Articles
<![CDATA[Pengembangan Media Pembelajaran Flipchart Berbasis Etnomatematika ]]>
<![CDATA[Angraini, Firda]]>;
<![CDATA[Erita, Selvia]]>;
<![CDATA[Oktafia, Mesi]]>;
<![CDATA[Nasution, Eline Yanti Putri]]>
<![CDATA[ Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2023): Matematika dan Pendidikan Matematika: Permasalahan dan Solusinya ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30605/proximal.v6i2.2586
<![CDATA[Mengingat pentingnya peranan media dalam proses pembelajaran matematika seharusnya menggunakan alat media pembelajaran yang menarik dan berinovasi. Berdasarkan penelitian di MAN 1 Kota Sungai Penuh bahwasanya siswa hanya menggunakan LKS dan tidak menggunakan media pembelajaran saat proses pembelajaran berlangsung. Materi yang diajarkan tidak dikaitkan dengan lingkungan sekitar untuk itu peneliti menggunakan proses pembelajaran menggunakan metode yang berbasis etnomatematika dan budaya lingkungannya adalah anyaman. Penelitian ini bertujuan untuk menghasilkan produk berupa Media Pembelajaran Flipchart Berbasis Etnomatematika yang sangat valid dan sangat praktis dalam membantu siswa dan guru dalam proses pembelajaran. Metode penelitian yang digunakan adalah Research and Develomen (R & D). Model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan ADDIE yang mempunyai 5 langkah yaitu analisis (analysis), perancangan (design), pengembangan (develoment), implementasi (implementation) dan evaluasi (evaluation). Hasil analisis terhadap lembar validasi materi dan validasi media pembelajaran pada materi barisan dan deret menunjukkan bahwa produk media pembelajaran flipchart berbasis etnomatematika yang dikembangkan adalah sangat valid. Produk media pembelajaran flipchart berbasis etnomatematika juga sangat praktis yang dilihat dari hasil analisis angket respon guru dan angket respon siswa.]]>
<![CDATA[Penggunaan Model Pembelajaran Knisley Berbasis Kontruktivisme dalam Meningkatkan Self Confidence Mahasiswa ]]>
<![CDATA[Sari, Maila]]>;
<![CDATA[Oktafia, Mesi]]>
<![CDATA[ Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2024): Sustainable Development Goal in Mathematics and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30605/proximal.v7i1.4283
<![CDATA[Mathematics education plays a crucial role in the cognitive and affective development of students, including self-confidence in understanding the material. This study aims to evaluate the impact of the Knisley learning model based on constructivism on students' self-confidence. The Knisley learning model provides direct experiences, group collaboration, and individual reflection, which is presumed to enhance students' self-confidence in mathematics learning. This research employs a quantitative approach with an experimental design. The study population consists of 34 fourth-semester students from IAIN Tadris Matematika, divided into two groups: experimental and control. The instrument used in this study is a self-confidence questionnaire. Data collected from the questionnaires distributed to both groups were analyzed to determine the difference in average self-confidence scores between the experimental group using the Knisley constructivism-based model and the control group not using this model. The results indicate that the experimental group had a higher average self-confidence score (45.52) compared to the control group (61.05). The significant value obtained from SPSS testing is 0.0000, which is smaller than the significance level (α = 0.05), indicating that H1 is accepted. Therefore, it can be concluded that students' self-confidence using the Knisley constructivism-based learning model is better than that of students not using the Knisley model, meaning there is an effect of implementing the Knisley constructivism-based learning model on the self-confidence of Tadris Mathematics students. The Knisley constructivism-based model in mathematics learning provides relevant learning contexts, encourages active interaction, and facilitates reflection that supports the development of self-confidence. Thus, the application of this learning model has proven to be effective in enhancing students' self-confidence in mathematics learning.]]>
<![CDATA[Pengembangan Video Tutorial Menggunakan Geogebra pada Materi Geometri ]]>
<![CDATA[Monalisa, Tri]]>;
<![CDATA[Nurusliah]]>;
<![CDATA[Oktafia, Mesi]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 3 No. 2 (2023): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (308.102 KB)
|
DOI: 10.58737/jpled.v3i2.132
<![CDATA[Penelitian ini bertujuan untuk mengetahui: Mengetahui proses mengembangkan Video Tutorial Menggunakan Geogebra Berbasis Pemecahan Masalah Matematika Pada Materi Geometri di SMP Negeri 2 Kerinci. Mengetahui validitas Video Tutorial Menggunakan Geogebra Berbasis Pemecahan Masalah Matematika Pada Materi Geometri di SMP Negeri 2 Kerinci. Mengetahui kepraktisan pengembangan Video Tutorial Menggunakan Geogebra Berbasis Pemecahan Masalah Matematika Pada Materi Geometri di SMP Negeri 2 Kerinci Model pengembangan yang akan digunakan dalam penelitian ini adalah model pengembangan ADDIE yang diperkenalkankan oleh Branch. Model pengembangan ADDIE merupakan singkatan dari: Analyze (analisis), Design (perancangan), Develop (pengembangan), Implement (pelaksanaan) dan Evaluation (evaluasi). Model pengembangan ini dipilih karena model ini sederhana dan mudah dipelajari serta strukturnya yang sistematis.]]>
<![CDATA[Students' self-confidence in knisley mathematics learning with a constructivist approach ]]>
<![CDATA[Oktafia, Mesi]]>;
<![CDATA[Sari, Maila]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30606/absis.v7i1.2382
<![CDATA[Self-confidence among students majoring in Mathematics Education (Tadris Matematika) is a crucial aspect, given that they are future mathematics teachers. Observations reveal that 50% of second-semester Mathematics Education students at IAIN Kerinci exhibit low self-confidence, as evidenced by their difficulties in clearly defining problems. They also tend to lack ideas, struggle to eliminate inefficient alternatives, and face challenges in selecting the ideal options. Additionally, they often fail to recognize the impact of the solutions they choose. Therefore, a learning model that can enhance students' self-confidence is needed, such as the Knisley mathematics learning model with a constructivist approach. This study aims to examine the effect of the Knisley mathematics learning model with a constructivist approach on the self-confidence of Mathematics Education students at IAIN Kerinci. The study employed a quantitative method with an experimental approach. The population consisted of 34 second-semester Mathematics Education students at IAIN Kerinci. The instrument used was a self-confidence questionnaire. The results showed that the self-confidence of students who participated in the Knisley mathematics learning model with a constructivist approach was higher than that of students who followed the conventional learning model. Thus, the application of the Knisley mathematics learning model with a constructivist approach has a positive impact on the self-confidence of Mathematics Education students at IAIN Kerinci.]]>
<![CDATA[Analisis Manajemen Kelas pada Kelas VI SD Menggunakan Model Pembelajaran Cooperative Learning dengan Materi Satuan Panjang ]]>
<![CDATA[Novelza, Ice Dwi]]>;
<![CDATA[Oktafia, Mesi]]>
<![CDATA[ MATHEdunesa Vol. 12 No. 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023 ]]>
Publisher : <![CDATA[Program Studi S1 Matematika UNESA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/mathedunesa.v12n3.p1080-1086
<![CDATA[Manajemen kelas merupakan bagian penting dari pelaksanaan pengajaran dan pembelajaran yang efektif. Tujuan dari penelitian ini yaitu untuk menganalisis manajemen kelas pada kelas VI SD menggunakan model pembelajaran cooperative learning dengan materi satuan panjang. Metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif kualitatif. Instrument yang digunakan dalam penelitian ini ialah peneliti sendiri. Subjeknya yaitu kelas VI SDN No.14/III Punai Merindu, Tanjung Pauh Mudik. Hasil penelitian ini menunjukkan bahwa manajemen kelas pada Kelas VI SD Menggunakan Model Pembelajaran Cooperative Learning dengan Materi Satuan Panjang sudah sangat baik yang ditandai dengan ketertiban siswa dan keaktifan siswa selama proses pembelajaran berlangsung. Dan pembelajaran juga menjadi lebih efektif.]]>
<![CDATA[Exploring the Effectiveness of Problem-Based Learning on Mathematical Problem-Solving: A Gender Perspective ]]>
<![CDATA[Norhaslina, Norhaslina]]>;
<![CDATA[Oktafia, Mesi]]>;
<![CDATA[Noperta, Noperta]]>
<![CDATA[ Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan Matematika, Universitas Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37058/jarme.v7i1.13346
<![CDATA[One of the essential skills to be developed in mathematics learning is problem-solving ability. The purpose of this study is to analyze the effect of the problem-based learning (PBL) model on students' mathematical problem-solving skills, considering gender aspects (female and male). This experimental study employs a Control Group Posttest Design. Problem-solving ability is used as the dependent variable, the learning model as the independent variable, and gender as the moderating variable. Data collection techniques involve tests consisting of 5 essay questions designed according to Polya's problem-solving indicators. Data analysis is conducted using normality tests, homogeneity tests, and two-way ANOVA tests. The results indicate that the Problem-Based Learning (PBL) model is effective in improving students' mathematical problem-solving skills regardless of gender.]]>
<![CDATA[Students' self-confidence in knisley mathematics learning with a constructivist approach ]]>
<![CDATA[Oktafia, Mesi]]>;
<![CDATA[Sari, Maila]]>
<![CDATA[ Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2024): Jurnal Absis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas Pasir Pengaraian ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30606/absis.v7i1.2382
<![CDATA[Self-confidence among students majoring in Mathematics Education (Tadris Matematika) is a crucial aspect, given that they are future mathematics teachers. Observations reveal that 50% of second-semester Mathematics Education students at IAIN Kerinci exhibit low self-confidence, as evidenced by their difficulties in clearly defining problems. They also tend to lack ideas, struggle to eliminate inefficient alternatives, and face challenges in selecting the ideal options. Additionally, they often fail to recognize the impact of the solutions they choose. Therefore, a learning model that can enhance students' self-confidence is needed, such as the Knisley mathematics learning model with a constructivist approach. This study aims to examine the effect of the Knisley mathematics learning model with a constructivist approach on the self-confidence of Mathematics Education students at IAIN Kerinci. The study employed a quantitative method with an experimental approach. The population consisted of 34 second-semester Mathematics Education students at IAIN Kerinci. The instrument used was a self-confidence questionnaire. The results showed that the self-confidence of students who participated in the Knisley mathematics learning model with a constructivist approach was higher than that of students who followed the conventional learning model. Thus, the application of the Knisley mathematics learning model with a constructivist approach has a positive impact on the self-confidence of Mathematics Education students at IAIN Kerinci.]]>
<![CDATA[Pengembangan Media Pembelajaran Flipchart Berbasis Etnomatematika ]]>
<![CDATA[Angraini, Firda]]>;
<![CDATA[Erita, Selvia]]>;
<![CDATA[Oktafia, Mesi]]>;
<![CDATA[Nasution, Eline Yanti Putri]]>
<![CDATA[ Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2023): Matematika dan Pendidikan Matematika: Permasalahan dan Solusinya ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30605/proximal.v6i2.2586
<![CDATA[Mengingat pentingnya peranan media dalam proses pembelajaran matematika seharusnya menggunakan alat media pembelajaran yang menarik dan berinovasi. Berdasarkan penelitian di MAN 1 Kota Sungai Penuh bahwasanya siswa hanya menggunakan LKS dan tidak menggunakan media pembelajaran saat proses pembelajaran berlangsung. Materi yang diajarkan tidak dikaitkan dengan lingkungan sekitar untuk itu peneliti menggunakan proses pembelajaran menggunakan metode yang berbasis etnomatematika dan budaya lingkungannya adalah anyaman. Penelitian ini bertujuan untuk menghasilkan produk berupa Media Pembelajaran Flipchart Berbasis Etnomatematika yang sangat valid dan sangat praktis dalam membantu siswa dan guru dalam proses pembelajaran. Metode penelitian yang digunakan adalah Research and Develomen (R & D). Model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan ADDIE yang mempunyai 5 langkah yaitu analisis (analysis), perancangan (design), pengembangan (develoment), implementasi (implementation) dan evaluasi (evaluation). Hasil analisis terhadap lembar validasi materi dan validasi media pembelajaran pada materi barisan dan deret menunjukkan bahwa produk media pembelajaran flipchart berbasis etnomatematika yang dikembangkan adalah sangat valid. Produk media pembelajaran flipchart berbasis etnomatematika juga sangat praktis yang dilihat dari hasil analisis angket respon guru dan angket respon siswa.]]>
<![CDATA[Penggunaan Model Pembelajaran Knisley Berbasis Kontruktivisme dalam Meningkatkan Self Confidence Mahasiswa ]]>
<![CDATA[Sari, Maila]]>;
<![CDATA[Oktafia, Mesi]]>
<![CDATA[ Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2024): Sustainable Development Goal in Mathematics and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30605/proximal.v7i1.4283
<![CDATA[Mathematics education plays a crucial role in the cognitive and affective development of students, including self-confidence in understanding the material. This study aims to evaluate the impact of the Knisley learning model based on constructivism on students' self-confidence. The Knisley learning model provides direct experiences, group collaboration, and individual reflection, which is presumed to enhance students' self-confidence in mathematics learning. This research employs a quantitative approach with an experimental design. The study population consists of 34 fourth-semester students from IAIN Tadris Matematika, divided into two groups: experimental and control. The instrument used in this study is a self-confidence questionnaire. Data collected from the questionnaires distributed to both groups were analyzed to determine the difference in average self-confidence scores between the experimental group using the Knisley constructivism-based model and the control group not using this model. The results indicate that the experimental group had a higher average self-confidence score (45.52) compared to the control group (61.05). The significant value obtained from SPSS testing is 0.0000, which is smaller than the significance level (α = 0.05), indicating that H1 is accepted. Therefore, it can be concluded that students' self-confidence using the Knisley constructivism-based learning model is better than that of students not using the Knisley model, meaning there is an effect of implementing the Knisley constructivism-based learning model on the self-confidence of Tadris Mathematics students. The Knisley constructivism-based model in mathematics learning provides relevant learning contexts, encourages active interaction, and facilitates reflection that supports the development of self-confidence. Thus, the application of this learning model has proven to be effective in enhancing students' self-confidence in mathematics learning.]]>
<![CDATA[Gallery of Learning with Geogebra: Does it Affect Students’ Learning Motivation? ]]>
<![CDATA[Putra, Aan]]>;
<![CDATA[Hafis, M]]>;
<![CDATA[Laswadi, Laswadi]]>;
<![CDATA[Oktafia, Mesi]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 3 No. 2 (2020): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/ijsme.v3i2.6506
<![CDATA[This study aimed to determine the effect of Gallery of Learning with Geogebra as active learning strategies on students’ learning motivation. This research was a quantitative study with the one grup pretest-posttest design. The population of this study was all eight-grade students of SMP Negeri 27 Kerinci. The sample consisted of 27 students which selected by saturated sampling techniques. Student motivation data were obtained from motivation questionnaires that given before and after the application of the Gallery of Learning with Geogebra as active learning strategy. Data processing of student motivation was done by comparing students' motivation scores before and after treatmen by, using the t-test. The t-test results indicated that there was influence on the implementation of the active learning strategy of Gallery of Learning with Geogebra on students' learning motivation.]]>
