Articles
<![CDATA[RELATIONSHIP BETWEEN STATISTICAL LITERACY AND MATHEMATICAL REPRESENTATION OF STUDENTS THROUGH COLLABORATIVE PROBLEM SOLVING MODEL ]]>
<![CDATA[Takaria, Johannis]]>;
<![CDATA[Wahyudin, Wahyudin]]>;
<![CDATA[Sabandar, Jozua]]>;
<![CDATA[Dahlan, Jarnawi Afgani]]>
<![CDATA[ Jurnal Infinity Vol 9, No 2 (2020): VOLUME 9, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i2.p183-196
<![CDATA[The purpose of this study was to find out the relationship between statistical literacy and mathematical representation of students as pre-service elementary school teachers through the Collaborative Problem Solving (CPS) model. The relationship between statistical literacy and mathematical representation was analyzed by using a product-moment correlation with a sample of 35 students of Elementary School Teacher Education Study Program at one of the state universities in Ambon City. The results showed that there was a positive and strong relationship between statistical literacy and mathematical representation with a correlation value of 0.66. This relationship means that if students have good mathematical representation abilities, statistical literacy abilities are also getting better. Exploration of statistical literacy and mathematical representation abilities can be facilitated by using The CPS learning model. The CPS learning model can facilitate student learning as a structure in mathematical thinking so that statistical literacy and mathematical representation abilities of students can be explored through the transformation of ideas among students. The CPS learning model aspects were implemented in high and very high categories while the indicators were at rating-2 and rating-3.]]>
<![CDATA[Penerapan Pembelajaran Collaborative Problem Solving untuk Meningkatkan Self-Concept Mahasiswa ]]>
<![CDATA[Takaria, Johannis]]>
<![CDATA[ Jurnal Bimbingan dan Konseling Terapan Volume 2, Issue 1, January 2018 ]]>
Publisher : <![CDATA[Guidance and Counseling Study Program, Pattimura University ]]>
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DOI: 10.30598/jbkt.v2i1.239
<![CDATA[The focus of this research is to comprehensively analyze the differences in self concept improvement of Primary School teacher candidates in terms of early mathematical ability (KAM). This difference analysis is facilitated using collaborative problem solving (CPS) model, with Quasi Experimental research method and designed with Nonequivalent Pretest-Posttest Control Group type. The study sample involved 60 PGSD students in academic year 2016/2017. Identified through the results of the study that there is a difference in the increase of self-concept of student statistics, where the group of students who get the lectures with the CPS model get a higher increase than the group of students using expository learning (EPS), both whole students and based on the level of early mathematical ability (KAM) . This improvement difference is due to the effective use of CPS model. Collaborate in static lectures can improve student's positive self concept because in the transformation process there is an exchange of creative ideas among students.]]>
<![CDATA[ELEMENTARY SCHOOL STUDENTS’ CREATIVE MATHEMATICAL THINGKING ABILITY THROUGH THE COLLABORATIVE PROBLEM-SOLVING MODEL ]]>
<![CDATA[Pattimukay, Nessy]]>;
<![CDATA[Takaria, Johannis]]>;
<![CDATA[Elwuar, Melati J]]>
<![CDATA[ PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan Vol 12 No 2 (2024): Pedagogika: Jurnal Pedagogik dan Dinamika Pendidikan ]]>
Publisher : <![CDATA[Prodi Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Pattimura ]]>
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DOI: 10.30598/pedagogikavol12issue2page572-580
<![CDATA[This research aims to analyze the influence of the Collaborative Problem Solving (CPS) model on mathematical creative thinking abilities (MCTA). The approach used is quasi-experimental with a one-group pretest-posttest design and tested using a paired sample t-test. The research involved 21 fifth-grade students at state elementary school 1 Tual, Maluku Province, Indonesia. The research results show that the CPS model influences MCTA capabilities. By analyzing N-gain, it is found that all KBKM indicators have increased. The fluency indicator increased by 11%, flexibility achieved an increase of 14%, and originality increased by 2%, where all three indicators increased in the low category. This increase is due to the effective use of the CPS learning model. The CPS model triggers students to collaborate in a structured manner, interact, and work together to construct mathematical ideas. In collaborating, students are also encouraged to find various creative ideas for solving mathematical problems.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN GUIDED DISCOVERY LEARNING TERHADAP PENINGKATAN KEMAMPUAN HOTS MATEMATIS SISWA ]]>
<![CDATA[Pattimukay, Nessy]]>;
<![CDATA[Takaria, Johannis]]>;
<![CDATA[Rumsifa, Benedikta]]>
<![CDATA[ Jurnal Penalaran dan Riset Matematika Vol. 4 No. 1 (2025): April 2025 ]]>
Publisher : <![CDATA[Almeera Education ]]>
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DOI: 10.62388/prisma.v4i1.547
<![CDATA[The purpose of this study was to determine the effect of the Guided Discovery Learning (GDL) learning model on improving students' Higher Order Thinking Skills (HOTS) abilities. The method used is quantitative descriptive with a Quasi-experimental approach with a pretest-posttest experimental design type. The study involved 25 fifth grade students of SD Teladan Ambon as samples. The results showed that there was an effect of the GDL learning model on improving students' HOTS abilities. The increase in HOTS abilities increased in the high category with an N-gain value of 0.8 for 1 student, a medium category of 0.56 for 19 students, and a low category of 0.20 for 5 students. The increase was due to the effective use of the GDL model, where this model trains students' critical thinking and problem-solving skills related to flat shapes. Students can also analyze, evaluate, and create or create about flat shapes well.]]>
<![CDATA[KEMAMPUAN BERPIKIR KRATIF DALAM MEMECAHKAN MASALAH PERSEGI PANJANG DI SD NEGERI 7 AMBON ]]>
<![CDATA[Rumteh, Anita]]>;
<![CDATA[Ishabu, La Suha]]>;
<![CDATA[Takaria, Johannis]]>;
<![CDATA[Pasalbessy, Chyntia]]>
<![CDATA[ PRIMARY DIDACTIC: Jurnal Pendidikan Sekolah Dasar Vol 1 No 2 (2021): Primary Didactic: Jurnal Pendidikan Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas Pattimura ]]>
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DOI: 10.30598/primary-didactic.1.2.76-89
<![CDATA[Penelitian ini bertujuan untuk mendekripsikan kemampuan berpikir kreatif siswa dalam memecahkan masalah matematika di kelas IV SD Negeri 7 Ambon. Penelitian ini menggunakan metode penelitian kualitatif. Pengambilan data dilakukan pada siswa yang memiliki kemampuan matematika tinggi dengan kriteria memiliki kemampuan matematika sehari-hari yang baik, serta dapat mengkomunikasikan idenya dalam pembelajaran matematika di kelas. Ada 2 subjek penelitian yang dipilih yakni subjek dengan kemampuan tinggi dan subjek dengan kemampuan sedang. Hasil penelitian menunjukkan subjek dengan kemampuan tinggi mampu memenuhi seluruh indikator kemampuan berpikir kreatif yaitu indicator fluency atau kefasihan, indikator fleksibel atau fleksibilitas dan indikator kebaruan. Sementara subjek dengan kemampuan sedang hanya mampu memenuhi dua indikator kemampuan berpikir kreatif yakni indicator fluency atau kefasihan dan indikator fleksibel atau fleksibilitas, namun belum mampu dalam memenuhi indikator kebaruan]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN OPEN ENDED UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI OPERASI HITUNG PECAHAN DI KELAS V SD NEGERI PULAU OSI RESETLEMENT ]]>
<![CDATA[Miswati, Eka]]>;
<![CDATA[Ayal, Carolina Selfisina]]>;
<![CDATA[Takaria, Johannis]]>
<![CDATA[ PRIMARY DIDACTIC: Jurnal Pendidikan Sekolah Dasar Vol 2 No 1 (2022): Primary Didactic: Jurnal Pendidikan Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas Pattimura ]]>
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DOI: 10.30598/primary-didactic.2.1.45-55
<![CDATA[Tujuan dari penelitian ini adalah untuk meningkatkan hasil belajar siswa dengan menggunakan penerapan model pembelajaran Open Ended pada materi operasi hitung pecahan. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang melalui emoat tahapan, yaitu penyusunan rencana tindakan, pelaksanaan tindakan, observasi dan refleksi. Penelitian ini dilaksanakan pada SD Negeri P. Osi Resetlement. Subjek dari penelitian ini adalah siswa kelas V yang berjumlah 16 siswa. Teknik pengumpulan data dalam penelitian ini adalah melalui tes dan observasi. Berdasarkan hasil penelitian dapat disimpulkan bahwa terdapat peningkatan hasil belajar siswa melalui model pembelajaran Open Ended pada materi operasi hitung pecahan. Hal ini dapat dilihat dari hasil tes setiap siklus, yaitu pada siklus I siswa memperoleh nilai mencapai Kriteria Ketuntasan Minimal (KKM) sebanyak 6 siswa dengan presentasi 37,5%. Sedangkan pada siklus II meningkat 50%, yaitu 87,5% dengan jumlah siswa yang memperoleh nilai mencapai KKM sebanyak 14 siswa.]]>
<![CDATA[Inquiry-Discovery Empowering High Order Thinking Skills and Scientific Literacy on Substance Pressure Topic ]]>
<![CDATA[Wartono, Wartono]]>;
<![CDATA[Takaria, Johannis]]>;
<![CDATA[Batlolona, John Rafafy]]>;
<![CDATA[Hudha, Muhammad Nur]]>;
<![CDATA[Jayanti, Y. M.]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 7 No 2 (2018): Jurnal Ilmiah pendidikan Fisika Al-Biruni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung, Indonesia ]]>
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DOI: 10.24042/jipfalbiruni.v7i2.2629
<![CDATA[Inquiry-discovery learning plays an important role in improving high-order thinking skills (HOTS) and scientific literacy (SL). In this HOTS and SL research, it was designed with Inquiry-discovery based learning. The purpose of this study was to promote Inquiry discovery models in empowering higher-order thinking skills and scientific literacy in physics with different classes. This research used Quasi-Experimental Design research, and Pretest-Posttest Control Group Design. The research analysis design matrix used two-way ANOVA. The sample was taken from two classes, namely the experimental and control classes of 68 students. The results of the study prove that Inquiry discovery can improve HOTS and SL physics of students. Thus, inquiry-discovery can be recommended to increase student's HOTS and SL physics when compared to conventional classes. The novelty of this study is that inquiry-discovery learning models are more likely to reconstruct students' scientific knowledge of physics on aspects of HOTS and SL with real-world life.]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR SISWA KELAS IV SD KRISTEN BELSO A2 AMBON DENGAN MENGGUNAKAN MODEL PEMBELAJARAN DOUBLE LOOP PROBLEM SOLVING PADA MATERI PENGUKURAN PANJANG DAN BERAT ]]>
<![CDATA[Yacob, Herlina]]>;
<![CDATA[Ayal, Carolina Selfisina]]>;
<![CDATA[Takaria, Johannis]]>
<![CDATA[ Jurnal Pendidikan Matematika (JUPITEK) Vol 2 No 1 (2019): Jurnal Pendidikan Matematika (JUPITEK) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol2iss1pp35-41
<![CDATA[This study aims to determine whether there is an increase in students' learning outcomes taught using Double Loop Problem Solving (DLPS) on the measurement material. The design of this study was a pre-experimental design with one group pre test post test design. The research sample was sixth grades which amounted to 24 people. The research techniques used were test and non-test techniques. Analysis of student learning outcomes data descriptively obtained from the results of percentages and average students while to determine the increase in student learning outcomes, we used the N-gain test formula. The results showed that using of the Double Loop Problem Solving (DLPS) learning model could improve student learning outcomes in the measurement material. This is supported by a pre-test and post-test analysis that uses normalized N-gain values where 21% of students are in the N-gain category with a High category, 58% of students are in the moderate category and 21% are in the low category]]>
<![CDATA[THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON THE MATHEMATICAL CRITICAL THINKING ABILITY OF ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Pattimukay, Nessy]]>;
<![CDATA[Takaria, Johannis]]>;
<![CDATA[Ishabu, La Suha]]>
<![CDATA[ Jurnal Pendidikan Matematika (JUPITEK) Vol 6 No 1 (2023): Jurnal Pendidikan Matematika (JUPITEK) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol6iss1pp49-54
<![CDATA[This research study aims to determine the effect of the flipped classroom model on students' mathematical critical thinking skills. The research sample involved 35 grade 5 students of a public elementary school in Waai, Salahutu District, Central Maluku Regency. The research method uses a quasi-experimental and is analyzed using a paired sample test. The results of the analysis show that there is a positive influence from the flipped classroom learning model on students' mathematical critical thinking skills in the concept of fractionss. To find out the increase in critical thinking skills, N-gain is used. The findings showed that there was an increase, wherein the high category achieved an increase of 3.33%, the medium category was 93.34%, and the low category was 3.33%. The increase is because the flipped classroom model can create a dynamic and interactive mathematics learning environment with the help of learning videos, so students can think critically in exploring creative ideas to solve math problems]]>
<![CDATA[PROSES BERPIKIR PESERTA DIDIK DALAM PEMECAHAN SOAL CERITA MATEMATIKA DITINJAU DARI GAYA KOGNITIF ]]>
<![CDATA[Kabiran, Econ]]>;
<![CDATA[Laurens, Theresia]]>;
<![CDATA[Takaria, Johannis]]>
<![CDATA[ Jurnal Magister Pendidikan Matematika (JUMADIKA) Vol 1 No 2 (2019): Jurnal Magister Pendidikan Matematika (JUMADIKA) ]]>
Publisher : <![CDATA[Prodi Magister Pendidikan Matematika Pascasarjana Universitas Pattimura Ambon ]]>
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DOI: 10.30598/jumadikavol1iss2year2019page59-64
<![CDATA[This study aims to describe the thinking process of students in solving mathematical problems of triangular and quadrilateral material in terms of cognitive style. The thinking process in this study is the steps taken by students involving mental activities in solving problems related to problem solving. The process of thinking in this study there are three kinds, namely conceptual thinking, semi-conceptual thinking and computational thinking. This research is a qualitative descriptive study. The subjects in this study were grade VII students consisting of four students with details of each two students from the Field Independent (FI) cognitive style and two students from the Field Dependent cognitive style (FD). Data collection techniques used in this study were mathematical tests and interviews. Data on the results of mathematical tests and interviews were analyzed based on indicators suitable with the conceptual thinking process, semi-conceptual thinking process and computational thinking process. From the results of data analysis, it was found that the students' thinking processes in solving mathematical story problems in the Field Independent group is the conceptual and semi-conceptual thinking processes. And students' thinking processes in solving mathematical story problems in the Field Dependent group tend to be semi-conceptual and computational thinking processes.]]>
