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All Journal JURNAL PENDIDIKAN TAMBUSAI JISAE (Journal of Indonesian Student Assesment and Evaluation) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Journal of Advanced Sciences and Mathematics Education
Nasution, Nurul Rafiqah
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Chemistry Education Mathematics Physics Social Sciences

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IMPROVING THE RESULT OF STUDENTS’ LEARNING ON SQUARE AND RECTANGLE MATERY THROUGH COLLABORATIVE LEARNING AT CLASS VII MTS YTPI AL-BUKHARI MUSLIM Nasution, Nurul Rafiqah
JISAE: Journal of Indonesian Student Assessment and Evaluation Vol 9 No 2 (2023): JISAE (Journal of Indonesian Student Assessment and Evaluation)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jisae.v9i2.21354

Abstract

This study aims to find out: 1) Students mathematics learning outcomes before and after being taught with collaborative learning at class VII MTs YTPI Al-Bukhari Muslim. 2) Improving students mathematics learning outcomes through collaborative learning at class VII MTs YTPI Al-Bukhari Muslim. 3) The process of learning mathematics through collaborative learning at class VII MTs YTPI Al-Bukhari Muslim MTs. 4) Response of students taught through collaborative learning at class VII MTs YTPI Al-Bukhari Muslim. The research method used is classroom action research with the aim of improving the quality of classroom learning practices and improving the results of mathematics learning. Respondents in this study were seventh grade students of MTs YTPI Al-Bukhari Muslim. The types of data obtained in this study are quantitative data and qualitative data. The results of this study indicate that learning by implementing collaborative learning for the cycle I of 23 students on the test I learning outcomes there are 16 students (69,57%) who achieve mastery learning, while 7 more students (30,43%) have not achieve mastery learning with classical completeness of 69.57%. In the learning outcomes test II for the cycle II has reached as many as 19 students learning completeness (82,61%), while 4 students (17,39%) have not achieved mastery learning with classical completeness of 82,61% to obtain improved learning outcomes mathematics in cycle I and cycle II was 13,04%. This shows that collaborative learning can improve student learning outcomes and student activities and can be used as an alternative to improve student learning interest.
Efforts to Improve Students’ Learning Outcomes Through Collaborative Learning: The Topic of Quadrilaterals Nasution, Nurul Rafiqah; Wahyudin, Wahyudin; Nurlaelah, Elah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.483

Abstract

Collaborative learning has been proven beneficial in mathematics education. This study aims to enhance learning outcomes through collaborative learning, particularly focusing on the topic of quadrilaterals. The research method employed in this study is classroom action research. Data analysis for this research utilizes both quantitative and qualitative data. The research findings indicate that: (1) students' learning outcomes prior to implementing collaborative learning were incomplete as students did not achieve the targeted indicators; (2) students' learning outcomes improved after the implementation of collaborative learning in both Cycle I and Cycle II; (3) the overall class achievement in Cycle I showed an improvement compared to the pre-action phase. Meanwhile, the mastery of learning between Cycle I and Cycle II showed further improvement, becoming even better; (4) observation results of the teacher's activities in facilitating collaborative learning in Cycle I were rated as moderately good, while in Cycle II, they were rated as very good; (5) students' responses during the collaborative learning process in Cycle I were categorized as moderately good, whereas in Cycle II, they were categorized as very good.
Kontribusi Pembelajaran PPKn dalam Penanaman Nilai Nasionalisme Pada Siswa Sekolah Dasar: Tinjauan Systematic Literature Review Pratiwi, Yulianti Tri; Wicaksono, Vicky Dwi; Nasution, Nurul Rafiqah
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini bertujuan menganalisis kontribusi pembelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) dalam menanamkan nilai-nilai nasionalisme pada siswa sekolah dasar melalui telaah sistematis terhadap penelitian terdahulu. Kajian dilakukan untuk mengisi kesenjangan penelitian terkait belum tersedianya pemetaan komprehensif mengenai efektivitas pembelajaran PPKn dalam pembentukan karakter kebangsaan. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengikuti prosedur PRISMA. Sebanyak 20 artikel terbitan 2016–2025 dipilih melalui basis data Google Scholar, Garuda, dan DOAJ berdasarkan kriteria inklusi yang meliputi: subjek siswa sekolah dasar serta fokus pada pembelajaran PPKn dan nilai nasionalisme. Analisis data dilakukan menggunakan thematic narrative synthesis untuk mengidentifikasi pola, strategi pembelajaran, serta kesenjangan penelitian. Hasil kajian menunjukkan bahwa pembelajaran PPKn berkontribusi signifikan terhadap penguatan nilai nasionalisme melalui tiga dimensi utama: (1) kognitif, berupa peningkatan pemahaman nilai Pancasila dan simbol negara; (2) afektif, melalui penguatan sikap cinta tanah air, toleransi, dan kebanggaan sebagai warga negara; dan (3) psikomotorik, melalui partisipasi siswa dalam kegiatan sosial, gotong royong, serta praktik kewarganegaraan di sekolah. Pembelajaran berbasis proyek dan pendekatan kontekstual ditemukan sebagai strategi yang paling efektif dalam menumbuhkan nilai nasionalisme. Kesimpulannya, PPKn memiliki peran strategis dalam pembentukan karakter nasionalis siswa sekolah dasar. Namun demikian, tantangan berupa pengaruh budaya global dan tuntutan digitalisasi memerlukan pengembangan strategi pembelajaran yang lebih inovatif, interaktif, dan relevan dengan perkembangan zaman.
Mindsponge framework: Tracing students’ proactive interference Parameswari, Pradina; Umah, Ulumul; Nasution, Nurul Rafiqah; Susana Labuem; Analisa Fitria; Putri, Jihan Hidayah
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.988

Abstract

Background: Many students have difficulty distinguishing between direct and inverse proportion problems. This difficulty can cause interference during problem solving. One form of interference is proactive interference, which occurs when previously learned information disrupts the understanding of new information. In proportion problems, students’ prior knowledge of direct proportion often influences how they approach inverse proportion tasks, leading them to apply incorrect strategies. Aim: This study aims to describe the process of proactive interference experienced by students when solving proportion problems using the Mindsponge framework. Method: This study used a qualitative descriptive approach. The participants were 32 eighth-grade students from Junior High School 3 Malang. The selected subjects were students who could correctly solve direct proportion problems but applied the direct proportion concept when solving inverse proportion problems. Data were collected through proportion problem tests and interviews. Students’ written work was analyzed using indicators from the Mindsponge framework, and the findings were triangulated by comparing students’ work with interview results. Results: The results show that proactive interference occurred at three stages of the Mindsponge framework: environmental, filtering, and mindset. At the environmental stage, students made errors in observing and understanding the problem. In the filtering stage, students incorrectly determined the quantitative relationship between variables. At the mindset stage, students relied on their prior knowledge of direct proportion and frequently used the cross-multiplication strategy. Conclusion: The study indicates that proactive interference occurs when previously learned concepts dominate students’ thinking processes. The Mindsponge framework helps explain how prior knowledge influences the way students interpret and apply new information when solving proportion problems. 
Co-Authors Analisa Fitria Elah Nurlaelah Parameswari, Pradina Pratiwi, Yulianti Tri Putri, Jihan Hidayah Susana Labuem Umah, Ulumul Vicky Dwi Wicaksono Wahyudin Wahyudin