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Zetriuslita
Pendidikan Matematika, Universitas Islam Riau
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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Implementasi Model Problem Based Learning dan Kemampuan Pemecahan Masalah Matematis dalam Bahan Ajar Kalkulus Ariawan, Rezi; Zetriuslita, Zetriuslita
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 1: Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 1 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i1.2073

Abstract

Saat ini keberadaan bahan ajar yang dapat membuat perserta didik belajar aktif, belajar mandiri, mendorong rasa keingintahuan, serta dapat meningkatkan kemampuan matematisnya sangat diperlukan. Tujuan dari penelitian ini adalah menghasilkan bahan ajar berbasis model Problem Based Learning yang berorientasi kemampuan pemecahan masalah matematis. Penelitian ini dilakukan di Program Studi pendidikan matematika FKIP Universitas Islam Riau, Agustus-Desember 2022, dengan sampel penelitian sebanyak 43 orang mahasiswa semester 3. Penelitian pengembangan merupakan penelitian yang digunakan dalam penelitian ini dengan desain 4D (define, design, development dan desimination). Intrumen penelitian terdiri dari lembar validasi dan praktikalitas bahan ajar. Validasi bahan ajar dilakukan oleh 3 orang validator dengan menggunakan lembar validasi. Praktikalitas bahan ajar diperoleh dari hasil penilaian mahasiswa pada lembar praktikalitas setelah belajar dengan menggunakan bahan ajar. Teknik analisis data terdiri dari deskriptif kuantitatif dan kualitatif. Berdasarkan hasil studi pendahuluan diperoleh informasi bahwa 73,33% responden menyatakan bahwa referensi kalkulus (buku) yang sudah ada, sulit kami pahami. Hasil penelitian di peroleh bahan ajar dengan kriteria validitas sangat valid (0,87). Aspek kesesuaian dengan langkah PBL dan kemampuan pemecahan masalah matematis mendapatkan skor terbesar yaitu (1,00 atau sangat valid), sedangkan bahasa mendapatkan skor terendah yaitu (0,53 atau validitas sedang). Selanjutnya diperoleh praktikalitas bahan ajar dengan kriteria sangat praktis (90,39%). Hal ini didukung oleh masukan dan komentar mahasiswa setelah belajar menggunakan bahan ajar yaitu langkah pembelajaran pada bahan ajar ini, membantu kami untuk belajar mandiri dan Contoh soal dan latihan yang disajikan, membantu meransang proses berpikir kami.
Development of Autograph-Assisted Teaching Materials to Improve Students' Mathematical Literacy Skills Phase F Ramlan, Wahyudi; Zetriuslita, Zetriuslita; Suripah, Suripah; Widiati, Indah
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 4 No. 3 (2025): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v4i3.1033

Abstract

Mathematical literacy is a crucial competency in 21st-century education however, international assessments such as PISA indicate that Indonesian students still have low levels of mathematical literacy. This study aims to develop mathematics teaching materials assisted by Autograph software to enhance the mathematical literacy skills of Phase F students in the topic of geometric transformations.. This research employs the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were students of Class XI-4 at SMA Negeri 4 Tanah Putih. The instruments used included validation sheets, mathematical literacy tests (pretest and posttest), student response questionnaires, and observations. The results of the study show that the developed teaching materials are highly valid, with an average validation score of 89.10%, practical based on student responses with a score of 79.73% categorized as “practical,” and effective based on an N-gain score increase of 0.43 and a statistically significant t-test result. Therefore, the Autograph-assisted teaching materials are considered valid, practical, and reasonably effective in improving students' mathematical literacy skills in geometric transformations.
Wokshop Guru Matematika Rayon 2 Pelalawan dalam Menggunakan Autograph pada Materi Geometri dan Statistika Zetriuslita; Suripah; Ana Yulianti; Nofriyandi; Sri indraastuti; Hamdi Agustin
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3908

Abstract

Pembelajaran geometri dan statistika merupakan salah satu aspek penting dalam pendidikan matematika di tingkat SMP. Namun, masih banyak guru dan siswa mengalami kesulitan dalam memahami cara mengajarkan materi geometri supaya mudah dipahami peserta didik, khususnya dalam menvisualisasikan gambar yang diperoleh. Kegiatan pengabdian kepada masyarakat ini dilaksanakan dalam bentuk workshop bagi guru-guru matematika yang tergabung dalam Musyawarah Guru Mata Pelajaran (MGMP) Rayon 2 Kabupaten Pelalawan. Tujuan kegiatan ini adalah untuk meningkatkan kompetensi pedagogik dan profesional guru dalam memanfaatkan teknologi pembelajaran berbasis software matematika, khususnya Autograph, pada materi geometri dan statistika. Metode pelaksanaan meliputi sosialisasi berupa pemaparan materi oleh narasumber, dan pendampingan penerapan hasil pelatihan dalam mata pelajaran Geometri dan Statistika. Hasil kegiatan menunjukkan adanya peningkatan kemampuan guru dalam menggunakan Autograph, baik untuk visualisasi konsep geometri maupun pembuatan media interaktif. Dari hasil angket kepuasan mitra diperoleh data bahwa mereka sangat merasakan manfaat dari hasil workshop ini dengan materi yang menambah wawasan mereka tentang adanya aplikasi yang bias digunakan dalam pembelajaran matematika. Peserta juga menunjukkan antusiasme tinggi dan menyatakan bahwa penggunaan perangkat lunak ini membantu mereka mengajarkan konsep geometri dan statistika dengan lebih menarik dan mudah dipahami siswa. Saran mereka supaya kegiatan ini tetap ada kelanjutan di masa yang akan datang dengan materi yang berbeda dan disesuaikan dengan kebutuhan guru.
Development of Critical Thinking Instruments and Student Curiosity in Number Theory Course Zetriuslita; Rezi Ariawan; Damar Rais; Riyan Hidayat
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 2 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i2.14734

Abstract

This study aims to develop and test the validity and reliability of instruments that can measure critical thinking and curiosity of students in Number Theory course. This research is Research and Development (R&D) with ADDIE model, which consists of 5 stages, namely: analysis, design, development, implementation and evaluation. Data was collected from students who had taken the Number Theory course 40 students and 5 lecturers as expert validators. The instruments developed are in the form of tests and questionnaires consisting of several main indicators for each construct measured. Data collection instruments in the form of critical thinking test validation sheet and curiosity attitude with Likert scale. Data analysis techniques using inferential statistical analysis, namely by testing validity and reliability using the Q-Cochran statistical test . From the results of validation from experts about the validity of the construct and content obtained. The results showed that for construct validity obtained Asymp. Sig = 0.144 greater than α = 0.05, thus H0 is accepted and H1 is rejected and for content validity obtained Asymp. Sig = 0.287 is greater than α = 0.05, thus H0 is accepted and H1 is rejected, it is concluded that the students' mathematical critical thinking instrument is valid. The results of the validity and reliability test to students were obtained. For five test, all of them valid because rxy ≥  rkritis = 0.203. For the reliability of the question, it was obtained R11 = 0.807 and rkritis = 0.203, meaning R11 ≥ rkritis, the conclusion is that the question is reliable and has a very high reliability. For the curiosity questionnaire, the validity of the items by looking at the Corrected Item-Total Correlation. If there is an item whose value is below 0.2, it is said that the item is invalid. Of the 40 items, it can be said that all are valid because the Corrected Item-Total Correlation value is above 0.2 and for reliability, Cronbach's Alpha is obtained at 0.91 ≥ 0.05, which shows that the questionnaire instrument is reliable and has a very high category. The results showed that the critical thinking instrument and curiosity questionnaire are valid and reliable. This instrument can provide information about improving critical thinking skills and curiosity attitudes of students in Number Theory courses and the results can provide a basis for further research on the relationship between critical thinking, curiosity, and learning outcomes in mathematics or other disciplines. Abstrak Penelitian ini bertujuan untuk mengembangkan dan menguji validitas dan reliabilitas instrumen yang dapat mengukur kemampuan berpikir kritis dan rasa ingin tahu mahasiswa pada mata kuliah Teori Bilangan. Penelitian ini merupakan penelitian dan pengembangan (R&D) dengan model ADDIE, yang terdiri dari 5 tahap, yaitu: analisis, desain, pengembangan, implementasi, dan evaluasi. Data dikumpulkan dari mahasiswa yang telah mengambil mata kuliah Teori Bilangan sebanyak 40 mahasiswa dan 5 orang dosen sebagai validator ahli . Instrumen yang dikembangkan berupa tes dan angket yang terdiri dari beberapa indikator utama untuk setiap konstruk yang diukur. Instrumen pengumpulan data berupa lembar validasi tes kemampuan berpikir kritis dan angket sikap rasa ingin tahu dengan skala Likert. Teknik analisis data menggunakan analisis statistik inferensial, yaitu dengan melakukan uji validitas dan reliabilitas dengan menggunakan uji statistik Q-Cochran Hasil penelitian menunjukkan bahwa untuk validitas konstruk diperoleh nilai Asymp. Sig = 0,144 lebih besar dari α = 0,05, dengan demikian H0 diterima dan H1 ditolak dan untuk validitas isi diperoleh nilai Asymp. Sig = 0,287 lebih besar dari α = 0,05, dengan demikian H0 diterima dan H1 ditolak, maka disimpulkan bahwa instrumen berpikir kritis matematis siswa valid. Untuk reliabilitas soal diperoleh R11 = 0,807 dan rkritis = 0,203, berarti R11 ≥ rkritis, kesimpulannya soal tersebut reliabel dan memiliki reliabilitas yang sangat tinggi. Untuk kuesioner rasa ingin tahu, validitas item dengan melihat Corrected Item-Total Correlation. Jika ada item yang nilainya di bawah 0,2 maka dikatakan item tersebut tidak valid. Dari 40 item, dapat dikatakan semua valid karena nilai Corrected Item-Total Correlation di atas 0,2 dan untuk reliabilitas diperoleh Cronbach's Alpha sebesar 0,91 ≥ 0,05 yang menandakan bahwa instrumen kuesioner tersebut reliabel dan memiliki kategori sangat tinggi.Hasil penelitian menunjukkan bahwa instrumen berpikir kritis dan kuesioner curiosity  adalah valid dan reliabel dan dapat digunakan dalam mata kuliah teori bilangan. Hasil penelitian ini dapat menjadi dasar untuk penelitian lebih lanjut mengenai hubungan antara berpikir kritis, curiosity, dan hasil belajar matematika atau disiplin ilmu lainnya.
Development of Mathematics Learning Devices with Problem Based Learning Models Assisted by Geogebra to Enhance Student’s Understanding of Mathematical Concept Zetriuslita Zetriuslita
International Journal on Teaching and Learning Mathematics Vol 8, No 1 (2025): June (This issue published papers with authors/co-authors from 2 countries )
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v9i1.26888

Abstract

This study aims to produce a mathematics learning device with Problem Based Learning (PBL) models assisted by Geogebra to enhance student’s understanding of mathematical concept on a linear program that has been valid, practical, and effective. Method of research used Research and Development (R and D) and the development model design used the ADDIE model with five stages are: 1) Analysis, 2) Design, 3) Development, 4) Implementation and 5) Evaluation. The data collection techniques used were tests, validation, and response questionnaire. The data collection instrument used were the validation sheet, teacher response questionnaire, student response questionnaire, pretest, and posttest. The data analysis technique used is validation, practical, and effective. The average validation Syllabus was 100% and 97,41% of which are very valid criteria. And for the average validation of Learning Implementation Plan (LIP) was 100% and 97,73% which are very valid criteria. The average validation of Students Worksheets (SW) was 100% and 90,02% which are very valid criteria. The average teacher response questionnaire of LIP was 96,42% which is very practiced and the intermediate student's response questionnaire of SW was 86,91% which is very practice. The average of N-Gain score was 80% which is effective. Based on the results it can be concluded that the development of mathematical learning devices with PBL models assisted by Geogebra to enhance student’s understanding mathematical concept has produced mathematics learning devices which valid, practical, and effective. So that the learning device is feasible to use.
The Effect of Deep Learning Through Canva on English Achievement of SMA Class X Students Marhamah, Marhamah; Ismail, Syofianis; Zetriuslita, Zetriuslita; Hudjimartsu, Sahid Agustian; Kurniawan, Kurniawan; Dewanto, Dewanto; Abshor, Febri
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4428

Abstract

The lack of student interest in learning English significantly influences their learning outcomes. During the learning process, students greatly require media and learning approaches that can support their engagement and activeness in the classroom. The deep learning approach and Canva Magic AI media can serve as a potential solution to the problems faced by these students. This research aims to investigate the effect of deep learning aided by the Canva on the English achievement of Class X students at SMA IT Imam Syafi’i 2 Pekanbaru. The research method used is a quasi-experiment with a non-equivalent control group design. A total of classes was randomly selected, consisting of 40 students. One class served as receiving English learning integrated with deep learning and Canva, and the other as receiving conventional learning. The data collection instrument was an English achievement test administered before and after the treatment. The collected data were analyzed using inferential statistical tests to compare the improvement in learning achievement between the two groups. The results of this study are expected to provide the effectiveness of combining deep learning and Canva in improving the English learning outcomes of SMA students, as well as its implications for innovation in language teaching practices.
Pengaruh Model Problem-Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis Peserta Didik Zetriuslita, Zetriuslita; Riyanti, Nur Faddillah
Perspektif Pendidikan dan Keguruan Vol 17 No 1 (2026): Perspektif Pendidikan dan Keguruan Vol 17 No 1 April 2026
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/perspektif.2026.vol17(1).22906

Abstract

This study examined the effect of Problem-Based Learning (PBL) model on mathematical problem solving ability of ninth grade students of SMP Negeri 35 Pekanbaru. This research is a quasi-experimental research with non-equivalent control group design. The population in this study were all students of class IX SMP Negeri 35 Pekanbaru which amounted to 175 students, ranging from class IX.1 to IX.5. The sample in this study was taken by purposive sampling method, so that class IX.4 which amounted to 33 students as the experimental class and class IX.5 which amounted to 33 students as the control class. Data collection techniques were carried out using test techniques with mathematical problem solving ability test instruments in the form of pre-test and post-test. Data analysis techniques used are descriptive analysis and inferential analysis. The t-test results produced a significance value of 0.000 ≤ α= 0.05, indicating that the null hypothesis H_0 was rejected and the alternative hypothesis H_1 was accepted, meaning that there was a difference between the average mathematical problem-solving ability of students in the experimental class and the average mathematical problem-solving ability of students in the control class. Therefore, it can be concluded that the PBL model has an effect on students' problem-solving abilities.
The Pelatihan Menjadi Guru Inovatif, Motivatif dan Menyenangkan Zetriuslita, Zetriuslita; Anggraini, L M
Community Education Engagement Journal Vol. 1 No. 1 (2019): October
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ceej.v1i1.2546

Abstract

The teacher is a figure who is a role model, both for students and for society in general. Especially for students, teachers must be able to provide innovative learning to their students, also be a motivator in educating their students and becoming a pleasant teacher. As an innovative teacher, it means that a teacher can design learning that is new in nature, not as usually is done, and aims to facilitate students on building their own knowledge in order to process behavior change in a better direction in accordance with the potential and differences that students have. Motivating teacher, meaning a teacher is a motivator for students in learning and a pleasant teacher is a teacher can create learning situations that make students learn with a pleasant atmosphere. Being a teacher that is liked by students is a dream and hope of a teacher. Being a teacher who has good motivation and character is a must. For this reason, there needs to be an effort by the teacher to become an innovative teacher, a teacher who is motivating and pleasant so that the relationship between students and teachers is well established.
Pelatihan Penulisan Karya Ilmiah (Penelitian Tindakan Kelas) Bagi Guru – Guru SD zetriuslita, zetriuslita; Ariawan, Rezi; Ruqaiyah, Ruqaiyah
Community Education Engagement Journal Vol. 1 No. 2 (2020): April
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ceej.v1i2.4774

Abstract

Pengabdian ini bertujuan untuk meningkatkan pemahaman guru – guru tentang PTK dan meningkat kemampuan guru – guru dalam penulisan laporan PTK. Pengbadian ini dilaksanakan pada tanggal 23 Januari 2020 di gugus 1 (SD Negeri 6) Tanjung Samak Kecamatan Rangsang Kabupaten Kepulauan Meranti. Jumlah peserta pengabdian adalah sebanyak 20 orang yang terdiri dari guru – guru yang tergabung ke dalam SD yang terdapat di gugus 1. Metode yang digunakan dalam pelaksanaan pengabdian ini adalah metode ceramah dan metode demontrasi. Metode ceramah digunakan untuk menyampaikan materi pengabdian dan metode demontrasi digunakan untuk menyajikan draf proposal yang telah dirancang. Instrumen pengabdian yang digunakan adalah slide presentasi materi dan draf proposal PTK yang disajikan dengan bantuan laptop dan LCD. Hasil pengabdian secara keseluruhan dapat dinyatakan cukup baik. Hal ini terlihat dari ketercapaian target yang telah ditentukan, diantaranya yaitu: (1) target jumlah peserta pengabdian yaitu 100%; (2) target tujuan pelatihan yaitu 5%; (3) target materi yang telah direncanakan yaitu 90%; (4) target kemampuan peserta dalam penguasan materi yaitu 20%.
Model Model Pembelajaran Sesuai Tuntutan Kurikulum 2013 (Pelatihan Untuk Guru-Guru SMP Kampar Kiri Hilir Kabupaten Kampar) zetriuslita, zetriuslita; Alzaber, Alzaber
Community Education Engagement Journal Vol. 2 No. 1 (2020): October
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ceej.v2i1.5981

Abstract

Guru dalam melaksanakan tugasnya berpedoman pada kurikulum yang sedang dipakai, dimana untuk saat ini yang berlaku adalah kurikulum 2013. Dalam kurikulum2013, diterapkan pendekatan saintifik (Scientific Approach) dan model-model pembelajaran yang menjadikan peserta didik sebagai pusat pembelajaran (student centered) yaitu model pembelajaran berbasis masalah (Problem Based Learning), pembelajaran penemuan (Discovery learning) dan pembelajaran berbasis proyek (Project Based Learning). Untuk memberi pengetahuan kepada guru-guru, dilakukan sosialisasi pendekatan saintifik dan ketiga model yang ada supaya dalam melaksanakannya di kelas tidak terdapat kesalahan dan juga bertujuan memberikan pengetahuan bagi guru untuk menerapkannya untuk materi-materi matematika. Pelatihan diberikan kepada guru-guru SMP Kampar Kiri Hilir Kabupaten Kampar Hasil yang diperoleh dari kegiatan sosialisasi ini, guru antusias merespon positif dan bermotivasi untuk membuat bahan ajar sesuai dengan model yang dipresentasikan dan diharapkan dapat mempermudah peserta didik dalam memahami materi yang diberikan dan dapat membuat ajar berdasarkan pendekatan dan model yang yang diberikan.
Co-Authors Abshor, Febri Agus Dahlia Agustin, Hamdi Alzaber Alzaber Alzaber, Alzaber Ana Yulianti Andrian, Dedek Angelina, Della Anggraini, L M Aprilia, Rosana Astri Wahyuni Astri Wahyuni Astri Astri, Astri Wahyuni Asyti Febliza Aulia Sthephani Aulia Sthephani Baharullah BatuBara, Yosse Andreas Dacara, Editha Damar Rais Desy Lestari Dewanto Dewanto Dewanto Dewanto Dewi Fitriyah Diana Ayu Lestari Effendi, Leo Adhar Febri Abshor Fitriana Yolanda Hardi, Vivin Anggraini Hayatun Nufus Hayatun Nufus Heriska Irwanti Hutri Defniati Iis, Endang Istikomah Indah Rohana Indah Widiati Indah Widiati, Indah Indrastuti, Sri Indriati, Mefa Intan Widyasari Ismail, Syofianis Istikomah, Endang Jarnawi Afgani Dahlan Kurniawan Kurniawan Kurniawan Kurniawan L M Anggraini Laelasari Laelasari, Laelasari Lilis Marina Angraini Loska, Febri Maimunah, Maimunah Marhamah Marhamah Marhamah Mhd Mirwan Muhammad Rivai Nofriandi, Nofriandi Nofriyandi Nurelyati Nurul Shaqila Oskandar, Yassin Palendra, Palendra Putri Octa Hadiyanti Putri Octa Hadiyanti, Putri Octa Putri, Dea Amelia Putri, Resyania Aprilla Putri, Sy Sepbrina Widya Putri, T. Zakiya Annisa Qudsi, Rahma Radika Putra Anggara Ramlan, Wahyudi Reni Wahyuni Resyania Aprilla Putri Rezi Ariawan Rezi Ariawan Rezi Ariawan Rezi, Rezi Ariawan Rildayani Rildayani Ririn Dwi Sundari Risantia, Gita Riska Aprilia Riyan Hidayat Riyan Riyan Hidayat Riyanti, Nur Faddillah Riyanto, Mahadar RR. Ella Evrita Hestiandari Ruqaiyah Ruqaiyah Ruqaiyah, Ruqaiyah Sahid Agustian Hudjimartsu Sahid Agustian Hudjimartsu Saleh, Sitti Fithriani Salwa, Sevilla Sari Herlina Sari Herlina Sari Herlina Siburian, Tio Rosalina Sindi Amelia Sindi Amelia Sindi Sindi Amelia, Sindi Sindi, Sindi Amelia Sri indraastuti Sri Rezeki Sri Rezeki Sthephani, Aulia Suripah . Suripah Suripah Suripah Suripah Syania Vera Winanda Syarah Aulia Syofianis Ismail Syofni, Syofni Tita Azzahra, Sevilla Tri Wahyuningsih Widyanti Widyanti Widyasari, Intan Yolanda, Fitriana Yosse Andreas BatuBara Yulianti, Amalia Yulianti, Ana Zafrullah Zafrullah Zafrullah Zafrullah