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All Journal Jurnal Pendidikan Indonesia Journal of Educational Research and Evaluation Mimbar Ilmu
Rohati
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The Influence of Cognitive Psychology on Student Responses in Mathematics Learning Kamid; Rohati; Ramalisa, Yelli; Oktavia, Sri Wina
Mimbar Ilmu Vol. 29 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i2.78843

Abstract

There is a significant gap between cognitive psychology theory and learning practices in many educational institutions. As a result, many students do not fully benefit from approaches designed to improve comprehension and retention. This research aims to analyze the influence of cognitive psychology on students' responses to learning mathematics. The research approach used is a quantitative approach with comparative methodology. In this research, a purposive sampling technique was chosen to random sampling. The research sample consisted of 120 class VII students from two schools. The sampling technique used was random sampling. This research sample was taken from four class VII, with a total of 30 research subjects. Data was collected using instruments in the form of a cognitive psychology questionnaire and a questionnaire on student responses to mathematics learning as measured by a Likert scale. Quantitative data analysis was carried out using data processing software with comparison tests and influence tests. The research results showed that there were significant differences in aspects of cognitive psychology between the two groups studied. Apart from that, the research results also indicate that cognitive psychology has a significant influence on students' responses to mathematics learning. By understanding the influence of cognitive psychology on student responses, educators can develop more effective teaching strategies that can increase student motivation and learning achievement.
Mathematical Process Skills by Gender in Junior High Schools Kamid; Rohati; Ramalisa, Yelli; Putri, Fhadira Insani
Journal of Education Reseach and Evaluation Vol 8 No 4 (2024): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i4.78853

Abstract

Understanding differences in mathematical processing skills between male and female students in junior high school is very important because it can help in designing more effective teaching strategies. Therefore, this research aims to look at students' mathematical process skills based on gender in the collection material. The type of research used is quantitative research with a comparative type. The research instrument used was a questionnaire on students' mathematical processing skills. The population in this study was all junior high school students. The sample used in this research was 60 class VII A students consisting of 30 male students and 30 female students. The sampling technique in this research used simple random sampling. The data analysis techniques used in this research are descriptive analysis and inferential analysis. Descriptive data analysis is presented in a frequency distribution in the form of numbers such as mean, median, minimum value and maximum value, while inferential statistical techniques are carried out in the form of normality, homogeneity and hypothesis testing in the form of the t test. The research results showed that male students who had superior mathematical processing skills were students at SMP 21 Batanghari. Meanwhile, female students who have superior mathematical processing skills are students at Al-Arif Islamic Middle School. It was found that there were significant differences in the mathematical processing skills of male and female students at SMP 21 Batanghari and SMP Islam Al-Arif.
How Teachers Encourage Students’ Mathematical Reasoning during the Covid-19 Pandemic? Rohati; Kusumah, Yaya S.; Kusnandi; Marlina
Jurnal Pendidikan Indonesia Vol 11 No 4 (2022): Desember
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (567.668 KB) | DOI: 10.23887/jpiundiksha.v11i4.52756

Abstract

Students' mathematical reasoning abilities can develop depending on the teacher's involvement in the classroom. The problem that often occurs in the class is that the teacher's actions have not been neatly arranged to encourage students' mathematical reasoning in learning mathematics. This article aims to observe the actions taken by a group of mathematics teachers in encouraging students' mathematical reasoning abilities. This type of research is qualitative research with data collected from learning recordings in the classroom. The research subjects were three junior high school, mathematics teachers. The teacher observed how students reasoned during 12 sessions as they studied and completed homework. The results of observing students' mathematical reasoning activities, such as building reasonable arguments and drawing correct conclusions, were concluded to enable teachers to test their students' mathematical reasoning. The findings of this study indicate that teachers can foster students' mathematical reasoning by applying the following strategies: (a) providing appropriate learning interventions; (b) assigning open tasks without solution methods, and (c) fostering a learning community that values ​​reasoning and the construction of shared ideas.
Co-Authors Annisa Al-Hafizha Feri Tiona Pasaribu Kamid Kamid Kusnandi Marlina Oktavia, Sri Wina Putaz, Putri Az Zahra Putri, Fhadira Insani Sri Winarni Yaya S. Kusumah Yelli Ramalisa