Articles
<![CDATA[THE IMPACT OF QUESTION BOARDS-ASSISTED TALKING STICK LEARNING MODEL ON GRADE IV ELEMENTARY SCHOOL STUDENTS MATHEMATICS LEARNING OUTCOMES ]]>
<![CDATA[Alyani, Fitri]]>;
<![CDATA[Rahmaniyanti, Rahmaniyanti]]>
<![CDATA[ Prima: Jurnal Pendidikan Matematika Vol 8, No 3 (2024): PRIMA : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Tangerang ]]>
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DOI: 10.31000/prima.v8i3.11800
<![CDATA[Mathematics learning is the stage of transferring students' learning experiences in order to increase students' understanding so that they can gain competence related to the mathematics material being studied. The teacher's ability to design and carry out learning is a factor that can support success in learning procedure in order for pupils to become proficient in the subject. A cooperative learning model that uses talking sticks is one of the learning methods that can make the learning process more effective and efficient. The purpose of this study is to examine how fourth grade children at a Jakarta Public Elementary School learn mathematics using the talking stick learning model and a question board. Up to 60 fourth graders using the saturation sampling technique make up the population and sample in this study. The research method applied is quantitative in the form of experiments and the design chosen is a pseudo-experimental design. The instruments applied in this study consisted of talking sticks, question boards, and post-test sheets. The results of this study demonstrate a substantial relationship between grade IV students' mathematics learning outcomes and talking sticks as a learning approach supported by question boards in one of the Jakarta Public Elementary Schools.]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN AUDIO VISUAL MENGGUNAKAN APLIKASI CANVA PADA PEMBELAJARAN IPS BAGI SISWA SDN CIRACAS 11 PAGI ]]>
<![CDATA[Alyani, Fitri]]>;
<![CDATA[Ramandha, Septiana Haliza]]>
<![CDATA[ Jurnal Pendidikan Dasar Flobamorata Vol. 5 No. 1 (2024): Jurnal Pendidikan Dasar Flobamorata ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar-Universitas Muhammadiyah Kupang ]]>
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DOI: 10.51494/jpdf.v5i1.1052
<![CDATA[The background of the research is that there are still many students who do not understand the material conveyed by the teacher, this is because the teacher does not use the media as a support in the learning process in social studies subject to the cultural diversity of my nation. The aim of the study was to analyze the due diligence and student responses to audio-visual-based learning media using the Canva application on the cultural diversity of my people. The research was conducted at SDN Ciracas 11 AM class IV as many as 33 students. The method used is research and development (Research and Development) with a 4D model. The data collection method using a questionnaire was validated by media experts and material experts and in the form of questions directed to students as subjects in this study. The results of the feasibility test were validated by two validators, namely the media validator obtained a percentage value of 96% getting very feasible criteria then the material validator obtained a percentage value of 86% getting very feasible criteria, while in student responses obtained a percentage of 92% very feasible criteria . Based on the results of the assessment, it can be concluded that audio-visual learning media using the Canva application which is packaged into learning videos on the cultural diversity of my people for class IV at SDN Ciracas 11 is very feasible to use.]]>
<![CDATA[Mathematical critical thinking ability reviewing from domicile, gender, and adversity quotient ]]>
<![CDATA[Sartika Putri , Natalia Dinda]]>;
<![CDATA[Alyani, Fitri]]>
<![CDATA[ Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 5 No. 1 (2023): Jurnal Pengembangan Pembelajaran Matematika: Volume 5 Nomor 1 February 2022 ]]>
Publisher : <![CDATA[Pusat Studi Pengembangan Pembelajaran Matematika ]]>
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DOI: 10.14421/jppm.2023.51.1-16
<![CDATA[Students' mathematical achievement in mathematical critical thinking skills is still in the low category. This study analyses mathematical critical thinking skills based on domicile, gender, and adversity quotient. This research is a qualitative case study. The subjects selected through purposive sampling came from high schools in the Jakarta and Tangerang class XI areas. The data were analyzed using the Rasch Model, namely Winstep through the stages of reduction and categorization, presentation, and conclusion. The results of the study obtained the ability to think critically mathematically based on domicile, the subject of urban domicile was able to meet all indicators of Critical thinking well. Based on gender, subjects of the female and male genders have the same mathematical abilities on critical thinking indicators. According to the adversity quotient, the subject in the subject climber type can solve the problem properly and precisely, and in the camper type the subject can solve the problem precisely however, in the inference indicators the two subjects do not describe the requested graph and are in the dominant camper type, while the quitter type has a low AQ ability with indicators that are met only interpretation.]]>
<![CDATA[Analysis of creative thinking skills on the Pythagorean theorem material in terms of self-confidence ]]>
<![CDATA[Alyani, Fitri]]>;
<![CDATA[Mercury Aminanti, Narin Ledy]]>
<![CDATA[ Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 4 No. 2 (2022): Jurnal Pengembangan Pembelajaran Matematika: Volume 4 Nomor 2 Agustus 2022 ]]>
Publisher : <![CDATA[Pusat Studi Pengembangan Pembelajaran Matematika ]]>
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DOI: 10.14421/jppm.2022.42.134-143
<![CDATA[The purpose of this study is to describe the ability of students' creative thinking processes on the Pythagorean theorem material which is reviewed based on self-confidence. The subjects of this study were Junior High School students at grade VIII in Jakarta, as many as 120 students. This study uses a qualitative method with a descriptive approach. The stages carried out are: filling out a self-confidence questionnaire, testing creative thinking skills with Pythagoras theorem questions, interviews, analyzing data, drawing conclusions. Based on the results obtained, the high self-confidence classification of students affects the students' high mathematical creative thinking skills as well. Classification of self-confidence is moderate, then the students' mathematical creative thinking ability is quite good. Conversely, if the classification of a student's self-confidence is low, then a student’s mathematical creative thinking skills is also low. Keywords: Creative Thingking Skill, Pythagorean Theorem, Self-Confidence]]>
<![CDATA[Investigating fraction computation problem-solving among pre-service primary school teachers ]]>
<![CDATA[Pramudiani, Puri]]>;
<![CDATA[Alyani, Fitri]]>;
<![CDATA[Dolk, Maarten]]>;
<![CDATA[Widjaja, Wanty]]>
<![CDATA[ Jurnal Elemen Vol 10 No 3 (2024): September ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v10i3.27462
<![CDATA[The ability to solve problems involving fractions is a fundamental aspect of mathematics education. This study explores how Pre-Service Primary School Teachers approach problem-solving in fractional computations. A workbook is designed to support pre-service primary school teachers ' computational thinking in fraction-context challenges. The study employs a qualitative descriptive method encompassing interviews, study documentation, and observation to assess fraction computation problem-solving abilities. Twenty-seven participants were involved in this study. They were first-year students enrolled in the Primary School Teacher Education Department at one of the private universities in Jakarta, Indonesia. The findings reveal a notable outcome in pre-service primary school teachers ' understanding of fraction computation problem-solving, marked by recognizable strategies in their problem-solving approach. This research suggests that designing a series of workbooks containing various strategies in computational fractions and building a strong fractional number sense can help pre-service teachers reduce misconceptions and better understand fraction operations. These findings offer guidance for mathematics teacher education on how to effectively teach and embed the concept of fraction calculations to their future students so that they can only teach procedurally if they understand the meaning of fraction operations.]]>
<![CDATA[Mathematical Computational Thinking Skills In The Context of Critical Thinking Based On Gender ]]>
<![CDATA[Lestari, Nur Alimah Agung]]>;
<![CDATA[Alyani, Fitri]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 3 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v9i3.699
<![CDATA[Computational thinking is related to critical thinking skills. The purpose of this research is to find out how students' ability in mathematical computational thinking in the context of critical thinking and the differences in the abilities of women and men. This research is a qualitative research. Data collection techniques used written tests, interviews, and documentation. The subjects of this study were selected through purposive sampling technique and totaled 34 students. After that they did a written test with 7 questions on the material of the system of linear equations of two variables and obtained 6 students with the category of 2 high ability students, 2 medium ability students, and 2 low ability students. The data were analyzed by using Triangulation technique. The results showed that female students are superior in solving problems according to the indicators of computational thinking because they pay more attention to accuracy in the work. So it must often work on problems to train students' abilities so that all students can do it better and become balanced for each student's ability. So it is hoped that students will get used to thinking in a stepped, systematic and logical manner.]]>
<![CDATA[Validity of the Rasch Model-Based Mathematical Critical Thinking Ability Instrument ]]>
<![CDATA[Mawaddah, Dinda Aulia]]>;
<![CDATA[Faradillah, Ayu]]>;
<![CDATA[Alyani, Fitri]]>
<![CDATA[ Pattimura Proceeding Vol 5 No 1 (2024): Prosiding Konferensi Nasional matematika (KNM) XXII Tahun 2024 ]]>
Publisher : <![CDATA[Pattimura University ]]>
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DOI: 10.30598/ppcst.knmxxiiv5i1p41-48
<![CDATA[Critical intellectual skills are very necessary to make a decision, but students' critical intellectual abilities are still very low due to students' lack of ability to solve problems. This research aims to determine the results of instrument validation of applications of the Rasch model to critical thinking abilities. This study employs survey methodologies together with a quantitative methodology. The subjects of this research consisted of 134 high school students consisting of class XI. The results of this study showed two valid items, with one misfit item and five misfit items, while the DIF test showed all items indicated DIF. Testing the reliability of the instrument with the Winsteps application, obtained reliability with a Cronbach Alpha (KR-20) of 0.87, it appears that 0.87 is greater than 0.7 thisfalls into the category of excellent. People's 0.84 dependability score falls into the excellent range. An item's dependability of 0.98 falls within the excellent range. The 2.31person separation falls within the "good" category.]]>
<![CDATA[Students Mathematical Critical Thinking Skills: Validity and Reliability with Winsteps and SPSS ]]>
<![CDATA[Vebiyanti, Dewi]]>;
<![CDATA[Salsabila, Khalisha]]>;
<![CDATA[Bilhaki, Raden Roafli]]>;
<![CDATA[Faradhilla, Ayu]]>;
<![CDATA[Alyani, Fitri]]>
<![CDATA[ Pattimura Proceeding Vol 5 No 1 (2024): Prosiding Konferensi Nasional matematika (KNM) XXII Tahun 2024 ]]>
Publisher : <![CDATA[Pattimura University ]]>
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DOI: 10.30598/ppcst.knmxxiiv5i1p79-88
<![CDATA[It is of great importance to conduct validity and reliability testing in a study in order to ascertain the feasibility and effectiveness of the instruments employed. In this study, an analysis is required to ascertain the results of the validity and reliability tests on mathematical critical thinking skills utilising the SPSS and Winsteps applications. The research method employed was quantitative survey research, with a total of 133 high school students in the Jakarta and Depok areas comprising the sample population. The instrument designed to assess critical thinking skills comprises four indicators. The validity test on the mathematical critical thinking ability instrument with the SPSS application indicates that one value (value 11) is invalid, as evidenced by the Pearson correlation value. However, the remaining values meet the requirements for validity. The reliability value obtained through SPSS yielded a result of α = 0.75. The same results are observed when the Winsteps application is employed. One value (value 11) is identified as invalid, while the remaining values meet the criteria for the MNSQ outfit value, ZSTD outfit, and PTMEA-CORR. In addition, the reliability results obtained using Winsteps yielded a Cronbach's Alpha coefficient value of 0.87, indicating a high degree of reliability.]]>
<![CDATA[Structural Equation Modelling (SEM) on Teacher Competencies Test of Indonesian EFL Senior High School Teachers ]]>
<![CDATA[Dwi Rahmani, Bita]]>;
<![CDATA[Alyani, Fitri]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 4 No 2 (2020): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v4i2.17515
<![CDATA[The purpose of this paper is to investigate what factors influenced on Teacher competencies Test (Uji Kompetensi Guru/UKG) of Indonesian ESL Senior High School teacher’s in West Java Indonesia. The data used in this study were derived from a teacher competencies test, and a questionnaire survey conducted among teachers who attended National Gathering of Senior High School English Teachers 2017 in Bandung, West Java. A total of 61 usable responses were received. The analysis was using Structural Equation Model (SEM) to see the correlations among variables also identify which predictors influenced most on Teacher Competencies Test. The result revealed that teacher competencies test was mostly influenced by education background (β =.27, p=0.028). It can be concluded that to increase the teacher’s competencies can be done by giving a chance to teachers to continue their study.]]>
<![CDATA[The Relation between Self-Regulated Learning and Mathematical Problem-Solving During Covid-19 ]]>
<![CDATA[Alyani, Fitri]]>;
<![CDATA[Ramadhina, Anisa Laela]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 4 (2022): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i4.47593
<![CDATA[Changes in the learning process that often occur during the Covid-19 period indicate that students need to develop the ability to organize, direct, adjust and control themselves. Self-regulated learning is one of the aspects required in learning during the Covid-19 because Self-Regulated Learning influences mathematical problem-solving abilities. This study is a correlation study which aims to analyze the relation between Self-Regulated Learning and math problem-solving during Covid-19. The sample for this study was drawn from 350 students in grade XI from four public high schools, who were obtained by simple random sampling. Data were collected through Self-Regulated Learning questionnaires and problem-solving ability tests. The data were analyzed using Winsteps and SPSS. Pearson correlation and coefficient of determination tests were conducted to see the relation between the two variables. According to the research conducted, the Pearson correlation coefficient was 0.634, indicating a relation between Self-Regulated Learning and students' math problem-solving during Covid-19. Through the results, it can be seen that the level of students' mathematical problem-solving increases along with the increase in their Self-Regulated Learning. So, this research can encourage students to improve SRL to help them in solving math problems.]]>
