Mengerjakan Pekerjaan Rumah Matematika Siswa Madrasah Aliyah Al-Munawwaroh Merauke Tahun Akademik 2017/2018

Saragih, Givanni Bulan Alfridha; Palobo, Markus; Sianturi, Murni

doi:10.35724/mjme.v1i2.1371

Cited by 3 publications

(3 citation statements)

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“…Selama pembelajaran tatap muka dengan metode diskusi, peserta didik mampu mengeluarkan pendapatnya saat pembelajaran, peserta didik (Perilaku Belajar Peserta …) cekatan dalam mengerjakan tugas, sehingga dapat dikatakan bahwa peserta didik mampu menemukan teknik bertindak yang sistematis dalam melaksanakan proses pembelajaran. Perilaku tersebut terbentuk karena ada feedback yang diterima peserta didik selama pembelajaran tatap muka yang tidak bisa diperoleh peserta didik saat pembelajaran daring Pemberian tugas rumah kepada peserta didik merupakan suatu metode agar peserta didik dapat melakukan kegiatan belajar dirumah kembali (Saragih et al, 2019). Menyelesaikan tugas tepat waktu menjadi salah satu masalah yang tidak bisa diatasi selam pembelajaran daring, disebabkan oleh banyaknya kendala yang terjadi selama proses pembelajaran sehingga membuat peserta didik lalai untuk mengerjakan tugas.…”

Section: Pembahasanunclassified

Perilaku Belajar Peserta Didik Pasca Pembelajaran Daring di SMAN 4 Pariaman

Putri

Febriani

2022

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The background of the research is the phenomenon of student learning behavior after online learning at SMAN 4 Pariaman. In the 2021/2022 academic year, online learning is shifted to face-to-face learning, resulting in changes in student learning behavior. The purpose of this study is to describe the form of student learning behavior after online learning. The theory used in this research is the behavioristic learning theory of B.F Skinner. This research method is qualitative with a case study type. The informant selection technique used is the purposive sampling technique. The number of informants in this study was 13 people consisting of students, sociology teachers, and parents of students. Data were collected through observation, interviews, and documentation. Data analysis used Miles and Huberman's interactive data analysis, which consisted of data collection, data reduction, data presentation, and conclusion. The results obtained are the form of student behavior after online learning, namely often arriving late to school but being willing to participate in group discussions, completing assignments on time, using textbooks as learning resources, being enthusiastic in completing daily tests, and being willing to repeat lessons at home.

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Section: Pembahasanunclassified

Perilaku Belajar Peserta Didik Pasca Pembelajaran Daring di SMAN 4 Pariaman

Putri

Febriani

2022

skl

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“…When we changed the key terms to 'pekerjaan rumah matematika di Indonesia', 'PR matematika di Indonesia', and 'mathematics homework in Indonesia' only, we got some results but none of them were about views or opinions about homework (PR is the abbreviation of pekerjaan rumah, which is the Bahasa Indonesia of homework). For example, Rahmawati (2008) studied how to improve students' mathematics achievement by giving them mathematics homework, Wuriyanti (2012) focused on parents role, and Saragih, Palobo, and Sianturi (2019) studied about the factors that affect students in doing mathematics homework. None of their research is about the views or opinions on mathematics homework.…”

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What the high school students say about mathematics homework

Pastoriko

Hidayati

Rasmuin

2019

J. ris. pendidik. mat

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Homework had become a tradition in teaching and learning mathematics in school. Even so, in Indonesia, there is not enough research on homework. Our research is conducted to investigate high school students’ views on homework and to provide the basis for further research on homework in Indonesia. In this research, we use exploratory-descriptive qualitative to explore and describe the students’ view of homework. We collected the data from 124 high school students by using the structured interview conducted via online form. The data were analyzed by using the thematic analysis. Based on our results, we found that (1) students know that mathematics homework can help them with their academic achievement and their attitudes toward their studies, (2) mathematics homework is not high on their priority, (3) it makes them tired physically and mentally, and (4) students argue that mathematics problems are better to be solved in the class where they can ask the teacher. We also found their difficulties in doing their homework, such as (1) lack of knowledge (2) their teachers do not give them the necessary ‘tools’ to solve the problems, (3) they can’t ask for helping hands if they can’t solve the problems (4) some emotional problems such as motivation, and (5) other priorities are higher on their list.

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“…Menurut (Saragih et al, 2019), tugas rumah (PR) dalam pembelajaran yakni metode penugasan yaitu penyajian bahan dimana guru memberikan tugas tertentu agar siswa melakukan kegiatan belajar, masalahnya tugas yang diberikan dapat dikerjakan dirumah atau dimana saja tugas itu dapat dikerjakan.…”

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Analisis Motivasi Siswa dalam Mengerjakan Tugas Rumah Di SMA Al-Mannan Tolitoli

Rudini

Agustina

2021

Cendekia

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Penelitian ini dilatar belakangi oleh motivasi siswa dalam mengerjakan tugas rumah di SMA Al-Mannan yang rendah, dimana motivasi adalah merupakan dasar pendorong siswa untuk semangat dalam belajar. penelitian ini menggunakan metode kualitatif deskriptif yaitu penelitian yang mengungkap kejadian atau fakta yang sesuai dengan yang terjadi dilapangan dimana peneliti menjadi kunci utama dalam pelaksanaanya dan menggunakan teknik pengambilan data dari observasi, wawancara dan dokumentasi. Berdasarkan hasil penelitian data menunjukkan bahwa analisis motivasi siswa dalam mengerjakan tugas rumah di SMA Al-Mannan tidak termotivasi, ini dilihat dari indikator pertama mau mencoba dan mencoba meskipun berulangkali gagal bahwa siswa acuh dengan adanya pemberian tugas rumah. indikator kedua lebih awal mengerjakan tugas rumah siswa jarang sekali mengerjakan PR, siswa mengerjakan PR hanya pada saat memiliki waktu yang luang. Indikator ketiga aktif pada saat pembelajaran menunjukkan siswa kurang aktif dalam merespon guru sehingga kurang adanya feedback antara siswa dan guru di dalam kelas, siswa kurang memperhatikan. Indikator keempat tepat waktu dalam mengumpulkan tugas rumah, siswa kurang disiplin dalam mengumpulkan tugas karena siswa mendahulukan tugas dari pondok. Faktor penghambat motivasi siswa dalam mengerjakan tugas rumah adalah kegiatan pondok yang padat sehingga menyulitkan siswa dalam membagi waktu dengan mengerjakan tugas rumah.

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Analisis Faktor-Faktor Yang Mempengaruhi Siswa Dalam Mengerjakan Pekerjaan Rumah Matematika Siswa Madrasah Aliyah Al-Munawwaroh Merauke Tahun Akademik 2017/2018

Cited by 3 publications

References 2 publications

Perilaku Belajar Peserta Didik Pasca Pembelajaran Daring di SMAN 4 Pariaman

Perilaku Belajar Peserta Didik Pasca Pembelajaran Daring di SMAN 4 Pariaman

What the high school students say about mathematics homework

Analisis Motivasi Siswa dalam Mengerjakan Tugas Rumah Di SMA Al-Mannan Tolitoli

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