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<![CDATA[Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Realistic Mathematic Education (RME) pada Materi Persamaan dan Pertidaksamaan Linear Satu Variabel ]]>
<![CDATA[Gustin, Liza]]>;
<![CDATA[Sari, Maila]]>;
<![CDATA[Putri, Rahmi]]>;
<![CDATA[Putra, Aan]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol 5 No 2 (2020): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v5i2.154
<![CDATA[Penelitian ini bertujuan untuk menghasilkan Lembar Kerja Peserta Didik (LKPD) berbasis Realistic Mathematic Education (RME) pada materi Persamaan dan Pertidaksamaan Linear Satu Variabel. Penelitian ini menggunakan model pengembangan Plomp yang terdiri dari penelitian pendahuluan (preliminary research), tahap pengembangan (prototyping stage) dan tahap penilaian (assessment phase). Rancangan LKPD divalidasi oleh pakar dan diujicoba. Instrumen validitas menggunakan lembar validasi dan instrumen praktikalitas menggunakan angket respon guru dan angket respon peserta didik. Hasil penelitian menunjukkan bahwa LKPD berbasis Realistic Mathematic Education (RME) yang dihasilkan telah memenuhi kriteria kualitas produk yang valid dan praktis. Rata-rata indeks validitas pada semua aspek adalah 0,797 dengan kategori valid, sehingga dapat direkomendasikan untuk digunakan dalam proses pembelajaran khususnya pada materi Persamaan dan Pertidaksamaan Linear Satu Variabel. Indeks rata-rata angket respon peserta didik adalah 84,478% dengan kategori sangat praktis dan indeks rata-rata angket respon guru adalah 87,222 % dalam penggunaan perangkat pembelajaran berbasis Realistic Mathematic Education (RME).]]>
<![CDATA[THE INFLUENCE OF PEER TUTORING-BASED HUMANISTIC MATHEMATICS LEARNING ON THE MOTIVATION OF LEARNING MATHEMATICS OF HIGH SCHOOL STUDENTS ]]>
<![CDATA[Noperta, Noperta]]>;
<![CDATA[Sari, Maila]]>
<![CDATA[ Jurnal Pendidikan Matematika dan IPA Vol 14, No 1 (2023): January 2023 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jpmipa.v14i1.53507
<![CDATA[Many students are not comfortable studying mathematics and think mathematics is a boring subject. So students do not have good motivation in learning mathematics. This is due to the inhumane teaching of mathematics. This research was conducted to assess students' motivation when learning humanistic mathematics based on peer tutors. This research is experimental research with a one group pretest-posttest design. Data were collected using the Attention, Relevance, Confidence, Satisfaction (ARCS) motivation questionnaire. The data were analyzed using the Wilcoxon test because the data obtained were not normally distributed. The results obtained that the value of sig. (2-tailed) of 0.000 is smaller than 0.05 (0.000 0.05), which means that the hypothesis is accepted. So that there is a significant comparison between students' mathematics learning motivation before and after applying humanistic mathematics learning based on peer tutors or there is a significant influence between peer tutor-based humanistic mathematics learning on students' mathematics learning motivation.]]>
<![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 ]]>
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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[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 ]]>
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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 Lembar Kerja Peserta Didik (LKPD) Berbasis Realistic Mathematic Education (RME) pada Materi Persamaan dan Pertidaksamaan Linear Satu Variabel ]]>
<![CDATA[Gustin, Liza]]>;
<![CDATA[Sari, Maila]]>;
<![CDATA[Putri, Rahmi]]>;
<![CDATA[Putra, Aan]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 5 No. 2 (2020): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v5i2.154
<![CDATA[Penelitian ini bertujuan untuk menghasilkan Lembar Kerja Peserta Didik (LKPD) berbasis Realistic Mathematic Education (RME) pada materi Persamaan dan Pertidaksamaan Linear Satu Variabel. Penelitian ini menggunakan model pengembangan Plomp yang terdiri dari penelitian pendahuluan (preliminary research), tahap pengembangan (prototyping stage) dan tahap penilaian (assessment phase). Rancangan LKPD divalidasi oleh pakar dan diujicoba. Instrumen validitas menggunakan lembar validasi dan instrumen praktikalitas menggunakan angket respon guru dan angket respon peserta didik. Hasil penelitian menunjukkan bahwa LKPD berbasis Realistic Mathematic Education (RME) yang dihasilkan telah memenuhi kriteria kualitas produk yang valid dan praktis. Rata-rata indeks validitas pada semua aspek adalah 0,797 dengan kategori valid, sehingga dapat direkomendasikan untuk digunakan dalam proses pembelajaran khususnya pada materi Persamaan dan Pertidaksamaan Linear Satu Variabel. Indeks rata-rata angket respon peserta didik adalah 84,478% dengan kategori sangat praktis dan indeks rata-rata angket respon guru adalah 87,222 % dalam penggunaan perangkat pembelajaran berbasis Realistic Mathematic Education (RME).]]>
<![CDATA[Self-Directed Learning dan Self-Regulated Learning terhadap Keterampilan Berpikir Kritis Mahasiswa Tadris Matematika IAIN Kerinci ]]>
<![CDATA[Maradona, Maradona]]>;
<![CDATA[Sari, Maila]]>
<![CDATA[ Jurnal Aplikasi IPTEK Indonesia Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/4.161165
<![CDATA[Penelitian ini bertujuan untuk menginvestigasi hubungan antara Self-Directed Learning (SDL) dan Self-Regulated Learning (SRL) dengan keterampilan berpikir kritis mahasiswa program studi Tadris Matematika IAIN Kerinci. Desain penelitian ini adalah korelasional, menggunakan sampel sebanyak 46 mahasiswa semester 2 dan 4. Instrumen yang digunakan meliputi kuesioner SDL, SRL, dan tes keterampilan berpikir kritis, yang masing-masing diuji validitas dan reliabilitasnya. Data yang diperoleh dianalisis menggunakan statistik deskriptif dan analisis regresi berganda, didahului dengan uji asumsi klasik. Hasil analisis menunjukkan bahwa SDL dan SRL memiliki pengaruh yang signifikan terhadap keterampilan berpikir kritis, dengan nilai koefisien regresi sebesar 0,432 (p = 0,002) untuk SDL dan 0,356 (p = 0,007) untuk SRL. Penelitian ini memperkuat pentingnya pengembangan SDL dan SRL dalam konteks pendidikan matematika untuk meningkatkan keterampilan berpikir kritis. Temuan ini relevan untuk merancang intervensi pendidikan yang lebih efektif, mendorong kemandirian dan regulasi diri dalam proses pembelajaran.]]>
<![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 ]]>
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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[Hypothetical Learning Trajectory (HLT) Berbasis Realistic Mathematics Education pada Materi Barisan dan Deret Aritmatika ]]>
<![CDATA[Salmila, Yepa]]>;
<![CDATA[Deswita, Ria]]>;
<![CDATA[Sari, Maila]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran Matematika Vol 18, No 1 (2025): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 18 Nomor 1 Februari ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v18i1.30479
<![CDATA[Dalam pembelajaran matematika karakteristik siswa yang beragam dan kurangnya antisipasi dalam mengatasi permasalahan yang dihadapi setiap individu siswa menjadi salah satu hambatan dalam pembelajaran yang dapat mempengaruhi keberhasilan pembelajaran matematika. Hipotesis alur belajar, atau yang dikenal dengan Hypothetical Learning Trajectory (HLT) berbasis RME ternyata sangat penting untuk mengidentifikasi hambatan yang mungkin dihadapi siswa selama pembelajaran. Penelitian ini bertujuan untuk mendesain HLT berbasis RME pada materi barisan dan deret aritmatika. Metode yang digunakan pada penelitian ini adalah design research dengan pendekatan kualitatif. Data diperoleh melalui Lembar Aktifitas Siswa (LAS), wawancara, observasi, dan pendapat dari para ahli. Penelitian ini dilakukan di SMA Negeri 3 Kerinci. Hipotesis alur belajar yang telah disusun kemudian diimplementasikan dikelas XD di SMA Negeri 3 kerinci yang berjumlah 31 orang. Penelitian ini menghasilkan HLT barisan dan deret aritmatika yang diperoleh melalui kegiatan pembelajaran dengan pendekatan Realistic Mathematic Education (RME).]]>
<![CDATA[Penggunaan Aplikasi Geogebra dalam Pembelajaran Matematika terhadap Kemampuan Pemahaman Konsep dan Minat Belajar Siswa ]]>
<![CDATA[Aien, Nurul]]>;
<![CDATA[Laswadi, Laswadi]]>;
<![CDATA[Sari, Maila]]>
<![CDATA[ Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 1 (2025): January - March 2025 ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/kognitif.v5i1.2755
<![CDATA[Penggunaan Geogebra dalam pembelajaran matematika memberikan dampak signifikan dalam pembelajaran, khususnya menumbuhkan pemahaman dan minat belajar siswa. Namun, masih sedikit penelitian yang membahas sejauhmana pemanfaatan Geogebra memberikan dampak pada pemahaman konsep dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan pengaruh penggunaan aplikasi Geogebra terhadap kemampuan pemahaman konsep matematis siswa dan minat belajar siswa pada materi geometri transformasi. Penelitian kami menggunakan metode quasi experimental yang didesain dengan post test only control group design. Kami melibatkan siswa X MAN 1 Kerinci dengan teknik random sampling. Instrumen pengumpul data berupa tes pemahaman konsep matematika dan angket minat belajar siswa. Kami menggunakan pengujian independent sample t-test untuk menarik simpulan penelitian. Kami menemukan bahwa aplikasi Geogebra memberikan dampak signifikan terhadap kemampuan pemahaman konsep matematika dan minat belajar 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
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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.]]>
