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PERBANDINGAN HASIL BELAJAR MATEMATIKA MODEL PEMBELAJARAN KOOPERATIF TIPE COOP-COOP DENGAN KONVENSIONAL Zulyadaini Zulyadaini
Jurnal Ilmiah Universitas Batanghari Jambi Vol 16, No 1 (2016): Februari
Publisher : Universitas Batanghari Jambi

Observations of researchers, there are still many the application of conventional learning that is learning centered on teachers, students only listen to, noted and sent do this exercise so learning fun did not happen. This research is research the experiment the sampelnya a random sampling. The final result of this research obtained by means compare study results class the experiment apply model cooperative type coop-coop with the class implementing learning model conventionally often applied in schools in general. The results of the end of the study concluded that mathematics students who apply model cooperative type coop-coop better than conventional learning model.According to the research conducted on the final test (post-test ), the results rata-rata class the experiment 72,2 and results value rata-rata class 65,9 control, as well as from test t Count hipotesis obtained by 2,13 and t tabel of 1,68. From the results of it is evident that thitung larger than ttabel so H0 turned down and H1 accepted. It can be can be concluded that mathematics students who use cooperative learning model type talking stick is better than the mathematics students who use direct learning model.Keywords; Study Results, Learning Model Cooperative Type Coop-Coop, Learning Covensional.

Perspektif Pendidikan Ditinjau dari Batasan, Landasan Keilmuan dan Sistemnya Zulyadaini Zulyadaini
Jurnal Ilmiah Universitas Batanghari Jambi Vol 9, No 2 (2009): Juli
Publisher : Universitas Batanghari Jambi

Activity of eduction represent fair activiy of human and represent activity between generation. Its meaning in concerned in it (is) young and old generation in order to pushing young become society citizen. As everyday social reality hance activity of education represent concrete matter, and can perceive. Its of education can be interpreted 1) run activity or effort designedly, regular and berencana for the purpose of changing tune human being up at which is wanted’ 2). Consciousness to prepare edecative participant through activityof tuition, instruction and to practise to its role a period of the come 3). Effort and consciousness of terencana to realize atmosphere learn and study process so that educative participant actively develop x’self potency to have the power of religious spritual, selfcontrol, personality, intellegency, august behaviour os skiledfibre which needed by x’self, society, state and nation. There is four type of idea able to be made by the basis for education of mora, that is: 1). Idea about freedom of mind, what relate at action which pursuant to at confidence of someone 2). Idea about relate at behaviour integration and campatibility 3). Idea about benefection, where someone pay attention prosperity of others 4). Idea about justice, where someone be have fair with its group members 5). Idea about recompensation, what relate at penalization and hadia mathcing with certain behaviour. Band education : formal education, nonformal, and is informal. Education type include, cover education of public, vocational,. Akademik, profession, vokasi, religious and special. Education or study take place along the life (education lifelong, learning lifelong) and both : Education have four pillar or joint : 1). Knowing, including learning how learning (know to learning, learn to how learning including). 2) doing (do to learning) 3). Becoming someone (be to learning) and 4). Coexisting, life with other (livetogheter to learning) outhere wit live to learning).

PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN KONTEKSTUAL Zulyadaini Zulyadaini
Jurnal Ilmiah Universitas Batanghari Jambi Vol 11, No 3 (2011): Oktober
Publisher : Universitas Batanghari Jambi

Learning with the contextual approach (Contextual Teaching and Learning, CTL) is an approach to learning that begins with taking, simulate, tells the story, dialogue, ask and answer or discussion on Genesis of the real world of everyday life experienced by students, then lifted into the concept that will be studied and discussed. Throughthis approach, allowing the occurrence process of learning in which the student's academic abilities and understanding of mengeksplorasikan in a variety of contexts, inside or outside the classroom, to be able to resolve the problems facing either independently or in a group. Contextual learning means making a connection to find meaning, do the work, encourage students to always on, set the self-study, working together in groups, emphasizes creative thinking and critical management, on an individual basis, reaching high standards and using authentic assessment. Student involvement in the learning process of this among others is; a) perform observation, b) do exploration, c) do inkuiri, d) make hypotheses, conjectures, making e) f) make generalizations, and g) apply. Contextual learning can create meaningfulness learning experience and improve academic performance of students. Contextual learning practically also promised an increase in interest, interest in learning of students from different backgrounds as well as increasing participation by encouraging students to actively in providing the opportunity to them to connect and apply the knowledge they have gained.Key words: konstekstual, real world Approach, student involvement

PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DENGAN DAN PERSEPSI SISWA TERHADAP HASIL BELAJAR DI SMP Zulyadaini Zulyadaini; Buyung Buyung
Jurnal Ilmiah Universitas Batanghari Jambi Vol 15, No 4 (2015): Desember
Publisher : Universitas Batanghari Jambi

The aims of this research is to know influence the instructional approach and perseption to learning outcomes. Research method is quasi-experimental disign with treatmen by level 2 X 2. Data was collected with learning outcomes test. The result of this research shows that: in total learning outcomes of students who use Contextual Teaching Learning (CTL) approach were higher than those who use conventional approach. in total learning outcomes of students on the higher perception were higher than those lower persepstion. The students with higher perseption achieved higher learning outcomes by using Contextual Teaching Learning (CTL) approach as same as used conventional approach. The students with lower perseption achieved learning outcomes by using Contextual Teaching Learning (CTL) approach as same as used conventional approach. There were several not interaction effects between the instructional approach with perseption toward the students’ learning outcomes.Keywords :Instructional Approach, Contextual Teaching And Learning (CTL) Approach, Perseption, Learning Outcomes

PERKEMBANGAN PROFESIONAL GURU DAN REFORMASI KEPENDIDIKAN Zulyadaini Zulyadaini
Jurnal Ilmiah Universitas Batanghari Jambi Vol 12, No 3 (2012): Oktober
Publisher : Universitas Batanghari Jambi

The teacher is an array of values, wisdom, knowledge and skills from the previous generation to a generation later. A teacher who has a high professionalism are required to have adequate competence in carrying out its work. In accordance with Act No. 2 of 2005 on teachers and professors, that teachers should have the competence, namely: 1)Competence pedagogik, the ability of the hussy mastery learning materials widely and in depth which include;(a) the concept, structure and methods of science/technology/art teaching material with coherent; (b) the material taught in the school curriculum; (c) the relationship between the concepts of related subjects; (d) application of scientific concepts in everyday life; and (e) competition in a professional manner in the global context while preserving values and national culture.2)personality competence is the ability of personality include; steady, stable, mature, wise and thoughtful, authoritative, noble character, became an example for the students and the community, evaluate its own performance and develop themselves continuously. 3)Professional Competence, which is the ability of the mastery learning materials widely and in depth which include;(a) the concept, structure, and method of science/technology/art overshadowing/coherent with learning materials; (b) the material taught in the school curriculum; (c) the relationship between the concepts of related subjects; (d) application of scientific concepts in everyday life; and (e) competition in a professional manner in the global context while preserving national culture and values.4)Social Competence that is the ability of educators as part of the community to: (a) communicating and interpreting; (b) the use of information and communication technology functionally; (c) mix effectively with fellow learners, educators, classrooms, parent/guardian learners; and (d) hanging out in manners with the surrounding communities.Keyword : Teacher, Competence, Professional

ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA BERDASARKAN TIPE KEPRIBADIAN YANG DOMINAN DI KELAS XI MIA SMA NEGERI 2 KOTA JAMBI Rina Febriana; Zulyadaini Zulyadaini; Aisyah Aisyah
PHI: Jurnal Pendidikan Matematika Vol 2, No 1 (2018): Edisi April 2018
Publisher : Universitas Batanghari Jambi

Abstract: Math is able to train logical, analytical, systematic, critical, and creative thinking of students. Mathematical critical thinking ability is a capability that supports a variety of other mathematical thinking abilities. The students' critical thinking ability is also closely related to the personality or character of the student. Personality can affect how a person behaves, thinks, or interacts with around. The personality types discussed in this study are examined from four types of temperaments by the theories of Hippocrates and Galenus. This research includes the type of qualitative research that uses descriptive qualitative research methodology. This research will be conducted on the students of class XI MIA SMA Negeri 2 Kota Jambi. The thing described in this research is the students' mathematical critical thinking based on the dominant personality type on linear program solution. The results of personality tests of the instrument adapted from the patterns of personality by Lana Bateman found 40 dominant students that is the type of phlegmatic personality. Furthermore, based on sampling technique that is purposive sampling technique, 2 students are taken as research subjects ie phlegmatic students with the highest level of critical thinking ability called first phlegmatic students and phlegmatic students with the lowest level of critical thinking ability is called second phlegmatic student. From the results obtained can be concluded that the first phlegmatic students have the level of critical thinking skills are very critical and the second phlegmatic students have a critical level of critical thinking is not critical. This is inversely between the ability to think critically and the type of phlegmatic personality. The first phlegmatic student with enough phlegmatic category has critical critical mathematical thinking and the second phlegmatic student with very high / dominant phlegmatic category, critical critical thinking ability is not critical.Keywords: Mathematical Critical Thinking Ability, Four Temperament Types

ANALISIS KESALAHAN SISWA DALAM MEMECAHKAN MASALAH PROGRAM LINIER KELAS X AKUTANSI SMK NEGERI 1 KOTA JAMBI Vera Gustina Sutami; Zulyadaini Zulyadaini; Harman Harman; Risma Simamora
PHI: Jurnal Pendidikan Matematika Vol 7, No 1 (2023): Edisi April 2023
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v7i1.276

Tujuan penelitian ini adalah untuk menganalisis kesalahan yang dilakukan siswa kelas X Akutansi 3 dalam menyelesaiakan soal pemecahan masalah program linier menurut teori Polya. Jenis penelitian ini adalah kualitatif deskriptif. Subjek dalam penelitian ini berjumlah 2 orang siswa yang dipilih dengan kriteria subjek yang paling banyak mengalami kesalahan yang bervariasi setiap soal. Subjek dipilih dengan menggunakan purposive sampling. Untuk memeperoleh data dalam penelitian ini menggunakan instrumen tes dan wawancara. Analisis data dalam penelitian ini dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Kesalahan siswa dianalisis berdasarkan langkah pemecahan masalah menurut Polya, yaitu : 1) memahami masalah, 2) membuat rencana penyelesaian, 3) menyelesaikan masalah, dan 4) memeriksa kembali. Hasil penelitian dapat disimpulkan bahwa : kesalahan yang dilakukan siswa antara lain, 1) Dalam memahami masalah, siswa dapat memahami informasi yang diberikan dan siswa dapat menetapkan informasi yang diketahui dan yang ditanyakan dari soal. 2) Dalam membuat rencana penyelesaian, siswa dapat menentukan dan merancang bagaimana cara untuk memecahkan masalah dari informasi yang diberikan. Hanya saja terkadang siswa membuat langkah penyelesaian yang tidak tersusun jelas dan kurang lengkap. 3) Dalam menyelesaikan masalah, siswa dapat menyelesaikan masalah sesuai dengan rencana yang telah dibuat. Namun masih terdapat kesalahan yang dilakukan siswa, karena tidak dapat menyelesaikan langkah penyelesaian dengan lengkap. 4) Dalam memeriksa kembali, siswa tidak terbiasa untuk memeriksa kembali solusi yang di peroleh dan siswa tidak terbiasa membuat kesimpulan atau menuliskan kembali hasil yang diperoleh.

PENGARUH SELF EFFICACY TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS XI MIPA SMA NEGERI 9 KOTA JAMBI Candra Wijaya; Zulyadaini Zulyadaini; Eni Defitriani; Ayu yarmayani
PHI: Jurnal Pendidikan Matematika Vol 8, No 1 (2024): APRIL 2024
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v8i1.391

Penelitian ini dilatarbelakangi oleh self efficacy siswa terhadap kemampuan komunikasi matematis siswa kelas XI MIPA SMA Negeri 9 Kota Jambi. Selama proses pembelajaran berlangsung di sekolah faktor yang mempengaruhi kemampuan komunikasi matematis siswa salah satunya, yaitu keyakinan siswa dalam mengkomunikasikan ide-ide matematis, atau disebut juga self efficacy. Self efficacy merupakan kayakinan diri yang dimiliki oleh setiap individu terhadap kemampuan yang dimilikinya dalam menghadapi dan menyelesaikan masalah yang dihadapinya. Penelitian ini bertujuan untuk mengetahui adanya pengaruh self efficacy terhadap kemampuan komunikasi matematis siswa.Jenis penelitian ini merupakan penelitian kuantitatif menggunakan uji regresi linear sederhana yang bertujuan untuk mengukur pengaruh yang signifikan antara self efficacy siswa terhadap kemampuan komunikasi matematis siswa. Populasi pada penelitian ini adalah seluruh siswa kelas XI MIPA SMA Negeri 9 Kota Jambi Tahun Ajaran 2022/2023 dengan jumlah keseluruhan 108 siswa yang terbagi menjadi 3 kelas. Sampel dalam penelitian ini berjumlah 51 siswa yang terbagi menjadi 3 kelas yang diambil secara random sampling (acak). Pengumpulan data dilakukan dengan pemberian angket dan tes uraian. Analisis data dilakukan dengan menggunakan bantuan program SPSS 21 terdiri dari analisis deskriptif, uji persyaratan analisis data, dan pengujian hipotesis. Uji persyaratan analisis data yang digunakan, yaitu uji normalitas, uji homogenitas, dan uji linearitas.

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