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All Journal Inspiratif Pendidikan JISIP: Jurnal Ilmu Sosial dan Pendidikan
Ramadhana, Risky
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Religion Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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PENGEMBANGAN MODUL PEMBELAJARAN BERBASIS KETERAMPILAN LITERASI S.Sirate, Sitti Fatimah; Ramadhana, Risky
Inspiratif Pendidikan Vol 6 No 2 (2017): Jurnal Inspiratif Pendidikan
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/ip.v6i2.5763

Abstract

This study aims at developing a literacy-based instructional module on social arithmetic that can help the learning activities of grade VII students of Junior high school 1 of Gantarangkeke Bantaeng regency in order that they are more independent in reviewing, interpreting, interpreting, reasoning and communicating effectively and solving math problems in various contexts in everyday life. The type of this research is Research Development (Research and Development) by using modification of 4-D model combined with Romiszowski model. The model 4-D is taken only at the design level, especially on the aspect of choosing the teaching material development format, while the Romiszowski model includes three stages: (1) analysis, (2) synthesis and (3) evaluation, and all three stages are at the structural level of the second part of the Romiszowski model schema which emphasizes the development of printed materials in this case the product in the form of a learning module that meets the valid, practical and effective criteria. The results showed that the literacy-based math learning module meets the valid and practical criteria with a score of 3.73 including the highly valid category, and the 3.37 score belongs to the category of good in terms of practicality. This learning module also meets the effective criteria with the percentage completeness 79,19% which is in good category. Thus, the developed literacy-based math learning module has fulfilled the valid, practical and effective criteria.  Keywords: model devepoment, media and technology, instruction
Mathematical Problem-Solving Abilities of Students in Solving Algebra Problems: A Quantitative Study on Junior High School Students Ovan, Ovan; Sirate, Sitti Fatimah Sangkala; Mulyati, Mulyati; Ramadhana, Risky; Hadi, Abdul
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9900

Abstract

This study investigates the algebra problem-solving abilities of junior high school students and explores the factors influencing their performance. Using a quantitative research design, the study assesses students' problem-solving skills through an algebra test and surveys measuring metacognitive awareness and self-confidence. A sample of 62 junior high school students was selected using stratified random sampling. The results show that while students demonstrated moderate proficiency in algebra, they particularly struggled with word problems, which require translating real-world scenarios into algebraic expressions. Performance on word problems was notably lower than on tasks involving basic algebraic manipulations. The study also reveals significant correlations between students’ metacognitive awareness and self-confidence and their problem-solving abilities, suggesting that students who are more aware of their thinking processes and confident in their abilities tend to perform better. The findings underscore the importance of metacognitive skills and self-confidence in improving algebra problem-solving and suggest that instructional strategies focusing on these aspects could enhance students' mathematical performance. This study has important implications for algebra instruction, recommending the incorporation of metacognitive strategies, reflective thinking, and problem-solving frameworks into the curriculum. Future research should explore the impact of different teaching methods and longitudinally track students' problem-solving development
Co-Authors Abdul Hadi Mulyati Mulyati Ovan Ovan S.Sirate, Sitti Fatimah Sirate, Sitti Fatimah Sangkala