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All Journal Jurnal Nalar Pendidikan Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Ilmiah Profesi Pendidikan Issues in Mathematics Education (IMED) Pedagogy : Jurnal Pendidikan Matematika Seminar Nasional Pengabdian Kepada Masyarakat Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Teknovokasi : Jurnal Pengabdian Masyarakat Seminar Nasional Hasil Penelitian LP2M UNM Jurnal Kemitraan Responsif untuk Aksi Inovatif dan Pengabdian Masyarakat Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) Issues in Mathematics Educations (IMED)
Hamda, Hamda
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Journal : Issues in Mathematics Educations (IMED)

 1 
Analisis Metakognitif Siswa dalam Menyelesaikan Soal Asesmen Kompetensi Minimum ditinjau dari Kecerdasan Emosional dan Gaya Belajar Siswa Hamda, Hamda; Ahmad , Andi Elsah Nur Azizah A.; Ja’faruddin, Ja’faruddin
Issues in Mathematics Education (IMED) Vol. 8 No. 2 (2024): Volume 8 Nomor 2 Tahun 2024
Publisher : Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed.v8i2.5195

Abstract

This study aims to describe students' metacognitive abilities in solving Minimum Competency Assessment (AKM) questions in terms of emotional intelligence and learning styles. This research is a descriptive research with a qualitative approach. The research instruments used were tests in the form of AKM questions and interviews. The selection of subjects is based on the categorization level of the results of the emotional intelligence questionnaire and learning style. The results showed that students who have high emotional intelligence with visual, auditory, and kinesthetic learning styles, are able to plan, monitor, and evaluate the results of their work properly and accurately. However, students with high emotional intelligence with visual and kinesthetic learning styles are more able to express and explain the results of their thoughts clearly and coherently. Meanwhile, students who have low emotional intelligence with visual, auditory, and kinesthetic learning styles have not been able to plan, monitor, and evaluate their work properly. These students tend not to be able to understand the problem information and have not been able to plan the solution steps appropriately. In this study it was also found that students who have visual, auditory, and kinesthetic learning styles do not have differences in the quality of the three styles or vice versa. Each student has their own characteristics in solving the problems given. This is largely influenced by the emotional intelligence possessed by students.
Pengaruh Kreativitas pada Pemecahan Masalah Matematika Suatu Kajian Meta-Analisis Terhadap Siswa SMA Hamda, Hamda
Issues in Mathematics Education (IMED) Vol. 8 No. 2 (2024): Volume 8 Nomor 2 Tahun 2024
Publisher : Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed.v8i2.5837

Abstract

This study aims to investigate the influence of creative thinking on problem-solving abilities in mathematics among high school students through a meta-analysis approach. Creative thinking is considered a crucial skill that can enhance students' ability to tackle mathematical challenges in innovative and effective ways. This meta-analysis synthesizes results from 25 independent studies, with a total sample of 359 high school students meeting the inclusion criteria. The findings of the meta-analysis indicate that creative thinking has a significant positive impact on mathematical problem-solving abilities, with an average effect size (Cohen's d) of 0.75 (95% CI [0.60, 0.90]). The heterogeneity analysis reveals significant variability among the included studies, indicated by Q(24) = 55.84 and I² = 57.1%. Moderator factors such as teaching methods, educational context, and student characteristics were analyzed to further understand the variation in findings. Studies employing project-based learning or problem-based learning methods exhibited higher effect sizes (d = 0.85) compared to conventional teaching methods (d = 0.65). Additionally, students with high motivation levels and those in supportive educational environments demonstrated better outcomes in mathematical problem-solving (d = 0.90 and d = 0.80, respectively). These findings underscore the importance of integrating creativity-promoting approaches in high school mathematics curricula. Approaches such as problem-based learning and project-based learning can serve as effective strategies in enhancing students' creative thinking abilities.. Therefore, the findings of this study are expected to provide guidance for educators and policymakers in designing more effective and innovative teaching strategies.
Co-Authors Abdurahman Hamid Ahmad , Andi Elsah Nur Azizah A. Ainun, Rezki Awalia Amsal, Bahrul Arisnawawi Ashadi, Ninik Rahayu asmaun, asmaun Bernard Bernard, Bernard Dewi, Shabrina Syntha Fajar Arwadi Hamin, Muhammad Nur Ihsan Hamzah Upu Ja’faruddin, Ja’faruddin Kaseng, Ernawati S. Kaseng, Ernawati Syahruddin Labbase, Muthia Azfirah Muhammad Fajar B Nasrullah Nasrullah Nasrullah, Asmaul Husnah NFH, Alifya Nur, Washilah Wahdiah Ramadhani Nuri Aslami Nursantriana, Nursantriana R. Rusli Ridha, Ahmad Rifky Ridwan Daud Mahande Risal, Ahmad Rosidah Rosidah Sadriani, A. Sahid Sahid Sudirman, Ummu 'Athiyah Suhaeb, Firdaus W. suhaeb, Sutarsi Suhaeb, Sutarsih Sulaiman, Dwi Rezky Anandari Sumarni Sumarni Suradi Suradi Susil, Susil Syahrul Syahrul Tamrin, Sopian Wahyullah, Akbar Wardani, Ayu Tri