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<![CDATA[PENGARUH KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA DI MTS N 6 BANTUL ]]>
<![CDATA[Dhani Meilindra Suwarni]]>;
<![CDATA[Erika Yudhi Rengganis]]>;
<![CDATA[Inneke Salwa Rahmadiani]]>;
<![CDATA[Zaidan Farrosa Mukti]]>;
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ EDU-MAT: Jurnal Pendidikan Matematika Vol 9, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/edumat.v9i2.9999
<![CDATA[Abstrak: Pandemi Covid-19 menyebabkan proses belajar mengajar dilakukan di rumah secara daring. Kemandirian belajar siswa tentu diperlukan karena pembelajaran dilaksanakan di rumah tanpa didampingi oleh guru. Penelitian ini tujuannya guna melihat apakah kemandirian belajar berpengaruh terhadap hasil belajar siswa. Pendekatan kuantitatif dipakai penelitian ini (penelitian ex post facto), untuk sampelnya yaitu siswa kelas VIII F terdiri dari 14 siswa serta kelas IX B yakni 16 siswa. Pengumpulan data menggunakan kuesioner yang dibagikan kepada siswa melalui Google Form. Data lain berupa nilai hasil belajar siswa yang dikumpulkan menggunakan tes. Data dianalisis dengan bantuan SPSS versi 25. Kesimpulan yang didapat dari penelitian ini bahwa tidak ada pengaruh signifikan antara kemandirian belajar dengan hasil belajar siswa. Kata kunci: Kemandirian belajar, Hasil belajar, Siswa SMP Abstract: The Covid-19 pandemic caused the teaching and learning process to be carried out at home (online). Self Regulated student in learning is certainly needed because learning is carried out at home without being accompanied by a teacher. This study aims to see whether Self Regulated in learning affects student learning outcomes. This research uses a quantitative approach (ex post facto research), for the sample, the students of class VIII F consist of 14 students and class IX B which is 16 students. Collecting data using a questionnaire distributed to students via Google Form. Other data is the student learning outcomes collected using tests. The data were analyzed by assisted SPSS version 25. The conclusion from this study was that there was no significant effect between Self Regulated learning and student learning outcomes. Keywords: Self-Regulated learning, Learning outcomes, Student of Junior High School]]>
<![CDATA[Pengaruh Kecerdasan Spiritual terhadap Disiplin Belajar Santri di Madrasah Diniyyah ]]>
<![CDATA[Rizal Fathurrohman]]>;
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ Dirasat: Jurnal Manajemen dan Pendidikan Islam Vol 7, No 2 (2021): December ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul 'Ulum ]]>
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DOI: 10.26594/dirasat.v7i2.2525
<![CDATA[This research aims to determine the effect of spiritual intelligence on the learning discipline of students at Madrasah Diniyyah. After testing, it can be concluded that spiritual intelligence partially has an influence on the learning discipline of students. Meanwhile, spiritual intelligence has a simultaneous influence on the students’ learning discipline. Based on the statistical test, the author got an R squared value of 0.942 or 94.2% which explains that 94.2% of the learning discipline variable transition can be explained by the spiritual intelligence variable, while the remaining 5.8% is explained by other variables outside the model. The score of 0.942 explains that there is a strong and unidirectional relationship between the independent variable and the dependent variable simultaneously. Based on the t-test, it was found that spiritual intelligence had no influence on the student’s learning discipline. For the F test, it was found that simultaneously spiritual intelligence had an influence on the learning discipline of students at Madrasah Diniyyah Al Munawwir Krapyak, Yogyakarta.]]>
<![CDATA[PENGARUH KECEMASAN MATEMATIKA DAN SELF CONCEPT SAAT PANDEMI COVID-19 TERHADAP HASIL BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[Bagus Tri Atmojo]]>;
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 14, No 2 (2021): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 14 Nomor 2 Agustus ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppm.v14i2.11362
<![CDATA[Covid-19 has spread in Indonesia from March 2020 until now, bringing significant changes to many fields, one of which is education. Learning activities that were previously carried out face-to-face, are now being online. Of course, conditions like this have an impact on mathematics learning outcomes and can stimulate anxiety instability and self-concept in students. Therefore, this research intends to obtain: 1) the negative effect of math anxiety during the COVID-19 pandemic on student mathematics learning outcomes, 2) the positive effect of self-concept during the COVID-19 pandemic on student mathematics learning outcomes, and 3) the effect of math anxiety and self-concept during the COVID-19 pandemic simultaneously regarding student mathematics learning outcomes. This research method is correlational with a quantitative approach. The sample subjects in this research were 30 students of class X in SMA Negeri 3 Bantul. The selection of sample subjects used a simple random sampling method. The instruments used in this research were the Likert scale and the final assessment of the first semester of the 2020/2021 school year. The data analysis used is multiple regression analysis. The results of this research conclude that there is a negative and significant effect of mathematics anxiety on mathematics learning outcomes as indicated by the regression coefficient, 0.465. Then, this research also concludes that there is a positive and significant effect of self-concept on mathematics learning outcomes as indicated by the results of the regression coefficient, 0.617. Finally, this research concludes that there is a significant influence on math anxiety and self-concept simultaneously on mathematics learning outcomes as indicated by the coefficient of determination, 70.6%.]]>
<![CDATA[Students' Mathematical Problem Solving Ability in Terms of Gender Differences ]]>
<![CDATA[Fathiyah Fathiyah]]>;
<![CDATA[Ibrahim Ibrahim]]>;
<![CDATA[Mulin Nu’man]]>
<![CDATA[ Jurnal Pendidikan Matematika Vol 12, No 2 (2021): EDISI JULI 2021 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo, ]]>
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DOI: 10.36709/jpm.v12i2.18054
<![CDATA[This study describes students' problem-solving abilities in solving exponential problems in terms of gender differences. Studies on this matter are still rarely done. This research is descriptive qualitative research. The research procedure includes: 1) the pre-field stage, namely interviews with mathematics teachers and the preparation of research instruments; 2) the research stage, namely the provision of problem-solving ability tests, gender scales, and interview guidelines; 3) The data analysis stage, namely reducing data, presenting data and making conclusions. This research was conducted at SMA N 1 Banguntapan Bantul class X MIPA 2. The instruments used were researchers, problem-solving tests, interview guidelines, and gender scales. The results of this study indicate that there are differences in gender types in the context of problem-solving. The masculine gender student solves problems and makes decisions quickly, chooses practical ways of counting, and writes short answers. Feminine gender students have good memorization in solving problems, writing down answers in detail, but hesitating in writing down answers. Students with androgynous gender in solving problems write down answers in detail and have the ability to re-explain the solving process. Meanwhile, students of the sexes cannot be differentiated in solving problems by writing inconsistent answers, using a mathematical model. ]]>
<![CDATA[Mathematical logical intelligences as a predictor of mathematics learning outcomes ]]>
<![CDATA[Fadhila Kurnia Estri]]>;
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 7 No 1 (2021): Januari - April 2021 ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v7i1.1146
<![CDATA[The purpose of this research was to determine the prediction of student learning outcomes based on mathematical logical intelligence and spatial visual intelligence. This research uses a quantitative approach, a type of correlational research. That held at 16th state junior high school Yogyakarta. The used sample is 36 students. The used sampling method is cluster random sampling. The used instrument is a scale of mathematical logical intelligence and spatial visual. The data analysis technique for regression analysis is done with SPSS 25. The results of the research prove that logical mathematical intelligence and spatial visuals are predictors of mathematics learning outcomes for Grade VIII students of SMP Negeri 16 Yogyakarta.]]>
<![CDATA[ANALISIS SIKAP, KECEMASAN DAN HASIL BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ JURNAL MATHEMATIC PAEDAGOGIC Vol 6, No 2 (2022): Maret 2022 ]]>
Publisher : <![CDATA[Universitas Asahan ]]>
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DOI: 10.36294/jmp.v6i2.2106
<![CDATA[Online learning carried out during this pandemic has a great opportunity to influence students' attitudes and anxiety in learning mathematics, which in turn affects mathematics learning outcomes. This study aims to: (1) determine the effect of attitudes on mathematics learning outcomes, (2) determine the effect of mathematics anxiety on mathematics learning outcomes, and (3) determine simultaneously the effect of attitudes and mathematics anxiety on mathematics learning. results. The research was conducted at SMPN 2 Ambal, Kebumen, Central Java, in the 2020/2021 school year, when learning from home was carried out due to the Covid-19 pandemic. The population of this study was all seventh-grade students of SMP Negeri 2 Ambal. Sampling used cluster random sampling so that a sample of 70 was obtained. The instruments used were mid-semester assessment tests, attitude scales, and math anxiety scales. This scale has been validated empirically. The F test and t-test were carried out by starting with the classical assumption test, namely normality, multicollinearity, and heteroscedasticity tests. This study concludes: (1) there is a positive effect of attitudes on mathematics learning outcomes, (2) there is a negative influence of mathematics anxiety on mathematics learning outcomes, and (3) there is a simultaneous influence of attitudes and mathematics anxiety on mathematics learning outcomes.]]>
<![CDATA[Kecerdasan Logis Matematis dan Linguistik sebagai Prediktor Hasil Belajar Matematika ]]>
<![CDATA[Lia Rahmawati]]>;
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/mosharafa.v10i2.906
<![CDATA[AbstrakLatar belakang penelitian yaitu pentingnya kecerdasan logis matematis dan linguistik dalam mempengaruhi hasil belajar. Penelitian bertujuan memprediksi hasil belajar matematika siswa berdasarkan kecerdasan logis matematis dan linguistik. Metode penelitian yaitu korelasional-kuantitatif yang dilaksanakan di SMPN 16 Yogyakarta di kelas VII A, VII B, dan VII C tahun pelajaran 2019/2020. Peneliti menggunakan 30 siswa sebagai sampel dan teknik cluster random sampling sebagai metode pengambilan sampel, yaitu dengan mengambil 10 siswa pada setiap cluster yang ditetapkan. Dengan penggunaan cluster random sampling, peneliti dapat menentukan sampel dari pengambilan setiap cluster, sehingga sampel yang digunakan bisa merata. Instrumen yang digunakan adalah skala kecerdasan logis matematis dan kecerdasan linguistik. Teknik analisis data menggunakan analisis regresi ganda yang dilakukan dengan SPSS 25. Hasil analisis menunjukkan bahwa terdapat pengaruh positif kecerdasan logis matematis dan linguistik terhadap hasil belajar matematika siswa. Kecerdasan logis matematis dan linguistik turut andil sebagai prediktor hasil belajar matematika siswa. AbstractThe research background is the importance of mathematical logical intelligence and linguistic in influencing learning outcomes. The research aims to predict student learning outcomes based on mathematical logical intelligence and linguistics. The method of research is correlational-quantitative which was carried out at SMPN 16th Yogyakarta in classes VII A, VII B, and VII C in 2019/2020. Researchers used 30 students as samples and cluster random sampling technique as sampling method, namely by taking 10 students in each cluster that was determined. By using cluster random sampling, researchers can determine the sample from each cluster, so that the sample used can be evenly distributed. The instrument used is a scale of logical-mathematical intelligence and linguistic intelligence. The data analysis technique used multiple regression analysis which was carried out with SPSS 25. The results of the analysis showed that there was a positive effect of mathematical and linguistic logical intelligence on students' mathematics learning outcomes. Mathematical logical intelligence and linguistic contribute as a predictor of student mathematics learning outcomes.]]>
<![CDATA[Hasil Belajar Matematika Siswa Ditinjau Dari Kecemasan Matematika dan Fasilitas Belajar di Rumah ]]>
<![CDATA[Ibrahim Ibrahim]]>;
<![CDATA[Rokyul Amin]]>
<![CDATA[ Jurnal Pendidikan Matematika:Judika Education Vol 4 No 1 (2021): Jurnal Pendidikan Matematika:Judika Education ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/judika.v4i1.2224
<![CDATA[This study aims to determine the effect of mathematics anxiety, learning facilities at home, and the effect of mathematics anxiety and learning facilities at home simultaneously on students' mathematics learning outcomes. The approach in this research uses a quantitative approach, the type of correlational research. This research was conducted at SMP Negeri 1 Bayat in grades VIII A and VIII B in the 2020/2021 school year. The sample used was 30 students, the sampling technique was simple random sampling. The instrument used to use data from the mathematics anxiety scale test and the home learning facility scale test. The data analysis technique in this study used multiple regression analysis. Data analysis was carried out with the help of the SPSS 25 application. The results of this study indicate that: 1) there is a negative effect of mathematics anxiety on students' mathematics learning outcomes; 2) there is a positive effect of home learning facilities on students' mathematics learning outcomes; 3) there is an effect of mathematics anxiety and learning facilities at home together on students' mathematics learning outcomes. Keywords: Mathematics Anxiety, Learning Facilities at Home, Mathematics Learning Outcomes]]>
<![CDATA[PENGARUH MEDIA FLASH CARD TERHADAP KEMAMPUAN PERKEMBANGAN BAHASA ANAK USIA DINI ]]>
<![CDATA[Annis Sholikha Putri]]>;
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ Early Childhood: Jurnal Pendidikan Vol. 6 No. 1 (2022): Early Childhood: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Pendidikan Guru PAUD, FKIP, Univ Muhammadiyah Tasikmalaya ]]>
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DOI: 10.35568/earlychildhood.v6i1.1777
<![CDATA[Minimnya media dan alat pembelajaran Media yang digunakan belum lah cukup variatif pada proses kegiatan belajar mengajarr terdapat pengggunaan majalah yang harus dikerjakan oleh anak didik dan guru menjelaskan hanyalah menggunakan papan tulis beserta sepidol. Tujuannya untuk menganalisis pengaruh penerapan media flash card terhadap perkembangan bahasa anak usia dini di PAUD Annisa. Penelitian berjenis enelitian kuantitatif model eksperimen dengan desain pretest dan posttest. Teknik pengambilan data dalam penelitian ini menggunakan observasi yakni penggunaan angket dan wawancara yang mendalam, penelitian ini menggunakan 20 responden dengan kriteria peserta didik di PAUD Annisa pada kelompok B. teknik analisis data menggunakan uji Paired sampel T test. dengan hasil penelitian nilai rata-rata sebesar 32,00 % setelah diberikan perlakuan dengan penggunaan media Flashcard maka ada perbedaan yang signifikan dan nilai pretest 23,95 % sebelum diberikan perlakuan pemberian reward. Dan Berdasarkan tabel menunjukan hasil 8.050. Berdasarkan hasil tersebut menunjukan perubahan signifikan. Angka tersebut menunjukan nilai sig (2 tailed) sebesar 0,00. Nilai sig (2-tailed) < 0,05, maka H0 ditolak dan Ha diterima, yang artinya ada perbedaan antara nilai pretest dan nilai posttest dengan artian bahwa ada pengaruh media flashcard terhadap perkembangan bahasa anak usia dini.]]>
<![CDATA[EFEKTIVITAS STRATEGI PENGELOLAAN KELAS PADA GENERASI MILENIAL ]]>
<![CDATA[Arif Wijaya]]>;
<![CDATA[Rizal Fathurrohman]]>;
<![CDATA[Intan Roudhotusyarifah]]>;
<![CDATA[Ibrahim Ibrahim]]>
<![CDATA[ Jurnal Pendidikan (Teori dan Praktik) Vol 6 No 2 (2021): Vol. 6 No. 2 (2021): Volume 6, Nomor 2, September 2021 ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jp.v6n2.p94-101
<![CDATA[Penelitian ini bertujuan untuk mengetahui kecenderungan pengelolaan kelas yang berhasil untuk milenial, serta mengetahui strategi guru dalam kurun waktu 5 tahun terakhir. Dengan hasil bahwa pengkondisian kelas bagi generasi milenial rata-rata lebih dominan tergantung kepada guru bagaimana memanajemen kelas dan mengkondisikan kelas. Penelitian ini menggunakan metode kualitatif dengan pendekatan library research: systematic literature review. Dari beberapa penelitian yang berhasil di review masalah utama terletak dalam mempersiapkan, memperagakan, dan mengelola hasil dalam proses maupun hasil akhir untuk evaluasi dirinya ketika mengajar. Namun yang perlu digaris bawahi juga adalah guru harus memahami model belajar problem based learning, karena generasi millenial yang sangat kritis, dan menyukai debat maka dengan strategi diskusi, presentasi, debat kelompok di kelas efektif dalam menggugah minat belajarnya.]]>
