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All Journal Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Kubik Al Ishlah Jurnal Pendidikan INVOTEK: Jurnal Inovasi Vokasional dan Teknologi JISTech (Journal of Islamic Science and Technology) Jurnal Ilmiah Sekolah Dasar JTP - Jurnal Teknologi Pendidikan FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian Masyarakat Khatulistiwa KUBIK: Jurnal Publikasi Ilmiah Matematika Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia FARABI: Jurnal Matematika dan Pendidikan Matematika Berdikari : Jurnal Ekonomi dan Statistik Indonesia Journal Focus Action of Research Mathematic (Factor M)
Wardi Syafmen
Jurusan Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Public Health Social Sciences Transportation Other

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Analisis Keaktifan dan Motivasi Belajar Pada Pembelajaran Matematika Di SD Negeri 87 Kota Jambi Cinta Trida Anastasya; Dea Rahmadany; Nadyn Ayu Liestiany; T. Jovanes Apnoel Agape; Novferma Novferma; Wardi Syafmen
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1446

Abstract

This study aims to analyze the activeness and motivation of students in learning mathematics with a constructivist approach in class IV B of SD Negeri 87 Jambi City. This study uses a quantitative descriptive method with 14 students as research subjects. The instrument used is a questionnaire on activeness and motivation of learning consisting of 25 statements based on five indicators, namely believing in being able to solve mathematics problems, actively asking and answering questions, not giving up easily when experiencing difficulties, daring to discuss and cooperate, and having enthusiasm and interest in learning mathematics. Data analysis was carried out using percentage techniques. The results showed that the classical percentage of students' activeness and motivation of learning reached 65.43% with a good category. The percentage of each indicator is believing in being able to solve mathematics problems by 66%, actively asking and answering questions by 64%, not giving up easily when experiencing difficulties by 65%, daring to discuss and cooperate by 67%, and having enthusiasm and interest in learning mathematics by 64.96%. The results of the study showed that the highest indicator was the courage to discuss and collaborate at 67%, while the lowest indicator was active in asking and answering questions at 64%. These findings indicate that the constructivist approach can increase student participation in mathematics learning. The results also indicate that the constructivist approach can encourage active student involvement and increase motivation to learn mathematics. Thus, the constructivist approach can be an effective learning alternative in elementary schools.
PENGEMBANGAN KOMIK MATEMATIKA BERILUSTRASI BUDAYA JAMBI MENGGUNAKAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN MINAT BELAJAR SISWA Wardi Syafmen; Aulia Fadhilah Rinaldi; Dewi Iriani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.9930

Abstract

Minat belajar matematika siswa masih tergolong rendah akibat penerapan metode pembelajaran yang kurang menarik dan minimnya integrasi budaya lokal sehingga siswa sulit menghubungkan konsep matematika dengan kehidupan sehari-hari. Untuk mengatasi permasalahan ini, maka dikembangkan media pembelajaran komik matematika berilustrasikan Budaya Jambi menggunakan Problem-Based Learning. Penelitian ini adalah jenis penelitian pengembangan dengan menggunakan model pengembangan ADDIE yakni analyze, design, development, implementation, dan evaluation. Subjek penelitian ini adalah Dosen ahli materi dan ahli desain, guru matematika kelas VII E pada uji coba perorangan, 9 orang siswa kelas VII E pada uji coba kelompok kecil, serta 30 orang siswa kelas VII E pada uji coba lapangan. Hasil penelitian yang diperoleh menunjukkan bahwa komik matematika ini didesain menggunakan aplikasi ibis paint x dan canva. Komik matematika ini menggunakan pendekatan problem-based learning pada materi kesebangunan dan kekongruenan. Penelitian ini memperoleh hasil validasi yaitu 76% untuk materi dan 82,3% untuk desain. Hasil kepraktisan media menurut guru 97% dan siswa 89,8%. Lalu efektivitas komik matematika diukur melalui nilai N-Gain dengan diperoleh hasil 56,85%, tes hasil belajar yaitu 83,3% dan lembar observasi siswa yaitu 90,8%. Dari perhitungan tersebut menunjukkan minat belajar siswa meningkat dibandingkan sebelum menggunakan komik matematika berilustrasi budaya Jambi menggunakan problem-based learning.Students interest in learning mathematics is still relatively low due to unattractive learning methods and minimal integration of local culture so that students find it difficult to connect mathematical concepts with everyday life. To overcome this, a mathematical comic learning media illustrated with Jambi culture was developed using problem-based learning. This research is a type of development research using the ADDIE development model, namely analyze, design, development, implementation, and evaluation. The subjects of this study were lecturers who were material experts and design experts, mathematics teachers of class VII E in individual trials, 9 students of class VII E in small group trials, and 30 students of class VII E in field trials. The results of the study showed that this mathematical comic was designed using the ibis paint x and canva applications. This mathematical comic uses a problem-based learning approach to the material of similarity and congruence. This study obtained validation results of 76% for material and 82.3% for design. The results of the practicality of the media according to teachers were 97% and students 89.8%. Then the effectiveness of mathematical comics is measured through the N-Gain value with the results obtained 56.85%, the learning outcome test is 83.3% and the student observation sheet is 90.8%. From these calculations, it shows that students' interest in learning has increased compared to before using the learning media of mathematical comics illustrated with Jambi culture using problem-based learning.
Identifikasi Gaya Belajar VAK Siswa Kelas VII SMP Negeri 17 Kota Jambi Pada Pembelajaran Matematika Zahrotul Munawaroh; Silfia Delfina; Silvy Niara Sasky; Winati Diyah Wahyu Fatikasari; Novferma; Wardi Syafmen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14814

Abstract

This study aims to identify the VAK (Visual, Auditory, Kinesthetic) learning method in seventh-grade students at SMP Negeri 17 Jambi City in the context of mathematics learning. The method used is descriptive qualitative. A total of 61 students from grades VII D2 and VII D3 became the subjects in this study. The instrument used was a VAK learning style questionnaire that had been translated into Indonesian and compiled by N, (2020), which was based on the Chislett & Chapman (2005) measurement tool. This questionnaire includes 30 multiple-choice questions that have been proven valid and reliable (Cronbach Alpha: Visual = 0.80; Auditory = 0.76; Kinesthetic = 0.78), supplemented by semi-structured interviews with teachers and documentation. Data analysis was carried out in three stages: data reduction, data presentation, and conclusion drawing. The results showed that the visual learning style was the most dominant, with 31 students (50.8%), followed by the kinesthetic learning style with 21 students (34.4%), and the auditory learning style with 9 students (14.8%). This pattern was consistent across both classes studied. These findings emphasize the need for mathematics teachers to make greater use of visual media and kinesthetic activities, while still meeting the needs of students with auditory learning styles through discussion and oral explanations.
Analisis Tingkat Self-Confidence Siswa dalam Pembelajaran Matematika di SMA Negeri 8 Tanjung Jabung Barat Yola Wulandari; Anika Pratiwi; Naila Nur Fathimah; Silvia Putri Anggraini; Novferma; Wardi Syafmen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15890

Abstract

This study aims to analyze the level of students’ self-confidence in mathematics learning at SMA Negeri 8 Tanjung Jabung Barat. This research employed a descriptive quantitative approach using a survey method. The participants consisted of 61 Grade X students selected through purposive sampling. Data were collected using a closed-ended questionnaire with a Likert scale consisting of 24 statements developed based on Lauster’s self-confidence theory and adapted into four dimensions: Self-Belief, Optimism, Assertiveness, and Independence. Data analysis was conducted descriptively by calculating percentage scores and classifying them into five categories: Very High, High, Medium, Low, and Very Low. The findings showed that most students were in the High category (57.4%), followed by Medium (27.9%), Very High (13.1%), and Low (1.6%), while no students were categorized as Very Low. Analysis of each dimension indicated that Optimism was the strongest dimension (81.2%), whereas Independence was the weakest (70.5%). These findings indicate that students generally demonstrate good self-confidence in mathematics learning; however, learning strategies that further encourage independent learning still need to be strengthened.
PERBEDAAN GAYA BELAJAR SERTA IMPLIKASI TERHADAP MINAT BELAJAR SISWA DI KELAS VII SMP NEGERI 12 KOTA JAMBI Siti Ammara Hasifa; Dwi Navisha; Gilang Nur Karim Alviansyah; Reza Laiman Putra; Wardi Syafmen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17810

Abstract

This study aims to examine the differences in learning styles (visual, auditory, and kinesthetic) and their implications for students' learning interests, while also analyzing the accompanying psychological conditions in the form of anxiety in mathematics learning. This descriptive quantitative study was conducted in grade VII of SMP Negeri 12 Jambi City with a total sample of 25 students. Data collection used a structured questionnaire instrument consisting of 30 statements to measure the level of anxiety and interest tendencies based on learning style preferences. The results of descriptive data analysis showed that the total actual score obtained from all respondents was 2,564 out of a maximum ideal score of 3,750. Through quantitative percentage calculations, the final index value was obtained at 68.37%. Based on empirical categorization standards, it can be concluded that the level of anxiety in mathematics learning in students is in the Moderate category. The implications of this finding indicate the need for a variety of learning strategies that can accommodate the diversity of student learning styles in order to minimize psychological anxiety and simultaneously boost interest in learning mathematics in the classroom.
Co-Authors Anika Pratiwi Asih Nur Ismiatun Aulia Fadhilah Rinaldi Cinta Trida Anastasya Dea Rahmadany Dewi Iriani Duano Sapta Nusantara Dwi Intan Saputri Dwi Navisha Elza Triani Feri Tiona Pasaribu Fevi Hanesti Fheby Moudya Gilang Nur Karim Alviansyah Gusmi Kholijah Hilmiah, Hilmiah Husni Sabil Ika Wati Jefri Marzal Kamid, Kamid Khairul Anwar M. Afifuddin Khotibul Umam Mardhotillah, Bunga Maria Risnawati Marpiratun Ilma Miftahul Zannah Azzahra Mujahidawati Mujahidawati Munawaroh Munawaroh Nadyn Ayu Liestiany Naila Nur Fathimah Niken Rarasati Nizlel Huda novferma, novferma Nurmarita, Nurmarita Olvin Prasetia Reza Laiman Putra Rina Kusuma Dewi Rohati Romundza, Febbry Roseli Theis Roseli Theis Sainuddin, Syamsir Silfia Delfina Silvia Putri Anggraini Silvy Niara Sasky Simatupang, Gugun M Siti Ammara Hasifa Siti Rohana Sofnidar - Sufri Sufri Sufri Sufri Syamsyida Rozi T. Jovanes Apnoel Agape Tria Gustiningsi Winati Diyah Wahyu Fatikasari Yola Wulandari Zahrotul Munawaroh