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All Journal JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Jurnal Minds: Manajemen Ide dan Inspirasi SIGMA: Jurnal Pendidikan Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Profesi Pendidikan Koordinat : Jurnal Pembelajaran Matematika dan Sains Al asma : Journal of Islamic Education Alauddin Journal of Mathematics Education (AJME) JUPIKA: JURNAL PENDIDIKAN MATEMATIKA Movere Journal KHIDMAH: Jurnal Pengabdian kepada Masyarakat Prismatika: Jurnal Pendidikan dan Riset Matematika
Yuliany, Nur
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengaruh Mathematical Habits of Mind Peserta Didik terhadap Kemampuan Berpikir Kritis Ditinjau dari Gender Yuliany, Nur; Ramadhani, Sri Ayu Amalia; Tayeb, Thamrin; Suharti, Suharti; Kusumayanti, Andi
Al Asma: Journal of Islamic Education Vol 7 No 2 (2025): NOVEMBER
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v7i2.60472

Abstract

Mathematical habits of mind and critical thinking skills are essential in mathematics learning; however, they often differ between male and female students. This study aims to describe students’ mathematical habits of mind and critical thinking skills based on gender, as well as to analyze the influence of mathematical habits of mind on critical thinking skills. This research employed an ex post facto design with a quantitative approach, conducted at SMP Negeri 2 Pattallassang with a population of 207 eighth-grade students. A total of 136 students were selected as the sample using a simple random sampling technique. The instruments used were a questionnaire to measure mathematical habits of mind and a test to assess critical thinking skills, while data were analyzed using descriptive statistics and simple linear regression. The results showed that female students demonstrated better mathematical habits of mind and critical thinking skills compared to male students. Furthermore, mathematical habits of mind significantly influenced critical thinking skills with a determination coefficient (R Square) of 0,595, indicating that 59,5% of critical thinking skills were effected by mathematical habits of mind, while the remaining 40,5% were influenced by other factors. This study concludes that developing mathematical habits of mind is crucial for improving students’ critical thinking skills. The implication is that teachers can integrate mathematical habits of mind as a key focus in mathematics learning strategies to optimize students’ critical thinking.
Analisis Kemampuan Pemahaman Konsep Matematis Ditinjau Dari Tipe Kepribadian Keirsey Pada Peserta Didik MTsN Gowa Yuliany, Nur; Widiastika Suartawa; Ermawati; Eka Damayanti
Alauddin Journal of Mathematics Education Vol 7 No 2 (2025): NOVEMBER
Publisher : Department of Mathematics Education

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Abstract

This study aims to identify the classification of students’ Keirsey personality types and analyze ninth-grade students’ mathematical conceptual understanding at MTsN Gowa based on those personality types. This research was conducted because conceptual understanding is a crucial component in learning mathematics; however, many students still struggle to comprehend mathematical concepts even after receiving instruction. Additionally, previous studies have primarily focused on learning models, materials, or cognitive factors and have not explored the role of psychological characteristics such as Keirsey personality types. Therefore, this research addresses this gap by examining whether students’ conceptual understanding is influenced by their personality tendencies. This study employed a quantitative descriptive method with saturated sampling involving all 74 ninth-grade students. The instruments used were the Keirsey personality questionnaire, a mathematical conceptual understanding test, and documentation. The findings show that the personality classification consists of 19 Guardian, 20 Artisan, 13 Rational, and 22 Idealist students. The level of mathematical conceptual understanding is categorized as moderate with an average score of 67.78, which remains below the minimum mastery criteria. Based on personality types, students with the Rational personality type achieved the highest scores due to their analytical and logical thinking tendencies, which support conceptual reasoning. Meanwhile, Guardian personality type students obtained the lowest scores, which may be due to their preference for structured and procedural learning, making abstract conceptual reasoning more challenging. The contribution of this study lies in offering a new perspective in mathematics education by integrating personality-based differentiation. These findings may serve as a reference for developing adaptive and personalized learning strategies that align with students’ psychological characteristics, potentially improving the effectiveness of mathematics instruction.
Peningkatan Pemahaman Peserta Didik pada Materi Teorema Pythagoras Melalui Pendampingan Belajar Matematika Yuliany, Nur; Haq, Puji Qur’ani Al; Nuhdia; Aulliani, Irma
KHIDMAH: Jurnal Pengabdian Masyarakat Vol 6 No 1 (2026): JANUARI
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/khidmah.v6i1.61392

Abstract

The Pythagorean Theorem explains the relationship between the sides of a right triangle, which is relevant in everyday life. Students' difficulties in solving problems related to the Pythagorean Theorem remain moderate to high, with limited teaching methods and a lack of individual guidance from teachers contributing to challenges in improving students' understanding. Therefore, a community service activity was conducted in the form of mathematics learning assistance. This activity aimed to enhance students' understanding of the Pythagorean Theorem through mathematics learning assistance at MTs Ash-Shalihin, Gowa Regency. The assistance was carried out using a collaborative approach, lectures, discussions, and practical demonstrations of the theorem using grid paper. The results showed a significant improvement in students' understanding, with the majority achieving high and very high learning outcomes. Individualized approaches and interactive learning motivated students and helped them maintain focus. This study highlights the importance of structured learning assistance in supporting the success of geometry education. Future research is recommended to integrate technology and explore its impact on other aspects, such as motivation and critical thinking skills.
Efektivitas Model Pembelajaran Blended Learning Menggunakan Platform Alef Terhadap Hasil Belajar Matematika Peserta Didik Kelas VII MTsN Gowa Salsabila, Andi Afifah; Suharti, Suharti; Majid, Ahmad Farham; Sulasteri, Sri; Yuliany, Nur
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4080

Abstract

Penelitian ini dilatar belakangi oleh pentingnya pemanfaatan model pembelajaran inovatif dalam meningkatkan hasil belajar matematika, khususnya melalui penerapan blended learning yang memadukan tatap muka dan pembelajaran daring. Tujuan penelitian ini adalah untuk mengetahui efektivitas model blended learning menggunakan platform Alef terhadap hasil belajar peserta didik. Penelitian ini menggunakan metode eksperimen dengan desain pretest-posttest control group design, di mana kelas eksperimen menggunakan blended learning berbasis platform Alef dan kelas kontrol menggunakan model pembelajaran langsung. Data diperoleh melalui tes hasil belajar yang dianalisis menggunakan uji normalitas, uji homogenitas, uji independent sample t-test serta uji efisiensi relatif. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar peserta didik pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, dengan perbedaan yang signifikan secara statistik. Temuan ini membuktikan bahwa model blended learning menggunakan platform Alef efektif dalam meningkatkan hasil belajar matematika, khususnya karena memberikan kesempatan bagi siswa untuk mengakses materi secara fleksibel, melakukan eksplorasi mandiri, serta memperoleh penguatan melalui diskusi tatap muka. Dengan demikian, dapat disimpulkan bahwa penerapan blended learning menggunakan platform Alef berpengaruh positif dan layak dijadikan alternatif strategi pembelajaran matematika di sekolah menengah.
ANALISIS KEMAMPUAN PENALARAN MATEMATIS DITINJAU DARI KEPRIBADIAN EXTROVERT DAN INTROVERT Aprillia, Dwi; Mattoliang, Lisnasari Andi; Yuliany, Nur; Abrar, Andi Ika Prasasti; Ismail, Wahyuni
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol. 8 No. 2 (2026): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/prismatika.v8i2.2164

Abstract

This research is driven by the importance of mathematical reasoning skills as a foundation for understanding concepts and solving mathematical problems, alongside indications of low proficiency in these skills, which is suspected to be linked to differences in personality types. The primary objective of this study is to determine the differences in mathematical reasoning abilities between extroverted and introverted students and to analyze the reasoning characteristics of each personality type. This study employs a mixed-methods approach with a sequential explanatory design, beginning with quantitative data collection through reasoning tests and the Eysenck Personality Inventory questionnaire administered to 65 grade XII MIA students at MAN 1 Bulukumba, followed by in-depth interviews with six selected subjects. The results show that: 1) there is a significant difference in mathematical reasoning abilities between extroverted and introverted students, with a significance value of 0.009; 2) Extroverted students tend to think quickly and rush, often skipping important steps in problem-solving. Conversely, introverted students tend to be more thorough and systematic in organizing their solution steps, although in some cases they still fall short in double-checking or drawing conclusions. The implication of this research is the importance of learning strategies tailored to personality types to optimize students' mathematical reasoning abilities.  
Co-Authors A. Sriyanti, A. Amrin, Ananda Nasywa Andi Dian Angriani, Andi Dian Andi Ika Prasasti Abrar, Andi Ika Prasasti Andi Kusumayanti Andi Widiawati Aprillia, Dwi Ardiyanza, Wahyu Asima, Nurul Aulliani, Irma Bahar, Miftahul Jannah Aprilia Baharuddin Besse Alfiani Burhany, Muhammad Amirul Haq Eka Damayanti Ermawati Ermawati Fathan, Ahmad Fitriani Nur, Fitriani Garaika Hairunnisa, Saskia Haq, Puji Qur’ani Al hardiana Hasnawati Nurdin Hasrianti, Andi Irdawati Irdawati Ismail, Wahyuni Latuconsina, Nur Khalisah Magfira Syahrul Majid, Ahmad Farham Mardhiah Mardhiah Mattoliang, Lisnasari Andi Munirah Munirah Munirah Nasrul Nasrul Nuhdia Nurhalifah Nursalam Purnama, Firda Hadi Rahmatullaili Rahmawati Nur Ramadhani, Sri Ayu Amalia Riska Yunus Rudianto Rudianto Salsabila, Andi Afifah Saskia Hairunnisa Sasti, Andi Ika Prasasti Abrar Sri Ayu Amaliyah Ramadhani Sri Sulasteri, Sri Suci, Yuli Rahmini Suharti Sutra Sutra, Sutra Thamrin Tayeb, Thamrin Widiastika Suartawa