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Journal : Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika

Deskripsi Kesalahan Pengoperasian Bentuk Aljabar Berdasarkan Gaya Belajar Auditorial Hamid, Abdurrahman; Asmaun, Asmaun; Rahman, Muhammad Syarifuddin
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 8 No. 2 (2025): Innovasi dalam Matematika dan Pembelajarannya
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v8i2.5590

Abstract

The present research is a descriptive study employing a qualitative technique, aimed at elucidating the misconceptions regarding the operation of algebraic expressions based on auditory learning styles. This study aims to discover and examine the misconceptions encountered by students with auditory learning styles in comprehending mathematical ideas. The participants in this study were eighth-grade students from class VIII-A of a junior high school with an auditory learning style. The data's validity in this study was established by temporal triangulation procedures to assure the consistency and reliability of the findings. The study utilized a learning style assessment to evaluate students' preferences and a concept comprehension test using a Confidence Rating Index (CRI) to thoroughly identify students' misconceptions. The study's results showed that the research subjects coded YTA experienced various misconceptions about classifying objects according to certain properties according to their concepts, simplifying algebraic forms in various forms of mathematical representation, using and utilizing and selecting certain procedures or operations, and applying concepts or algorithms in problem solving. In addition, the subjects also experienced obstacles in applying concepts or algorithms to solve mathematical problems systematically. According to these findings, students' conceptual understanding of algebraic topics may be influenced by their auditory learning styles, particularly when integrating auditory representations with symbolic notions. Consequently, enhanced adaptive learning tactics are required, including the utilization of audio media to assist students with auditorial learning preferences in comprehending mathematical concepts more effectively and reducing the likelihood of misconceptions
Deskripsi Kesalahan Pengoperasian Bentuk Aljabar Berdasarkan Gaya Belajar Auditorial Hamid, Abdurrahman; Asmaun, Asmaun; Rahman, Muhammad Syarifuddin
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 8 No. 2 (2025): Innovasi dalam Matematika dan Pembelajarannya
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v8i2.5590

Abstract

The present research is a descriptive study employing a qualitative technique, aimed at elucidating the misconceptions regarding the operation of algebraic expressions based on auditory learning styles. This study aims to discover and examine the misconceptions encountered by students with auditory learning styles in comprehending mathematical ideas. The participants in this study were eighth-grade students from class VIII-A of a junior high school with an auditory learning style. The data's validity in this study was established by temporal triangulation procedures to assure the consistency and reliability of the findings. The study utilized a learning style assessment to evaluate students' preferences and a concept comprehension test using a Confidence Rating Index (CRI) to thoroughly identify students' misconceptions. The study's results showed that the research subjects coded YTA experienced various misconceptions about classifying objects according to certain properties according to their concepts, simplifying algebraic forms in various forms of mathematical representation, using and utilizing and selecting certain procedures or operations, and applying concepts or algorithms in problem solving. In addition, the subjects also experienced obstacles in applying concepts or algorithms to solve mathematical problems systematically. According to these findings, students' conceptual understanding of algebraic topics may be influenced by their auditory learning styles, particularly when integrating auditory representations with symbolic notions. Consequently, enhanced adaptive learning tactics are required, including the utilization of audio media to assist students with auditorial learning preferences in comprehending mathematical concepts more effectively and reducing the likelihood of misconceptions
Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe STAD dengan Pendekatan Sosial Emosional Terhadap Motivasi dan Hasil Belajar Matematika Hamid, Abdurrahman
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 8 No. 4 (2025): Volume 8 Nomor 4 Tahun 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v8i4.7163

Abstract

Rendahnya motivasi dan hasil belajar matematika siswa menunjukkan perlunya pembelajaran yang tidak hanya berfokus pada aspek kognitif, tetapi juga mengembangkan aspek sosial dan emosional peserta didik. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) dengan pendekatan sosial emosional terhadap motivasi dan hasil belajar matematika peserta didik kelas VII SMP Negeri 13 Makassar. Penelitian ini merupakan pre-experimental design dengan pendekatan kuantitatif, menggunakan rancangan one group pretest-posttest design. Sampel penelitian terdiri atas 35 peserta didik kelas VII.1 yang dipilih melalui teknik cluster random sampling. Data dikumpulkan menggunakan angket motivasi belajar dengan lima indikator utama (ketekunan, minat, tanggung jawab, kemandirian, dan partisipasi) serta tes hasil belajar matematika berbentuk pilihan ganda. Analisis data dilakukan secara deskriptif dan inferensial menggunakan uji t (paired sample t-test). Hasil penelitian menunjukkan peningkatan signifikan pada kedua variabel. Motivasi belajar meningkat dari kategori sedang (rata-rata 69,20) menjadi tinggi (87,95) dengan N-Gain 0,72, sedangkan hasil belajar meningkat dari 70,10 menjadi 89,74 dengan N-Gain 0,86 dan ketuntasan klasikal 85%. Nilai Sig. (2-tailed) = 0,000 < 0,05 menunjukkan adanya pengaruh signifikan penerapan model terhadap peningkatan motivasi dan hasil belajar. Temuan ini menegaskan bahwa integrasi pendekatan sosial emosional dalam pembelajaran kooperatif STAD efektif dalam menciptakan suasana belajar kolaboratif dan empatik yang mendukung peningkatan prestasi belajar matematika siswa.