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<![CDATA[Identifikasi Kedalaman Berpikir Reflektif Calon Guru Matematika dalam Pemecahan Masalah Matematika melalui Taksonomi Berpikir Reflektif Berdasarkan Gaya Kognitif ]]>
<![CDATA[Agustan Syamsuddin]]>
<![CDATA[ Jurnal Elemen Vol 6, No 1 (2020): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v6i1.1743
<![CDATA[Reflective thinking in solving mathematical problems allows students to carry out a reinterpretation process in which cognitive activity involves analytical and decision-making activities on what has been done before. Thus students can realize and think about what he has done and use these skills in subsequent problem-solving. The purpose of this study was to identify the depth of reflective thinking of prospective teachers in solving mathematical problems in terms of differences in cognitive styles. To identify the depth of reflective thinking in problem-solving, using the taxonomic level of reflective thinking consists of six levels, namely (1) remembering, (2) understanding, (3) applying, (4) analyzing, (5) evaluating and (6) creating. This research is a descriptive study with a qualitative approach involving two prospective mathematics teacher students who have a field-dependent cognitive style (SFD) and an independent field (SFI). The results showed that SFD could only reach at three levels, namely remembering, understanding, and applying. While SFI fulfilled the six characteristics of the taxonomic level of reflective thinking, namely remembering, understanding, applying, analyzing, evaluating, and creating.]]>
<![CDATA[The Application Of Cooperative Learning Model Of Team Assisted Individualization (TAI) Based Manipulative Media On Topics “Shape” Of Class VI Elementary School Of Tombolok Gowa ]]>
<![CDATA[Aqsyari Pujianti Syam]]>;
<![CDATA[Irwan Akib]]>;
<![CDATA[Agustan Syamsuddin]]>
<![CDATA[ Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 7, No 3 (2019): Desember ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jds.v7i3.11876
<![CDATA[This study aims to describe the application of the cooperative learning model of the Team Assisted Individualization (TAI) type assisted by manipulative learning media to improve student learning outcomes in shape material. This study involved 29 elementary grade VI students as a research sample and used a pre-experimental research type with a one-group pretest-posttest design. Student mathematics learning outcomes data obtained from student learning outcomes tests consisting of 10 breakdown questions and analyzed using descriptive and inferential analysis. To see an increase in student mathematics learning outcomes can be interpreted using normalized gain (N-gain). From the results of data analysis, it is obtained that: (1) the average value of student learning outcomes before applying the TAI learning model assisted by manipulative media is 42.21 with a low category; (2) the average value of learning outcomes after applying the TAI learning model assisted by manipulative media is 74.76 with a high category; (3) hypothesis test results obtained tcount> t table (13,589> 2,048) and the significance value is 0,000 <0.05 so that Ha (Ha: µ1 <µ2) is accepted; (4) increase in the value of pretest and posttest with gain index (d) of 0.56 with the medium category. Thus, it can be concluded that the application of the cooperative learning model of the TAI type can improve the learning outcomes of elementary school students in grade VI in shape material. Therefore, this type of TAI cooperative learning model can be used as an alternative learning model that can be used in order to improve student learning outcomes]]>
<![CDATA[Analisis Validitas Lembar Kerja Peserta Didik Berbasis Multiple Inteligences ]]>
<![CDATA[Muh Nur Iqramsyar]]>;
<![CDATA[Rukli Rukli]]>;
<![CDATA[Agustan Agustan]]>
<![CDATA[ Pedagogik Journal of Islamic Elementary School VOL 5 NO 1 APRIL 2022 ]]>
Publisher : <![CDATA[IAIN Palopo ]]>
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DOI: 10.24256/pijies.v5i1.2588
<![CDATA[The research aims to analyze the validity of the high-intelligent learner's worksheet. This study helps in producing a worthwhile innovation product used in learning, which is the intelligence-oriented sheet of each learner to increase the learning result. The study uses an exploratory type method that focuses on the multiage-based learner's worksheet with the objective of seeing and measuring in-depth worthiness on the multi-intelligence intelligence learner's worksheet through the expert validator and practitioners. This research can be used as a model for research and development (r & D), so the multi-intelligence intelligence resource worksheet that was developed is worthy of use. In the analysis, there were three validators, consisting of one expert validator and two practitioners. To analyze the feasibility of the multi-intelligence learner's worksheet, we used validation questionnaire. Based on valification analysis and instrument charging data by expert tests and good practitioners of design and materials, it suggests that the multi-intelligence intelligence education worksheet is judged with an average score of 4.66, which is perfectly valid. So it can be concluded that the high-intelligence learners' worksheets can be used in learning.]]>
<![CDATA[PENGARUH KEDISIPLINAN BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA DI SEKOLAH DASAR ]]>
<![CDATA[Rusni Rusni]]>;
<![CDATA[Agustan Agustan]]>
<![CDATA[ JRPD (Jurnal Riset Pendidikan Dasar) Vol 1, No 1: April 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jrpd.v1i1.1233
<![CDATA[Kedisiplinan belajar merupakan hal yang penting dalam belajar. Penelitian ini bertujuan untuk mengetahui hubugan kedisiplinan belajar terhadap hasil belajar matematika siswa. Menggunakan metode ex post facto karena eksistensi dari variabel yang diteliti telah terjadi. Hasil penelitian menggunakan analisis statatistik deskriptif menunjukkan bahwa rata-rata hasil kedisplinan siswa adalah 72,22 dan tergolong cukup tinggi, rata-rata hasil belajar matematika siswa adalah 77,97 tergolong tinggi. Hasil penelitian mengunakan korelasi Pearson Product Moment menunjukkan nilai rhitung 0,799 lebih besar dari nilai rtabel untuk n = 36 yaitu 0,329berarti terdapat pengaruh kedisiplinan belajar terhadap hasil belajar siswa di SD Negeri Nusa Harapan Permai Kota Makassar yang menjadi populasi. Hasil uji signifikan dengan α 5 % diperoleh thitung7,746 lebih besar dari ttabel 1,691, ini berarti terdapat pengaruh yang signifikan kedisiplinan belajar terhadap hasil belajar Matematika siswa di SD Negeri Nusa Harapan Permai Kota Makassar. Pada hakekatnya kedisiplinan adalah hal yang dapat dilatih. Penelitian ini dapat menjadi acuan dalam melatih kedisiplinan siswa. Salah satu hal yang dapat dilakukan adalah membiasakan anak untuk mengaktifkan diri dengan nilai-nilai moral untuk memiliki dan mengembangkan disiplin diri. Hal ini sesuai dengan teori Shochib. Discipline learning is an important thing in learning. This study aims to find out the hubugan discipline of learning on student learning outcomes mathematics. Using the ex post facto method because the existence of the variables studied has occurred. The result of the research using descriptive statistical analysis showed that the average of disciplinary result of students was 72.22 and quite high, the average of students' mathematics learning result was 77,97 was high. The result of the research using Pearson Product Moment correlation shows the value of rs 0,799 bigger than rtabel value for n = 36 that is 0,329 mean there is influence of learning discipline to student learning result at SD Negeri Nusa Harapan Permai Kota Makassar become population. Significant test results with α 5% obtained tcount 7.746 greater than t table 1.691, this means there is a significant effect of learning discipline on student learning outcomes in Elementary School Nusa Harapan Permai Makassar City. In essence, discipline is something that can be trained. This research can be a reference in training student discipline. One of the things that can be done is to familiarize children to activate themselves with moral values to own and develop self-discipline. This is in accordance with Shochib's theory.]]>
<![CDATA[PENGGUNAAN MEDIA EDUKASI HITUNG KOMPAK DAN DAMPAKNYA TERHADAP KEMAMPUAN BERHITUNG SISWA SEKOLAH DASAR ]]>
<![CDATA[Agustan Syamsuddin]]>;
<![CDATA[Asrul Lukman]]>
<![CDATA[ JRPD (Jurnal Riset Pendidikan Dasar) Vol 2, No 1: April 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jrpd.v2i1.2052
<![CDATA[Penelitian ini bertujuan untuk mengetahui gambaran pengaruh penggunaan media edukasi “HitungKompak” terhadap kemampuan berhitung pada siswa sekolah dasar. Penelitian ini termasuk penelitianpra-eksperimen yang melibatkan 36 siswa sebagai subjek penelitianyang terdiri atas 18 siswa laki-laki dan18 siswa perempuan. Rancangan penelitian yang digunakan adalah One Group Pretest-Posttest Design denganmelibatkan satu kelompok subjek. Penelitian ini dilaksanakan melalui tahap perencanaan, pelaksanaan (pretest, treatment dan post test), analisis dan temuan penelitian.Instrumen yang digunakan dalam penelitian iniadalah tes hasil belajar siswa yang menggambarkan kemampuan berhitung siswa dan lembar observasi.Data hasil penelitian selanjutnya dianalisis dengan menggunakan teknis analisis statistik deskriptif dananalisis inferensial.Data yang diperoleh berupa data kuantitatif hasil tes kemampuan berhitung pada materivolume kubus dan balok selanjutnya analisisdengan menggunakan analisis deskriptif dan uji t-tes. Darihasil penelitian diperoleh nilai rata- rata pre testsebesar58.61 yang termasuk pada kategori sedang.Sementara nilai rata-rata post test yang diperoleh sebesar 80 yang berada pada kategori tinggi. Berdasarkanhasil analisis uji t-tes diperolehnilai tHitung= 15.39 dan tTabel= 3.591, sehingga dapat dituliskan tHitung ≥ tTabelatau 15.39 ≥ 3.591. Dengan demikian, dapat disimpulkan bahwa Ho ditolak dan H1 diterima yangmenggambarkan bahwa penggunaan media edukasi “Hitung Kompak” dapat memberi pengaruh dalammeningkatkan kemampuan berhitung siswapada materi volume kubus dan balok.Kata Kunci:media edukasi, hitung kompak, kemampuan berhitung This study aims to describe the impact of the use of "Compact Counting" educational media on numeracy skills inelementary school students. This study included pre-experimental research involving 36 students as research subjectsconsisting of 18 male students and 18 female students. The research design used was One Group Pretest-Posttest Designinvolving one group of subjects. This research was carried out through the planning, implementation stage (pre test,treatment and post test), analysis and findings. The research instrument used in this study is a test of students oflearning outcomes that describes students' numeracy skills and observation sheets. The results of the research dataobtained are then analyzed using technical descriptive statistical analysis and inferential analysis. The data obtainedin the form of quantitative data from the results of tests of numeracy skills in topic of the volume of cube and rectangleare then analyzed using descriptive analysis and t-test. From the results of the study obtained the average value of thepre test of 58.61 which is included in the medium category. While the average value of the post test obtained is 80which is in the high category. Based on the results of the t-test analysis, it is obtained that the t count = 15.39 and ttable = 3.591, so that it can be written t count ≥ t table or 15.39 ≥ 3.591. Thus, it can be concluded that Ho is rejectedand H1 is accepted which illustrates that the use of educational media "Compact Counting" can have an effect inimproving students' numeracy skills in volume and cube volume topic.Keywords: educational media, compact counting, numeracy skill]]>
<![CDATA[Online Learning Based on Realistic Mathematic Education (RME) Assisted Animation Media in Improving Student Learning Outcomes ]]>
<![CDATA[Titin Handayani Amir]]>;
<![CDATA[Agustan Syamsuddin]]>;
<![CDATA[Sulfasyah Sulfansyah]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 3 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i3.39716
<![CDATA[There are still many teachers who have difficulty determining appropriate learning methods and learning media for mathematics lessons. This has an impact on student learning outcomes are low. This study aims to analyze the effect of the Realistic Mathematical Education (RME) approach assisted by animation media on students' mathematics learning outcomes. This research is a quantitative research with a quasi-experimental research design with a non-equivalent control group design research design. This study involved 30 students as the research sample with a simple random sampling technique (Simple Random Sampling). This study uses data collection techniques, namely observation and written tests by giving five essay questions with different weights for each question. The data obtained were analyzed using the SPSS v.22 application by looking for the results of the normality test, homogeneity test, N-Gain test and finally the t-test (Independent Sample Test) to test the hypothesis. The results showed that there was a difference between the students' average scores by applying the Realistic Mathematical Education (RME) approach with the aid of animation media, obtaining an average score of 74.60 in the medium category. Based on the results of data analysis, there is a significant effect on mathematics learning outcomes which can be proven from the significance value at the output of the Independent Sample Test, namely 0.000 < 0.05, which means that H0 is rejected and Ha is accepted. It can be concluded that the Realistic Mathematical Education (RME) approach assisted by animation media can improve mathematics learning outcomes.]]>
<![CDATA[Clinical Supervision Model to Improve the Quality of Learning in Elementary School ]]>
<![CDATA[Rosleny Babo]]>;
<![CDATA[Agustan Syamsuddin]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 6 No 1 (2022): February 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v6i1.41303
<![CDATA[The implementation of the supervision of the principal so far has not been running as it should, even though this is an essential thing to increase teacher competence. This study aims to improve the quality of learning by implementing clinical supervision of the learning process carried out by elementary school teachers. This type of research is a school action research that aims to improve the situation or make school innovations to improve the quality of learning to produce students who think critically, creatively, innovatively, proficiently in solving problems. The design of this clinical supervision model consists of several stages, namely the meeting stage, the observation stage, and the feedback meeting stage. The subjects in this study were 12 school teachers. It collects data using observation techniques using observation sheets developed based on the clinical supervision model. From the results of the clinical supervision observation data analysis, it can be seen that the learning scores in the first cycle have increased in the second cycle. The average score in the first cycle is 70.00. Meanwhile, the average score in the second cycle increased by 95.00. The process of implementing the application of clinical supervision research instruments, observing the learning process, and conducting learning assessments. The analysis of the meeting stage was carried out to identify the strengths and weaknesses of the teacher in the learning process. Based on the results and research findings, it can be said that clinical supervision carried out in schools can improve the quality of teacher learning in terms of developing learning tools, implementing learning, and learning reflection.]]>
<![CDATA[PROSES BERPIKIR KRITIS BERDASARKAN GAYA BELAJAR DALAM MEMECAHKAN MASALAH SOAL CERITA MATEMATIKA ]]>
<![CDATA[Sufyan Sufyan]]>;
<![CDATA[Rukli Rukli]]>;
<![CDATA[Agustan Agustan]]>
<![CDATA[ JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 5, No 6 (2021) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/pjr.v5i6.8502
<![CDATA[Penelitian ini bertujuan untuk mendapatkan gambaran proses berpikir kritis peserta didik dalam pemecahan masalah matematika ditinjau dari gaya belajar visual, auditori dan kinestetik. Identifikasi proses berpikir kritis didasarkan atas langkah-langkah berpikir kritis IDEALS yakni Identify, Define, Enumerate, Analyze, List and Self Correct. Subjek penelitian terdiri dari 3 peserta didik yang masing-masing memiliki gaya belajar visual, auditori dan kinestetik yang memiliki nilai tertinggi. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dokumentasi dan hasil tes peserta didik di Sekolah. Oleh karena itu, triangulasi yang digunakan adalah triangulasi teknik. Hasil penelitian proses berpikir kritis siswa visual, auditori, dan kinestetik pada langkah identify, enumerate, analyze, list dan self-correct memiliki kesamaan dalam memecahkan masalah berbentuk soal cerita. Perbedaan proses berpikir kritis tersebut paling menonjol terlihat pada langkah define. Perbedaannya terletak pada cara dan saat menjelaskan bentuk akuarium berdasarkan fakta dan alasan logis yang diberikan, perbedaan yang lain terletak pada ketelitian siswa dalam memeriksa kembali jawaban yang diperoleh karena subjek auditori sempat menambahkan catatan dalam jawabannya. Siswa kinestetik dapat dikatakan memiliki proses berpikir kritis lebih baik dibandingkan siswa visual pada langkah define.]]>
<![CDATA[Deskripsi Pembekalan Program Pembelajaran Kolaboratif-Partisipatif pada Kegiatan Implementasi Kurikulum Kerjasama MBKM ]]>
<![CDATA[Agustan Syamsuddin]]>;
<![CDATA[Ratnawati Tahir]]>;
<![CDATA[Abdul Munir]]>
<![CDATA[ Jurnal Studi Guru dan Pembelajaran Vol. 5 No. 1 (2022): Januari - April 2022 ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/jsgp.5.1.2022.1660
<![CDATA[Kemampuan awal mahasiswa dalam merancang skenario pembelajaran belum berorientasi pada PjBL atau Case Based Learning yang bersesuaian dengan tuntutan bentuk pembelajaran yang tertuang dalam kebijakan MBKM Permendikbud Nomor 3 Tahun 2020. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan gambaran proses pembekalan program pembelajaran kolaboratif pada implementasi kurikulum kerja sama MBKM. Bentuk pembekalan difokuskan pada pengembangan kemampuan peserta Asistensi Mengajar dalam merancang skenario pembelajaran yang tertuang dalam bentuk RPP berbasis PjBL dan/atau Case Based Learning (CBL). Penelitian ini melibatkan 341 dosen, 16 tenaga kependidikan dan 3692 mahasiswa yang diperoleh melalui teknik random sampling untuk mendapatkan gambaran pengetahuan secara umum terkait implementasi program MBKM dan dampaknya pada peningkatan terhadap hard-skill dan soft-skill bagi mahasiswa di Universitas Muhammadiyah Makassar. Secara umum, hasil penelitian menunjukkan bahwa baik dosen, mahasiswa dan tenaga kependidikan bahwa implementasi program MBKM memberi konstribusi terhadap peningkatan hard-skill dan soft-skill mahasiswa. Selain itu, pembekalan program pembelajaran kolaboratif pada implementasi kurikulum kerja sama MBKM – Asistensi Mengajar dapat memberi kesempatan kepada mahasiswa untuk Menyusun scenario pembelajaran yang sesuai dengan tuntuan implementasi kurikulum MBKM.]]>
<![CDATA[Pengaruh Model Conseptual Understanding Procedures Terhadap Pemahaman Konsep Matematika Peserta Didik Sekolah Dasar ]]>
<![CDATA[Wahdaniah]]>;
<![CDATA[Agustan Syamsuddin]]>;
<![CDATA[Sirajuddin]]>
<![CDATA[ Jurnal Ilmu Pendidikan Dasar Indonesia Vol. 1 No. 1 (2021): DESEMBER ]]>
Publisher : <![CDATA[Educational and Talent Development Center of Indonesia ]]>
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DOI: 10.51574/judikdas.v1i1.162
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model conseptual understanding procedures terhadap pemahaman konsep matematika pada peserta didik kelas V SDN Minasa Upa. Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan jenis penelitian pre-experimental design dengan one group pretest-posttest design Teknik pengambilan sampel dalam peneitian ini adalah cluster random sampling. Sampel dalam penelitian ini adalah oeserta didik kelas VC yang berjumlah 22 orang. Pengumpulan data dengan menggunakan observasi dan tes pemahaman konsep. Analisis data menggunakan analisis statistik deskriptif dan analisis statistik inferensial. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar pemahaman konsep matematika peserta didik sebelum digunakan model conseptual understanding procedures adalah 57,32 berada pada kategori rendah dan rata-rata hasil belajar setelah digunakan model conseptual understanding procedures adalah 87,05 berada pada kategori tinggi. Selain itu berdasarkan hasil uji normalitas yang menyatakan bahwa data berdistribusi normal, data bersifat homogen dan hasil uji hipotesis yang diperoleh nilai signifikan sebesar 0,001 dengan tarif signifikan 0,05, Selain itu juga, hasil penelitian didukung dengan hasil uji t, adapun hasil t hitung -9,635 dan t tabel -2,080 sehingga hasilnya menyatakan bahwa t hitung > t tabel. Berdasarkan hasil penelitian tersebut di atas, dapat disimpulkan bahwa ada pengaruh penggunaan model conseptual understanding procedures terhadap pemahaman konsep matematika pada peserta didik kelas V SDN Minasa Upa.]]>
