PAPER

JUNIOR HIGH SCHOOL STATISTICS

Compiled as a coursework

Compiled By:

1. YUNI ERWILA (E1R022134)

2. BAIQ NURAINI (E1R022142)
3. RENDI AD ALFARIZI (E1R022085)

CLASS 2B
MATHEMATICS EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND
EDUCATION UNIVERSITY OF MATARAM
2023
 FOREWORD

Alhamdulillah, we always say thank you to the presence of Allah SWT who until now
still gives us the favors of faith and health, so that we can complete paper on "SMP
STATISTICS". This paper was written to fulfill English For Math coursework.

Not to forget we also express our deepest gratitude to the members and the party who
has assisted the author during the process of completing our first task so that Our papers can
be completed in a timely manner. Our thanks go out to Dr. Nyoman Sridana, M. Si as the
lecturer.

We realize that in writing this scientific paper is far from perfect as well as mistakes
that the author believes are beyond the limits of the author's ability. That's why we are with
happy to receive constructive criticism and suggestions from readers. We hope This scientific
paper can be useful for all parties.

Mataram, February 23, 2023

Writer
 TABLE OF CONTENTS

FOREWORD ........................................................................................................................

TABLE OF CONTENTS ......................................................................................................

CHAPTER 1 INTRODUCTION ..........................................................................................

A. Background to the Problem...........................................................................
B. Problem Formulation ....................................................................................

CHAPTER II DISCUSSION ................................................................................................

A. Understanding Statistics and Statistics .........................................................
B. Data Collection...............................................................................................
C. Data Presentation...........................................................................................
D. Bar Chart .......................................................................................................
E. Pie chart .........................................................................................................
F. Row Chart ......................................................................................................
G. Bar and Leaf Chart........................................................................................
H. Statistical Size ................................................................................................

CHAPTER III COVER ........................................................................................................

A. Conclusion ......................................................................................................
BIBLIOGRAPHY .................................................................................................................
 BAB I
INTRODUCTION

A. Background
According to the Regulation of the Minister of National Education (Permendiknas) RI
Number 22 of 2006 concerning Content Standards, statistical learning is given to junior high
school students in class IX semester I. The competency standards to be achieved are processing
and presenting data. While the basic competencies to be achieved are:
1. Determining the average, median and mode of single data and their interpretation
2. Present data in the form of tables and bars, lines and circles
Based on the author's experience in providing Statistics material at junior high school teacher
training organized by PPPPTK Mathematics, the difficulties that many teachers encounter in
teaching statistics to their students include:
1. students have difficulty in making pie charts as well as solving problems related to problem
solving
2. students struggle with problem-solving questions related to finding the average
3. students struggle with problem-solving questions related to reading data in bar charts.
From the difficulties experienced by students, it is hoped that teachers in designing statistical
learning are associated with daily life at home, life at school and activities in the community, so
that it is hoped that in statistical learning activities students can understand the concepts given
by the teacher, students are also active in learning activities that designed by the teacher,
students can break the ground with the guidance of the teacher.

B. Problem Formulation
1. What is the meaning of Statistics and statistics?
2. What are the data collection methods?
3. How is the data presented?
4. How is the data presented in a bar chart?
5. How is the data presented in a pie chart?
6. How is the data presented in a line chart?
7. How is the data presented in bar and leaf charts?
8. What is the statistical size?
 BAB II
DISCUSSION

A. Definition of Statistica and Statistics

In general people do not distinguish between the words statistical and statistical. The
definition of statistics is usually a science related to the process of processing, presenting,
analyzing, and drawing data on conclusions based on these data. While statistics are only data in
the form of numbers. In a broad sense statistics is a data in the form of numbers for the purpose of
making a better decision or with a simpler and easier to understand language. Usually we get
information through the collection of some data that is expected to represent the entire
existing data. The overall data that may be able to be collected is called population. While
part of all data taken from polulation is a sample.

The following is an example of an activity related to statistics that is commonly encountered

in everyday life related to data:
The head of the PKK RT wants to know why some of its residents are affected by dengue
fever by collecting data on the presence of mosquito larvae in the bathtub from RT
residents once a week for several months. So data is obtained on whether or not there are
mosquito larvae in the bathtub so that from obtaining the data, an action is taken that
seeks to prevent the outbreak of dengue fever from spreading to other RTs.

B. Data Collection
One of the statistical activities is data collection. There are so many data collection
methods including observation methods. Observations can be made either directly or
indirectly. Direct observation is a data collection technique in which the observer (usually
the researcher) makes direct observations of something to be studied. A simple example
is as follows:
Record data on the taste of sweets that students like in a junior high school class IX
consisting of 25 students.
One of the learning methods in the classroom is for example a teacher who on that
day has a birthday by taking advantage of the beautiful day while doing statistical
learning the teacher provides candy a total of 100 candies to celebrate with his students
while getting data on the taste of sweets that students like, with 100 candies, of course,
students have many choices in taking one candy that they like. Furthermore, the teacher
distributes sweets, on the condition that the students take one preferred candy with the
available options. And the candy is immediately felt so that students can give their
opinionabout the taste of the candy that is felt. Further the results obtained are written in
the form of a table fill format. Format the table fill as follows:
Table of candy flavors that students like in one of the
middle class
No STUDENT NAME THE TASTE OF
SWEETS
1 Andi Brown
2 Arif Brown
3 Shinta Milk
4 Dinta Orange
5 Penta Milk
6 Ria Coffee
7 Rita Coffee
8 Ratih Coffee
9 Dimas Brown
10 Dadung Brown
11 Totok Milk
12 Vinsen Milk
13 Made Brown
14 Manuel Orange
15 Arinto Orange
16 Odi As
17 Dio As
18 Lina Orange
19 Lisa Strawberi
20 Sisi Strawberi
21 Sita Brown
22 Cicih Brown
23 Wardan Brown
24 Auliyah Brown
25 Fitri Brown

These two examples are one of the models of data collection learning activities. So any
activity related to statistics, always related to data. From the example of learning
activities above, it can be concluded that the meaning of data is a description of an
observation to provide an idea of a situation. The result of such observations can be
either a number or a symbol. Data is the plural of datum.

Good data requirements :

a. the data must correspond to the actual state of affairs
b. the data must be relevant to the problem to be solved
c. the data should represent
The purposes of data collection are:
 a. to get an idea of a state of affairs
b. for the basis of decision making

C. Data Presentation
1. Frequency Table
In the previous chapter, one example of how to collect and compile data has
been discussed , for the next statistical activity is how to present data. After the
data is collected the first step is to record the data in the format of the observation
data field, then a frequency table is created. The purpose of creating a frequency
table is to make it easier for us to understand the characteristics of a data. The
frequency table is divided into 2 kinds:
1. A frequency table whose classes are expressed in the form of numbers means
that the distribution of data is classified quantitatively.
2. A frequency table whose classes are expressed in the form of categories or
distribution properties of the data is classified according to categories or
properties.
For example, from a data about the taste of sweets that junior high school students
like in the previous chapter, the steps for making a frequency table can be made as
follows:
1. Create columns for candy flavors that students love
2. Create a tally/turus column, which is a column to help calculate the
frequency (optional)
3. Write frequency i.e. the number of students who like the taste ofa particular candy.

FREQUENCY TABLE
The taste of sweets that junior high school students like
Candy flavors that students like Tally/Turku Frequency

Brown   10

Milk  4
Orange  4
 Candy flavors that students like Tally/Turku Frequency

Coffee  3
As  2
Strawberi  2
Sum 25

The presentation of data as above is called the way of presenting data with a frequency
table of its classes expressed in the form of categories / properties. While the following
example is a frequency table whose classes are expressed in the form of numbers that are
singular because the division of classes is based on height alone.

Example
High frequency table of class VII students body
Heiht Weight (kg)
(cm)
 35 35  heavy  50 > 50

140 - 145 1 1 1

146 - 151 1 2 3

152 - 157 2 2 3

158 - 163 2 2 1

164 - 169 2 3 1

170 - 175 1 1 1

Sum 9 11 10

From the example frequency table above, the questions that can be given to students related
to reading or interpreting data include:
1) How many students have a height between 152 and 157 and a body weight
between 35 kg and 50 kg?
2) How many students have a height between 158 and 163 and weigh between more
than 50 kg?
3) How many students have a height between 170 and 175 and weigh between less
than 50 kg?

The use of this frequency table/distribution is especially useful when the amount of data is
large (n 30). Consider the observational data on the math test scores of 30 junior high
school grade IX students in the following example:

60 55 63 74 59 49
58 65 78 68 41 55
45 47 50 65 74 68
88 68 90 63 79 58
85 65 85 95 81 69

Furthermore, a table / distribution of frequencies is made according to the resulting

numbers as follows
Table distribution of high frequency of junior high school grade IX students body

Height(cm) Frequency(f)

140 - 145 2
146 - 151 4
152 - 157 8
158 - 163 9
164 - 169 6
170 - 175 1
Sum 30

In making the table / frequency distribution mentioned above, the following understanding is
needed:
1. Range: A is the largest data value minus the smallest data value
2. Interval Class
In the frequency distribution table the multiplicity of collected data is formed in groups
presented as a - b called interval classes. Inside the class a - b are entered all data of value
ranging from a to b. For the above example k elas the first interval is 140 - 145 The second
interval class is
146 - 151 The third interval class is 152 - 157 The fourth interval class is 158 - 163 The fifth
interval class is 164 -169 kelas the sixth interval is 170 -175.
3. Frequency
The right-hand column of the example above is a number that represents the amount of data
thatat has in that interval class. Lower Limit of Interval class and Upper Limit of Interval
Class. The numbers to the left of the interval class are called the lower bound of the interval
class, while the numbers to the right of the interval class are called the upper bound of the
interval class. The positive difference between each of the two consecutive lower ends is called
the length
 of the interval class. In the table example above is an example where the length of the interval
class is the same.
4. Edge class intervals
There are two interval class edges, namely the lower class edge and the upper class
edge. To find out the edge of the lower class as well as the edge of the upper class,
it is necessary to be precise with the data used. For example, for the data studied in
unit form, the edge of the lower class is equal to the lower limit value of the interval
class minus 0.5 and the upper class edge is equal to the upper limit value of the
interval class plus 0.5, and so on.
The way the table is created is as follows:
1) Specify range (range)= highest value – lowest value
2) Specify many interval classes used. Many classes are usually taken in at least 5 classes
and at most 15 classes as needed. Or by using sturges rule i.e. many classes = 1 + 3.3
log n, where n is the amount of data and the end result is rounded up.
3) Specify the length of the interval class. Rules can be used, namely:
Class length interval=range/many classes

For the length of this interval class adjust to the accuracy of the units of the
data used. If the data value is in the form of a unit, the price of the length of the
interval class is meticulous to the unit. If the data value is in the form of one
decimal, the price length of the interval class is meticulous up to one decimal and
so on.

4) Before creating the frequency distribution table . a helper table is created in advance
that contains three columns including:
i. category column from the example above student height column
ii. tabulated column
iii. frequency column

Tinggi badan siswa Tabulasi(Tally/Turus) Frekuensi

 5) Select the lower limit of the first interval class. For this can be taken the lowest data
value or the lower data value of the lowest data but the difference must be less than the
length of the interval class
6) Create frequency tables/distributions
7) Some things to note in making tabe/frequency distribution are:
a) Avoid interval classes that don't hold data values
b) All data must be contained in a frequency table/distribution.
D. Bar Chart
This diagram is widely used to compare data or show the relationship of a data with the
overall data. In this diagram the presentation of the data in the form of a bar, a bar
represents a certain amount of data.
Example:

The basic steps in creating a bar chart are as follows:

a) To draw a bar chart requires horizontal axes and perpendicular axes that are mutually
perpendicular.
b) The horizontal axis is divided into several equal section scales, as are the upright
axes: The scale on the horizontal axis with the scale on the upright axis does not
need to be the same.
c) If the bar chart is made upright, then the horizontal axis represents a description or
fact regarding the event (event). The upright axis expresses the frequency of the
caption.
d) If the bar chart is created horizontally, then the upright axis represents a description
or fact regarding the event. The horizontal axis expresses the frequency of the
caption.
e) Show 1 bar to represent a specific data frequency.
f) Shade or color the bars that meet the data frequency.
g) Give the bar chart a title.
h) Variations of bar charts, can be made to the liking of students.
 Histogram
Histogram: is a special type of bar chart used to show the frequency spread or distribution of
a piece of data. In the histogram there is no space between the rods. The height of each bar
indicates the frequency of such data.

Frequency

E. Pie chart
A pie chart is the presentation of data in the form of a circle used to express a part of
the whole if the data is expressed in percent by the sum of 100 %. The problem that
most teachers encounter in statistical learning activities related to pie charts is the
difficulty of students in drawing pie charts, this is because The prerequisite ability
that must be mastered by students in presenting data in the form of a pie chart has not
been met.
Prerequisite abilities that students need to master in making a pie chart include:
a) Students must be able to draw circles (using the term)
b) Students must be able to take angle measurements (determining the magnitude of
an angle, drawing and measuring the magnitude of the angle with a tool such as a
protractor)
c) Students are able to determine the percentage
d) Students are able to express fractions in percent
e) Students are able to perform counting operations in fractions.
f) Students are already able to recognize an angle of 360 0 as one turn , an angle of
1800 as a full half turn.
g) Students already understand that one whole is 100 percent.
The presentation of data in the form of a pie chart is based on a circle that is divided into several
sections according to the type of data and the comparison of the frequency of each data
presented. The presentation of a pie chart in the form of three dimensions is called a pastechart l.
Example of a pie chart image:

The steps in creating a pie chart are as follows:

a) Create a circle by using a term
b) Determine the angle of each existing data with the formula:
Data frequency
Juring Angle Data x
x x 3600
Frequency All data.

c) Determine the percentage of each existing record with the formula:

Data frequency
Percent
x Data x
x 100%
Frequency All data.
 d) Draw some juring data angles according to the calculation above.
e) Each juring is given a description according to the existing data.
f) Alternatives to make it easier to create tables like the following:

Data Frequency Degree Percent

categories

F. Line chart
The use of a line chart is to be able to see an overview of changes in events in a certain
period (time period). A data that is best suited to be depicted using a line chart is data related
to a continuous state.
Contoh:

The steps in creating a line chart are as follows:

a) To draw a line diagram required horizontal axis and perpendicular axis perpendicular
to each other.
b) The horizontal axis expresses the time, while the upright axis expresses the
frequency of the data.
c) Draw points according to time and data frequency.
d) Connect the existing points so that a curve is obtained.

Frequency Polygons
Pologon frequency is the presentation of data in the form of a line chart but from the table of a
frequency group. The line has the function of connecting the midpoints of each class interval. The
line chart is called a frequency polygon. To draw a polygon graph, the value used is the middle value
of each class. From the frequency table of this group is sought the middle value of the interval class ,
namely:

nilaibawahkelasin terval  nilaiataskela sin terval

nilai tengah kelas interval = 1
2
 MATH SCORES FREQUENCY MIDDLE VALUE
INTERVAL CLASS

40 – 49 4 44,5
50 – 59 6 54,5
60 – 69 10 64,5
70 – 79 4 74,5
80 – 89 4 84,5
90 – 99 2 94,5

G. Bar and Leaf Chart

The use of this bar and leaf chart is to present the data so that it is arranged sequentially,
and can see the actual data. For example, there is data on the results of observing the
mathematics scores of 30 grade II junior high school students in a junior high school as
follows:

60 55 63 74 59 49 58 65 78 68
41 55 45 47 50 65 74 68 88 68
90 63 79 58 85 65 95 81 69 85

The presentation for the diagram above is arranged in order as follows:

4 1 5 7 9

5 0 5 5 8 8 9

6 0 3 3 5 5 5 8 8 8 9

7 4 4 8 9

8 1 5 5 8

9 0 5

Trunk Leaf

G. Statistical size
 Central symptom size
To get a clearer picture of a data other than presented in the form of a table or
diagram1, it is still necessary to have measures that are representative of a set of data.
Those
measures are called central symptom measures and location sizes. The central symptom
measures include average count (average), average measure, harmonic mean and
mode. As for the location size, it includes the median, quartile, decile and percentile.
The problems that are most often the subject of teacher discussion for statistical aspects
are those related to determining the average for problems related to problem solving,
determining the median for an even amount of data , and determining the mode for
data that has more than one mode. There are several conditions for a value to be
referred to as the central symptom value, namely:
a. The central symptom size value must be able to represent that data value
b. its calculation should be based on the entire data
c. The calculation should be objective.
a. Average (Mean)
A single number used to represent the central value of a distribution. In simple language
it is the sum of the values of the data divided by the abundance of data. The step of
finding the average
a. Take any middle value called T, it can be taken from the middle value that is
in any interval class. For the simplification of calculations is usually chosen
the middle value of one of the interval classes located in the middle of the
distribution.

b. Then calculated the deviation of the middle value of each interval class with
T that selected in units of intervals with formula:
Xi T
si = i

si = deviation
X i = middlvalue
T = Any median value
I = Grade length
c. Next multiply the value of s by the frequency of each interval class ,
namely fi x s
The results are then summed up∑ fi s
d. The amount is further divided by the total frequency and multiplied byn
by the interval I.
b. Median
The size of the centering other than the average is the median. The median of a data set
is a data value located in the middle after the data values are sorted from small to large so that
they divide equally much. So that there are 50% of the many data whose values are higher or
equal to the median and 50% of the many data whose values are less than or equal to the
median.
1
c. Mode (Mo)
Mode is data that has a high frequency
Example:
The following are the math scores of 10 students taken from a class
78 56 66 70 48 82 80 70 76 70
The mode is 70 because the math value of 70 appears three times
The observation data that has 2 modes is called bimodus
Observation data that has more than 2 modes is called multimode.

1
 CHAPTER III
COVER

A. conclusion

Statistics is a science related to the process of processing, presenting, analyzing, and

drawing data on conclusions based on these data. While statistics are only data in the form
of numbers. In a broad sense statistics is a data in the form of numbers for the purpose of
making a better decision or with a simpler and easier to understand language. One of the
statistical activities is data collection. There are so many data collection methods including
observation methods. Observations can be made either directly or indirectly.

This diagram is widely used to compare data or shown relationships of a data with the
overall data. In addition, there is a pie chart The presentation of data in the form of a pie
chart is based on a circle that is divided into several sections according to the type of data and
the frequency comparison of each data presented. The presentation of a pie chart in the form
of three dimensions is called a pastel diagram.

The most frequently used data centering measures are Mean, Median, and Mode.
Mean is a statistical indicator that can be used to measure the average of a data, the mean value
can be determined by dividing the amount of data by the amount of data. The median is a
value that can divide data into two equal parts. With a note, that the data must be sorted first
from the smallest to the largest. And mode is the value that most often appears in a statistical
data. The mode is also the majority value or the highest frequency value.

1
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