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All Journal Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Indo-MathEdu Intellectuals Journal
Suryani, Didik Rezki
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Decision Sciences, Operations Research & Management Education Mathematics

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PEMBENTUKAN KARAKTER SISWA MELALUI PEMBELAJARAN MATEMATIKA Suryani, Didik Rezki
Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 4, No 02 (2016)
Publisher : IAIN PADANGSIDIMPUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/logaritma.v4i02.1232

Abstract

Educational success is not only measured by the value of a student’s academic mastery. The learning process is expected to bring students into the generation of educators in addition to the intelligence, and knowledge students also have the character values that are reflected in the behavior of daily life. At each level of education, learning math portion of lesson hours to get quite a lot compared to other subjects so that through the process of learning mathematics expected to form the character of students.            Math lesson plans should be designed optimally so that the purpose of forming the character of students through the learning of mathematics can be achieved. In this paper the authors provide examples of the application of learning mathematics curriculum in 2013. With a curriculum based learning stages in 2013 is expected to form the character of students, among others, respect for others, responsibility,and integrity.
Analisis Pemanfaatan Augmented Reality dalam Pembelajaran Matematika dan Dampaknya Terhadap Literasi Matematis Siswa Siregar, Yulia Anita; Suryani, Didik Rezki; Madani, Riska; Ahyar, Ahyar
Indo-MathEdu Intellectuals Journal Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i1.5177

Abstract

This study aims to analyze the use of Augmented Reality (AR) in mathematics learning and its impact on students' mathematical literacy. This study uses a quantitative approach with a quasi-experimental design of the nonequivalent control group type. The research sample consisted of 68 eighth-grade students divided into an experimental class using AR media and a control class learning conventionally. The mathematical literacy test instruments were developed based on PISA indicators and have been tested for validity and reliability. The data were analyzed using normality tests, linearity tests, Pearson correlation tests, and simple linear regression. The results of the study show that students' mathematical literacy in the experimental class is in the high category with an average score of 78.42, while the use of AR received positive appreciation with an average score of 82.57. Normality and linearity tests showed that the data were normally distributed and the relationship between variables was linear. The Pearson correlation test resulted in r = 0.684 with a significance of 0.000, indicating a strong relationship between the use of AR and mathematical literacy. The regression results showed a coefficient β of 0.615 with R² of 0.468, which means the use of AR contributes 46.8% to the improvement of students' mathematical literacy. These findings confirm that AR is an effective learning medium for enhancing students' conceptual understanding, reasoning skills, and mathematical literacy. This research provides empirical evidence that AR is feasible to implement in mathematics learning to support the mastery of 21st-century competencies.
Co-Authors Ahyar Ahyar Madani, Riska Yulia Anita Siregar