Pemanfaatan Tabel 3X3 untuk Meningkatkan Pemahaman Konsep Pemfaktoran Kuadrat

Authors

  • Agus Prianto Sekolah Menengah Pertama Negeri 1 Jepara, Jawa Tengah, Indonesia

DOI:

https://doi.org/10.26811/didaktika.v5i2.401

Abstract

The use of Table 3X3 is one way that mathematics teachers can make it easy for students to understand the quadratic factoring concept. The aim of this research is to describe the learning process using Table 3X3 which can improve the understanding of the quadratic factoring concept of class VIII G students of SMP Negeri 1 Jepara. This research is a classroom action research which is carried out in two cycles. Each cycle consists of four components, namely: planning, action, observation, and reflection. The results showed that the use of Table 3X3 can improve understanding of the quadratic factoring concept as indicated by an average test score of 16.39 or 24.38% in end cycle, from an average score of 67.29 in the first cycle to 83, 68 in the second cycle and the achievement value of 75 is from 58.33% in the first cycle to 72.22% in the second cycle. Thus it can be concluded that the use of Table 3X3 can improve the understanding of the quadratic factoring concept.

References

Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Bandung: Rineka Cipta.

Arsyad, A. (2011). Media Pembelajaran. Jakarta: Raja Grafindo Perkasa.

Hamzah, A. & Muhlisrarini, (2014). Perencanaan dan Strategi Pembelajaran Matematika. Jakarta: Rajagrafindo Indonesia.

Hudojo, H. (2005). Kapita Selekta Pembelajaran Matematika. Malang: UM Press.

Marshall, L., & Swan, P. (2008). Exploring The Use of Mathematics Manipulative Materials : Is It What We Think It Is? EDU-COM International Conference:338-350.

Moleong, L.J. (2014). Metodologi Penelitian Kualitatif. (Cetakan 32). Bandung: Remaja Rosyda Karya.

Orton, A. (2006). Learning Mathematics: Issues, Theory and Classroom Practice (Third Edition). London: Continuum.

Prihatin, E. (2008). Guru Sebagai Fasilitator. Bandung: Karsa Mandiri Persada.

Rosalin, E. (2008). Gagasan Merancang Pembelajaran Kontekstual. Bandung: Karsa Mandiri Perkasa.

Sahertian, P.A. (2010). Konsep Dasar & Teknik Supervisi Pendidikan: dalam Rangka Pengembangan Sumber Daya Manusia. Jakarta: Rineka Cipta.

Subanji. (2013). Pembelajaran Matematika Kreatif dan Inovatif. Malang: UM Press.

Subanji. (2015). Teori Kesalahan Konstruksi Konsep dan Pemecahan Masalah Matematika. Malang: UM Press.

Suprihatiningrum, J. (2014). Strategi Pembelajaran: Teori & Aplikasi. (Cetakan 2). Yogyakarta: Ar-Ruzz Media.

Tabrani ZA & Murziqin, R. (2015). Political Education in Maturation Democracy in Indonesia. British Journal of Political Science, 45 (1), 215-226

Tabrani ZA. (2011). Dynamics of Political System of Education Indonesia. International Journal of Democracy, 17(2), 99–113.

Tabrani ZA. (2012). Future Life of Islamic Education in Indonesia. International Journal of Democracy, 18(2), 271–284.

The National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. United States of America: NCTM Inc.

Toh, L, T., (2010). Use of Cartoons and Comics to Teach Algebra in Mathematics Classrooms: 230-239. (Online) (http://www.mav.vic.edu.au /files/ conferences/2009/12Toh.pdf.) Diakses 10 Januari 2018.

Van de Walle, J.A., Karps, K.S. & Bay-Wlliams, J.M. (2008). Elementary and Middle School Mathematics: Teaching Developmentally. USA: Allyn & Bacon.

Yoong, W, K. (1987). Aspects of Mathematical Understanding. Singapore Journal of Education. 8(2):45-55.

Zerpa, C, Kajander, A & Van Barneveld, C. (2009). Factors That Impact Preservice Teachers’ Growth in Conceptual Mathematical Knowledge During A Mathematics Method Course. International Electronic Journal of Mathematics Education. 4(2):352-362.

Published

2021-07-30

How to Cite

Prianto, A. (2021). Pemanfaatan Tabel 3X3 untuk Meningkatkan Pemahaman Konsep Pemfaktoran Kuadrat. Jurnal Didaktika Pendidikan Dasar, 5(2), 567-586. https://doi.org/10.26811/didaktika.v5i2.401

URN