Mendeley 
Zotero 
Grammarly 
Turnitin Mengatasi Kesulitan Pemahaman Konsep Pada Siswa SMP Dalam Pembelajaran Matematika Dengan Strategi Mencatat Terstruktur Di Desa Kelompu Kecamatan Kembayan
Main Article Content
Kandida Maro Rayo
Yohana Dwi Kristiani Sinaga
Mathematics learning for junior high school (SMP) students still faces various obstacles, especially in terms of note-taking and conceptual understanding. Mathematics requires conceptual and procedural understanding, as well as long-term memory skills due to the interconnected nature of the material. One factor contributing to low student understanding is unstructured study notes, which makes it difficult for students to learn independently. This Community Service (PkM) activity aims to help junior high school students in Kelompu Village, Kembayan District overcome difficulties in learning mathematics through the application of structured note-taking strategies, such as the Cornell Note-taking System and Mind Mapping. The methods used are seminars and mentoring with evaluation through discussion. The expected results are increased conceptual understanding, learning motivation, and the formation of more independent and effective study habits in students.
Buzan, T. (2010). Buku pintar mind map. Jakarta: Gramedia Pustaka Utama.
Chen, Y., & Wu, C. (2021). Effects of structured note-taking on students’ conceptual understanding in mathematics. International Journal of Mathematical Education in Science and Technology, 52(4), 567-583.
Darmadi. (2018). Pengembangan model dan metode pembelajaran dalam dinamika belajar siswa. Deepublish.
Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory. Contemporary Educational Psychology, 61, 101859.
Fathurrohman, M. (2017). Model-model pembelajaran inovatif. Yogyakarta: Ar-Ruzz Media.
Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity. Cambridge: Cambridge University Press.
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment. Learning and Instruction, 43, 1-14.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. Proceedings of the National Academy of Sciences, 111(23), pp. 8410-8415.
Hadi, S., & Kasum, M. U. (2015). Pemahaman konsep matematika siswa SMP melalui penerapan model pembelajaran kooperatif tipe STAD. Jurnal Pendidikan Matematika, 9(1), 22-34.
Kiewra, K. A. (2002). How classroom teachers can help students learn and teach them how to learn. Theory Into Practice, 41(2), 71-80.
Kurniasih, I., & Sani, B. (2017). Strategi pembelajaran: Teori dan praktik. Kata Pena.
Mayer, R. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge, Inggris: Cambridge University Press (CUP).
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge: Cambridge University Press.
NCTM, m. P. (2000). Principles and standards for school mathematics. Virginia, Amerika Serikat: NCTM.
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. Paris, Prancis: OECD Publishing.
Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19(3), 291-312.
Press., & Sukirman. (2017). Pengabdian kepada masyarakat sebagai bagian dari tridharma perguruan tinggi. Yogyakarta: UNY Press.
Prince, M. (2020). Does active learning work? A review of the research. Journal of Engineering Education, 109(3), 523-545.
Rahmawati, D., & Hutagaol, K. (2018). Analisis pemahaman konsep matematis siswa ditinjau dari kemampuan awal matematika. Jurnal Pendidikan Matematika, 12(2), 85-94.
Saleh, S., & Yumiati. (2019). Pemahaman konsep matematika siswa dalam menyelesaikan masalah kontekstual. Jurnal Didaktik Matematika, 6(2), 123-132.
Sinatra, G. M. (2018). The challenges of defining and measuring student engagement. Educational Psychologist, 53(1), 1-14.
Stacy, E., & Cain, J. (2020). Note-taking and learning: A summary of research. Journal of Educational Psychology, 112(4), 1-15.
Suryadi, D. (2019). Penelitian desain didaktis (DDR) dan implementasinya. Bandung: Gapura Press.
Sweller, J., Ayres, P., & Kalyuga, S. (2019). Cognitive load theory (2nd ed.). New York: Springer.
Tilaar, H. A. (2012). Perubahan sosial dan pendidikan: Pengantar pedagogik transformatif. Jakarta: Rineka Cipta.
Wigfield, A., Tonks, S., & Klauda, S. L. (2017). Expectancy–value theory. In Handbook of motivation at school. In E.–v. theory, In Handbook of motivation at school (pp. 55-74). New York: Routledge.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70.
