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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika JMPM: Jurnal Matematika dan Pendidikan Matematika Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Prima: Jurnal Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) ARITMATIKA: Jurnal Riset Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika EDUCENTER JURNAL PENDIDIKAN Jurnal Infinity
Hairul Saleh
Universitas Muhammadiyah Tangerang
Economics, Econometrics & Finance Education Health Professions Mathematics Other

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Analisis perilaku siswa dalam pembelajarn daring di era pandemi Covid-19 Yeni Nuraeni; Warsito Warsito; Hairul Saleh
Educenter : Jurnal Ilmiah Pendidikan Vol. 2 No. 3 (2023): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v2i3.201

Abstract

Penelitian ini bertujuan untuk mengetahui perilaku siswa dalam pembelajaran daring di era pandemic covid -19 di SDN Gandasari 1 Kota Tangerang. Penelitian yang dilakukan adalah penelitian kualitatif dengan key informannya adalah guru dan Kepala Sekolah dan siswa. Teknik yang digunakan untuk mengumpulkan data adalah observasi, wawancara, dokumentasi. Analisis data dilakukan dengan deskriftif secara kualitatif. Hasil penelitian juga menunjukkan bahwa Sebagian besar mood siswa saat belajar daring sering turun naik sehingga guru harus memberikan motivasi terus menerus agar tugas pembelajaran siswa dapat diselesaikan. Sebagian besar siswa juga kesulitan memahami materi yang ranahnya tinggi atau lebih sukar sehingga siswa memerlukan pengulangan penjelasan materi ditambah pendampingan dari orangtuanya di rumah. Hasil penelitian lain menyatakan bahwa Sebagian besar siswa pernah mengeluhkan putusnya koneksi saat menyimak materi yang disampaikan guru akibat jaringan internet yang buruk. Faktor pendampingan orang tua sangatlah penting, sehingga siswa yang orang tuanya sangat sibuk Sebagian kecil ada yang malas bahkan tidak mau mengikuti pembelajaran. Ditemukan Sebagian kecil siswa siswa yang lebih memilih untuk bermain hp saja disbanding mengikuti pembelajaran dan orang tuanya pun tidak bersikap tegas terhadap siswanya, menuruti kemauan siswanya saja. Sebagian besar siswa dibantu dalam pengerjaan tugasnya oleh orang tua,sehingga jika guru menilai hasil pekerjaan tugas tersebut tidak efektif karena bukan murni hasil kerja siswa. Beberapa hasil temuan penelitian ini merupakan bagian dari terjadinya learning loss dalam pembelajarn daring di era pandemi covid-19.
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP KELAS VII Nabilla Anizzulfa; Hairul Saleh; Prahesti Tirta Safitri
Pedagogy: Jurnal Pendidikan Matematika Vol. 8 No. 2 (2023): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v8i2.3112

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Discovery Learning terhadap kemampuan pemecahan masalah matematis. Penelitian ini menggunakan teknik kuasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Muhammadiyah 5 Kota Tangerang. Desain penelitian ini adalah pretest-posttest experimental control group design dengan teknik simple random sampling. Data penelitian diperoleh dari tes kemampuan pemecahan masalah matematis berbentuk uraian. Analisis data penelitian ini menggunakan uji-t. Berdasarkan hasil penelitian dan pembahasan diperoleh kesimpulan bahwa model Discovery Learning berpengaruh terhadap kemampuan pemecahan masalah matematis siswa.
PROFILE OF STUDENTS' JUSTIFICATIONS OF MATHEMATICAL ARGUMENTATION Sukirwan Sukirwan; Dedi Muhtadi; Hairul Saleh; Warsito Warsito
Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i2.p197-212

Abstract

This study investigates the aspects that influence students' justification of the four types of arguments constructed by students, namely: inductive, algebraic, visual, and perceptual. A grounded theory type qualitative approach was chosen to investigate the emergence of the four types of arguments and how the characteristics of students from each type justify the arguments constructed. Four people from 75 students were involved in the interview after previously getting a test of mathematical argumentation. The results of the study found that three factors influenced students' justification for mathematical arguments, namely: students' understanding of claims, treatment given, and facts found in arguments. Claims influence the way students construct arguments, but facts in arguments are the primary consideration for students in choosing convincing arguments compared to representations. Also, factor treatment turns out to change students' decisions in choosing arguments, and these changes tend to lead to more formal arguments.
OPTIMIZATION OF DIGITAL LITERACY THROUGH STEM-BASED LEARNING Hairul Saleh; Dian Nopitasari; Ahmad Fadillah; Westi Bilda; Desty Haswati
Prima: Jurnal Pendidikan Matematika Vol. 9 No. 1 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i1.12851

Abstract

The purpose of this study is to analyze and describe students' digital literacy skills in STEM-based vector algebra courses using online learning. The participants in this study came from 30 students of the mathematics education study program at the Universitas Muhammadiyah Tangerang. The research method used is descriptive qualitative, with an instrument in the form of a digital literacy questionnaire using a likert scale. The results showed that the ability to do internet searching  indicators got a score of 77.50 with high criteria, the ability to use hypertext direction guides got a score of 77.50 with high criteria, the ability to evaluate information content got a score of 78.50 with high criteria, and the ability to compile knowledge got a score of 74.50 with medium criteria. The results of the indicator's average analysis showed that student digital literacy has an overall average of indicators with a score of 76.87 with high criteria. This study recommends the use of digital devices and STEM approaches in the learning proces
ENHANCING SELF-REGULATED LEARNING THROUGH A CULTURE-INTEGRATED STEM FLIPPED CLASSROOM APPROACH Hairul Saleh; Dian Nopitasari; Westi Bilda; Ahmad Fadillah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14992

Abstract

This study was prompted by the challenge of low student autonomy in traditional education and the urgent need to foster self-regulated learning (SRL) through contextually relevant methods. It examined the effectiveness of a Culture-Integrated STEM–Flipped Classroom model in improving students’ SRL. Using a quasi-experimental, pretest-posttest non-equivalent control group design, students from intact classes were assigned to an experimental group receiving the culture-integrated STEM–Flipped intervention and a control group receiving conventional instruction. SRL was measured before and after the intervention, and improvement was evaluated through gain score analysis. Results showed that the experimental group achieved a substantially higher gain (M=13.28) than the control group (M=5.44). The magnitude of the intervention effect, calculated using Cohen’s d, was d=0.88, indicating a large effect. These findings demonstrate that integrating cultural values within a STEM-based flipped learning environment can significantly enhance students’ ability to plan, monitor, and regulate their learning processes. The study concludes that combining culturally meaningful learning contexts with structured pre-class preparation and active in-class STEM problem solving provides a powerful approach for strengthening SRL.
Co-Authors Ahmad Fadillah Ahmad Fadillah Dedi Muhtadi Desty Haswati Diah Nuraisa Dian Nopitasari Dian Nopitasari Dian Sawitri Fadillah, Ahmad Nabilla Anizzulfa Nisvu Nanda Saputra Nurfaizah Prahesti Tirta Safitri, Prahesti Tirta Retno Andriyani Sigit Raharjo Sigit Raharjo Sukirwan Sukirwan Sukirwan Sukirwan Warsito Warsito Westi Bilda Westi Bilda, Westi Yeni Nuraeni Yenni Yenni