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All Journal AKSIOMA Jurnal Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika SEMIRATA 2015 Journal of Educational Research and Evaluation Jurnal Ilmiah Sekolah Dasar Jurnal Gemaedu IJECA (International Journal of Education and Curriculum Application) Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Journal of Educational Sciences Edumatica: Jurnal Pendidikan Matematika Jurnal Karya Abdi Masyarakat Jurnal Ilmiah Ilmu Terapan Universitas Jambi Al-Irsyad: Journal of Education Science Jurnal Pengabdian Masyarakat (JPM) Pinang Masak SWAGATI: Journal of Community Service JPEMAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan MIPA Jurnal Pengabdian Masyarakat Ilmu Pendidikan
Rohati Rohati
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The Comparison of Jigsaw Cooperative Learning Model with STAD on Mathematics Subjects in Junior High School Kamid, kamid; Winarni, Sri; Rohati, Rohati; Rivani, Putri Ayu; Azzahra, Miftahul Zannah
Journal of Education Reseach and Evaluation Vol 6 No 1 (2022): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (420.832 KB) | DOI: 10.23887/jere.v6i1.40425

Abstract

The ability to think analytically is one of the competencies that must be possessed by students. Analytical thinking is a thinking ability that involves the process of breaking down material into small pieces and determining the relationships and overall structure. Teachers are required to develop a learning model that is more innovative and fun in the learning process in order to stimulate students' analytical thinking by using the JIGSAW and STAD learning models to further hone their process skills. The purpose of this study is to analyze the impact of students’ analytical thinking and process skills using the JIGSAW and STAD learning models. This study uses quantitative methods with associative and comparative types, where the data is taken using questionnaire respondents. The subjects of this study were 180 students. From the results obtained, it can be concluded that from the T test results, the difference in analytical thinking using the STAD model and using the Jigsaw model and the process skills variable using the STAD model and Jigsaw model in mathematics subjects. From the results of the correlation test, it is known that there is a relationship between analytical thinking and student process skills using the Jigsaw learning model. So that this research has an impact on the comparison of analytical thinking with student process skills using the JIGSAW and STAD learning models.
Enhancing Creative Self-Efficacy through Creative Problem-Solving-Based E-Modules: An Effectiveness Study Putri, Handini Asitha; Rohati, Rohati; Kumalasari, Ade
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.401

Abstract

Improving students' creative self-efficacy is crucial in developing creative and innovative thinking skills. This study aims to see the effectiveness of creative problem-solving-based e-modules that support students' creative self-efficacy in straight-line equation material. This research applies the research and development method, which specifically adopts the ADDIE system development model, which consists of five sequential phases: Analysis, design, development, implementation, and evaluation. The research location coincided at SMP N 5 Jambi City, with students of class VIII B SMP N 5 Jambi City utilized as research subjects, with a research sample used as many as 30 people. In collecting data, researchers utilize a series of instruments, including a learner response questionnaire and a creative self-efficacy questionnaire that experts have validated. From the data analysis, a percentage score of 82.25% of “Highly Effective” was obtained from the survey results of students' responses and the analysis results of N-Gain of the creative self-efficacy questionnaire of 0.684. In line with these results, the gain value is equivalent to 68.4% for the interpretation category of gain effectiveness, indicating that the use of e-modules is in the “Moderately Effective” category. Therefore, this N-Gain number interprets that the creative problem-solving-based e-module that supports students' creative self-efficacy can be quite effective in teaching.
Analisis Kemampuan Penalaran Matematis Siswa Ditinjau dari Self-Confidence dalam Menyelesaikan Soal Cerita Matematika Safitri, Fina Nur; Rohati, Rohati; Kumalasari, Ade
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 1 (2025): January - March 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i1.2513

Abstract

Penelitian ini berfokus pada rendahnya kemampuan penalaran matematis yang berkaitan dengan rasa percaya diri siswa saat menghadapi soal cerita. Salah satu elemen yang berdampak pada kemampuan penalaran matematis adalah tingkat kepercayaan diri yang dimiliki siswa tersebut. Penelitian ini bertujuan untuk mendeskripsikan kemampuan penalaran matematis siswa, dengan fokus pada pengaruh kepercayaan diri mereka dalam menyelesaikan soal cerita matematika pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Jenis penelitian ini adalah penelitian kualitatif dengan instrumen utamanya adalah peneliti dan instrumen pendukung berupa angket self-confidence, lembar tes soal cerita kemampuan penalaran matematis materi SPLDV dan lembar pedoman wawancara. Data yang dikumpulkan berupa data kualitatif. Proses analisis data yang dilakukan melalui tahap reduksi data, penyajian informasi, dan penarikan kesimpulan. Berdasarkan hasil angket dan tes soal cerita penalaran matematis yang telah dilakukan, penelitian ini menunjukkan bahwa siswa yang memiliki self-confidence tingkat tinggi maka siswa tersebut mempunyai kemampuan penalaran matematis yang baik dalam menyelesaikan soal cerita matematika. Siswa dengan tingkat kepercayaan diri yang sedang menunjukkan kemampuan penalaran matematis yang cukup baik dalam menyelesaikan soal cerita matematika. Di sisi lain, siswa yang memiliki tingkat kepercayaan diri rendah cenderung menunjukkan kemampuan penalaran matematis yang kurang memadai saat menghadapi soal cerita tersebut.
Development of Interactive Multimedia using Google Sites and Problem-Based Learning to Improve Numeracy in Trigonometry for 10th Grade Students Amanda, Nuria; Winarni, Sri; Rohati, Rohati
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.410

Abstract

Interactive multimedia based on Problem-Based Learning (PBL) is a digital teaching medium that combines multimedia elements such as text, images, audio, video, and animations with the PBL learning model approach using Google Sites. This research aims to produce interactive multimedia based on Problem-Based Learning (PBL) utilizing Google Sites to enhance numeracy skills in trigonometry material for 10th-grade high school students. This research uses a descriptive qualitative approach with the Research and Development (R&D) method and the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) development model. The research results are interactive multimedia based on Problem-Based Learning (PBL) utilizing Google Sites, which can be accessed using various electronic devices. This multimedia focuses on trigonometry material for 10th-grade high school students by presenting problem orientation in the form of contextual problems and language that is easy for students to understand. The research results also show that the developed product has been revised several times to produce interactive multimedia that is worthy of testing and useful. The percentage of validity of the interactive multimedia from subject matter experts is 100% (very valid) and 98% (very valid) from design experts. The percentage of practicality of the interactive multimedia by educators is 86% (very practical) and by students 87% (very practical), the percentage of effectiveness of the interactive multimedia from student response questionnaires is 92% (very effective), and from learning outcome tests in the form of pre-tests and post-tests using N-Gain with 7 people in the medium category and 29 people in the high category.
Analyzing the Thinking Trajectory of Students with Dyscalculia in Solving Spatial Mathematical Problems Fadilla, Anisa Raihan; Kamid, Kamid; Rohati, Rohati
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.445

Abstract

This study employs a qualitative descriptive case study design to explore the thinking trajectories of two seventh-grade junior high school students who exhibit symptoms of dyscalculia when solving mathematical spatial problems. Dyscalculia is a specific learning difficulty that affects a student’s ability to understand and manipulate numerical and spatial information. The research aims to analyze how these students process mathematical problems, particularly focusing on the second phase of Simon's learning trajectory theory: the thinking trajectory. The study assessed five cognitive stages: connection, representation, communication, reasoning, and problem-solving. The research was conducted at SLB Prof. Dr. Sri Soedewi Masjchun in Jambi, Indonesia, from January to February 2025. Data collection techniques included written tests and in-depth interviews. Findings indicate that students with dyscalculia demonstrated confusion and limitations in all five cognitive processes assessed. The students often showed non-linear thinking patterns, with disruptions evident at the connection and representation stages due to limited conceptual understanding and low visual-spatial ability. For instance, one student relied heavily on external help to recall shapes and formulate strategies. At the same time, another tended to use trial-and-error approaches, struggled to provide logical explanations, and demonstrated confusion when translating verbal information into visual form. The implications suggest that additional support and inclusive instructional strategies, such as using concrete visual aids or 3D models, are essential. Teachers should adapt their methods to accommodate students with dyscalculia, helping them improve spatial reasoning and mathematical comprehension.
Development of E-Modules Based on Inquiry-Based Learning to Support Junior High School Students’ Creative Thinking Skills on Flat-Side Space Structure Material Naibaho, Monica Angelina; Rohati, Rohati; Winarni, Sri
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.472

Abstract

This study aims to develop an e-module based on Inquiry-Based Learning (IBL) to enhance junior high school students' creative thinking skills, particularly on flat-sided geometric shapes. The research was motivated by the low level of student creativity in mathematics, often attributed to conventional, teacher-centred learning methods. The research employed a Research and Development (R&D) approach, utilising the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The participants were eighth-grade students from SMP Negeri 16 Kota Jambi. The developed e-module was validated for practicality and effectiveness. The effectiveness was assessed through a pretest-posttest design, demonstrating a significant improvement in students’ creative thinking abilities across four key indicators: fluency, flexibility, originality, and elaboration. The average N-gain score of 0.79 indicates a high category of effectiveness. These findings suggest that integrating IBL with digital learning media provides an effective instructional tool for fostering students’ mathematical creativity. Therefore, the IBL-based e-module is recommended as an innovative alternative to support student-centred learning and the development of higher-order thinking skills in mathematics.
Revealing Mathematics Learning Difficulties Among Students with Numerical Dyscalculia: An Analysis of Conceptual Understanding in Mathematics Rambe, Najwa Olifia Annnisa; Kamid, Kamid; Rohati, Rohati
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.478

Abstract

This study employs qualitative descriptive case studies to examine mathematics learning difficulties in class VII students with dyscalculia, focusing on the use of mathematical concepts. Dyscalculia can be interpreted as a learning difficulty in calculating, although calculating skills are an essential foundation for solving mathematical problems and a primary means of mastering other fields of study. This study aims to analyse how students with dyscalculia experience difficulties in using mathematical concepts. This attitude focuses on three indicators of learning difficulties: (1) difficulty understanding concepts, (2) difficulties in calculations, and (3) difficulty in solving problems. This study was conducted at SMP Negeri 6 Jambi City, Jambi, Indonesia, in April 2025. Technical data collection, including written tests and interviews. This discovery indicates that students struggle to understand and apply mathematical concepts in algebraic operations. The observed errors include difficulties in conducting calculation operations, errors in writing positive and negative signs, and final answers that do not address the problem. In addition, according to the interview results, students acknowledge difficulties in completing additional operations, such as subtraction and multiplication, and have limited knowledge of algebraic concepts, including variables, coefficients, and constants. The findings offer a concrete illustration of these difficulties, particularly in algebraic operations.
Analisis Perseverance in Mathematical Reasoning (PiMR) Siswa dengan Tipe AQ Camper pada Materi Persamaan Linear Satu Variabel (PLSV) Rasyid, Annisa Nur; Rohati, Rohati; Kumalasari, Ade
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 2 (2025): April - June 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i2.3088

Abstract

Kategori Camper memiliki potensi bertahan dalam menghadapi kesulitan, tetapi cenderung berhenti ketika tantangan semakin meningkat. Penelitian ini bertujuan untuk mengeksplorasi Perseverance in Mathematical Reasoning (PiMR) siswa dengan tipe Adversity Quotient (AQ) Camper pada materi Persamaan Linear Satu Variabel (PLSV).  Penelitian ini difokuskan pada eksplorasi PiMR siswa dengan kategori AQ Camper. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan partisipan siswa kelas VIII A SMP Negeri 9 Kota Jambi. Instrumen yang digunakan meliputi angket Adversity Response Profile (ARP), soal penalaran matematis, lembar observasi, dan pedoman wawancara. Pemilihan subjek dilakukan berdasarkan hasil angket ARP untuk mengidentifkasi siswa dalam kategori camper. Teknik pengumpulan data melalui pemberian soal penalaran matematis, observasi saat pengerjaan, dan wawancara mendalam. Analisis data dilakukan melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dengan kategori AQ camper memenuhi 6 dari 10 indikator PiMR. Kategori camper memiliki potensi bertahan dalam menghadapi kesulitan, tetapi cenderung berhenti ketika tantangan semakin meningkat. Oleh karena itu, fokus pada kelompok ini menjadi penting karena berada dalam posisi kritis untuk dibantu agar mampu mengembangkan PiMR. Temuan ini menunjukkan bahwa meskipun siswa camper memiliki kecenderungan untuk bertahan dalam menghadapi tantangan, daya juang siswa camper belum cukup kuat untuk mengatasi kesulitan secara penuh dalam konteks PiMR. Implikasi dari penelitian ini adalah pentingnya peran pendidik dalam memberikan dukungan dan strategi pembelajaran yang dapat mendorong siswa camper untuk mengoptimalkan PiMR. Penelitian selanjutnya disarankan untuk mengkaji faktor lain yang turut mempengaruhi PiMR dan menganalisa lebih lanjut terkait optimalisasi kategori AQ camper dalam meningkatkan PiMR.
Creative Performance Self-Efficacy and Mathematical Problem-Solving: Analyzing Students' Strategies in Number Patterns Fidyani, Okta; Winarni, Sri; Marlina, Marlina; Rohati, Rohati; Kumalasari, Ade
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp429-456

Abstract

Learning mathematics is important for developing critical thinking and problem-solving skills. However, improving students' creativity and self-confidence is still a major concern, especially in solving complex mathematical problems. This study analyzes the relationship between Creative Performance Self-Efficacy (CPSE) and mathematical problem-solving ability on number pattern material. The research method used is descriptive qualitative, with participants of grade VIII students of Jambi City 1 Junior High Schools selected based on high and low CPSE categories. Data was collected through CPSE questionnaires, problem-solving tests, and semi-structured interviews. The study showed that CPSE is not always directly proportional to mathematical problem-solving ability. Students with high CPSE do not always perform better than those with low CPSE. Some students with low CPSE can develop more systematic and practical problem-solving strategies. In contrast, students with high CPSE have difficulty understanding problems and executing the right solutions. Factors such as conceptual understanding, accuracy, and learning experience also influence problem-solving success. The conclusion of this study confirms that a learning approach that only focuses on improving CPSE is not practical enough without strengthening conceptual understanding and problem-solving strategies. Therefore, a scaffolding-based learning approach, problem-based learning (PBL), and differentiated instruction are needed to accommodate the needs of students with different CPSE profiles. In addition, metacognitive strategies such as self-evaluation, error-based learning to identify errors, and reflective discussions to evaluate solutions are also essential to implement.   Keywords: creative performance self-efficacy, mathematical problem-solving, students’ strategies, number patterns.
PENGEMBANGAN E-LKPD BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN COMPUTATIONAL THINKING SISWA KELAS X Al-Hafizha, Annisa; Rohati, Rohati; Pasaribu, Feri Tiona
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Juli 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.354

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan computational thinking siswa yang masih rendah dalam pembelajaran matematika. Rendahnya integrasi keterampilan abad ke-21 dalam pembelajaran konvensional menjadi dasar dikembangkannya E-LKPD berbasis Problem Based Learning untuk mendukung peningkatan computational thinking siswa kelas X Pengembangan E-LKPD mengikuti model ADDIE, uji coba kelompok kecil dilakukan pada kelas X E.5 (9 siswa) dan Uji coba kelompok besar pada X E.1 (36 siswa). Validasi dilakukan oleh ahli desain dan materi, serta uji kepraktisan oleh guru dan siswa. Instrumen pengumpulan data meliputi angket, wawancara, dan tes CT, penelitian ini menganalisis validitas, kepraktisan, dan efektivitas E-LKPD secara kualitatif dan kuantitatif. Untuk Desain visual dari E-LKPD ini dibuat menggunakan Canva, sedangkan implementasinya melalui platform Wizer.me. E-LKPD ini memuat langkah-langkah PBL dan indikator computational thinking, yaitu dekomposisi, abstraksi, identifikasi pola, dan berpikir algoritmik. Validasi isi oleh ahli memperoleh skor 98,2% (sangat valid), dan validasi desain sebesar 75,8% (valid). Hasil kepraktisan dari guru dan siswa masing-masing sebesar 88,2% dan 85,33% (sangat praktis). Efektivitas diukur melalui pretest dan posttest keterampilan computational thinking, menghasilkan skor N-Gain sebesar 0,82 yang termasuk kategori tinggi. Hasil ini menunjukkan bahwa E-LKPD yang dikembangkan valid, praktis, dan efektif dalam meningkatkan computational thinking siswa melalui pembelajaran matematika yang aktif, kontekstual, dan menarik.
Co-Authors Abidin Abidin Ade Kumalasari Agung Febrianto Al-Hafizha, Annisa Amanda, Nuria Aulia, Retta Azzahra, Miftahul Zannah Elfiati Elfiati Elsa Novyarti Fadilla, Anisa Raihan Feri Tiona Pasaribu Fidyani, Okta Fitriana, Inda Hasyim Asyari Isna, Khidayatul Jefri Marzal Junita, Ranisa Kamid Kamid Kusnandi Kusnandi, Kusnandi Marlina Marlina Maulana Ashari Nabilah, Balqis Saffanah Naibaho, Monica Angelina Nizlel Huda Nusantara, Duano Sapta Oktarino, Randy Pasaribu, Jellyna Pramesti, Ajeng Retno Pratama, Wahyu Adi Putri, Handini Asitha Rambe, Najwa Olifia Annnisa Rasyid, Annisa Nur Resmita, Resmita Rita Ningsih, Rita Rivani, Putri Ayu Romadhona, Ferry S.Pd. M Kes I Ketut Sudiana . Safitri, Fina Nur Shalehah, Mar' Atus Sri Winarni Sri Winarni TRIANI, ELZA Turmudi Yantoro, Yantoro Yelli Ramalisa