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UPAYA PENINGKATAN HASIL BELAJAR MELALUI METODE PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER PADA MATERI PELUANG Widowati, Iris Prima; Sutopo; Novianti, Idha
Prosiding Temu Ilmiah Nasional Guru Vol. 15 No. 1 (2023): TING XV 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka

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The purpose of this study was to determine the increase in learning outcomes of opportunity material through the numbered head together (NHT) cooperative learning method in class VIII students. Factors that cause low student learning outcomes on opportunity material include students not reading and understanding the concept of opportunity material, not doing enough practice questions, difficulty describing the sample space, arranging events in an experiment, understanding the principles of events in an experiment. This research was conducted by applying the first four steps in each cycle, namely planning, action, observation, reflection. The results showed that using the numbered head together (NHT) type of cooperative learning method can improve student learning outcomes, especially in the matter of opportunities. This can be seen through the results of the analysis of teacher activity using the NHT type of cooperative learning which has increased from cycle I and cycle II by 14%. The results of the analysis of student activities using the NHT cooperative learning type experienced an increase from cycle I and cycle II in the interest value of 10%, the value of attention 15%, and the value of cooperation 10%. The results of the analysis of student learning outcomes tests in cycle I obtained 6 students who were included in the incomplete category and 10 students who were included in the complete category, while in cycle II it was obtained 2 students who were included in the incomplete category and 14 students who were included in the complete category.

PENERAPAN MODEL PEMBELAJARAN BERDIFERENSIASI UNTUK MEMPERBAIKI PROSES PEMBELAJARAN ARITMATIK BARISAN DAN DERET Cahyati, Nur; Sianipar, Anton Zulkarnain; Novianti, Idha
Prosiding Temu Ilmiah Nasional Guru Vol. 15 No. 1 (2023): TING XV 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka

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This research aims to improve student's learning activities and outcomes through theapplication of the Differentiated Learning Model using the based Learning method and throughdiscussion. The research will be carried out in two cycles and involves 18 students of class X TKJat SMK Putra Bangsa 01 Cibening. The data used in this study were obtained from the observationof teachers and students as sources of information, which included quantitative and qualitativedata. To see teacher activities and student activities, researchers observed and recorded them onobservation sheets. In addition, data regarding student learning progress was obtained throughwritten tests, such as evaluation of learner work (LKPD) and final evaluation (individualassignment). The results showed that differentiated learning has a positive impact on improvingstudent learning outcomes. It can be seen from the evaluation conducted there was an increase inthe average evaluation score from 77.8 to 84.5. In addition, the percentage of students whoreached the minimum completeness standard (KKM) also increased significantly, from 55% to83%. Therefore, it is recommended for teachers to gradually and continuously review appropriatelearning patterns and strategies to improve learning processes and outcomes.

EFEKTIVITAS BELAJAR SISWA MELALUI PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI ALJABAR Harwan; Antowo, Sulistyo Jeni; Novianti, Idha
Prosiding Temu Ilmiah Nasional Guru Vol. 15 No. 1 (2023): TING XV 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka

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The purpose of this study is to find out how effective the contextual teaching and learning (CTL) approach in mathematics on the topic of algebra is discussed. This study was conducted in two cycles, with one meeting per cycle. This study uses test equipment to determine how effective student learning is. The results showed that the overall average score of student achievement indicators in cycle I was 69.23% and rose to 92.30% in cycle II. The average score of student learning outcomes in cycle I was 69.23% and rose to 85.00% in cycle II, resulting in classical completeness. According to this research, a contextual teaching and learning approach can help Grade VII junior high school students learn about algebraic material.

EFEKTIVITAS PENGGUNAAN MODEL PROBLEM BASED LEARNING PADA MATERISTATISTIKA UNTUK SISWA KELAS VIII Setiawan, Deden; Karim, Abdul; Novianti, Idha
Prosiding Temu Ilmiah Nasional Guru Vol. 15 No. 1 (2023): TING XV 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka

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The aim of this study is to know the effectiveness of learning mathematics with the PBL model in Class VIII on statistical material. Two classes participated in this study, experimentalclasses with PBL models and control classes with conventional learning models, sampling techniques, data analysis. The results of the research showed that by using the PBL model can improve the student's mathematics learning performance, the Mathematics value of students who study withthe PBL model also more positive results in terms of increased student knowledge value towards mathematical learning compared to students who learn with the conventional model. Thus the effective use of the PBL model can improve student learning performance and studentinterest in learning mathematics. The PBL model can also be an innovative and attractive choice for math teachers. However, additional efforts are needed in developing and adapting the PBL model in order to be effectively applied in different learning contexts.

Abstraction level of van Hiele’s theory: Occurrence of side effects in GeoGebra integration Kandaga, Thesa; Novianti, Idha; Adnan, Mazlini
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.26938

One of the obstacles to teaching geometric transformation is the complex procedures that require a broad base of prerequisite knowledge. This complexity often leads students to focus on rote memorization and procedural calculations instead of understanding the underlying context. This study aims to overcome these challenges by developing a hypothetical learning trajectory (HLT) and using GeoGebra to enhance visualization and understanding. The case study involved ten university students in Indonesia who tackled the abstraction level in the Transformation, Isometries, and Reflection topics. The researchers analyzed students' worksheets, activity observations, and learning obstacle tests to extract their geometric thinking. Qualitative analysis of the data revealed that seven out of ten participants met three of the four abstraction level indicators. The use of GeoGebra in HLT helped overcome epistemological obstacles. However, integrating GeoGebra into the HLT introduced a new issue: a GeoGebra-centric habit characterized by an excessive dependence on GeoGebra in solving geometric transformation problems.

Use of GeoGebra integrated Screencast Media: Can it help students improve mathematical understanding in Online Tutorial Activities? Novianti, Idha
International Journal of Mathematics and Sciences Education Vol. 2 No. 1 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i1.86

The Calculus I course is a course that has a high level of difficulty, it is important for tutors to find the right way to convey mathematical concepts in this course. One method used to help students understand the Calculus 1 course is by using Screencast Media assisted by the Geogebra application. This research aims to determine the effectiveness of using Screencast media assisted by Geogebra in improving mathematical understanding skills in the Calculus I course. This research design uses One Group Pretest-Posttest Design. The participants involved in this research were 35 online tutorial students who took the Calculus I course. Furthermore, data collection in this research used a concept understanding test. Data obtained from the test results were analyzed using the one sample t-test. The research results show that the use of screencast media assisted by Geogebra effectively increases students' mathematical understanding in the calculus I course. Students can easily understand mathematical concepts conveyed through video screencasts assisted by Geogebra. Thus, the implementation of this media is expected to improve the quality of teaching and mathematical understanding of students in higher education.

Pengaruh Problem-Based Learning terhadap Hasil Belajar Matematika ditinjau dari Kemampuan Berpikir Kritis Siswa SD Kelas V di Kecamatan Cibinong Kabupaten Bogor Irawati, Irawati; Suroyo, Suroyo; Novianti, Idha
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 1 (2025): Januari - April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.1.2025.5248

Penelitian ini dilatarbelakangi oleh kebutuhan untuk meningkatkan hasil belajar matematika siswa melalui penerapan model pembelajaran yang efektif, terutama bagi siswa dengan berbagai tingkat kemampuan berpikir kritis. Tujuan dari penelitian ini adalah untuk menganalisis pengaruh model Problem-Based Learning (PBL) terhadap hasil belajar matematika siswa, serta untuk mengetahui apakah terdapat interaksi antara model pembelajaran dan kemampuan berpikir kritis siswa. Penelitian ini menggunakan desain eksperimen dengan pendekatan kuantitatif, yang melibatkan dua kelompok siswa kelas V SD, yaitu kelompok yang diterapkan model PBL dan kelompok yang menggunakan model pembelajaran konvensional. Data dikumpulkan melalui tes hasil belajar matematika dan analisis statistik menggunakan ANOVA dua jalur. Hasil penelitian menunjukkan bahwa model PBL memberikan hasil belajar yang lebih baik dibandingkan dengan model pembelajaran konvensional, baik untuk siswa dengan kemampuan berpikir kritis tinggi maupun rendah. Siswa dengan kemampuan berpikir kritis tinggi yang menggunakan PBL menunjukkan peningkatan hasil belajar yang signifikan dibandingkan dengan siswa yang menggunakan model konvensional. Begitu pula dengan siswa berpikir kritis rendah, meskipun tantangan mereka lebih besar, model PBL tetap memberikan hasil belajar yang lebih baik daripada model konvensional. Namun, tidak ditemukan interaksi signifikan antara model PBL dan tingkat kemampuan berpikir kritis terhadap hasil belajar matematika, yang menunjukkan bahwa pengaruh keduanya bersifat independen. Penelitian ini menyimpulkan bahwa penerapan model PBL efektif untuk meningkatkan hasil belajar matematika siswa, terlepas dari tingkat kemampuan berpikir kritis mereka, dan memberikan kontribusi penting dalam pengembangan strategi pembelajaran yang lebih inklusif dan adaptif.

Peningkatan kemampuan berpikir kritis dengan model PBL berbantuan GeoGebra ditinjau dari kemampuan awal matematis Zahra, Nurul Izah; Yumiati, Yumiati; Novianti, Idha
PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025): PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika
Publisher : UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/pyth.v14i2.7712

Berpikir kritis adalah salah satu kemampuan yang harus dimiliki oleh siswa pada abad ke-21, karena dengan berpikir kritis, siswa mampu menyelesaikan masalah yang diberikan dengan menganalisis, mengevaluasi, dan membuat kesimpulan. Penelitian ini dimaksudkan untuk menentukan : (1) Perbedaan pada peningkatan kemampuan berpikir kritis dengan model PBL berbantuan GeoGebra, PBL tanpa GeoGebra, dan pembelajaran langsung yang ditinjau dari KAM (2) Interaksi antara KAM dan model pembelajaran terhadap peningkatan kemampuan berpikir kritis siswa. Riset ini dengan menerapkan metode quasi-experiment dengan Pretest posttest Nonequivalent Control Group Design. Sampel pada penelitian ini adalah kelas VIII.1 dan VIII. 7 sebagai kelas eksperimen dan kelas VIII.2 sebagai kelas kontrol. Teknik dalam mengambil sampel adalah purposive sampling. Instrumen yang digunakan pada proses pengumpulan data adalah tes kemampuan awal matematis dan tes kemampuan berpikir kritis. Analisis data menggunakan uji N-Gain, uji normalitas, uji homogenitas, uji anova satu arah, dan uji anova dua arah. Hasil penelitian menunjukkan bahwa secara signifikan terdapat perbedaan pada peningkatan kemampuan berpikir kritis siswa yang memperoleh PBL GeoGebra, PBL tanpa GeoGebra dan Pembelajaran Langsung yang ditinjau dari KAM tinggi dengan nilai sig 0,032, KAM sedang dengan nilai sig 0,000, dan KAM rendah dengan nilai sig 0,005. Tidak adanya interaksi antara KAM dan model pembelajaran terhadap peningkatan kemampuan berpikir kritis dengan nilai sig 0,334. Berdasarkan hasil penelitian tersebut, terlihat bahwa PBL dengan berbantuan GeoGebra dapat meningkatkan kemampuan berpikir kritis siswa.

Development of learning tools using an open-ended approach with questions and higher-order thinking skills to improve students' mathematical reasoning abilities Setyowati, Dina Putri; Yumiati, Yumiati; Novianti, Idha
Gema Wiralodra Vol. 15 No. 1 (2024): Gema Wiralodra
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/gw.v15i1.696

Mathematical reasoning abilities were crucial for comprehending mathematical concepts and equipping students to confront the challenges of the 21st century. However, the persisting issue of students' inadequate mathematical reasoning abilities remained relevant. Hence, this study aimed to assess the efficacy and practicality of educational tools utilizing an open-ended approach with HOTS (higher-order thinking Skills) questions to enhance students' mathematical reasoning capabilities. The research employed the research and development (R&D) method, involving students from Madrasah Tsanawiyah (MTs) Istiqlal Jakarta and expert educators. This developmental study followed the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The research tools included observation sheets for monitoring the learning process, expert assessment questionnaires to evaluate tool suitability, student response surveys, and mathematical reasoning proficiency assessments to gauge tool effectiveness. Findings indicated the feasibility of employing learning tools with HOTS questions and an open-ended approach to enhance students' mathematical reasoning skills, with an average feasibility rate of 89%. Evaluation by validators revealed a 96% average rating, signifying the learning tools' substantial validity for educational use. Furthermore, field trial results demonstrated that 89.29% of students achieved scores surpassing the minimum completeness criteria (MCC) post-tool implementation, affirming its efficacy in enhancing students' mathematical learning capacities. This research suggested that leveraging learning tools with HOTS questions and an open-ended approach presented new avenues for significantly bolstering students' mathematical reasoning skills. This underscored the importance of embracing innovative methodologies in crafting educational materials to foster more captivating and meaningful student-learning encounters.

Penerapan Pembelajaran Discovery Learning Berbantuan Facebook Messenger terhadap Peningkatan Kemampuan Komunikasi Matematis dan Berpikir Kritis Siswa SMP Kewa, Agussalim Bebe; Prastiti, Tri Dyah; Novianti, Idha
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 5 No. 2 (2025): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v5i2.1788

Penelitian ini bertujuan untuk mengungkapkan sejauh mana efektifitas pengunaan model pembelajaran Discocvery Learning yang dipadukan dengan media Facebook Messenger dalam meningkatkan kemampuan komunikasi matematis serta kemampuan berpikir kritis siswa SMP. Latar belakang penelitian ini adalah masih rendahnya kemampuan siswa dalam menyampaikan ide-ide matematis secara jelas dan berpikir kritis saat menghadapi persoalan, diperparah oleh kondisi geografis sekolah yang cukup menantang. Discovery Learning dipilih karena berbasis konstruktivisme yang mendorong keaktifan siswa, sedangkan Facebook Messenger digunakan sebagai media pendukung interaktif khususnya di luar jam pelajaran tatap muka. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen, dan desain pretest-posttest kelompok kontrol. Responden terdiri atas 58 siswa kelas IX MTsN 4 Flores Timur yang dibagi menjadi tiga kelompok: kelas eksperimen 1 (Discovery Learning + Facebook Messenger), kelas eksperimen 2 (Discovery Learning tanpa media), dan kelas kontrol (pembelajaran ekspositori). Instrumen berupa tes kemampuan komunikasi matematis dan berpikir kritis. Analisis data dilakukan dengan uji ANOVA satu jalur, uji post-hoc Tukey, dan ANOVA berpasangan. Temuan penelitian mengindikasikan bahwa pengunaan Discovery Learning berbantuan Facebook Messenger secara signifikan mampu meningkatkan kemampuan komunikasi matematis siswa dibandingkan dua kelompok lainnya (p<0,05). Peningkatan juga terjadi pada kemampuan berpikir kritis meskipun tingkat peningkatannya tidak melampaui peningkatan komunikasi matematis. Respon siswa dan guru terhadap penggunaan Facebook Messenger sangat positif. Disimpulkan bahwa integrasi Discovery Learning dengan media sosial mampu meningkatkan kualitas pembelajaran matematika dan menjadi solusi alternatif atas keterbatasan geografis dan infrastruktur.

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