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Nizlel Huda

Program Studi Pendidikan Matematika, Universitas Jambi

Author-ID : 2414983

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The Effect of The Application of CPS and PBL Models on Students' Mathematical Creative Thinking Abilities in Junior High School Allyana Dwi Reza; Huda, Nizlel; Anwar, Khairul
Riemann: Research of Mathematics and Mathematics Education Vol. 6 No. 3 (2024): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/reimann.v6i3.43

This study aims to determine whether there are differences in the results of the influence of the application of the Creative Problem Solving (CPS) model, the Problem Based Learning (PBL) model and the Direct Instruction (DI) model in improving mathematical creative thinking skills in the material of quadrilaterals and triangles of class VII students of SMPN 9 Kota Jambi. Using an experimental posttest only control research design, this study involved the population of all class VII students of SMPN 9 Kota Jambi in the 2023/2024 academic year totaling 204 students from 7 classes. Through the Random Sampling technique , three classes were selected as samples, namely VII A, VII B, and VII C. Data collection was carried out using two instruments: observation sheets for the implementation of learning and evaluation tests for mathematical creative thinking skills. To analyze the collected data, statistical analysis using One way Anova showed a significance value of 0.000 which was smaller than 0.005. These findings indicate different effects of the application of the three learning models - CPS, PBL, and DI - on improving mathematical creative thinking skills. Posttest data showed that the group of students who received learning with the CPS model achieved an average score of 16.94, while the PBL group obtained an average of 16.26. Both groups showed superior results compared to the group using the DI (Direct Instruction) learning model

The Effect of The Implementation of PBL and Inquiry Models on The Mathematical Literacy Ability Siti Nujuliya Rohmah; Huda, Nizlel; Syaiful
Riemann: Research of Mathematics and Mathematics Education Vol. 6 No. 3 (2024): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/reimann.v6i3.46

The learning techniques applied during the independent curriculum era require learning innovations that will be applied in learning, one of which is by implementing the PBL learning model and also the Inquiry model, where the application usually uses the direct instruction model. This study explains how the influence of students' mathematical literacy skills with the material taught, namely algebraic forms, with the learning model applied in each predetermined experimental class. True Experimental Design is a learning method used by researchers, Pretest-Posttest Control Group Design is the data obtained used by researchers. The results of the study found that the application of the inquiry learning model tends to provide a greater tendency towards students ' mathematical literacy skills compared to PBL and direct learning. In accordance with the results of the one-way ANOVA test and Tukey's follow-up test. The significant results obtained from the similarity test showed an increase in students' mathematical literacy skills, namely 0.727> 0.05. The hypothesis was found accepted, with the results of the difference in the average influence of students' mathematical literacy test scores on the application of PBL, inquiry, and direct instruction learning models.

Metacognition Analysis in Problem Solving of Field Independent and Field Dependent Students Sihotang, Maria Ronauli; Huda, Nizlel; Novferma
Riemann: Research of Mathematics and Mathematics Education Vol. 6 No. 3 (2024): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/reimann.v6i3.48

This study aims to describe students' metacognition in solving PtLSV problems regarding field-independent and field-dependent cognitive styles. This research was conducted at SMP Negeri 1 Muaro Jambi in the 2023/2024 academic year. This type of research is qualitative research. The subjects of this study were 4 students of class VIIA of SMP Negeri 1 Muaro Jambi, 2 students each with field-independent cognitive style and field-dependent cognitive style. Data collection methods were the results of the GEFT test to determine students with field-independent and field-dependent cognitive styles , PtLSV problem-solving questions, unstructured interviews and documentation. Data analysis techniques consisted of data collection, data reduction, data presentation and conclusion. The results showed that students with field-independent cognitive style met all indicators of metacognitive activity in problem-solving. However, students with field-dependent cognitive style did not meet the metacognitive evaluation indicators in re-checking the results, and errors were seen in operating PtLSV problem-solving. The second student with a field-dependent cognitive style, he only met the metacognitive activity indicators in understanding problems but did not yet have a strategy in solving PtLSV problem-solving questions.

ANALISIS KEMAMPUAN METAKOGNITIF DALAM PEMECAHAN MASALAH MATEMATIS DITINJAU DARI GAYA BELAJAR HONEY-MUMFORD Viona Yuliza; Huda, Nizlel; Junita, Ranisa
EMTEKA: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2024)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v5i2.5532

This study was conducted to analyze the level of metacognitive ability in mathematical problem solving in terms of Honey-Mumford learning style in class XI students. This research uses descriptive qualitative research. The results obtained in this study through test data, Think aloud, and interviews that have been conducted by the eight subjects are found that the eight subjects are able to determine the information contained in the problem given. The eight subjects were also able to develop a solution plan, even making conclusions from the given solution steps. However, all eight subjects had weaknesses in re-examining the answers, and only some of the subjects were able to correct the mistakes made. Therefore, the conclusion that can be given in this study related to the level of metacognitive abilities in mathematical problem solving in terms of Honey-Mumford's learning style is that and subjects are at the Strategic use metacognitive ability level. While and subjects are at the Reflective use metacognitive ability level.

KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA DITINJAU DARI TEORI VAN HIELE DAN GAYA KOGNITIF FD FI Manalu, Irma Yohana; Huda, Nizlel; Junita, Ranisa
EMTEKA: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2024)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v5i2.6132

Penelitian ini dilakukan dengan tujuan untuk menganalisis bagaimana kemampuan pemecahan masalah matematis peserta didik ditinjau dari teori Van Hiele dan gaya kognitif Field Dependent (FD) dan Field Independent (FI) SMAN 9 Kota Jambi. Penelitian ini menggunakan metode kualitatif deskriptif dengan studi kasus. Pengambilan sampel dalam penelitian ini menggunakan Purposive sampling. Adapun penelitian ini dilakukan dengan cara melakukan observasi, pemberian Group Embedded Figure Test (GEFT), pemberian Van Hiele Geometry Test (VHGT), pemberian tes dengan menggunakan soal pemecahan masalah, dan pelaksanaan wawancara. Hasil yang diperoleh dari penelitian ini adalah subjek dengan gaya kognitif Field Dependent (FD) dengan tingkat berpikir Van Hiele level 0 dan subjek dengan gaya kognitif Field Independent (FI) level 1 memenuhi tahapan pertama indikator pemecahan masalah matematis yaitu memahami masalah, sedangkan subjek dengan gaya kognitif Field Independent (FI) dengan tingkat berpikir Van Hiele level 0 memenuhi dua tahapan pemecahan masalah matematis yaitu memahami masalah dan merencanakan penyelesaian.

Pengaruh Penerapan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning terhadap Kemampuan Pemecahan Masalah Matematis Sari, Indah; Huda, Nizlel; Winarni, Sri
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.v5i1.2837

Urgensi dalam penelitian ini didasarkan pada masih rendahnya kemampuan siswa dalam memecahkan suatu masalah, yang disebabkan karena penyajian soal yang jauh dari permasalahan kehidupan nyata serta kurangnya perhatian terhadap karakteristik belajar siswa yang beragam. Tujuan dalam penilitian ini adalah untuk melihat apakah penerapan pembelajaran berdiferensiasi dengan menggunakan problem based learning lebih efektif dalam meningkatkan keterampilan pemecahan masalah dari pada penerapan direct instruction yang selama ini diterapkan di sekolah. Di dalam penelitian ini menggunakan metode True Experimental Design dengan posttest-only control group design. Sampel terdiri dari dua kelas yang dipilih melalui teknik simple random sampling .Pengmpulan data dilakukan menggunakan tes posttest setelah perlakuan diberikan dan dianalisis menggunakan uji normalitas dan homogenitas serta dilanjutkan dengan uji T . Hasil yang didapatkan menunjukkan bahwa nilai signifikansi yang di dapat melalui uji T berdasarkan sig. 1 tailed adalah sebesar < 0,001, yang mana nilai < 0,001 lebih kecil dari pada batas nilai signifikansi, yaitu 0,05. Hal ini membuktikan bahwa penerapan pembelajaran berdiferensiasi dengan model problem based learning lebih efektif dalam meningkatkan kemampuan pemecahan masalah matematis siswa dibandingkan dengan penerapan direct instruction. Selain itu, juga dapat ditunjukkan melalui rata-rata hasil posttest, yaitu di kelompok eksperimen memiliki rata-rata sebesar 30,27 sedangkan pada kelompok kontrol sebesar 25,00 Oleh karena itu, penilitian ini diharapkan memberikan solusi bagi guru untuk menciptakan pembelajaran yang efektif agar mampu meningkatkan keterampilan siswa dengan baik.

Pengaruh Model Contextual Teaching Learning dan Problem Based Learning dengan Open Ended terhadap Kemampuan Berpikir Kreatif Matematis Siswa Margareta, Angelina; Huda, Nizlel; Syafmen, Wardi
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.v5i1.2838

Hasil studi pendahuluan menunjukkan kemampuan berpikir kreatif siswa yang kurang dikembangkan dalam proses pembelajaran, sehingga salah satu solusinya melalui model Contextual Teaching Learning (CTL) dan Problem Based Learning (PBL) dengan open ended. Oleh karena itu penelitian ini memiliki tujuan untuk menyelidiki pengaruh terhadap kemampuan berpikir kreatif matematis siswa dengan menggunakan CTL dengan Open Ended dan PBL dengan Open Ended. Jenis penelitian ini metode eksperimen khususnya Posttest-Only Control Design dengan melibatkan siswa kelas VII SMPN 22 Kota Jambi, sementara teknik pengambilan sampel yang dilakukan yaitu cluster random sampling. Data yang dianalisis pada penelitian ini diambil dari lembar observasi keterlaksanaan kegiatan pembelajaran guru dan aktivitas yang dilakukan siswa yang diberi tanda ceklis oleh observer dan hasil skor hasil tes (posttest) kemampuan berpikir kreatif matematis siswa. Hasil uji asumsi yang dilakukan meliputi uji normalitas dengan nilai signifikansi dan uji homogenitas dengan nilai 0,095. Selanjutnya hasil analisa ANOVA One Way diperoleh nilai signifikansi sebesar . Dengan demikian terdapat pengaruh yang signifikan dari model CTL dengan open ended dan PBL dengan open ended terhadap kemampuan berpikir kreatif matematis siswa. Kemampuan berpikir kreatif siswa jauh lebih meningkat saat diberikan perlakuan menggunakan model CTL dan PBL dengan Open Ended dibandingkan dengan siswa yang diajarkan melalui metode pembelajaran langsung (Direct Instruction).

The effect of project-based STAD cooperative learning on students’ mathematical literacy viewed from learning independence in linear programming Hartono, Eko; Huda, Nizlel; Sudirman, Sudirman
Journal of Didactic Mathematics Vol 6, No 1 (2025): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i1.2632

This study aims to determine the differences in mathematical literacy abilities between students at SMAN 17 Tebo taught using the Project-Based STAD Cooperative Learning Model and those taught using the conventional learning model, examine whether students with high learning independence taught using the Project-Based STAD Model have better mathematical literacy abilities than students with low learning independence taught using the conventional model, and identify the interaction between the Project-Based STAD Model and learning independence on students' mathematical literacy abilities. This research employs a quasi-experimental design with a population of 112 eleventh-grade students at SMAN 17 Tebo, with the sample randomly selected from two classes. The research instruments include a mathematical literacy test, a learning independence questionnaire, and an observation sheet on the implementation of the learning model. Data were collected through essay tests and analyzed using two-way ANOVA. The results indicate that the Project-Based STAD Cooperative Learning Model significantly improves students' mathematical literacy abilities compared to the conventional learning model, learning independence influences mathematical literacy, with students who have high learning independence performing better, and there is an interaction between the Project-Based STAD Model and learning independence in enhancing students' mathematical literacy abilities.

Analisis Kemampuan Literasi Numerasi Matematis ditinjau dari Self Confidence Aprilione, Sagita; Simatupang, Gugun Manosor; Huda, Nizlel
Jurnal Analisa Vol. 11 No. 1 (2025): Volume 11 Nomor 1 Tahun 2025
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v11i1.47620

This study aims to describe and analyze students' mathematical literacy skills in terms of self-confidence in the material of arithmetic sequences and series. This research was conducted at SMAN 4 Jambi City, class Phase E1, academic year 2024/2025. This type of research is qualitative research. The subjects of this study were 6 people consisting of 2 students with each category, namely high, medium, and low. The instruments in this study were in the form of a self-confidence questionnaire, a numeracy literacy ability test sheet and an interview guideline sheet. Based on the results of the questionnaire and test questions on mathematical numeracy literacy skills in terms of self-confidence in the material of arithmetic sequences and series. This study shows that students with a high level of self-confidence have good mathematical numeracy literacy skills by meeting all indicators. While students with a moderate level of self-confidence have fairly good mathematical numeracy literacy skills. The first moderate self-confidence student was able to meet two indicators of mathematical numeracy literacy skills while the second moderate self-confidence student only met one indicator of mathematical numeracy literacy skills. Then, low self-confidence students are less able to fulfill mathematical numeracy literacy skills. The first low self-confidence student only fulfills two indicators of mathematical numeracy literacy skills. The second low self-confidence student only fulfills one indicator of mathematical numeracy literacy skills.

The Effect of Implementing CTL and PBL Models on Students' Mathematical Problem-Solving Ability Wulan Sari, Nevy; Huda, Nizlel; Kumalasari, Ade
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 1 (2025): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/reimann.v7i1.47

This experimental research with a quantitative approach will test several learning models on students' mathematical problem solving abilities. The models used are CTL and PBL. This study involved three sample classes including CTL, PBL and Direct Instruction classes. In each learning model, the differences between the three will be examined to see their influence on students' mathematical problem solving abilities. The quantitative analysis used is the Tukey test with a significance level of 0.981. Meanwhile, the direct learning model shows a significance value of 0.024, which means there is no significant influence. Thus, the PBL and CTL learning models have more influence on mathematical problem solving abilities than direct instruction.

Co-Authors -, Maison Abbasiah, Abbasiah Ade Kumalasari Agustina Agustina, Sandra Al Ikhlas, Al Ikhlas Ali Idrus Allyana Dwi Reza Anak Agung Istri Sri Wiadnyani Antonius Antonius Aprilione, Sagita Ari Frianto Aryani, Eva Ashar, Rayandra Asni Johari Asrial Aulia Putri Aulia Syafitri Bastian, Veri Bella Arisha, Bella Budiarti, Retni Sulistiyoning Cesario, Rd. Muhamad Ridwan Damris Muhammad Damris Muhammad Daningtyas, Zulaika Desi Anita Desi Anita Destrinelli Destrinelli, Destrinelli Dewi Iriani Dewi Iriani Dewi Iriani DEWI RAHMAWATI Dina Citra Resmi Eko Hartono, Eko Elsi Indria Sari Eltati Tri Aldianisa Ervan Johan Wicaksana Erwin Saputra Fajria, Syifah Fikriyah Fitriana, Inda Geminia Pantara Putri Haerul Pathoni, Haerul Hariyanto Hariyanto HARIYANTO HARIYANTO Haryanto Haryanto Haryanto Haryanto Hazim, Anisah Nabilah Husni Sabil Ika Sri Muryati Ilham Falani Irawati Irawati Isnania Isnania Isnania Isnania Jefri Marzal Jodion Siburian Junita, Ranisa Kamid Kamid Kamid, Kamid Khairul Anwar Khairul Anwar Loviya, Mesi M Rusdi Manalu, Irma Yohana Mardhotillah, Bunga Margareta, Angelina Marlina Marlina, Marlina Muhammad Haris Effendi Hasibuan Muhammad Rusdi Muslim Muslim Nabila, Febriati Necylia Kinanti novferma, novferma Novita, Amalia NURUL HIDAYAH Pamungkas, Mustika Pengki Yudistira Pesesa, Geza Prathiwi, Vhasshetha Indri Putra, Chandana Putri, Yeni Rahmayani Rahmayani Rayandra Ashar Rd. Muhamad Ridwan Cesario Resdiana Safithri Retni Sulistiyoning Budiarti Rohati Rohati Rohati Rohati Romundza, Febbry Roseli Theis Rosita Rosita RR. Ella Evrita Hestiandari Sainuddin, Syamsir Sandra Sukmaning Adji Saputri, Devi Rohani Sihotang, Maria Ronauli Silfiani Indri Simatupang, Gugun Manosor Siregar, Masyunita Siregar, Sarinah Siti Nujuliya Rohmah Sofnidar - Sri Purwaningsih Sri Wahyuni Sri Winarni Sudirman Sudirman Sufri Sufri Sugilar Sugilar Suratno Suratno Suratno Suratno Suratno Syafitri, Aulia SYAHRIAL SYAHRIAL Syaiful Syaiful . Syaiful Syaiful syamsurizal syamsurizal Tria Gustiningsi Ummi Kalsum Veri Bastian Viona Yuliza Wahyu Fitroh Wardi Syafmen Wardi Syafmen Wulan Sari, Nevy Yantoro, Y Yantoro, Yantoro Yelli Ramalisa Yeni Putri Yudistira, Pengki Yuni Lestari Yusa Putra Zurweni Zurweni Zurweni Zurweni, Zurweni

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