Kesulitan-Kesulitan Siswa Dalam Mempelajari Matematika Pada Materi Garis Dan Sudut  Di SMP N 4 Sindang

Senjaya, Aan Juhana; Sudirman, Sudirman; Supriyatno,

doi:10.31943/mathline.v2i1.32

Cited by 6 publications

(6 citation statements)

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“…This theory directs that different student characters are formed based on the results of family upbringing which then becomes an inhibiting factor in implementing learning (Zulyan et al, 2021). Boredom for students can lead to their lack of motivation to learn and pay attention to the teacher during the learning process (Senjaya et al, 2017). Therefore, motivation plays a very important role in the learning process.…”

Section: Resultsmentioning

confidence: 99%

The Obstacles of Students and Teachers in Implementing The 2013 Revised Curriculum in Mathematics Learning: A Phenomenology Study

Ilmi,

Ismunandar,

Sudirman

2024

Mathline

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This research aims to examine and describe the obstacles faced by students in implementing the 2013 revised curriculum in 2018 in mathematics learning, as well as to examine and describe the obstacles faced by teachers in implementing the 2013 revised curriculum in 2018 in mathematics learning. The research instruments used in this study include data collection methods such as observation, in-depth interviews, and documentation. During the observation process, the researcher observes students and teachers during mathematics learning activities, while in-depth interviews are conducted to obtain interview results that will be analyzed using the ATLAS.ti 8 application, and documentation is carried out to capture images such as photos or videos during the observation and interview processes. Obstacles faced by students in implementing the 2013 revised curriculum in 2018 in mathematics learning include: students feeling less focused and concentrated during mathematics learning; students experiencing difficulties in understanding material, calculating, and memorizing mathematical formulas; incomplete and undetailed textbook content; the use of language in textbooks being too advanced; students often feeling sleepy during mathematics learning; students' mood affecting their learning activities; teachers not delivering the material in detail, too quickly, or too elaborately; classrooms being noisy; and inadequate facilities and infrastructure. Meanwhile, obstacles faced by teachers in implementing the 2013 revised curriculum in 2018 in mathematics learning include: language used by teachers being difficult for students to understand; low basic skills of students; students having different characteristics; students having low motivation and varying abilities.

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Section: Resultsmentioning

confidence: 99%

The Obstacles of Students and Teachers in Implementing The 2013 Revised Curriculum in Mathematics Learning: A Phenomenology Study

Ilmi,

Ismunandar,

Sudirman

2024

Mathline

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“…Hal itulah yang membuat geometri menjadi salah satu materi yang sulit dipahami oleh siswa (Nur'aini et al, 2017;Rosdianah et al, 2019). Kesulitan siswa dalam memahami geometri disebabkan oleh beberapa hal, diantaranya; kurangnya pemahaman konsep geometri (Rezky et al, 2022), kurangnya kemampuan spasial siswa (Heny & Widodo, 2021), dan ketidakfahaman terhadap soal yang ditentukan (Senjaya et al, 2017). Selain itu, Saputra (2016) juga menyebutkan bahwa kesulitan siswa juga bisa disebabkan karena tidak adanya keyakinan diri terhadap kemampuannya dalam menyelesaikan permasalahan yang dihadapi.…”

Section: Pendahuluanunclassified

Kemampuan computational thinking siswa pada materi garis dan sudut ditinjau dari self-efficacy

Mukhibin,

Herman,

et al. 2024

J. Pembelajaran Matematika Inovatif

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Computational thinking is a person's ability to present problems and their solutions through certain algorithms so that the algorithms can be reused by other people and computers to solve the same problems. This study aims to comprehensively examine students' computational thinking skill reviewed from different self-efficacy levels. This research is descriptive qualitative research. The subjects in this study were 3 seventh grade students of Bumi Cendekia Junior High School in the 2022/2023 school year who were selected based on low, medium, and high self-efficacy levels. The instruments used were test, questionnaire, and interview. Data analysis was carried out using qualitative data analysis which included data reduction, data presentation, verification, and conclusion. The results showed that students with low self-efficacy level were only able to fulfill 2 indicators of computational thinking ability, students with moderate self-efficacy level fulfilled 3 indicators of computational thinking ability. Meanwhile, students with high self-efficacy level have excellent computational thinking ability by being able to fulfill 4 indicators of computational thinking ability.

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“…Ada dua faktor yang menyebabkan kesulitan belajar yaitu dari faktor internal dan eksternal. Salah satu faktor eksternal yang menyebabkan siswa kesulitan belajar sehingga menyebabkan rendahnya kompetensi pengetahuan Matematika adalah metode mengajar yang dilaksanakan oleh guru kurang tepat dan terkesan monoton (Amaliyah et al, 2021;Juhana Senjaya et al, 2017). Metode yang digunakan biasanya metode mengajar konvensional atau teacher centered learning yang pembelajarannya masih terpusat pada guru (Anggreni et al, 2019;Nabillah & Abadi, 2020).…”

Section: Pendahuluanunclassified

Meningkatkan Kompetensi Pengetahuan Matematika dengan Model Realistic Mathematics Education Berbantuan Media Konkret

Pradila,

Agustika,

Wiyasa

2024

j. media teknologi pendidik.

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Hasil PISA menunjukkan kompetensi matematis siswa di Indonesia terbilang masih rendah. Penelitian ini bertujuan untuk menganalisis pengaruh yang signifikan model pembelajaran Realistic Mathematics Education berbantuan media konkret terhadap kompetensi pengetahuan matematika siswa kelas V sekolah dasar. Penelitian ini merupakan penelitian quasi experiment dengan desain non-equivalent control group design. Populasi penelitian ini sebanyak 118 siswa. Sampel diambil dengan teknik cluster random sampling dan diperoleh sampel kelompok eksperimen dengan jumlah siswa 26 dan kelompok kontrol dengan jumlah siswa 21. Metode pengumpulan data menggunakan metode tes, dengan jenis tes pilihan ganda. Hasil penelitian diperoleh skor post-test pada kelompok eksperimen adalah 82,31 dengan kategori tinggi, dan skor post-test pada kelompok kontrol adalah 65,24 dengan kategori sedang. Uji-t menunjukkan thitung (9,247) lebih besar daripada ttabel (2,014) dengan dk = 45 pada taraf signifikansi 5%. H0 ditolak dan H1 diterima, sehingga dapat terdapat pengaruh yang signifikan model pembelajaran Realistic Mathematics Education berbantuan media konkret terhadap kompetensi pengetahuan matematika siswa kelas V sekolah dasar. Implikasi dari penelitian ini menunjukkan bahwa penerapan model pembelajaran Realistic Mathematics Education berbantuan media konkret dapat secara signifikan meningkatkan kompetensi pengetahuan matematika siswa kelas V sekolah dasar di Indonesia.

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Kesulitan-Kesulitan Siswa Dalam Mempelajari Matematika Pada Materi Garis Dan Sudut Di SMP N 4 Sindang

Cited by 6 publications

References 0 publications

The Obstacles of Students and Teachers in Implementing The 2013 Revised Curriculum in Mathematics Learning: A Phenomenology Study

The Obstacles of Students and Teachers in Implementing The 2013 Revised Curriculum in Mathematics Learning: A Phenomenology Study

Kemampuan computational thinking siswa pada materi garis dan sudut ditinjau dari self-efficacy

Meningkatkan Kompetensi Pengetahuan Matematika dengan Model Realistic Mathematics Education Berbantuan Media Konkret

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