Indonesia Conference Directory

Corresponding Author
Nur vita

Institutions
Postgraduate Program in Mathematics Education Medan State University North Sumatra

Abstract
The aims of the study was the level of mathematical metacognition and connection ability, the process of answering the problem of metacognition and connection problems, the difficulty of students solving metacognition and connection problems of high, medium, low and very low ability. Qualitative analysis of descriptive analysis. Subjects of class VIII numbered 38 people. Research Results metacognitive ability is very low 13 percent, low 37 percent, moderate 18percent and high 32 percent, connection ability is very low 16percent, low 39 percent, moderate 29 percent and high 16percent, the process of student answers is described there is no conflict with the agreement exist in mathematics. Metacognition of high-level students meets planning indicators, monitoring indicators and assessment indicators, is capable of fulfilling planning indicators, does not meet monitoring indicators and assessment indicators, low-ability students do not meet planning indicators, monitor indicators and assessment indicators, very low ability does not meet planning indicators, planning indicators and assessment indicators, mathematical connections of high-ability students fulfill connection indicators between mathematical topics, connections with other sciences and connections with real life, are capable of not meeting connection indicators between mathematical topics, fulfilling connection indicators with other sciences and connections with real life, very low ability does not meet the connection indicators between mathematical topics, connections with other sciences and connections with real life.

Keywords
Keywords: metacognition, mathematical connection, jigsaw type cooperative learning model

Topic
Transformative Learning and EducationalLeadership

Link: https://ifory.id/abstract/aNkLMYf76E24

Corresponding Author
Nurmillah Br Sembiring

Institutions
Postgraduated program of state universty of Unimed

Abstract
This research is a study of the development of learning devices. This study aims to analyze how the validity, practicality and effectiveness of mathematics learning tools through Geogebra-assisted problem-based learning are developed and analyze how to improve students mathematical problem-solving abilities after being taught using the developed learning tools. The products produced in this study are learning implementation plans, teacher books, student books, and student activity sheets. The development of this learning device uses a 4D development model developed by Thiagarajan, Semmel and Semmel which consists of four stages, namely, define, design, develop, and disseminate. This research was conducted in two trials in two different classes, namely class XI MS 1 and XI MS 2 in SMA 1 Kabanjahe. Data from the results of this study were analyzed descriptively. The results of the study show that: (1) learning devices developed meet all validity criteria, both content validity and construct validity; (2) learning devices developed meet all practicality criteria, seen from: a) validator assessment and b) implementation of learning devices; (3) learning devices developed meet all effectiveness criteria, viewed from: a) completeness of student learning outcomes, b) student activities, and c) student positive responses; (4) students mathematical problem solving abilities increase using the learning tools developed. Increased students mathematical problem solving abilities seen from the results of the post-test trial I and trial II.

Keywords
Development of Learning Device, Problem Based Learning, Problem Solving Ability, Geogebra

Topic
Transformative Learning and EducationalLeadership

Link: https://ifory.id/abstract/pjrq2dYRutmA

Corresponding Author
sri Ramadhani

Institutions
Postgraduated Unimed

Abstract
This study aims to describe: 1) the validity of device-oriented learning models based on the developed model, 2) learning devices oriented to the development of learning problem models, 3) the effectiveness of device-oriented learning developed problem-based learning models, 4) improved communication skills of students using learning tools oriented to learning problems based on the developed model, 5) increasing student self-efficacy developed using learning tools oriented to problem-based learning models and 6) identifying student answer processes using learning tools oriented towards developing problem-based learning models. This research is research and development, using the 4-D development model. The subjects of this study were students of class VIII-A and VIII-B. From the results of trials I and II obtained: 1) Learning tools developed are valid criteria, both in content validity and construct validity. 2) learning devices developed meet practical criteria 3) learning devices developed effective criteria, 4) there is an increase in mathematical communication skills and self-efficacy of students using developed learning tools, 5) there is an increase in student self-efficacy using model-oriented learning tools developed models problem based learning developed 6) the criteria for good are mostly good criteria. The process of student answers in experiment II is more structural, systematic in accordance with indicators of mathematical communication skills

Keywords
Development of Study Peripheral, Problem Based Learning, Mathematic Communication, Self-Efficacy Student

Topic
Transformative Learning and EducationalLeadership

Link: https://ifory.id/abstract/vqhtQwuckR3T

Corresponding Author
Dicky Ardian

Institutions
1. state university of medan
2. Unimed Graduate Program

Abstract
This study aims to: 1) To describe the mathematical communication skills of students who gain learning model of problem based learning and students who obtain conventional learning; 2) To describe the ability of mathematical creativity of students who get problem based learning model and students who obtain conventional learning; 3) Describe the interaction between the early ability of mathematics with learning to improve students mathematical communication skills; and 4) Describe the interaction between the early ability of mathematics with learning to improve students mathematical creativity. This research is a quasiexperimental research. The population of this study were students the sample in the study were students of class VIII. Statistical analysis of data was done by analysis of 2-way variance (ANAVA 2 Path). The results showed that: 1) Improvement of students mathematical communication skills taught by learning of problem based learning was significantly higher compared to students taught by conventional learning; 2) Improvement of students mathematical creativity skills taught by learning of problem based learning is significantly higher compared to students taught by conventional learning; 3) There is no interaction between early ability of mathematics and learning model to improve students mathematical communication ability; and 4) There is no interaction between the early ability of mathematics and the learning model to improve students mathematical creativity abilities

Keywords
Mathematical Communication Skill, Mathematical Creativity, Problem Based Learning

Topic
Transformative Learning and EducationalLeadership

Link: https://ifory.id/abstract/bx7fmgVytwMW

Corresponding Author
Ratu Natalia Perangin-angin

Institutions
postgraduated program of state university of medan

Abstract
This research is a qualitative descriptive study. This research is a type of research that aims to describe the quality of metacognition abilities and the crative thinking ability of students who get a jigsaw type cooperative learning model. This research was conducted in Grade VIII An Pancur Batu Middle School Methodist, amounting to 38 people. Based on the results of the test of metacognition ability and creative thinking ability tested to students the subject will be taken to be interviewed. The criteria for taking the subject is to use 3 criteria, namely based on indicators of student ability, answer errors, and unique answers. Through the indicator glasses the student answer sheets are grouped into three categories of answers, namely (1) answer sheets of highly capable students; (2) answer sheets for students with moderate abilities; (3) answer sheets for low-ability students. Based on the results of the students mathematical creative thinking ability test, it was found that the very low category was 15.79%, the low category was 50.00%, the moderate category was 18.42%, the high category was 10.53%, the very high category was 5.26 %. While the results of the metacognitive ability test were obtained that the category was very low at 13.16%, as low as 71.05%, medium as much as 10.53%, high as much as 5.26%, and very high as 0.00%.

Keywords
qualitative descriptive, metacognitive ability, creativity thinking, cooperative learning model, cooperative Jigsaw type.

Topic
Transformative Learning and EducationalLeadership

Link: https://ifory.id/abstract/bC8KgJkTYHRG

Corresponding Author
AgusLetwing Manik

Institutions
(a) Educational Administration Study Program, Medan: Postgraduate of Universitas Negeri Medan, 2019.
e-mail : ricamanik[at]ymail.com
(b) Postgraduate Program Lecturer in Medan State University
(c) Postgraduate Program Lecturer in Medan State University

Abstract
The purpose of this study was to determine the effect of interpersonal communication on teacher achievement motivation, the effect of transformational leadership on teacher achievement motivation, the influence of interpersonal communication on teachers affective commitment, the effect of transformational leadership on teachers affective commitment and the effect of achievement motivation on affective commitment of teachers at Doloksanggul Humbang District Vocational School Order. This research was conducted at Doloksanggul District Vocational School, Humbang Hasundutan District. The population of this study was 169 teachers and to determine the number of samples used Kreijcie tables, as many as 118 people with Proportional Random Sampling techniques. Data collection was carried out, using a questionnaire after the instrument trial was first carried out. The data analysis technique used consisted of descriptive analysis, test requirements analysis, path analysis with a significant level of &

Keywords
Interpersonal Communication, Transformational Leadership, Achievement Motivation, Affective Commitment

Topic
Transformative Learning and EducationalLeadership

Link: https://ifory.id/abstract/pmRz47VZxFdb

Corresponding Author
ROBET KENNEDI SIANIPAR

Institutions
Medan State University (UNIMED)

Abstract
The study aims at finding out the effect of Realistic Mathematical Learning Approach toward Mathematic Communication Skill and positive attitude in Mathematic of Seventh grade students at Private Junior High School R.A. Kartini Sei Rampah and to discover whether there is an interaction between learning approach and students PAM toward Mathematic Communication Skill and students positive attitude in Mathematic. This is a quasi experimental study. The population of the study is all private junior high school students of R.A Kartini Sei Rampah. Sample of the study is 34 students of VII-3 as experiment group, and 34 students of VII-6 as control group who were chosen by using purposive sampling. The data of the study is analyzed by using 2 way-ANAVA. The result of the study shows that : (1) There was an influence of the PMR approach to the Mathematical communication skills of junior high school students, (2) There were influences of the PMR approach to the positive attitude of junior high school students to mathematics, (3) There were interactions between learning approaches and students initial mathematical knowledge in influencing students mathematic communication skills, (4) There were no interactions between the learning approach and students initial Mathematic knowledge in influencing the students positive attitudes in Mathematic, (5) Mathematic communication skills and positive attitudes of junior high school students who learn by using the PMR approach are better than those who use conventional learning approaches.

Keywords
Mathematical Communication Skill, Positive attitude, PMR Approach

Topic
Transformative Learning and EducationalLeadership

Link: https://ifory.id/abstract/RvafBLGzqkJW

Corresponding Author
CHANDRA CHANDRA

Institutions
Sekolah Maitreyawira

Abstract
ABSTRACT Keywords : Principal managerial competency, interpersonal communication, teacher performance. A principal must have five basic competencies: personality competence, managerial competence, entrepreneurial competence, supervisory competence and social competence. In managerial competence, a principal is expected to be able to plan, organize, mobilize and evaluate the school properly and responsibly so that he can improve teacher performance. Good interpersonal communication skill is expected to create a conducive work climate so that it can play a role in improving teacher performance. This study aims to explain (1) the influence of principals managerial competencies on teacher performance in Samanhudi Tanjung Pura Private Senior High School, (2) the influence of interpersonal communication on teacher performance in Samanhudi Tanjung Pura Private Senior High School, and (3) explain the influence of principal managerial competencies and interpersonal communication with teacher performance at Samanhudi Tanjung Pura Private Senior High School. This study uses a quantitative approach. Data collection uses a questionnaire consisting of variable principal managerial competence, interpersonal communication and techer performance. The number of respondents is 30 people. While to test the hypothesis with path analysis techniques (path analysis) by using multiple linear regression analysis techniques (multiple regression). The results showed that (1) principal managerial competence in Samanhudi Tanjung Pura Private Senior High School was in the moderate category, (2) interpersonal communication in Samanhudi Tanjung Pura Private Senior High School was also in the moderate category, (3) teacher performance in Samanhudi Tanjung Pura Private Senior High School is moderate, (4) by comparing the tcount > ttable (2.976 > 2.052) then there is an influence between the principal managerial competencies on teachers performance in Samanhudi Tanjung Pura Private Senior High School, (5)seeing the comparison of tcount < ttable (1.969 < 2.052) means there is no influence between interpersonal communication on teachers performance in Samanhudi Tanjung Pura Private Senior High School, and (6) collectively the tcount < ttable shows that there is no joint effect between principal managerial competence and interpersonal communication on teachers performance in Samanhudi Tanjung Pura Private Senior High School. Thus, managerial competence has a significant influence on improving teacher performance so that a principal must always improve his managerial competencies in order to improve teacher performance without forgetting other factors that also affect teacher performance.

Keywords
Principal managerial competency, interpersonal communication, teacher performance.

Topic
Transformative Learning and EducationalLeadership

Link: https://ifory.id/abstract/TJwvgxhACnq3