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All Journal Jurnal Ilmiah Mandala Education (JIME) Journal of Authentic Research FONDASI: Jurnal Pendidikan Dasar Media Pendidikan Matematika
Aziz, Lalu Abdul
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Arts Humanities Computer Science & IT Earth & Planetary Sciences Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pengaruh Model Pembelajaran dan Gaya Belajar Terhadap Keterampilan Berpikir Kritis dan Berpikir Kreatif Yuntawati, Yuntawati; Aziz, Lalu Abdul
Media Pendidikan Matematika Vol. 12 No. 1 (2024)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v12i1.9891

Abstract

This research aims to find out how the factors of the PjBL and PBL learning models, as well as learning styles, kinesthetic and visual, the development of critical and creative thinking skills in students can influence and interact with each other in the educational context. The research used two classes with a total of 20 students in each class who were randomly selected. After the experiment was completed, critical thinking skills and creative thinking skills were measured. Hypothesis testing in this study used 2-way Manova multivariate covariance analysis. For each assumption test, a significance level of 5% is used. Statistical analysis techniques were carried out using the Statistical Package for Social Science (SPSS) data processor for Windows. The results of data analysis show a sig value. for Pilla's Trace, Wilks'Lambda, Hotelling'Trace, Roy's Lest Root for learning models and learning styles is greater than 0.05 which means it is not significant, then Ho is accepted. So there is no significant difference in critical thinking skills and creative thinking skills from the PjBL & PBL learning models and the kinesthetic & visual learning styles applied. While the interaction model and learning styles are smaller than 0.05, which means they are significant, then Ho is rejected. Thus, it can be concluded that there is an interaction effect between learning models and learning styles on critical thinking skills and creative thinking abilities.
An Exploration of Mathematical Elements in Sasambo Culture as a Resource for Ethnomathematics Based Learning Yuntawati, Yuntawati; Aziz, Lalu Abdul
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15704

Abstract

This study aims to explore the mathematical elements embedded in Sasambo culture (Sasak, Samawa, and Mbojo) and their potential as learning resources for ethnomathematics-based mathematics education. Using a qualitative approach through literature review, the study analyzed scientific articles obtained from systematic searches on Google Scholar with keywords related to Sasambo ethnomathematics. The findings reveal that Sasambo cultural heritage contains a wide range of mathematical concepts, including plane and solid geometry, patterns, symmetry, geometric transformations, measurement, and problem-solving strategies. These concepts are reflected in traditional architecture such as Bale Tani, Uma Lengge, and Istana Dalam Loka; in the geometric patterns of Sasak and Tembe Nggoli weaving arts; and in cultural activities and traditional games such as Perisean, Barapan Kebo, Nyongkolan, and Dengklaq. The study highlights the potential of integrating these cultural elements into mathematics learning to make it more contextual, meaningful, and engaging for students. Additionally, this integration fosters students' cultural identity and appreciation of local wisdom. The study concludes that systematic efforts are needed to develop culturally-based instructional materials and to provide teacher training on ethnomathematics integration. Such efforts will not only improve students’ mathematical understanding but also strengthen their connection to local cultural heritage, making mathematics learning more relevant to their daily lives.
Penggunaan Media Pembelajaran Buku Cerita Bergambar Terhadap Minat Membaca Siswa Kelas 2 MI Riyadlusshibyan Lendangre Aziz, Lalu Abdul
Journal of Authentic Research Vol. 3 No. 2 (2024): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/bkq9y121

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penggunaan media pembelajaran buku cerita bergambar terhadap minat membaca siswa kelas 2 di MI Riyadlusshibyan Lendangre. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode pengumpulan data meliputi wawancara mendalam dengan siswa dan guru, observasi partisipan di kelas, dan analisis dokumen. Hasil penelitian menunjukkan bahwa implementasi buku cerita bergambar meliputi pemilihan buku cerita, penyampaian cerita (membaca nyaring, membaca bersama, membaca mandiri), diskusi cerita, dan kegiatan tindak lanjut. Siswa memiliki persepsi positif terhadap penggunaan buku cerita bergambar karena menyenangkan, memudahkan pemahaman, dan memotivasi membaca. Guru juga mengamati peningkatan antusiasme, pemahaman, dan minat membaca mandiri pada siswa. Faktor pendukung meliputi antusiasme siswa, kreativitas guru, dan dukungan sekolah, sedangkan faktor penghambat meliputi keterbatasan waktu, ketersediaan buku, dan pengelolaan kelas. Penelitian ini merekomendasikan peningkatan penggunaan buku cerita bergambar, pengembangan kreativitas guru, penambahan koleksi buku, dan penelitian lanjutan mengenai pengaruh buku cerita terhadap kemampuan membaca. This study aims to describe the use of picture storybooks as learning media to enhance the reading interest of second-grade students at MI Riyadlusshibyan Lendangre. This research employs a descriptive qualitative approach with data collection methods including in-depth interviews with students and teachers, participant observation in the classroom, and document analysis. The findings indicate that the implementation of picture storybooks encompasses storybook selection, story delivery (read-aloud, shared reading, independent reading), story discussion, and follow-up activities. Students hold positive perceptions towards the use of picture storybooks, viewing them as enjoyable, comprehension-facilitating, and reading-motivating. Teachers also observed increased enthusiasm, comprehension, and independent reading interest among students. Supporting factors include student enthusiasm, teacher creativity, and school support, while inhibiting factors encompass time constraints, book availability, and classroom management. This research recommends increased use of picture storybooks, development of teacher creativity, augmentation of book collections, and further research on the impact of picture storybooks on reading skills.  
Co-Authors Ahmad Fauzan Akhmad Muzakkir, Akhmad Atmadianti, Widia Azmussya’ni Baehaqi Herjan Haryadi Junianti, Dina Mahyuni Mahyuni Muhamad Sadli Mukminah Mukminah Sanapiah, Sanapiah Trisna Kusuma Wardani Wahyuni, Baiq Feni Yuntawati, Yuntawati