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PENGARUH METODE IMPROVE TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS MAHASISWA Zaiyar, M.
Jurnal Ilmiah Pendidikan Matematika Al-Qalasadi Vol 4 No 1 (2020): Jurnal Ilmiah Pendidikan Matematika AL QALASADI
Publisher : Program Studi Pendidikan Matematika FTIK IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/v3i2.1196

Kemampuan berfikir kritis merupakan salah satu kemampuan berpikir tingkat tinggi yang dibutuhkan mahasiswa untuk memahami konsep, menerapkan, mensintesis dan mengevaluasi informasi yang diperoleh sebagai proses penggunaan keterampilan berpikir secara aktif dan rasional sehingga setiap dalam mengambil keputusan dilakukan atas tindakan yang benar. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan metode improve terhadap kemampuan berpikir kritis matematis mahasiswa pada mata kuliah matematika diskrit. Metode yang digunakan dalam penelitian ini adalah quasi eksperimen dengan desain randomized pretest-posttest control group design. Instrumen yang digunakan berupa tes kemampuan berfikir kritis matematis berbentuk uraian dengan empat indikator. Analisis data menggunakan uji-t, dengan taraf sifnifikan  = 0,05 diperoleh thitung = 4,10 dan ttabel = 2,012 sehingga thitung > ttabel maka Ha diterima dan Ho ditolak. Sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan penggunaan metode improve terhadap kemampuan berpikir kritis matematis mahasiswa

Pendampingan Guru Madrasah Ibtidaiyah dalam Penggunaan Platfrom Merdeka Mengajar pada Kurikulum Merdeka Belajar suhelayanti, Suhelayanti; Syamsiah, Syamsiah; Muttaqin, Muttaqin; Zalila, Zilan; Syahputra, Irwanda; Agsain, Hafizah; Mulyana, Rita; Zaiyar, M.
Yumary: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 1 (2024): September
Publisher : Penerbit Goodwood

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/yumary.v5i1.2828

Purpose: Not many madrasah teachers throughout Aceh have utilized PMM as well as madrasah teachers in Langsa City, PMM is a platform created by the Ministry of Education and Culture which contains the concept and implementation of an independent teaching curriculum. Through this PMM, it is very helpful for teachers in implementing the curriculum.. Research methodology: Pengabdian ini mengadopsi metodelogi Community Based Research melalui tiga skema pengabdian yaitu Persiapan- pelaksanaan- evaluasi dan pelaporan. Instrumen dalam pengabdian ini berupa tes, observasi, wawancara dan dokumentasi yang dianalisis dengan triangulasi, yaitu reduksi data-penyajian data dan penarikan kesimpulan. Results: The results of the service Teachers can use and utilize the independent teaching platform well and be creative in the work features that are implemented in classroom learning. Conclusions: The impact felt by the participants is very real, it can increase teacher confidence and teacher insight in implementing the independent curriculum which was initially confused. Limitations: the budget and teacher readiness. Contribution: This service is useful in the disciplines of education, education technology, literacy and information, education management, teacher professional development, and curriculum development.

Model CORE (Connecting, Organizing, Reflecting, Extending) pada Pembelajaran Matematika Sekolah Ulya, Khairatul; Srimuliati, Srimuliati; Husna, Raudatul; Anggreini, Rindu; Zaiyar, M.
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 8 No 2 (2024): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v8i2.10460

The CORE model is known as a learning model that emphasizes students' thinking skills. Students' abilities are developed through the stages of connecting, organizing, exploring, and managing information obtained before, during and after learning. This model will help students in connecting between materials so that learning is more meaningful. This study aims to determine how the CORE model is in mathematics learning in schools. The population taken was all students of class X MAN 1 Aceh Tamiang. Using the simple random sampling technique, class 1A students acted as research samples. Data collection techniques were carried out using observation techniques, questionnaires and also learning outcome tests. Based on the results of the study, it showed that, (1) the results of observations of teachers' abilities in managing learning using the CORE model were given the predicate of being implemented well, (2) the results of observations of student activities towards learning using the CORE model were given the predicate of being very good, (3) students' responses to CORE learning were positive, (4) and the results of the student learning completion test after learning with the CORE model were complete.

Kemampuan Literasi Numerasi Matematika Siswa pada Materi Statistika Nurmayadani, Nurmayadani; Suzana, Yenny; Zaiyar, M.
Jurnal Pendidikan Matematika : Judika Education Vol. 8 No. 5 (2025): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/rsg36k22

This study aims to explore high school students’ numeracy literacy skills in understanding statistical material through a descriptive qualitative approach. The research involved 25 tenth-grade students from SMA Negeri 2 Kejuruan Muda, selected purposively based on varying levels of numeracy proficiency. Data were collected using context-based diagnostic tests and semi-structured interviews, and analyzed through the stages of data reduction, presentation, and conclusion drawing. The findings indicate that only a small portion of students were able to accurately interpret numerical information and relate it to real-life contexts. Students with moderate proficiency tended to rely on procedural routines without deeper conceptual understanding, while those with low proficiency exhibited misconceptions in interpreting symbols and contextual meaning. These results highlight the need for more contextual and interactive teaching strategies to help students develop meaningful and relevant understanding of statistical concepts. Keyword: Conceptual Understanding, Contextual Teaching Model, Mathematics, Numeracy Literacy, Statistics.

Mathematical Creative Thinking Ability of Vocational School Students in Solving Composition Function Problems Sabaruddin; Marzuki; Zaiyar, M.; Hamdani; Qalbi, Dailla
Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 4 (2023): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i4.1193

Kemampuan berpikir kreatif matematis sangat penting bagi siswa sekolah kejuruan, baik dalam memecahkan masalah matematika maupun dalam karir profesionalnya di masa depan. Namun fakta menunjukkan bahwa keterampilan ini tidak cukup ditekankan. Penelitian ini bertujuan mengkaji secara komprehensif kemampuan berpikir kreatif matematis pada berbagai level kemampuan matematika: rendah, sedang, dan tinggi. Penelitian menggunakan pendekatan deskriptif kualitatif, melibatkan 73 siswa kelas sebelas, sekolah kejuruan di Kota Langsa. Instrumen penelitian berupa tes, terdiri dari lima soal yang dirancang untuk menilai kemampuan berpikir kreatif terkait fungsi komposisi, serta wawancara untuk tambahan wawasan kualitatif. Analisis data dilakukan melalui reduksi data, penyajian data, dan verifikasi. Hasil analisis menunjukkan bahwa kemampuan berpikir kreatif siswa dalam konteks fungsi komposisi sebagian besar berada pada kategori rendah, sedangkan kemampuan sedang dan tinggi kurang dominan. Terdapat kebutuhan mendesak untuk menumbuhkan praktik berpikir kreatif untuk memastikan bahwa lulusan sekolah kejuruan dibekali dengan baik untuk menjadi pekerja produktif di berbagai sektor. The ability to engage in mathematical creative thinking is essential for vocational school students, both in solving mathematical problems and in their future professional careers. However, current observations indicate that this skill is not sufficiently emphasized. This study aims to comprehensively examine mathematical creative thinking abilities across different levels of mathematical proficiency: low, medium, and high. Employing a qualitative descriptive approach, the study involved 73 eleventh-grade students from a vocational school in Langsa City. The research instruments included a test consisting of five questions designed to assess creative thinking abilities related to composition functions, as well as interviews for additional qualitative insights. Data analysis was conducted through data reduction, data presentation, and verification. The analysis results indicate that students' creative thinking abilities in the context of composition functions are predominantly in the low category, with medium and high abilities being less prevalent. There is a pressing need to foster creative thinking practices to ensure that vocational school graduates are well-equipped to become productive workers across various sectors.

Model CORE (Connecting, Organizing, Reflecting, Extending) pada Pembelajaran Matematika Sekolah Ulya, Khairatul; Srimuliati, Srimuliati; Husna, Raudatul; Anggreini, Rindu; Zaiyar, M.
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 8 No 2 (2024): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v8i2.10460

The CORE model is known as a learning model that emphasizes students' thinking skills. Students' abilities are developed through the stages of connecting, organizing, exploring, and managing information obtained before, during and after learning. This model will help students in connecting between materials so that learning is more meaningful. This study aims to determine how the CORE model is in mathematics learning in schools. The population taken was all students of class X MAN 1 Aceh Tamiang. Using the simple random sampling technique, class 1A students acted as research samples. Data collection techniques were carried out using observation techniques, questionnaires and also learning outcome tests. Based on the results of the study, it showed that, (1) the results of observations of teachers' abilities in managing learning using the CORE model were given the predicate of being implemented well, (2) the results of observations of student activities towards learning using the CORE model were given the predicate of being very good, (3) students' responses to CORE learning were positive, (4) and the results of the student learning completion test after learning with the CORE model were complete.

Students’ errors in solving problems involving the polar form of complex numbers: An analysis based on kastolan’s stages Lubis, Nur Ainun; Zaiyar, M.; Harahap, Rosliana; Umar, Ali
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.31295

Purpose: The application of Kastolan's error analysis framework to the polar form of complex numbers remains limited, leaving a gap in the diagnostic literature for undergraduate mathematics education. This study aims to describe and classify the errors made by students when solving complex number polar form problems based on Kastolan's error stages: conceptual, procedural, and technical, to provide an empirical basis for more targeted instructional strategies in complex analysis.Method: A qualitative descriptive approach was employed. Data were collected through a written descriptive test and documentation of student answer sheets, which were analysed using Kastolan's error classification rubric. The research subjects were 21 seventh-semester Mathematics Education students at UIN North Sumatera who had completed the Complex Analysis course. Three students were selected through purposive sampling to represent each dominant error category.Findings: Three dominant error types were identified. Conceptual errors appeared in incorrect identification of arguments and angular quadrants. Procedural errors occurred when students bypassed the required polar form in division operations. Technical errors involved incorrect values of special angles and trigonometric function signs.Significance: These findings provide an empirical basis for lecturers to design targeted learning strategies addressing concept understanding, procedural order, and computational accuracy in complex number polar form instruction.

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