2015
DOI: 10.20527/edumat.v3i1.630
|View full text |Cite
|
Sign up to set email alerts
|

Pemahaman Konsep Matematika Siswa SMP Melalui Penerapan Model Pembelajaran Kooperatif Tipe Memeriksa Berpasangan (Pair Checks)

Abstract: Matematika merupakan pelajaran yang memerlukan pemusatan pemikiran untuk mengingat dan mengenal kembali materi yang dipelajari. Namun pada kenyataannya, salah satu masalah pokok dalam pembelajaran matematika adalah masih rendahnya pemahaman konsep matematika. Hal ini disebabkan karena sejauh ini paradigma pembelajaran matematika di sekolah masih didominasi oleh paradigma pembelajaran konvensional. Salah satu cara mengatasi hal ini adalah dengan menerapkan model pembelajaran kooperatif tipe Memeriksa Berpasanga… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1
1

Citation Types

2
12
0
16

Year Published

2018
2018
2024
2024

Publication Types

Select...
7
2

Relationship

0
9

Authors

Journals

citations
Cited by 44 publications
(39 citation statements)
references
References 0 publications
2
12
0
16
Order By: Relevance
“…The effect of heuristic strategy on concept comprehension ability is 61.8%. This is consistent with the results of the study that learning using learning strategies can affect the ability to understand concepts (Alifiani, 2017;Hadi & Kasum, 2015;Sari, 2017;Sumaryati & Hasanah, 2015).…”
Section: Discussionsupporting
confidence: 91%
“…The effect of heuristic strategy on concept comprehension ability is 61.8%. This is consistent with the results of the study that learning using learning strategies can affect the ability to understand concepts (Alifiani, 2017;Hadi & Kasum, 2015;Sari, 2017;Sumaryati & Hasanah, 2015).…”
Section: Discussionsupporting
confidence: 91%
“…The concept understanding test refers to the indicators of mathematical concepts understanding listed in the Ministry of Education's Director General of Primary and Secondary Education Regulation No.506 / C / Kep / PP / 2004 consisting of 7 abilities, namely (1) Restating a concept; (2) Classifying objects according to certain properties according to the concept; (3) Give examples and not examples according to concept; (4) Presenting concepts in the form of mathematical representations; (5) Developing the necessary/sufficient conditions for a concept; (6) Using and choosing certain procedures; and (7) Applying concepts/algorithms to mathematical solutions. (Hadi & Kasum, 2015). Before the instruments were used, the test was tested for its distinguishing features of the questions and the level of difficulty as well as the validity and reliability of the questionnaire.…”
Section: The Research Methodsmentioning
confidence: 99%
“…Sehingga siswa merasa bosan dan kurang termotivasi dalam belajar Matematika (Kasna, Sudhita, and Rati 2015). Oleh karena itu, diperlukan pembelajaran yang dapat mempermudah siswa dalam memahami konsep matematika, serta melibatkan semua siswa agar menjadi lebih aktif dan lebih berkonsentrasi dalam proses pembelajaran (Hadi and Umi Kasum 2015). Guru yang profesional dituntut untuk mampu menguasai delapan keterampilan dasar mengajar, salah satu diantaranya adalah keterampilan mengadakan variasi pengadaan viariasi dalam kegiatan pembelajaran bertujuan untuk membuat suasana belajar menjadi lebih menyenangkan dan tidak membosankan.…”
Section: Pendahuluanunclassified