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<![CDATA[PENGARUH MEDIA KOMIK NGGAHI MBOJO (BAHASA BIMA) TERHADAP HASIL BELAJAR MATEMATIKA ]]>
<![CDATA[Lala Intan Komalasari]]>;
<![CDATA[Nur Islamiati]]>;
<![CDATA[Hen Ardiansyah]]>
<![CDATA[ HISTOGRAM: Jurnal Pendidikan Matematika Vol 5, No 1 (2021): Histogram ]]>
Publisher : <![CDATA[STKIP Andi Matappa ]]>
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DOI: 10.31100/histogram.v5i1.917
<![CDATA[The purpose of this study was to find out the influence of Nggahi Mbojo Comic Media Influence (Bima Language) on The Learning Outcomes of Mathematics Students Class VI SDN 05 Hu'u. This type of research is experimental research. The research design used is Quasi-Experimental Design with the type of Pre-test and Post-test Design. Sampling in this study was carried out with purposive sampling techniques, obtained by the study population is a student of State Elementary School 05 Hu'u with a sample number of 42 students. Based on the results of the analysis of pretest data there was no significant difference between the control class and the experiment, which was 30.78 for the average experimental class and 31.96 for the control class. Nanum posttest data analysis results, the average posttest results of student learning results in the experimental class are superior to the control class, which is 84.03 in the control class and 91.32 in the experimental class. This shows that there is an influence on the use of comic learning media Nggahi Mbojo (Bahasa Bima) on the learning outcomes of students VI SDN 05 Hu'u.]]>
<![CDATA[Disposisi Matematis Siswa pada Penerapan Etnomatematika dalam Pembelajaran Matematika ]]>
<![CDATA[Nur Islamiati]]>;
<![CDATA[Nasruddin Nasruddin]]>
<![CDATA[ JURNAL PENDIDIKAN MIPA Vol 10 No 1 (2020): JURNAL PENDIDIKAN MIPA ]]>
Publisher : <![CDATA[Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima ]]>
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DOI: 10.37630/jpm.v10i1.241
<![CDATA[Penelitian ini bertujuan mendeskripsikan disposisi matematis siswa pada penerapan etnomtematika pada pembelajaran matematika. Pendekatan yang digunakan adalah kualitatif dan kuantitatif dengan jenis deskriptif. Subjek penelitian ini yaitu 1 guru pendidikan matematika dan 28 siswa SMPN 3 Sape. Data diperoleh melalui wawancara dan angket jenis Skala Likert. Hasil penelitian menunjukan bahwa pada penerapan etnomatematika dapat memberikan pengaruh positif terhadap domain afektif siswa. Domain afektif yang dimaksud dalam penelitian ini adalah yaitu disposisi matematis. Hasil penelitian berdasarkan wawancara dengan guru matematika menunjukan bahwa dengan menerapkan etnomatematika dalam mempelajari matematika dapat meningkatkan minat dan kepercayaan diri siswa dalam belajar karena pendekatan tersebut telah dikenal baik oleh siswa sebab berkaitan dengan budaya dan dikehidupan sehari-hari siswa. Hal tersebut didukung dengan hasil analisis angket disposisi matematis yang dilihat dari beberapa apek yaitu: 1) rasa percaya diri dalam pembelajaran matematika. Aspek ini memperoleh skor rata-rata sebesar 2,48 dengan kategori baik yang menunjukan bahwa siswa merasa percaya diri dalam belajar matematika dengan menggunakan pendekatan etnomatematika. 2) kegigihan dan ketekunan dalam pembelajaran matematika. Aspek ini memperoleh rata-rata skor 2,35 dan kategori baik yang menunjukan bahwa siswa setuju dengan menggunakan pendekatan etnomatemtika mendorong siswa untuk lebih gigih dan tekun dalam belajar matematika.]]>
<![CDATA[Aktivitas dan Kreativitas Siswa pada Penerapan Metode Tasmuco (Talking Stick Music With Combination) dengan Pendekatan Open-ended ]]>
<![CDATA[Nur Islamiati]]>;
<![CDATA[Muh. Irfan]]>;
<![CDATA[Yeni Rahmawati]]>;
<![CDATA[Muhammad Wahyu Setiyadi]]>
<![CDATA[ Jurnal LENTERA: Jurnal Studi Pendidikan Vol 4 No 1 (2022): Edisi Agustus 2021- Januari 2022 ]]>
Publisher : <![CDATA[Yayasan Pembina Lembaga Pendidikan (YPLP) PGRI Kabupaten Sumbawa Barat - NTB - Indonesia ]]>
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DOI: 10.51518/lentera.v4i1.57
<![CDATA[This study aims to describe student learning activities and creativity in the application of the TASMUCO learning method (talking stick music with combination) with an open-ended approach. The research approach used in this study is a quantitative and qualitative approach with a description type. The research subjects were 28 students at MTs Yasim Nata. The data generated by using a questionnaire with a Likert scale type. This can be seen from the results of the analysis of student activity data, which obtained an average score of 3.41 with a good category. As for the results of the data analysis of student creativity, the overall average value of all indicators obtained an average of 3.21 with a good category. This shows that the application of the TASMUCO learning method (talking stick music with combination) with an open ended has a positive impact on student learning activities and creativity. So it is recommended for educators to use innovative methods in learning such as TASMUCO (talking stick music with combination) with an open-ended approach.]]>
<![CDATA[KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DITINJAU DARI GAYA BELAJAR MELALUI PEMBELAJARAN BERBASIS MEDIA KOMIK ]]>
<![CDATA[Nur Islamiati]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 14, No 1 (2021): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 14 Nomor 1 Februari ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v14i1.10206
<![CDATA[Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan bagaimana kemampuan komunikasi matematis siswa ditinjau dari gaya belajar melalui media pembelajaran berbasis komik. Penelitian ini menggunakan pendekatan kuantitatif dan kualitatif dengan jenis deskriptif. Subjek penelitian ini adalah siswa kelas X di MAN 1 MALANG yang terdiri dari 8 siswa gaya belajar visual, 9 siswa gaya belajar auditori dan 12 siswa gaya belajar kinestetik. Terknik pengumpulan data menggunakan angket, tes dan wawancara. Intrumen yang digunakan adalah lembar angket gaya belajar dan tes tertulis komunikasi matematis dan wawancara. Hasil penelitian menunjukan siswa dengan gaya belajar kinestetik mampu melaksanakan komunikasi matematis dengan baik karena dilaksanakan dengan benar dan lengkap, siswa dengan gaya belajar visual dapat mampu melaksanakan komunikasi matematis dengan baik tetapi memiliki kekeliran karena kesalahan dalam penggunaan simbol matematika, pahaman konsep, sedangkan siswa dengan gaya belajar auditori mampu melaksanakan komunikasi matematis dengan baik tetapi terdapat beberapa prosedur yang keliru dan memiliki kesalah pahaman konsep. Secara keseluruhan persentase kemampun komunikasi siswa dengan gaya belajar kinestetik 79,71%, visual sebesar 76,04% dan auditori 69,44%.]]>
<![CDATA[Perspektif Siswa MTs Yasim Nata Pada Penerapan Blended Learning di Masa Pandemi Covid-19 ]]>
<![CDATA[Yeni Rahmawati]]>;
<![CDATA[Muh. Irfan]]>;
<![CDATA[Nur Islamiati]]>
<![CDATA[ Jurnal LENTERA: Jurnal Studi Pendidikan Vol 4 No 2 (2022): Edisi Januari - Juli 2022 ]]>
Publisher : <![CDATA[Yayasan Pembina Lembaga Pendidikan (YPLP) PGRI Kabupaten Sumbawa Barat - NTB - Indonesia ]]>
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DOI: 10.51518/lentera.v4i2.96
<![CDATA[This study aims to describe the perspective of MTs Yasim Nata students on the application of blended learning during the covid-19 pandemic. The approach used is qualitative and quantitative with a descriptive type. The subject of this research is one teacher and 27 students at MTs Yasim Nata. Data collection techniques in this study are through interviews and the distribution of questionnaires or questionnaires. The results showed that the use of the blended learning method was measured using 5 aspects, namely: 1) Aspects of student learning motivation using Blended Learning obtained the highest average score of 4.2 with the alternative answers strongly agreeing; 2) Aspects of student learning activities using Blended learning get an average value of 4.2 with the alternative answers agree; 3) Aspects of a conducive learning process using Blended Learning have alternative answers that strongly agree with the acquisition of 3.5 as the average value; 4) Aspects of mastery of the material by students using Blended learning obtained an average value of 4.5 with alternative answers strongly agree; 5) Aspects of student learning outcomes using Blended Learning have an average value of 3 where students choose alternative answers that strongly agree.]]>
<![CDATA[Pengaruh Media Audio Visual terhadap Prestasi Belajar Siswa Mata Pelajaran TIK Kelas VIII SMP Negeri 01 Kediri Lombok Barat ]]>
<![CDATA[Nasruddin Nasruddin]]>;
<![CDATA[Muhammad Wahyu Setiyadi]]>;
<![CDATA[Nur Islamiati]]>
<![CDATA[ DIKSI: Jurnal Kajian Pendidikan dan Sosial Vol. 3 No. 1 (2022): Diksi: Jurnal Kajian Pendidikan dan Sosial ]]>
Publisher : <![CDATA[Yayasan Pendidikan Bima Berilmu ]]>
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DOI: 10.53299/diksi.v3i1.134
<![CDATA[Tujuan yang ingin dicapai dalam penelitian ini adalah ingin mengetahui pengaruh penggunaan media audio visual terhadap prestasi belajar siswa. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Dalam penelitian ini metode yang digunakan untuk mengumpulkan data adalah metode tes sebagai metode pokok dan metode dokumentasi sebagai metode bantu. Populasi yang di gunakan dalam penelitian ini adalah seluruh kelas VIII SMP Negeri 01 Kediri Lombok Barat yang berjumlah satu kelas, sehingga sampel yang digunakan adalah keseluruhan dari populasi kelas VIII SMP Negeri 01 Kediri Lombok Barat. Sesuai dengan hasil penelitian yang menunjukan bahwa hipotesis nihil (Ho) yang diajukan ditolak sebaliknya hipotesis alternatif (Ha) diterima, artinya hasil penelitian ini “Signifikan” yaitu Ada Pengaruh Penggunaan Media Audio Visual Terhadap Prestasi Belajar Siswa Pada Mata Pelajaran TIK Kelas VIII di SMP Negeri 01 Kediri Lombok Barat.]]>
<![CDATA[Analisis Hubungan Self-Efficacy Dengan Prestasi Belajar Mahasiswa di STKIP Al Amin Dompu ]]>
<![CDATA[Nur Islamiati]]>;
<![CDATA[Yeni Rahmawati]]>
<![CDATA[ Jurnal LENTERA: Jurnal Studi Pendidikan Vol 5 No 1 (2023): Edisi Agustus 2022- Januari 2023 ]]>
Publisher : <![CDATA[Yayasan Pembina Lembaga Pendidikan (YPLP) PGRI Kabupaten Sumbawa Barat - NTB - Indonesia ]]>
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DOI: 10.51518/lentera.v5i1.124
<![CDATA[This study aims to find out how the relationship between self-efficacy and learning achievement. This research approach is a quantitative correlation approach with the type of ex-post facto. This research was conducted at STKIP Al Amin Dompu. The research posulation is all students at STKIP Al Amin Dompu. The sampling technique used random sampling which totaled 30 students. The research instrument used a Likert scale type sheet with a total of 20 items and a description test sheet with a total of 5 items. Data collection techniques using questionnaires and tests. The data analysis technique used the product moment correlation test with SPSS type 29.00 for windows. The results showed that there was a significant relationship between the variable self-efficacy and learning achievement because the significant sig (2-tailed) was less than 0.05 or 0.01 <0.05. r count (Pearson Correlation) is greater than r table or r count > r table which is equal to 0.675 > 0.361 which indicates a relationship or correlation between self-efficacy variables and learning achievement and has a positive relationship. The level of relationship between self-efficacy variables and learning achievement is in the strong criteria]]>
<![CDATA[Kemampuan Pemecahan Masalah Matematika Siswa dengan Menggunakan Model Pembelajaran Problem Based Learning (PBL) dan Group Investigation (GI) ]]>
<![CDATA[Nur islamiati]]>
<![CDATA[ Jurnal LENTERA: Jurnal Studi Pendidikan Vol 5 No 1 (2023): Edisi Agustus 2022- Januari 2023 ]]>
Publisher : <![CDATA[Yayasan Pembina Lembaga Pendidikan (YPLP) PGRI Kabupaten Sumbawa Barat - NTB - Indonesia ]]>
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DOI: 10.51518/lentera.v5i1.130
<![CDATA[This study aims to determine whether or not there is a difference in mathematical problem solving abilities between students who apply the Problem Based Learning (PBL) learning model and students who apply Group Investigation (GI) learning. This research is a true-experimental quantitative approach with a post-test only control group design. The population in this study were all class X SMA IT Ad-Dakwah. The sample in this study was class XA which was taught using the problem based learning (PBL) learning model and XB was taught using group investigation (GI). The number of research samples is 40 students. The instrument of this research was to use a final test sheet for problem solving abilities. Data collection techniques using tests. The data analysis technique uses one-way ANOVA analysis with prerequisite tests, namely the Normality Test and Homogeneity Test. Analysis using the SPSS application version 29.0 for Window. The research results obtained were that there was a significant difference in the problem solving abilities of students who studied using the Problem Based Learning (PBL) learning model with the problem solving abilities of students who learned using the Group Investigation (GI) learning model. Obtained a significance value lower than the significance level of 0.05 (5%) or 0.001 <0.05 and F count is greater than F table or 12, 661 > 4, 098. The average value of PBL students is 80.90 and students GI of 73.80.]]>
<![CDATA[Analisis Implementasi Kurikulum Merdeka Belajar di MIS At-Taqwa Wawonduru ]]>
<![CDATA[Muh. Irfan]]>;
<![CDATA[Nur Islamiati]]>;
<![CDATA[Ratnah Ratnah]]>
<![CDATA[ Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i1.3142
<![CDATA[The purpose of this study was to analyze how the implementation of the independent learning curriculum at the Mis At-Taqwa school was used. This study used two approaches, namely qualitative and quantitative with a descriptive type. The place of this research is at the Mis At-Taqwa school with a total of 16 teachers as subjects. Data collection techniques using interviews and questionnaires with a Likert Scale type. The results showed that: 1) Aspects of Knowledge and Understanding of the Independent Learning Curriculum got a percentage value of 87% in the good category; 2) The readiness aspect in implementing the independent learning curriculum obtained 82.5% in the good category; 3) Aspects of Implementation of Independent Learning Learning with a percentage of 64.06% is quite good; and 4) Aspects of Obstacles and Solutions to the Implementation of the Independent Learning Curriculum, obtaining a percentage value of 70.62% in the fairly good category.]]>
<![CDATA[Relationship between Certification and Improving the Quality of Teaching Lecturers at the Al-Amin Dompu Teaching and Education College (STKIP) ]]>
<![CDATA[Yeni Rahamawati]]>;
<![CDATA[Nur Islamiati]]>;
<![CDATA[Baharudin Baharudin]]>
<![CDATA[ JURNAL PENDIDIKAN IPS Vol 13 No 1 (2023): JURNAL PENDIDIKAN IPS ]]>
Publisher : <![CDATA[STKIP Taman Siswa Bima ]]>
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DOI: 10.37630/jpi.v13i1.1042
<![CDATA[This research is motivated by the fact that there are still problems faced by tertiary institutions, namely one of them is the lack of motivation from lecturers in their duties contained in the Tridharma and other important factors that affect lecturer performance include professionalism such as lecturer professional allowances or lecturer certification. This study aims to find out how the relationship between lecturer certification and the teaching quality of lecturers at STKIP Al Amin Dompu. The approach used in this study is a quantitative correlation approach with the type of ex-post facto. The research population is all lecturers at STKIP Al Amin Dompu. The sampling technique used random sampling which totaled 28 lecturers. Data collection techniques using a questionnaire. The data analysis technique used the product moment correlation test with SPSS type 29.00 for windows. The results of the study showed that there was a significant relationship between the two variables, namely lecturer certification and the teaching quality of lecturers at STKIP Al Amin Dompu. This can be seen from the significance value which is smaller than the significance level value or 0.01 <5% (0.05). In addition, the results obtained r count > r table of 0.533 > 0.361. Which shows a strong relationship between the two variables. This research is expected to become the view that lecturer certification is a factor to motivate lecturers in carrying out the tridharma but not to be a benchmark for lecturers in improving lecturer abilities, especially in teaching abilities.]]>
