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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Isman M. Nur
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Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Pengembangan E-LKPD Berbasis Guided Dicovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Habsyi, Rusdi; R. M. Saleh, Rusmin; Isman M. Nur
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 2 No. 1 (2022): January - June 2022
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v2i1.385

Abstract

Salah satu permasalahan yang dihadapi Guru pada materi persamaan lingkaran adalah belum adanya bahan ajar yang dapat menfasilitasi peserta didik dalam kegiatan-kegiatan terstruktur seperti Lembar Kegiatan Peserta Didik (LKPD). Penelitian ini bertujuan untuk mengembangkan e-LKPD persamaan lingkaran berbasis Guided Discovery Learning untuk meningkatkan kemampuan berpikir kritis. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Kami menggunakan instrumen lembar validasi, respon peserta didik, observasi, wawancara, dan pre-test dan post-test. Berdasarkan hasil penelitian ditemukan bahwa: (1) produk e-LKPD untuk materi dan media dikategorikan sangat valid; (2) siswa memberikan respon sangat baik; (3) e-LKPD dapat meningkatkan kemampuan berpikir kritis siswa. Hasil penelitian ini juga menyarankan bahwa ditemukan beberapa kendala saat menggunakan aplikasi tersebut, sehingga perlu dilakukan pengembangan lebih lanjut.
Student Thinking Interference with Various Types of Adversity Quotients while Solving Proportion Problems based on Information Processing Theory Sari, Diah Prawitha; Suhendra; Al Jupri; Siti Fatimah; Isman M. Nur
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.28341

Abstract

Adversity Quotient refers to a student’s capacity to respond to, manage, and overcome difficulties when facing challenges or problems. In this study, Adversity Quotient is examined in relation to information-processing theory, particularly in understanding how students experience thinking interference during problem solving. Through this theoretical perspective, the study investigates the causes of thinking interference encountered by students when solving direct and inverse proportion problems. Therefore, this study aims to analyze and describe the characteristics of thinking interference among students with different Adversity Quotient types in solving direct and inverse proportion problems based on information-processing theory. This study employed a qualitative approach with an exploratory descriptive design. The participants consisted of three students representing different Adversity Quotient types: one climber-type student (Subject S1), one camper-type student (Subject S2), and one quitter-type student (Subject S3). The findings revealed three categories of thinking interference: (1) direct thinking interference, (2) indirect thinking interference, and (3) mixed indirect thinking interference. It is expected that future researchers will further examine students’ thinking interference in relation to Adversity Quotient when solving direct and inverse proportion problems.
Co-Authors Al Jupri Diah Prawitha Sari, Diah Prawitha Habsyi, Rusdi Rusmin R. M. Saleh SITI FATIMAH Suhendra