Articles
<![CDATA[PRE-SERVICE ELEMENTARY TEACHERS’ WRITTEN COMMUNICATIONS: EXPLAINING MULTIPLICATION USING AREA REPRESENTATIONS ]]>
<![CDATA[Saleh, Sitti Fithriani]]>;
<![CDATA[Purwanto, Purwanto]]>;
<![CDATA[Sudirman, Sudirman]]>;
<![CDATA[Hidayanto, Erry]]>
<![CDATA[ International Journal of Insights for Mathematics Teaching (IJOIMT) Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[This research was conducted to proposepre-service elementary teachers? (PsET)written communication in explaining multiplication representation, especially using area representation. Communication has an important role in learning process. Through communication, one can show or confirm his or her knowledge. The subjects of this research were 9 university students as the PsET. The subjects were asked to write the explanation of multiplication using area representation on a paper. After that, the researcher confirmed it by asking the subjects to re-explain that mentioned representation on a board as if they really taught elementary school students. From the result of this research, it is identified three main findings that can be obtained from written communication of the PsET, they are 1) expressing procedural and conceptual knowledge, 2) expressing ability in constructing connection, and 3) improvingthe confidence of PsET.]]>
<![CDATA[An Analysis of Students’ Mathematical Curiosity in Online Learning Viewed from Academic Level and Gender ]]>
<![CDATA[Zetriuslita, Zetriuslita]]>;
<![CDATA[Saleh, Sitti Fithriani]]>;
<![CDATA[Baharullah, Baharullah]]>;
<![CDATA[Laelasari, Laelasari]]>
<![CDATA[ Research in Social Sciences and Technology Vol 9 No 2 (2024): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2024.22
<![CDATA[Online learning affects students' curiosity, so it is important to develop students' curiosity during the pandemic. The purpose of this study is to describe and analyze students' curiosity about online learning. This study was conducted in the Department of Mathematics Education during the odd semester 2021/2022 with 106 students in three different courses. The research instrument was a mathematical curiosity questionnaire administered to students using the Google Documents application. The data analysis technique used was descriptive analysis. The results showed that the general curiosity of the students is classified as "strong" with a percentage of 75.17%. Academically, students with low, medium and high curiosity are considered strong with percentages of 74.07 percent, 76.5 percent and 75.12 percent. Measured by gender differences, the proportion of male and female students is 76.43 and 77.5 percent. Data analysis showed that in the era of the Covid-19 pandemic, curiosity about learning mathematics does not depend on the academic level of online learning or on gender differences. The effect of the result that the students during the Covid-19 pandemic, mathematical curiosity is still used in online learning and should be improved. This research contributes to the growing body of knowledge on mathematical learning in the digital age and offers practical recommendations for fostering mathematical curiosity in online.]]>
<![CDATA[Perbandingan Model Pembelajaran Resik dengan Pembelajaran PBL terhadap Hasil Belajar Matematika Siswa Sekolah Dasar ]]>
<![CDATA[Rahmat, Rahmat]]>;
<![CDATA[Rukli, Rukli]]>;
<![CDATA[Saleh, Sitti Fithriani]]>
<![CDATA[ Jurnal Basicedu Vol. 7 No. 5 (2023) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v7i5.4913
<![CDATA[Penelitian ini membandingkan model pembelajaran Resik (realistik setting kooperatif) dengan model pembelajaran PBL (Problem Based Learning) dalam konteks hasil dan minat belajar matematika siswa kelas V SD. Tujuan penelitian ini adalah untuk mengetahui perbedaan hasil dan minat belajar matematika antara siswa yang mengikuti model pembelajaran resik dan model pembelajaran PBL. Metode penelitian yang digunakan adalah penelitian quasy eksperimental dengan desain nonequivalent control group design. Populasi penelitian mencakup seluruh siswa kelas V SD yang terdiri dari 10 sekolah, dengan jumlah total siswa sebanyak 317 orang. Sampel penelitian terdiri dari 56 siswa kelas V yang dipilih menggunakan teknik pengambilan sampel cluster random sampling. Hasil penelitian berdasarkan analisis deskriptif menunjukkan bahwa rata-rata hasil belajar matematika pada model pembelajaran resik adalah 84,64, sedangkan pada model pembelajaran PBL mencapai 79,46. Selain itu, rata-rata minat belajar matematika pada model pembelajaran resik adalah 85,89, sedangkan pada model pembelajaran PBL mencapai 81,82. Hasil analisis inferensial menunjukkan bahwa model pembelajaran resik memiliki pengaruh yang lebih signifikan terhadap hasil dan minat belajar matematika siswa kelas V SD, dengan nilai Sig. 0,006 < 0,05 berdasarkan uji manova. Kesimpulan ini menunjukkan bahwa penggunaan model pembelajaran resik dapat memberikan kontribusi yang positif dalam meningkatkan hasil belajar dan minat belajar matematika siswa kelas V SD.]]>
<![CDATA[MODEL PEMBELAJARAN VALUE CLARIFICATION TECHNIQUE (VCT) BERBANTUAN MEDIA AUDIO VISUAL:APAKAH ITU BERPENGARUH TERHADAP KARAKTER KERJA SAMA DAN MINAT BELAJAR SISWA? ]]>
<![CDATA[Hasrullah, Hasrullah]]>;
<![CDATA[Saleh, Sitti Fithriani]]>
<![CDATA[ Jurnal Ilmiah Mandala Education (JIME) Vol 8, No 3 (2022): Jurnal Ilmiah Mandala Education (Agustus) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan Mandala ]]>
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DOI: 10.58258/jime.v8i3.3725
<![CDATA[Penelitian ini bertujuan untuk mengetahui Pengaruh Model Pembelajaran Value Clarification Technique (VCT) Berbantuan Media Audio Visual terhadap Karakter Kerja Sama dan Minat Belajar IPS Siswa Kelas V Sekolah Dasar Gugus IV Kecamatan Polongbangkeng Utara Kabupaten Takalar.Penelitian ini merupakan penelitian eksperimen Semu (Quasi Eksperimen) yang menggunakan desain Pretest Posttest Control Group Design yang memiliki kelas eksperimen dan kelas kontrol dengan teknik penelitian yang digunakan adalah Random Sampling. Populasi dalam penelitian ini adalah semua siswa kelas V sekolah dasar di gugus IV kecamatan Polongbangkeng Utara yang berjumlah 113 siswa. Sampel dalam penelitian ini adalah siswa kelas V SDN No 39 Centre Palleko sebanyak 27 orang sebagai kelas eksperimen dan siswa kelas V SDN No. 167 Inpres Malewang sebanyak 27 siswa sebagai kelas kontrol. Hasil penelitian ini menunjukkan bahwa nilai rata-rata karakter kerja sama untuk kelas eksperimen sebelum perlakuan yaitu 75.00, nilai rata-rata karakter kerja sama untuk kelas eksperimen setelah perlakuan yaitu 87.00. nilai rata-rata karakter kerja sama untuk kelas kontrol sebelum perlakuan yaitu 72.00, nilai rata-rata karakter kerja sama untuk kelas kontrol setelah perlakuan yaitu 81.00. sedangkan pada penerapan model pembelajaran VCT berbantuan audio visual terhadap minat belajar siswa diperoleh dengan nilai rata-rata nilai rata-rata minat belajar siswa pada kelas eksperimen sebelum perlakuan yaitu 76.00, nilai rata-rata minat belajar siswa untuk kelas eksperimen setelah perlakuan yaitu 88.00. nilai rata-rata minat belajar untuk kelas kontrol sebelum perlakuan yaitu 74.00, nilai rata-rata minat belajar untuk kelas kontrol setelah perlakuan yaitu 82.00. Hal ini membuktikan bahwa Penerapan model pembelajaran Value Clarification Technique (VCT) berbantuan Audio Visual berpengaruh terhadap karakter kerja sama dan minat belajar siswa kelas V Gugus IV Kecamatan Polongbangkeng Utara Kabupaten Takalar.]]>
<![CDATA[Perbandingan Model Pembelajaran Resik dengan Pembelajaran PBL terhadap Hasil Belajar Matematika Siswa Sekolah Dasar ]]>
<![CDATA[Rahmat, Rahmat]]>;
<![CDATA[Rukli, Rukli]]>;
<![CDATA[Saleh, Sitti Fithriani]]>
<![CDATA[ Jurnal Basicedu Vol. 7 No. 5 (2023) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v7i5.4913
<![CDATA[Penelitian ini membandingkan model pembelajaran Resik (realistik setting kooperatif) dengan model pembelajaran PBL (Problem Based Learning) dalam konteks hasil dan minat belajar matematika siswa kelas V SD. Tujuan penelitian ini adalah untuk mengetahui perbedaan hasil dan minat belajar matematika antara siswa yang mengikuti model pembelajaran resik dan model pembelajaran PBL. Metode penelitian yang digunakan adalah penelitian quasy eksperimental dengan desain nonequivalent control group design. Populasi penelitian mencakup seluruh siswa kelas V SD yang terdiri dari 10 sekolah, dengan jumlah total siswa sebanyak 317 orang. Sampel penelitian terdiri dari 56 siswa kelas V yang dipilih menggunakan teknik pengambilan sampel cluster random sampling. Hasil penelitian berdasarkan analisis deskriptif menunjukkan bahwa rata-rata hasil belajar matematika pada model pembelajaran resik adalah 84,64, sedangkan pada model pembelajaran PBL mencapai 79,46. Selain itu, rata-rata minat belajar matematika pada model pembelajaran resik adalah 85,89, sedangkan pada model pembelajaran PBL mencapai 81,82. Hasil analisis inferensial menunjukkan bahwa model pembelajaran resik memiliki pengaruh yang lebih signifikan terhadap hasil dan minat belajar matematika siswa kelas V SD, dengan nilai Sig. 0,006 < 0,05 berdasarkan uji manova. Kesimpulan ini menunjukkan bahwa penggunaan model pembelajaran resik dapat memberikan kontribusi yang positif dalam meningkatkan hasil belajar dan minat belajar matematika siswa kelas V SD.]]>
<![CDATA[Unlocking mathematics’ power: interpreting content and context within word problems ]]>
<![CDATA[Abdullah, Abdul Halim]]>;
<![CDATA[Mohamad, Nurain Nadhirah]]>;
<![CDATA[Saleh, Sitti Fithriani]]>;
<![CDATA[Mutmainnah, Mutmainnah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i4.28658
<![CDATA[Mathematics is a fundamental subject with wide-reaching importance in education, providing students with the tools to apply mathematical principles in diverse contexts. This study examines the abilities of 60 pre-service mathematics teachers (PSTs) in identifying content and context within mathematical word problems. Utilizing a case study approach, the study employed the mathematics word problems test and the content and context questionnaire. The findings reveal that PSTs generally struggle with error detection and content comprehension in mathematical word problems, as demonstrated by their inability to recognize inaccuracies in two of three test questions. The failure of PSTs to identify errors in mathematical word problems often stems from their tendency to rely solely on the solutions they obtain, without first understanding the entire question presented. In essence, they may focus on finding a solution rather than critically evaluating the problem, which can lead to the oversight of errors or inaccuracies within the problem statement itself. This study emphasizes the need for PSTs to grasp mathematical concepts and contextualize them in everyday life scenarios. Challenges were observed in linking computational results to real-world contexts. Thus, the study calls for future research in pre-service teacher education to explore strategies for enhancing critical thinking, error detection, and the integration of practical context in mathematical problem-solving. Furthermore, the study suggests that assessing the ability of PSTs to formulate problem-solving questions evaluates their capacity to answer questions and their ability to construct questions that can enhance students’ cognitive abilities.]]>
<![CDATA[Systematic Literature Review: Students' Self-Regulated Learning at Different Levels of Education in Indonesia ]]>
<![CDATA[Leana, Kunthy Ley]]>;
<![CDATA[Saleh, Sitti Fithriani]]>;
<![CDATA[Marup, M]]>;
<![CDATA[Ilyas, Mutiara M.]]>
<![CDATA[ Proceeding International Conference on Mathematics and Learning Research 2024: Proceeding International Conference on Mathematics and Learning Research ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[Self-regulated learning (SRL) is an important skill for students. Students who have SRL can regulate and control themselves in the learning process, especially when dealing with school assignments. The purpose of this study was to review the literature on students' SRL at different levels of education in Indonesia. This study is qualitative and uses the systematic literature review method. The data collection technique used in this study was a literature study and documentation sourced from articles using the keywords "self-regulated learning", "mathematics", and "students". Articles were screened using Publish or Perish software with Google Scholar, Crossref, and Semantic Scholar databases. A total of 2993 works of literature were screened and analyzed using Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) so that 9 articles were obtained representing each level of education. The study results showed differences in students' SRL levels at each level of education. Elementary school students have relatively low SRL. High school students have SRL levels varying between moderate and low.]]>
<![CDATA[Deskripsi Kemampuan Berpikir Kritis Matematis Siswa Sekolah Dasar Melalui Penggunaan Lembar Kerja Peserta Didik Dengan Metode Penemuan Terbimbing Berdasarkan Self-Confidence ]]>
<![CDATA[Suharman, Suharman]]>;
<![CDATA[Syamsuddin, Agustan]]>;
<![CDATA[Saleh, Sitti Fithriani]]>
<![CDATA[ Jurnal Riset dan Inovasi Pembelajaran Vol. 4 No. 1 (2024): Januari-April 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/jrip.v4i1.1389
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis matematis peserta didik yang diajar menggunakan lembar kerja peserta didik dengan metode penemuan terbimbing ditinjau dari self confidence siswa. Selain itu, penelitian ini juga mendeskripsikan interaksi antara kemampuan berpikir kritis yang memiliki self confidence tingi dan rendah yang diajar menggunakan LKPD dan tanpa LKPD dengan metode penemuan terbimbing Penelitian ini melibatkan 40 siswa kelas VI Sekolah Dasar sebagai sampel penelitian yang diperoleh melalui teknik random sampling. Pendekatan penelitian yang digunakan adalah pendekatan kuantitatif dengan memilih desain faktorial eksperimen. Pengumpulan data dilakukan melalui angket self confidence dan tes keterampilan berpikir kritis. Teknik analisis data yang digunakan adalah analisis data statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan kemampuan berpikir kritis matematis yang diajar menggunakan metode penemuan terbimbing berbantuan LKPD dengan tanpa LKPD. (2) terdapat perbedaan kemampuan berpikir kritis matematis peserta didik yang memiliki self confidence tinggi dengan rendah. (3) terdapat interaksi antara kemapuan berpikir kritis siswa dengan self confidance tingi dan rendah melalu penggunaan LKPD dan tanpa LKPD dengan metode penemuan terbimbing berbantuan. (4) Penelitian ini menunjukkan tidak adanya perbedaan kemampuan berpikir kritis antara peserta didik yang memiliki self confidence tinggi dengan self confidence rendah yang diajar dengan metode penemuan terbimbing berbantuan LKPD. Dengan demikian dapat disimpulkan bahwa terdapat perbedaan kemampuan berpikir kritis antara peserta didik yang memiliki self confidence tinggi dengan self confidence rendah yang diajar dengan metode penemuan terbimbing tanpa bantuan LKPD. Oleh karena itu, penggunaan LKPD dengan metode penemuan terbimbing dapat diterapkan dalam rangka melatihkan keterampilan berpikir kritis siswa dengan memperhatikan aspek self confidence siswa dalam proses pembelajaran matematika.]]>
<![CDATA[BELAJAR MATEMATIKA DENGAN MENYENANGKAN MELALUI WORDWALL BERSAMA YAYASAN KASIH ANAK KANKER INDONESIA ]]>
<![CDATA[Sabir, Andi Rifqah]]>;
<![CDATA[Akbar, Muh]]>;
<![CDATA[Haslinda]]>;
<![CDATA[Anggoro, Dendy Setyo]]>;
<![CDATA[Saleh, Sitti Fithriani]]>;
<![CDATA[Mutmainnah]]>;
<![CDATA[Nurwanda]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Patikala Vol. 4 No. 3: ABDIMAS PATIKALA ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/patikala.v4i3.2728
<![CDATA[Community Service Activities (PkM) is one of the tri dharma of higher education which aims to increase student competence and awareness of problems in society. Community Service in the context of mathematics is an activity that aims to increase people's understanding and competence in using mathematics in everyday life. In the context of mathematics education, many students find it difficult and tend to get bored with this lesson. However, with a more enjoyable learning approach, students' motivation and understanding of mathematics material can increase. This activity aims to provide an interesting mathematics learning experience through the use of the Wordwall platform to children with cancer who live temporarily at the Patient Shelter Home of the Indonesian Cancer Children's Cancer Foundation (YKAKI). Children undergoing cancer treatment are given the opportunity to learn mathematics through educational games on Wordwall. This activity can help them keep learning math and reduce anxiety about their school learning. The impact of this activity shows that using Wordwall as a learning medium provides a fun and interactive experience, increases interest in learning mathematics, and fosters self-confidence in children with cancer in working on math problems. Therefore, the use of technology in mathematics learning can be an effective alternative for improving the quality of education, especially for children who have certain health conditions.]]>
<![CDATA[Islamic contextualized HOTS problems in linear algebra ]]>
<![CDATA[Dwidelia, Nurfidhea]]>;
<![CDATA[Sukmawati, Sukmawati]]>;
<![CDATA[Saleh, Sitti Fithriani]]>
<![CDATA[ International Journal on Education Insight Vol. 5 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v5i2.13681
<![CDATA[This study aims to develop higher order thinking skills (HOTS) problem on linear algebra with an Islamic context. This study was conducted because undergraduate students are unable to solve HOTS questions, so they need practice and questions for training. The question development process uses the Tessmer development model, which consists of preliminary, self-evaluation, prototyping (expert review, one-to-one, and small group), and field test stages. However, the field test stage was not implemented due to time constraints that prevented the researcher from conducting a comprehensive field test. The research subjects were undergraduate mathematics education students divided into three groups based on high, medium, and low ability levels. The validity of the questions was measured using CVR and CVI. The analysis results showed that the 12 developed questions had a CVI score of 1.00, categorized as highly valid. These questions not only measure undergraduate students' higher-order thinking skills but also provide stimulation in the form of Islamic values. Further research is expected to proceed to the field test stage.]]>
