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All Journal Paradikma: Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) ELIPS: Jurnal Pendidikan Matematika Jurnal AGROFOLIUM Algebra : Jurnal Pendidikan Sosial dan Sains
Nazri Maulana Khani Selian
Universitas Al-Azhar
Agriculture, Biological Sciences & Forestry Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MODEL PEMBELAJARAN REALISTIK UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIKA DAN MINAT BELAJAR SISWA Nazri Maulana Khani Selian; Mulyono Mulyono; Mariani Mariani
KALAMATIKA Jurnal Pendidikan Matematika Vol 8 No 1 (2023): KALAMATIKA April 2023
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol8no1.2023pp27-48

Abstract

This study employed GeoGebra to develop interactive learning instruments for SLETV content, using the 4-D Thiagaradjan model as the framework, involving four phases: define, design, develop, and disseminate. The investigation included two eighth-grade math teachers and fourteen-year-old eighth-graders, and observational data were collected through needs analysis, interviews, and questionnaires. The data collection comprised need analysis, interviews, and surveys. Before trial implementation, three crucial development requirements had to be met: validity, practicality, and efficacy. The validation of learning instrument formats, illustrations, language, and content showed valid. The research findings indicate that the developed learning instruments were effective, with an average student score of 74.3 on the pretest and 87 on the posttest (meeting the minimum criteria of mastery learning). Teacher's ability to manage learning was rated as very good, with an average score of 4.4. The observation of learning implementation showed an average score of 4.4 in the very good category (practical). The learning instruments based on RME can be used to enhance students' mathematical literacy and learning interest.
Development of Learning Devices Based on Realistic Mathematical Learning Models to Improve Mathematical Literary Ability Nazri Maulana Khani Selian; Mulyono Mulyono; Mariani Mariani
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 16, No 2 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (July - December 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i2.47784

Abstract

The limited usage and repurposing of media in education served as the driving force behind this study. Student Textbooks and Student Worksheets (LKPD) are designed to support instruction. Additionally, Systems of Two Variable Linear Equations (SPLDV) implicit graphical problem solutions are made possible with the use of GeoGebra media. In this inquiry, interactive learning tools for the SPLDV curriculum will be made using GeoGebra. The 4-D Thiagaradjan model serves as a model in this study on development. Define, design, develop, and deploy are the four stages. This experiment involved eighth-graders aged 14 and two eighth-grade math teachers. Utilizing a requirements analysis, interviews, and questionnaires, observational data was gathered. An study of the data collection process's demands, as well as interviews and surveys, are all included. Validity, practicability, and efficacy were three essential development conditions that had to be met before a study could be put into action. Proportion scores were validated by two qualified validators to support the study's conclusions. For learning device formats, graphics, language, and content validation, the average score is 3.78. (Applicable classifications). The effective category, which received an average score of 74.3 on the pretest and 87 on the posttest, the complete category, which served as a gauge of the teacher's capacity to manage learning and received an average score of 4.4 in the very good category, and the practical category, which also received an average score of 4.4 in the very good category, served as the foundation for the research findings. As a result, improving student performance can be accomplished through the development of learning tools based on realistic learning models.Keywords: Development of Learning Devices, Thiagaradjan 4-D Model, Realistic Mathematical Education (RME), Mathematical Literacy.
Hubungan Curah Hujan, Pupuk NPK Dan Dolomit Terhadap Produksi Kelapa Sawit (Elaeis guineensis Jacq.) Di Kebun Talang Jerinjing Riau Siti Devi Farahdiba; Dermawan Hutagaol; Nazri Maulana Khani
Jurnal Agrofolium Vol. 5 No. 1 (2025): Februari 2025
Publisher : Program Studi Agroteknologi, Fakultas Pertanian, Universitas Al Azhar Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54123/agrofolium.v5i1.421

Abstract

Siti Devi Farahdiba “Hubungan Curah Hujan, Pupuk NPK dan Dolomit terhadap Produksi Kelapa Sawit (Elaeis guineensis Jacq.) di Kebun Talang Jerinjing Riau” dibawah bimbingan Ibu Ir. Dermawan Hutagaol, M.P. sebagai pembimbing I dan Ibu Aisyah Lubis, SP., M.P. sebagai pembimbing II. Penelitian ini bertujuan untuk mengetahui hubungan curah hujan, Pupuk NPK dan Dolomit serta interaksinya terhadap produksi kelapa sawit (Elaeis guineensis Jacq.) di kebun Talang Jerinjing Riau. Penelitian dilakukan dengan menggunakan metode survei yang diawali dengan penetapan lokasi Blok dan pengumpulan data. Data yang diproleh diolah dengan model matematika Y= a + bx (Regresi Sederhana), dan Y= a + + + (Regresi Berganda). Dimana Y= produksi tandan buah segar, a, = konstanta, = curah hujan, = NPK, = Dolomit. Parameter yang diamati adalah jumlah tandan hektar-1, jumlah tandan pohon-1, berat tandan hektar-1, berat tandan tandan-1. Hasil penelitian menemukan bahwa curah hujan memiliki korelasi positif sangat nyata dengan parameter berat tandan tandan-1 tetapi memiliki korelasi negatif sangat nyata dengan parameter jumlah berat tandan hektar-1 dan jumlah tandan pohon-1. Pemberian pupuk NPK memiliki korelasi negatif nyata dengan parameter jumlah tandan hektar-1, jumlah tandan pohon-1, dan berat tandan hektar-1, tetapi memiliki korelasi negatif nyata dengan berat tandan-1. Pemberian pupuk dolomit memiliki korelasi positif nyata dengan parameter jumlah tandan hektar-1, jumlah tandan pohon-1, dan berat tandan hektar-1, tetapi memiliki korelasi positif tidak signifikan dengan berat tandan-1. Interaksi antara curah hujan, NPK, dan pupuk dolomit memberikan pengaruh nyata terhadap parameter berat tandan hektar-1 dan berat tandan/batang, namun tidak memberikan pengaruh nyata terhadap jumlah tandan hektar-1 dan jumlah tandan pohon-1.
TINJAUAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DALAM MENINGKATKAN HASIL BELAJAR MENGGUNAKAN MODEL PBL khani selian, nazri maulana
ELIPS: Jurnal Pendidikan Matematika Vol 6 No 1 (2025): ELIPS, Maret 2025
Publisher : Universitas Pancasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47650/elips.v6i1.1779

Abstract

Penelitian ini bertujuan melakukan kajian literatur untuk menganalisis penelitian-penelitian sebelumnya yang berkaitan dengan kemampuan pemecahan masalah matematis dalam meningkatkan hasil belajar dengan menggunakan model PBL. Jenis penelitian ini adalah penelitian deskriptif yang bersifat studi kepustakaan. Hasil penelitian bahwa, 1) Model PBL dapat meningkatkan kemampuan pemecahan masalah siswa berdasarkan penelitian terdahulu. Maka model PBL baik digunakan dalam proses pembelajaran dalam meningkatkan kemampuan pemecahan masalah. 2) Adanya perbaikan tindakan dalam proses pembelajaran yang dilakukan peneliti terdahulu sehingga lebih meningkatkan kemampuan pemecahan masalah siswa diantaranya yaitu: a) Guru lebih membimbing dan mengarahkan penerapan langkah-langkah pemecahan masalah kepada siswa ketika mereka sedang berdiskusi mengerjakan Lembar Aktivitas Siswa, b) Guru menugaskan kepada siswa yang memiliki kemampuan tinggi agar membimbing teman kelompoknya yang belum mengerti memecahkan masalah atau biasa disebut dengan tutor sebaya, c) Menyediakan situasi atau aktifitas baru dan akrab dengan kehidupan dunia nyata melalui bantuan media pembelajaran, d) Membentuk kelompok belajar yang terdiri dari 5 sampai 6 orang secara heterogen berdasarkan hasil tes kemampuan awal siswa ataupun hasil tes kemampuan pemecahan masalah siklus sebelumnya, e) Guru lebih sering berkeliling dan membimbing setiap anggota kelompok yang masih bingung dan ketika siswa menghadapi masalah tertentu yang berada diluar kapasitas perkembangannya saat memecahkan masalah maka akan diberi bantuan oleh guru atau biasa disebut Scaffolding, f) Guru memperbanyak sesi tanya jawab selama proses pembelajaran berlangsung, g) Penguasaan guru terhadap model PBL harus baik sehingga siswa tidak kebingungan dalam melaksanakan kegiatan pembelajaran.
Development of Learning Devices Based on Realistic Mathematical Learning Models to Improve Mathematical Literary Ability Selian, Nazri Maulana Khani; Mulyono, Mulyono; Mariani, Mariani
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 16 No. 2 (2023): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA (July - December 2023)
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v16i2.47784

Abstract

The limited usage and repurposing of media in education served as the driving force behind this study. Student Textbooks and Student Worksheets (LKPD) are designed to support instruction. Additionally, Systems of Two Variable Linear Equations (SPLDV) implicit graphical problem solutions are made possible with the use of GeoGebra media. In this inquiry, interactive learning tools for the SPLDV curriculum will be made using GeoGebra. The 4-D Thiagaradjan model serves as a model in this study on development. Define, design, develop, and deploy are the four stages. This experiment involved eighth-graders aged 14 and two eighth-grade math teachers. Utilizing a requirements analysis, interviews, and questionnaires, observational data was gathered. An study of the data collection process's demands, as well as interviews and surveys, are all included. Validity, practicability, and efficacy were three essential development conditions that had to be met before a study could be put into action. Proportion scores were validated by two qualified validators to support the study's conclusions. For learning device formats, graphics, language, and content validation, the average score is 3.78. (Applicable classifications). The effective category, which received an average score of 74.3 on the pretest and 87 on the posttest, the complete category, which served as a gauge of the teacher's capacity to manage learning and received an average score of 4.4 in the very good category, and the practical category, which also received an average score of 4.4 in the very good category, served as the foundation for the research findings. As a result, improving student performance can be accomplished through the development of learning tools based on realistic learning models.Keywords: Development of Learning Devices, Thiagaradjan 4-D Model, Realistic Mathematical Education (RME), Mathematical Literacy.
PERBEDAAN MOTIVASI DAN KEMAMPUAN BERPIKIR KRITIS SISWA DENGAN MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DAN TWO STAY TWO STRAY Khani, Nazri Maulana; Harahap, Wardyatul Fuady; Septian, Rizky
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.9296

Abstract

ABSTRACT This study investigates differences in students’ learning motivation and critical thinking skills arising from the implementation of the Team Assisted Individualization (TAI) and Two Stay Two Stray (TSTS) cooperative learning models in mathematics instruction. The study is grounded in the need to strengthen learning motivation and critical thinking skills as essential components of 21st-century higher-order thinking competencies. A quantitative approach with a quasi-experimental design was employed, in which learning outcomes were measured through post-tests administered to two experimental groups. The participants consisted of 70 eleventh-grade students of MAS PAB 2 Helvetia, selected from a population of 106 students using cluster random sampling. One group received instruction using the TAI model, while the other was taught using the TSTS model. Data were collected through a validated critical thinking skills test and a mathematics learning motivation questionnaire. Statistical analysis was conducted using an independent samples t-test after the assumptions of normality and homogeneity were met at a significance level of α = 0.05. The findings reveal significant differences in students’ learning motivation and critical thinking skills on sequences and series topics, indicating that variations in cooperative learning models influence the quality of mathematics learning processes and outcomes. ABSTRAK Penelitian ini mengkaji perbedaan motivasi belajar dan kemampuan berpikir kritis siswa yang muncul akibat penerapan model pembelajaran kooperatif Team Assisted Individualization (TAI) dan Two Stay Two Stray (TSTS) dalam pembelajaran matematika. Kajian ini didasarkan pada kebutuhan untuk memperkuat motivasi belajar dan kemampuan berpikir kritis sebagai bagian dari keterampilan berpikir tingkat tinggi yang esensial pada abad ke-21. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi eksperimen, di mana pengukuran hasil belajar dilakukan melalui pemberian postes pada dua kelompok eksperimen. Subjek penelitian melibatkan 70 siswa kelas XI MAS PAB 2 Helvetia yang dipilih dari populasi sebanyak 106 siswa menggunakan teknik cluster random sampling. Satu kelompok memperoleh pembelajaran dengan model TAI, sedangkan kelompok lainnya menggunakan model TSTS. Pengumpulan data dilakukan melalui tes kemampuan berpikir kritis dan angket motivasi belajar matematika yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan uji t setelah terpenuhinya asumsi normalitas dan homogenitas pada taraf signifikansi α = 0,05. Hasil penelitian menunjukkan adanya perbedaan yang signifikan pada motivasi belajar dan kemampuan berpikir kritis siswa pada materi barisan dan deret, yang mengindikasikan bahwa perbedaan karakteristik model pembelajaran kooperatif berpengaruh terhadap kualitas proses dan hasil belajar matematika.
PERBEDAAN MOTIVASI DAN KEMAMPUAN BERPIKIR KRITIS SISWA DENGAN MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DAN TWO STAY TWO STRAY Khani, Nazri Maulana; Harahap, Wardyatul Fuady; Septian, Rizky
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.9296

Abstract

ABSTRACT This study investigates differences in students’ learning motivation and critical thinking skills arising from the implementation of the Team Assisted Individualization (TAI) and Two Stay Two Stray (TSTS) cooperative learning models in mathematics instruction. The study is grounded in the need to strengthen learning motivation and critical thinking skills as essential components of 21st-century higher-order thinking competencies. A quantitative approach with a quasi-experimental design was employed, in which learning outcomes were measured through post-tests administered to two experimental groups. The participants consisted of 70 eleventh-grade students of MAS PAB 2 Helvetia, selected from a population of 106 students using cluster random sampling. One group received instruction using the TAI model, while the other was taught using the TSTS model. Data were collected through a validated critical thinking skills test and a mathematics learning motivation questionnaire. Statistical analysis was conducted using an independent samples t-test after the assumptions of normality and homogeneity were met at a significance level of α = 0.05. The findings reveal significant differences in students’ learning motivation and critical thinking skills on sequences and series topics, indicating that variations in cooperative learning models influence the quality of mathematics learning processes and outcomes. ABSTRAK Penelitian ini mengkaji perbedaan motivasi belajar dan kemampuan berpikir kritis siswa yang muncul akibat penerapan model pembelajaran kooperatif Team Assisted Individualization (TAI) dan Two Stay Two Stray (TSTS) dalam pembelajaran matematika. Kajian ini didasarkan pada kebutuhan untuk memperkuat motivasi belajar dan kemampuan berpikir kritis sebagai bagian dari keterampilan berpikir tingkat tinggi yang esensial pada abad ke-21. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi eksperimen, di mana pengukuran hasil belajar dilakukan melalui pemberian postes pada dua kelompok eksperimen. Subjek penelitian melibatkan 70 siswa kelas XI MAS PAB 2 Helvetia yang dipilih dari populasi sebanyak 106 siswa menggunakan teknik cluster random sampling. Satu kelompok memperoleh pembelajaran dengan model TAI, sedangkan kelompok lainnya menggunakan model TSTS. Pengumpulan data dilakukan melalui tes kemampuan berpikir kritis dan angket motivasi belajar matematika yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan uji t setelah terpenuhinya asumsi normalitas dan homogenitas pada taraf signifikansi α = 0,05. Hasil penelitian menunjukkan adanya perbedaan yang signifikan pada motivasi belajar dan kemampuan berpikir kritis siswa pada materi barisan dan deret, yang mengindikasikan bahwa perbedaan karakteristik model pembelajaran kooperatif berpengaruh terhadap kualitas proses dan hasil belajar matematika.
DEVELOPMENT OF STUDENT WORKSHEET BASED ON A REALISTIC APPROACH TO IMPROVE STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITIES AT SMP NEGERI 30 MEDAN Nazri Maulana Khani; Endah Dwi Atika; Putri Elmaretha Purba
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 2 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/7hanf770

Abstract

This study aims to determine the improvement of students' mathematical problem-solving abilities through Student Worksheets  developed with a realistic approach. This research was conducted at SMP Negeri 30 Medan. This type of research is development research. The development carried out is the development of learning tools that refer to the 4-D development model (four-D Model) proposed by Thiagarajan, Semmel and Semmel. This model includes four stages: Define, Design, Develop, and Disseminate. Due to the limitations of the researchers, the research was conducted up to the development stage. The subjects of this study were students in grades VII-6 and VII-8 of SMP Negeri 30 Medan. The instruments used to measure the quality of the developed STUDENT WORKSHEET were the RPP and STUDENT WORKSHEET assessment sheets to measure validity, and a test of students' mathematical problem-solving abilities. The results of the study showed that the classical learning completeness had exceeded the minimum limit of 94% in trial 2. The achievement of indicators/completeness of learning objectives had been achieved for each indicator in trial 2. Students' mathematical problem-solving abilities had increased with the number of students who completed trial 1 only 59% increasing by 35% to 94% in trial 2. The average class value also increased from trial 1 of 67.08 to 83.66 in trial 2. So it can be concluded that the development of STUDENT WORKSHEET based on a realistic approach can improve students' mathematical problem-solving abilities
PERBEDAAN MOTIVASI DAN KEMAMPUAN BERPIKIR KRITIS SISWA DENGAN MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DAN TWO STAY TWO STRAY Nazri Maulana Khani; Wardyatul Fuady Harahap; Rizky Septian
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.9296

Abstract

ABSTRACT This study investigates differences in students’ learning motivation and critical thinking skills arising from the implementation of the Team Assisted Individualization (TAI) and Two Stay Two Stray (TSTS) cooperative learning models in mathematics instruction. The study is grounded in the need to strengthen learning motivation and critical thinking skills as essential components of 21st-century higher-order thinking competencies. A quantitative approach with a quasi-experimental design was employed, in which learning outcomes were measured through post-tests administered to two experimental groups. The participants consisted of 70 eleventh-grade students of MAS PAB 2 Helvetia, selected from a population of 106 students using cluster random sampling. One group received instruction using the TAI model, while the other was taught using the TSTS model. Data were collected through a validated critical thinking skills test and a mathematics learning motivation questionnaire. Statistical analysis was conducted using an independent samples t-test after the assumptions of normality and homogeneity were met at a significance level of α = 0.05. The findings reveal significant differences in students’ learning motivation and critical thinking skills on sequences and series topics, indicating that variations in cooperative learning models influence the quality of mathematics learning processes and outcomes. ABSTRAK Penelitian ini mengkaji perbedaan motivasi belajar dan kemampuan berpikir kritis siswa yang muncul akibat penerapan model pembelajaran kooperatif Team Assisted Individualization (TAI) dan Two Stay Two Stray (TSTS) dalam pembelajaran matematika. Kajian ini didasarkan pada kebutuhan untuk memperkuat motivasi belajar dan kemampuan berpikir kritis sebagai bagian dari keterampilan berpikir tingkat tinggi yang esensial pada abad ke-21. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi eksperimen, di mana pengukuran hasil belajar dilakukan melalui pemberian postes pada dua kelompok eksperimen. Subjek penelitian melibatkan 70 siswa kelas XI MAS PAB 2 Helvetia yang dipilih dari populasi sebanyak 106 siswa menggunakan teknik cluster random sampling. Satu kelompok memperoleh pembelajaran dengan model TAI, sedangkan kelompok lainnya menggunakan model TSTS. Pengumpulan data dilakukan melalui tes kemampuan berpikir kritis dan angket motivasi belajar matematika yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan uji t setelah terpenuhinya asumsi normalitas dan homogenitas pada taraf signifikansi α = 0,05. Hasil penelitian menunjukkan adanya perbedaan yang signifikan pada motivasi belajar dan kemampuan berpikir kritis siswa pada materi barisan dan deret, yang mengindikasikan bahwa perbedaan karakteristik model pembelajaran kooperatif berpengaruh terhadap kualitas proses dan hasil belajar matematika.
Co-Authors Dermawan Hutagaol Endah Dwi Atika Mariani Mariani Mariani Mariani Mariani Mariani Mulyono Mulyono mulyono mulyono Mulyono Mulyono Putri Elmaretha Purba Rizky Septian Septian, Rizky Siti Devi Farahdiba Wardyatul Fuady Harahap