Jurnal Cermatika

Analisis Kesulitan Siswa Dalam Menyelesaikan Soal Pada Materi Barisan dan Deret Aritmatika dengan Menggunakan Model Pembelajaranm Make A MATCH

Khoirunnisa — 2025-04-26

This research aims to determine: (1) students' difficulties in understanding the concept of arithmetic sequences and series, (2) students' difficulties in applying the principles of arithmetic sequences and series in solving problems, and (3) students' difficulties in finding information contained in sequences and arithmetic series questions. arithmetic series using the Make a Match learning model in class XI IPS 1 SMA NEGRI 8 Padangsidimpuan. The research carried out was qualitative research using qualitative descriptive methods. The subjects in this research were students of class XI IPS 1 SMA NEGRI 8 PADANGSIDIMPUAN. Data collection techniques by means of interviews with tests.The results of the research showed that the 4 students who were interviewed and completed the test questions found that the four students had different difficulties in solving sequence and series story questions. In understanding concepts, students who have difficulty will find it difficult to understand the concept of arithmetic sequences and series and will not be able to apply it to story problems for arithmetic sequences and series. When finding the information contained in the problem, students who experience difficulty will find it difficult to find the information and convert the mathematical information into the form of a mathematical model so they will experience difficulty in determining principles or formulas if the information contained in the story is not known beforehand.

Penerapan Metode Drill Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas VIII Materi Peluang

Rumondang Bulan Harahap — 2025-04-26

This class action research aims to determine the effectiveness of the application of the drill method in improving the critical thinking skills of grade VIII students in learning mathematics of chance material. The results showed a significant increase in students' critical thinking skills after the systematic and gradual application of the drill method. The average pre-test score in Cycle I increased from 52.00 to 71.33 with an N-Gain of 0.40 (medium category), and in Cycle II it increased further to 84.67 with an N-Gain of 0.47 (medium category). In addition, the percentage of student learning completeness increased from 53.33% in Cycle I to 86.67% in Cycle II. This improvement was also supported by students' increased active participation, seen from their courage to answer questions, ask questions, and discuss in small groups. Direct feedback from the teacher after practicing the problems also played a role in improving students' thinking processes and supporting the development of metacognition. The drill method proved effective in overcoming students' difficulties in summarizing opportunities, comparing probabilities, and constructing logical arguments based on mathematical data. Although the improvement in critical thinking skills is still moderate, this study shows that the drill method has great potential to be developed in learning mathematics, especially materials that require analysis and reasoning.

Pengaruh Gamifikasi Pembelajaran Matematika Terhadap Hasil Belajar Peserta Didik Kelas VII SMP Negeri 5 Padangsidimpuan

Mona Chairani — 2025-04-26

This study aims to determine the effect of gamification in mathematics learning on the academic achievement of seventh-grade students at SMP Negeri 5 Padangsidimpuan. The research employed a quasi-experimental method with a non-equivalent control group design. The sample consisted of two classes: an experimental group that received gamified instruction and a control group that was taught using conventional methods. Data were collected through learning outcome tests, and the analysis was conducted using parametric statistics, specifically the independent samples t-test. The analysis revealed that the average learning outcome in the experimental group was 83.6, which was higher than that of the control group, which had an average score of 76.2. The prerequisite tests indicated that the data were normally distributed and homogeneous. The t-test produced a significance value of p = 0.003 < 0.05, indicating a statistically significant difference between the two groups. The conclusion of this study is that gamified learning has a positive impact on students' mathematics achievement. Gamification enhances student engagement, motivation, and conceptual understanding. Therefore, this strategy is recommended as an innovative approach to mathematics instruction at the junior high school level.