Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Jurnal Riset Pembelajaran Matematika Sekolah Journal of Education and Teaching Learning Jurnal Pendidikan Journal Of Education
Amami Pramuditya, Surya
Unknown Affiliation
Humanities Computer Science & IT Education Library & Information Science Mathematics Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Efektivitas Google Sites dalam Mendukung Pembelajaran Eksponen dan Logaritma Berbasis Student-Centered Learning Gapila Patihah, Yandara; Amami Pramuditya, Surya
Journal Of Education And Teaching Learning (JETL) Vol. 8 No. 1 (2026): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i1.3066

Abstract

This study aims to develop and examine the effectiveness of Google Sites–based instructional media for exponent and logarithm topics in supporting student-centered learning (SCL). The research employed a Research and Development (R&D) approach using the ADDIE model. The research subjects included experts (7 teachers) for the validity test and users (2 teachers and 80 senior high school students) for the practicality test. Data were collected through Likert-scale questionnaires and open-ended feedback, then analyzed using descriptive quantitative and qualitative methods. The expert validation results indicate that the media is highly feasible, categorized as Very Good (score: 3.90), particularly in technical aspects and instructional feasibility. User feedback confirms that the media is Good (score: 3.48), with technical elements identified as its primary strength. Qualitative findings reveal areas for further development, including improvements in contextual aesthetics, the addition of search and dark mode features, and enrichment of content through teacher-produced instructional videos. The study concludes that the developed Google Sites media is effective as a supporting tool for SCL, as it promotes learner autonomy through strong technical accessibility and adequate pedagogical design. The implication is that teachers can adopt this media to expand the variety of independent learning activities, provided that future development enhances interactivity and content personalization.
Motivasi dan Minat Belajar Sebagai Prediktor Kemampuan Pemahaman Matematis Peserta Didik Berbasis Quizizz Nurdiyana, Andi; Amami Pramuditya, Surya
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 10 No. 1 (2026): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.101.06

Abstract

Penguasaan konsep matematis merupakan salah satu kompetensi kognitif utama dalam pembelajaran matematika. Namun, berbagai studi menunjukkan bahwa rendahnya motivasi dan minat belajar masih menjadi faktor yang menghambat optimalnya pemahaman konsep siswa. Penelitian ini bertujuan untuk menganalisis pengaruh motivasi belajar dan minat belajar terhadap kemampuan pemahaman matematis siswa pada pembelajaran matematika berbantuan Quizizz. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional dalam kerangka ex post facto. Subjek penelitian adalah 25 siswa kelas VIII MTsN 4 Kuningan. Instrumen penelitian meliputi angket motivasi belajar, angket minat belajar, serta tes pemahaman matematis yang diberikan melalui platform Quizizz. Tes dirancang untuk mengukur kemampuan memahami konsep, merepresentasikan konsep, dan menerapkan konsep dalam pemecahan masalah matematika. Analisis data dilakukan menggunakan statistik deskriptif, korelasi Pearson, dan regresi linear berganda. Hasil penelitian menunjukkan bahwa motivasi dan minat belajar secara simultan berpengaruh signifikan terhadap kemampuan pemahaman matematis siswa (F = 39,053; p < 0,001) dengan koefisien determinasi sebesar 0,780. Secara parsial, motivasi belajar berpengaruh positif dan signifikan (t = 2,323; p = 0,030), sedangkan minat belajar berpengaruh positif namun tidak signifikan (t = 1,795; p = 0,086). Temuan ini mengindikasikan bahwa motivasi belajar merupakan faktor dominan dalam meningkatkan pemahaman matematis siswa dalam pembelajaran matematika berbasis gamifikasi
THE INFLUENCE OF MATHEMATICS ACHIEVEMENT ON FURTHER STUDY PLANS IS REVIEWED FROM LEARNING INTEREST AND LEARNING MOTIVATION Luthfiati Ramdliyani, Lusi; Amami Pramuditya, Surya
Journal Of Education Vol 3 No 02 (2026): Jurnal Pendidikan Multidispliner
Publisher : Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65353/frs4cw95

Abstract

Mathematics achievement is one of the important indicators in assessing students' academic readiness to continue their education to a higher level. This study aims to analyze the influence of mathematics achievement on students' further study plans, both directly and indirectly through learning interests and learning motivation as mediating variables. This study uses a quantitative approach with the type of explanatory research. The subject of the study was 80 students of grade XII Science in one of the state aliyah madrasas. Mathematics achievement data was obtained from the report cards of Compulsory Mathematics and Advanced Mathematics, while data on learning interests, learning motivation, and further study plans were collected through a Likert scale questionnaire. Data analysis was carried out using Partial Least Squares - Structural Equation Modeling (PLS-SEM). The results of the study showed that mathematics achievement had a positive and significant effect on students' learning interests, learning motivation, and further study plans. Learning motivation has a significant effect on further study plans and acts as a partial mediating variable in the relationship between mathematics achievement and further study plans. On the other hand, interest in learning had no significant effect on the further study plan and did not function as a mediating variable. These findings confirm that learning motivation has a more dominant role than learning interest in determining students' further study planning.
THE INFLUENCE OF MATHEMATICS ACHIEVEMENT ON FURTHER STUDY PLANS IS REVIEWED FROM LEARNING INTEREST AND LEARNING MOTIVATION Luthfiati Ramdliyani, Lusi; Amami Pramuditya, Surya
Journal Of Education Vol 3 No 02 (2026): Jurnal Pendidikan Multidispliner
Publisher : Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65353/frs4cw95

Abstract

Mathematics achievement is one of the important indicators in assessing students' academic readiness to continue their education to a higher level. This study aims to analyze the influence of mathematics achievement on students' further study plans, both directly and indirectly through learning interests and learning motivation as mediating variables. This study uses a quantitative approach with the type of explanatory research. The subject of the study was 80 students of grade XII Science in one of the state aliyah madrasas. Mathematics achievement data was obtained from the report cards of Compulsory Mathematics and Advanced Mathematics, while data on learning interests, learning motivation, and further study plans were collected through a Likert scale questionnaire. Data analysis was carried out using Partial Least Squares - Structural Equation Modeling (PLS-SEM). The results of the study showed that mathematics achievement had a positive and significant effect on students' learning interests, learning motivation, and further study plans. Learning motivation has a significant effect on further study plans and acts as a partial mediating variable in the relationship between mathematics achievement and further study plans. On the other hand, interest in learning had no significant effect on the further study plan and did not function as a mediating variable. These findings confirm that learning motivation has a more dominant role than learning interest in determining students' further study planning.
Co-Authors Gapila Patihah, Yandara Luthfiati Ramdliyani, Lusi Nurdiyana, Andi