Penulis / NIM
VIQIH PRATAMA GOBEL / 411415071
Program Studi
S1 - PENDIDIKAN MATEMATIKA
Pembimbing 1 / NIDN
Drs ABDUL WAHAB ABDULLAH, M.Pd / 0002016407
Pembimbing 2 / NIDN
NURWAN / 0010058106
Abstrak
ABSTRAK
Gobel, Viqih Pratama. Nim 411415071. Deskripsi Hasil Belajar Matematika Materi Kubus dan Balok Pada Pembelajaran Online Kelas VIII SMP Negeri 1 Suwawa. Jurusan Pendidikan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam. Universitas Negeri Gorontalo, 2022.
Pembimbing Utama : Drs. Abdul Wahab Abdullah, M.Pd. Pembimbing kedua : Nurwan, S.Pd, M.Si.
Penelitian ini bertujuan untuk mendeskripsikan hasil belajar matematika siswa pada materi kubus dan balok selama pembelajaran online. Penelitian deskriptif ini dilaksanakan di SMP Negeri 1 Suwawa pada semester genap tahun pelajaran 2020/2021. Alat pengumpulan data mengandalkan tes esai dan wawancara untuk memperkuat hasil data yang diambil. Indikator pengukuran hasil belajar matematika siswa adalah, (1) Mengingat, (2) Memahami, (3) Menerapkan, (4) Menganalisis, (5) Mengevaluasi, dan (6) Membuat. Pada indikator pertama ini, hasil belajar matematika siswa diperoleh persentase sebesar 73,33% yang menunjukkan bahwa siswa masih mampu menggali informasi yang telah diketahui dalam pikirannya. Untuk indikator kedua, hasil belajar matematika siswa mendapat persentase sebesar 74,16%, artinya siswa sangat mampu mengetahui makna pesan pembelajaran (baik lisan, tulisan, maupun grafik) yang disampaikan melalui pengajaran, buku, atau layar komputer. . Untuk indikator ketiga, hasil belajar matematika siswa memperoleh persentase sebesar 47,5,%, artinya dibandingkan dengan indikator pertama dan kedua, siswa kurang mampu menerapkan atau menggunakan gagasan umum, prosedur atau metode, prinsip, rumus, dan teori dalam pembelajaran. situasi baru dan konkrit. Untuk indikator keempat, hasil belajar matematika siswa memperoleh persentase sebesar 48,96%, artinya dibandingkan dengan indikator pertama dan kedua, siswa kurang mampu memecah materi menjadi bagian-bagian kecil dan meneliti bagaimana hubungan antar bagian dan antar masing-masing bagian. bagian dan struktur keseluruhan. Untuk indikator kelima, hasil belajar matematika siswa mendapat persentase sebesar 38,54%, artinya dibandingkan indikator pertama dan kedua, siswa kurang mampu mengambil keputusan atau memberikan penilaian berdasarkan kriteria dan standar tertentu. Untuk indikator keenam, hasil belajar matematika siswa memperoleh persentase 64,58%, artinya siswa masih mampu menciptakan ide, situasi, dan hubungan matematika. Berdasarkan keenam indikator pada topik kubus dan balok dengan menggunakan pertanyaan kontekstual, hasilnya termasuk dalam kategori tinggi. Hal ini dibuktikan dengan sebagian besar persentase berada pada kategori sangat tinggi (30%), disusul kategori sedang dengan persentase 23,34%, selanjutnya kategori sangat rendah dengan persentase 20%, dan kategori terakhir. tergolong tinggi dan rendah dengan persentase 13,33%.
Kata Kunci: Hasil Belajar Matematika, Pembelajaran Online
ABSTRACT
Gobel, Viqih Pratama. STUDENT ID 411415071. Description of Mathematics Learning Outcomes on the Topic of Cubes and Blocks in Online Learning in Eighth-Grade at SMP 1 State Junior High School in Suwawa. Department of Mathematics Education, Faculty of Mathematics and Natural Sciences. Universitas Negeri Gorontalo, 2022.
Principal Supervisor: Drs. Abdul Wahab Abdullah, M.Pd. Co-supervisor: Nurwan, S.Pd, M.Si.
This study aimed to describe students' mathematics learning outcomes on the topic of cubes and blocks during online learning. This descriptive research was carried out at SMP 1 State Junior High School in Suwawa, in the even semester of the 2020/2021 academic year. The data collection tool relied on essay tests and interviews to strengthen the results of the data taken. The indicators for measuring students' mathematics learning outcomes were, (1) Remembering, (2) Understanding, (3) Applying, (4) Analyzing, (5) Evaluating, and (6) Creating. In this first indicator, students' mathematics learning outcomes obtained a percentage of 73.33%, indicating that students were still able to dig up information that has been known in their minds. For the second indicator, students' mathematics learning outcomes got a percentage of 74.16%, meaning that students were very able to know the meaning of learning messages (whether oral, written, or graphic) that were delivered through teaching, books, or computer screens. For the third indicator, students' mathematics learning outcomes gained a percentage of 47.5.%, meaning that compared to the first and second indicators, students were less able to apply or use general ideas, procedures or methods, principles, formulas, and theories in new and concrete situations. For the fourth indicator, students' mathematics learning outcomes obtained a percentage of 48.96%, meaning that compared to the first and second indicators, students were less able to break down the material into small parts and examine how the relationships between parts are and between each part and the structure of the whole. For the fifth indicator, students' mathematics learning outcomes got a percentage of 38.54%, meaning that compared to the first and second indicators, students were less able to make decisions or provide assessments based on certain criteria and standards. For the sixth indicator, students' mathematics learning outcomes gained a percentage of 64.58%, meaning that students were still able to create mathematical ideas, situations, and relations. Based on the six indicators on the topic of cubes and blocks using contextual questions, the results were categorized in the high category. This was evidenced by the fact that most of the percentages were in the very high category (30%), followed by the moderate category with a percentage of 23.34%, the next very low category with a percentage of 20%, and the last category is high and low with a percentage of 13, 33%.
Keywords: Mathematics Learning Outcomes, Online Learning
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