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The Effectiveness of SPSS-Assisted Troubleshooting Tutorial Videos in Virtual Classroom Against Student Statistics Performance Arbain Arbain
JME (Journal of Mathematics Education) Vol 6, No 1 (2021): JME
Publisher : Universitas Sembilanbelas November Kolaka

One of the learning challenges during the Covid-19 pandemic is the low mastery of material by students, especially abstract material such as statistics. As an alternative solution, statistical learning is carried out using problem solving video tutorials assisted by SPSS to further measure its effectiveness on academic performance. This type of research is true-experimental with Posttest Only Control Design. The sample of this study was students of the management study program of the Faculty of Social and Political Sciences, Ninebelas November Kolaka University who took statistics courses in the odd semester of the 2020 Academic Year which consisted of two classes, namely class C with 32 students and class D with 33 students. The instrument used is a learning achievement test in the form of an essay. The research data were analyzed using one sample t-test and independent sample t-test. The results of data analysis showed that the statistical performance of students taught using SPSS-assisted videos was better than those taught using learning modules.

THE EFFECTIVENESS OF HOTS-ORIENTED LEARNING ON ACHIEVEMENT OF STUDENT HOTS La Ode Sirad; Arbain Arbain
JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.2048

This research is motivated by the findings regarding the difficulties experienced by students in solving combinatorial problems as an indication of weak High Order Thinking Skills (HOTS) students. The reason is that the lecture process has not facilitated active and interactive student involvement, where the lecture process is dominated by lecturers through the lecture method. Lecturers' formative and summative assessments are mostly because they only access understanding and mastery of the material, are not contextual, and have not facilitated student HOTS achievement. This study aims to improve student HOTS through the application of HOTS-oriented learning. The HOTS-oriented learning components in this study include HOTS-based strategies and models, media, and assessments. The type of research used is a quasi-experimental study with a one-group pretest-posttest design. The sample for this research was 17 students taking discrete mathematics courses for the 2022/2023 Academic Year. The data obtained were analyzed descriptively in the form of mean, standard deviation, and n-gain and inferential analysis using the one-way Multivariate Analysis of Variance (MANOVA) test. The results showed that students' HOTS experienced an increase after applying HOTS-oriented learning in the four aspects of the skills assessed, namely the skills of analyzing, evaluating, and creating; problem-solving skills; creative thinking skills, and critical thinking skills, with an average increase in the medium criteria. Learning that is applied effectively to student HOTS achievement.

INOVASI PEMBELAJARAN KOMBINATORIAL BERORIENTASI PADA HIGHER ORDER THINKING SKILL La Ode Sirad; Arbain Arbain
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.8545

Beberapa hal yang mendasari penelitian ini, yaitu hasil refleksi perkuliahan, wawancara dan telaah dokumen menunjukkan adanya permasalahan pada aspek berpikir tingkat tinggi yang masih rendah khususnya pada materi kombinatorial. Hal ini diduga muncul dari proses pembelajaran yang dilakukan belum berorientasi pada HOTS. Mahasiswa menilai proses pembelajaran yang dilakukan belum menginspirasi untuk pengembangan potensi mahasiswa. Penelitian ini berfokus pada inovasi pembelajaran kombinatorial yang tujuannya untuk menghasilkan rancangan inovasi pembelajaran kombinatorial yang berorientasi pada HOTS, yang terdiri atas strategi dan metode, lembar kerja mahasiswa (LKM), dan instrumen HOTS yang valid, praktis, dan efektif dalam rangka meningkatkan HOTS mahasiswa. Metode penelitian yang digunakan yaitu research and development, dengan model ADDIE yang terdiri atas lima tahapan, yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Produk inovasi yang dihasilkan memenuhi kriteria valid sehingga layak digunakan dengan rata-rata presentase validasi 92,22% untuk strategi dan model, 87,11% untuk LKM, dan 88% untuk instrumen. Implementasi produk inovasi dilakukan di kelas matematika diskrit semester genap Tahun Akademik 2022/2023 yang terdiri dari 17 mahasiswa. Hasil implementasi menunjukkan produk bersifat praktis dengan skor rata-rata 83,92% dan efektif di mana hasil analisis gain ternormalisasi terhadap data pretest dan posttest menunjukkan HOTS mahasiswa meningkat setelah mengalami inovasi pembelajaran dengan kriteria sedang.Some of the things that underlie this research are the results of lecture reflections, interviews, and document reviews showing problems in the aspects of higher-order thinking that are still low, especially in combinatorial material. This is thought to arise from the learning process that has not been HOTS-oriented. Students assess that the learning process has not inspired the development of student potential. This research focuses on combinatorial learning innovation with the aim to produce HOTS-oriented combinatorial learning innovation design, which consists of strategies and methods, Student Worksheets (SML), and HOTS instruments that are valid, practical, and effective in order to improve students' HOTS. . The research method used is research and development, with the ADDIE model consisting of five stages, namely analysis, design, development, implementation and evaluation. The resulting innovation product meets the valid criteria so that it is feasible to use with an average percentage of validation of strategies and models of 92.22%, LKM of 87.11%, and instruments of 88%. The implementation of the innovation product was carried out in a discrete mathematics class in the even semester of the 2022/2023 academic year, totaling 17 students. The implementation results showed that the product was practical with an average score of 83.92% and effective, where the results of the pretest and posttest data normalized gain analysis showed that students' HOTS increased after experiencing learning innovations with moderate criteria.

Meningkatkan Keaktifan, Komunikasi, Kolaborasi, Dan Hasil Belajar Matematika Siswa Melalui Penerapan Model PBL Arbain Arbain; Novi Anjani; La Ode Sirad; Halidin Halidin
Jurnal Ilmiah Kanderang Tingang Vol 15 No 1 (2024): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v15i1.320

The underlying basis of this research is the identification of several issues at MTS An-Nur Rantebaru, namely the traditional nature of teaching, limited learning resources relying on teacher explanations, students' difficulties in solving mathematical problems, and the average mathematics learning outcomes of students falling below the Minimum Mastery Criteria (MMC). This classroom action research was conducted as an effort to improve teaching with the aim of enhancing students' engagement, communication, collaboration, and mathematics learning outcomes through the application of the PBL model, combined with lecture methods, peer teaching, and discussions, as well as the use of worksheets. The subjects of this research were 25 seventh-grade students at MTS An-Nur Rantebaru. Data analysis techniques involved qualitative and quantitative descriptive analysis. The results of the research showed an increase in both student and teacher activities in the learning process in each meeting of every cycle. Likewise, students' engagement, communication, collaboration, and learning outcomes improved in each meeting. The research was deemed successful in the second cycle with the following achievements: the implementation of teaching activities for teachers reached 95.24%; student activities reached 82.22%; 80% of students were categorized as active or highly active; 84% of students were communicative or highly communicative; 88% of students were collaborative or highly collaborative; and 84% of students met or exceeded the MMC score.

The Effectiveness of SPSS-Assisted Troubleshooting Tutorial Videos in Virtual Classroom Against Student Statistics Performance Arbain Arbain
JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i1.1597

One of the learning challenges during the Covid-19 pandemic is the low mastery of material by students, especially abstract material such as statistics. As an alternative solution, statistical learning is carried out using problem solving video tutorials assisted by SPSS to further measure its effectiveness on academic performance. This type of research is true-experimental with Posttest Only Control Design. The sample of this study was students of the management study program of the Faculty of Social and Political Sciences, Ninebelas November Kolaka University who took statistics courses in the odd semester of the 2020 Academic Year which consisted of two classes, namely class C with 32 students and class D with 33 students. The instrument used is a learning achievement test in the form of an essay. The research data were analyzed using one sample t-test and independent sample t-test. The results of data analysis showed that the statistical performance of students taught using SPSS-assisted videos was better than those taught using learning modules.

Improving Student Mathematics Learning Outcomes with The Learning Model Cycle 5e Class VII Halidin Saima; Made Subawo; Arbain Arbain
JME (Journal of Mathematics Education) Vol. 8 No. 1 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i1.1907

This research is a Classroom Action Research that aims to find out whether The Learning Cycle 5e Model can improve mathematics learning outcomes. The subjects of this study were students of class VIIc MTS Al-Ikhlas Iwoimenda, as many as 34 students—retrieval of data with test results and observation sheets. Observation sheet data and mathematics learning achievement tests were analyzed using descriptive statistics. The results achieved after implementing the action through The Learning Cycle 5e Model for two cycles: a) the average score of learning outcomes in the first cycle was 63.10 froman ideal score of 100 and is in the excellent category. It increased in the second cycle to 78.43 from an ideal score of 100 and was in the excellent category. b) There was an increase in the percentage of observations of student activity in the first cycle of the first meeting by 41.67%, the second meeting was 66.67%, and the second cycle first meeting was 83.33%, the second meeting was 91.67%. From the research results on these data, the Learning Cycle 5e Model on operational material and properties of integer operations can improve the mathematics learning outcomes of class VIIc MTS Al-Ikhlas Iwoimenda.

THE EFFECTIVENESS OF HOTS-ORIENTED LEARNING ON ACHIEVEMENT OF STUDENT HOTS La Ode Sirad; Arbain Arbain
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.2048

This research is motivated by the findings regarding the difficulties experienced by students in solving combinatorial problems as an indication of weak High Order Thinking Skills (HOTS) students. The reason is that the lecture process has not facilitated active and interactive student involvement, where the lecture process is dominated by lecturers through the lecture method. Lecturers' formative and summative assessments are mostly because they only access understanding and mastery of material, are not contextual, and have not facilitated student HOTS achievement. This study aims to improve student HOTS through the application of HOTS-oriented learning. The HOTS-oriented learning components in this study include HOTS-based strategies and models, media, and assessments. The type of research used is a quasi-experimental study with a one group pretest-posttest design. The sample for this research was 17 students taking discrete mathematics courses for the 2022/2023Academic Year. The data obtained were analyzed descriptively in the form of mean, standard deviation, and n-gain and inferential analysis using the one-way Multivariate Analysis of Variance (MANOVA) test. The results showed that students' HOTS experienced an increase after applying HOTS-oriented learning in the four aspects of the skills assessed, namely the skills of analyzing, evaluating, and creating; problem solving skills; creative thinking skills, and critical thinking skills, with an average increase in the medium criteria. Learning that is applied effectively to student HOTS achievement.

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