Articles
<![CDATA[Comparison Of Mathematical Critical Thinking Skills Taught Using Powerpoint And Powtoon Learning Media ]]>
<![CDATA[Marniati Marniati]]>;
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Tahir Tahir]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 9, No 1 (2024): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v9i1.2154
<![CDATA[Penelitian ini bertujuan untuk mengetahui: kemampuan berpikir kritis matematika siswa yang diajar dengan menggunakan media pembelajaran powtoon lebih baik daripada kemampuan berpikir kritis matematika siswa yang diajar dengan menggunakan media pembelajaran power point. Populasi dalam penelitian ini adalah semua siswa kelas VII SMP IT Wihdatul Ummah Kolaka. Pengambilan sampel dilakukan teknik sampling jenuh, sehingga diperoleh kelas VIIIA sebagai kelas eksperimen I dan kelas VIIIB sebagai kelas eksperimen II. Adapun data kemampuan berpikir kritis matematika siswa dikumpulkan menggunakan instrument tes yang diberikan saat posttest. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis matematika siswa yang diajar dengan menggunakan media pembelajaran power point yang terdiri dari 13 siswa menunjukkan nilai rata-rata (mean) 72,308. Sedangkan kemampuan berpikir kritis matematika siswa yang diajar dengan menggunakan media pembelajaran powtoon yang terdiri dari 16 siswa menunjukkan nilai rata-rata (mean) 76,801. Hal ini menunjukkan bahwa rata-rata kemampuan berpikir kritis matematika siswa dalam pengajaran materi aritmetika sosial untuk kelas ekperimen II sedikit lebih tinggi dibanding rata-rata kemampuan berpikir kritismatematika siswa kelas eksperimen I. Selanjutnya hasil pengujian hipotesis dengan menggunakan uji-t telah diperoleh nilai thitung (-0,892) ttabel (1,703), menunjukkan bahwa H0 diterima, secara inferensial ini berarti bahwa kemampuan berpikir kritis matematika siswa yang diajar dengan menggunakan media pembelajaran powtoon tidak lebih baik daripada kemampuan berpikir kritis matematika siswa yang diajar dengan menggunakan media pembelajaran power point]]>
<![CDATA[The Analysis of Algebraic Problem Solving Ability on Students of Package B Equivalency ]]>
<![CDATA[Ovan, Ovan]]>;
<![CDATA[Nasruddin, Nasruddin]]>;
<![CDATA[Tasni, Nurfaida]]>;
<![CDATA[Chairuddin, Chairuddin]]>;
<![CDATA[Saputra, Andika]]>
<![CDATA[ Journal of Mathematics and Applied Statistics Vol. 1 No. 1 (2023): June 2023 ]]>
Publisher : <![CDATA[Yayasan Insan Literasi Cendekia (INLIC) Indonesia ]]>
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DOI: 10.35914/mathstat.v1i1.27
<![CDATA[This study aims to analyze the algebraic problem-solving abilities of student package B equivalence. Data collection was conducted on students of package B equivalency at the Community Learning Activity Center (PKBM) of Rahmatan Lil-Alamin Makassar, South Sulawesi. The method used in this research is quantitative. The results of the study showed that 45% of students who completed, while students who did not complete were 55%, meaning that there were more students who did not complete than completed. Students' classical completeness also gets a percentage of 40%, it means that students do not complete classically. The students have not been able to understand algebraic problem and students experience concept errors and problem solving procedures. Students must be trained to do algebraic questions more routinely and students are also given algebraic questions related to the context of students' daily life. The research is needed to be done further on other variables such as conceptual understanding, problem solving errors, as well as material to be tested such as geometry, arithmetic, and statistics.]]>
<![CDATA[The Influence of Achievement Motivation and Mathematical Resilience in Online Learning on Mathematics Learning Achievement ]]>
<![CDATA[Chairuddin, Chairuddin]]>;
<![CDATA[Arhita, Siska]]>;
<![CDATA[Farman]]>
<![CDATA[ Tarbawi : Jurnal Ilmu Pendidikan Vol. 20 No. 1 (2024): Tarbawi : Jurnal Ilmu Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci ]]>
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DOI: 10.32939/tarbawi.v20i1.4033
<![CDATA[This research was motivated by the desire to see: (1) the influence of achievement motivation and mathematical resilience in online learning on mathematics learning achievement, (2) The influence of achievement motivation in online learning on mathematics learning achievement, (3) The influence of mathematical resilience in online learning on mathematics learning achievement. This research is quantitative and employs an ex-post facto design. The population in this study was all 344 class VII students at MTs Negeri 1 Kolaka. Sampling using a proportional random sampling technique obtained a sample of 44 students. Data collection methods included questionnaires and documentation. Data analysis uses multiple linear regression analysis. The research results show: (1) Fcount = 24.31970 ≥ Ftable = 3.220, which means that there is a positive and significant influence of achievement motivation and mathematical resilience in online learning on mathematics learning achievement; (2) tcount = 4.333 > ttable = 2.01954, which means that there is a positive and significant influence of achievement motivation in online learning on mathematics learning achievement; (3) tcount = 4.989 > ttable = 2.01954, which means that there is a positive and significant influence of mathematical resilience in online learning on mathematics learning achievement.]]>
<![CDATA[Exploring Grade VIII Students' Procedural Skills in Solving Pythagorean Problems ]]>
<![CDATA[Sanjani, Ade Riska]]>;
<![CDATA[Salido, Achmad]]>;
<![CDATA[Nasrum, Akbar]]>;
<![CDATA[Chairuddin, Chairuddin]]>;
<![CDATA[Jahring, Jahring]]>;
<![CDATA[Sari, Dian Ulfa]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 13, No 2 (2024) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v13i2.18719
<![CDATA[This study explores the procedural skills of grade VIII students in solving Pythagorean Theorem problems, focusing on the diversity of problem-solving steps and error patterns that emerge. A descriptive qualitative method was used in this study, with three students selected as subjects based on high, medium, and low levels of mathematical ability. Data were collected through problem-solving tasks and semi-structured interviews to comprehensively understand the students' approaches and strategies. The results showed that students with high procedural skills implemented problem-solving steps in a structured manner, while those with moderate skills often needed to be more consistent in recording critical steps. Students with low skills tended to bypass procedural structures and proceed directly to solutions, leading to a higher rate of errors. Error patterns varied by students' mathematical ability levels: high-ability students made no errors, medium-ability students exhibited errors in illustrations and procedural consistency, and low-ability students struggled with writing expressions and fully implementing steps. These findings emphasize the need for instructional approaches tailored to students' skill levels, such as structured learning and scaffolding, to strengthen procedural skills. A follow-up study with a broader sample is recommended to validate these findings and assess the effectiveness of instructional strategies for enhancing students' procedural skills across various mathematical topics.]]>
<![CDATA[Efektivitas Pendekatan Scaffolding Terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas VIII MTsS Baitul Arqom ]]>
<![CDATA[Tahir, Tahir]]>;
<![CDATA[Chairuddin, Chairuddin]]>;
<![CDATA[Erfina, Erfina]]>;
<![CDATA[Husnaini, Nadia]]>
<![CDATA[ SAINTIFIK Vol 11 No 1 (2025): Saintifik: Jurnal Matematika, Sains, dan Pembelajarannya ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/saintifik.v11i1.571
<![CDATA[Studi eksperimen ini bertujuan untuk mengetahui seberapa efektif metode scaffolding terhadap kemampuan siswa untuk memahami konsep matematika. Dalam penelitian ini, desain quasi eksperimen menggunakan dua kelas: kelas eksperimen dan kelas kontrol. Penelitian ini melibatkan seluruh siswa kelas VIII MTsS Baitul Arqom Polinggona Tahun Pelajaran 2023/2024. Sampling total digunakan sebagai teknik pengambilan sampel. Kelas VIII A ditunjuk sebagai kelas eksperimen, sedangkan Kelas VIII B ditunjuk sebagai kelas kontrol. Data dikumpulkan melalui posttest untuk mengukur pemahaman matematika siswa. Statistik deskriptif dan inferensial digunakan untuk menganalisis data. Hasil deskriptif penelitian menunjukkan bahwa siswa di kelas eksperimen (kelas VIII A) yang diajar dengan pendekatan scaffolding memiliki kemampuan pemahaman konsep matematika rata-rata 77,74; siswa di kelas kontrol (kelas VIII B) yang diajar dengan pendekatan konvensional memiliki kemampuan pemahaman konsep matematika rata-rata 59,09; dan rata-rata persentase aktivitas guru dan siswa masing-masing adalah 96,83% dan 95,24%, masing-masing. Hasil analisis inferensial uji-t menunjukkan bahwa hasil penelitian inferensial dengan uji-t menunjukkan nilai thitung (4,552) lebih besar daripada nilai ttabel (2,021). Ini menunjukkan bahwa, dibandingkan dengan metode konvensional, metode scaffolding berhasil meningkatkan pemahaman konsep matematika siswa kelas VIII A di MTsS Baitul Arqom Polinggona. Dengan demikian pendekatan scaffolding terbukti efektif dalam meningkatkan pemahaman konsep matematika siswa dibandingkan dengan pendekatan konvensional]]>
<![CDATA[Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Online Berbantuan Geogebra Book pada Materi Komposisi Fungsi Kelas XI SMA ]]>
<![CDATA[Sari, Dian Ulfa]]>;
<![CDATA[Chairuddin, Chairuddin]]>;
<![CDATA[Karunia, Karunia]]>
<![CDATA[ Teorema: Teori dan Riset Matematika Vol 10, No 1 (2025): Maret ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/teorema.v10i1.17171
<![CDATA[Perkembangan pesat ilmu pengetahuan dan teknologi telah memberikan dampak besar pada praktik pendidikan, khususnya dalam pengajaran matematika. Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi lembar kerja online menggunakan Geogebra untuk membantu mengajarkan materi komposisi fungsi kepada siswa SMA. Lembar kerja ini dirancang untuk meningkatkan keterlibatan dan pemahaman siswa tentang fungsi matematika melalui alat pembelajaran interaktif. Penelitian ini menggunakan model ADDIE (Analisis, Desain, Pengembangan, Implementasi, Evaluasi) untuk mengembangkan dan mengevaluasi lembar kerja. Penelitian dilakukan di SMA Negeri 1 Watubangga dengan 9 siswa dari kelas XI IPA2 yang dikelompokkan berdasarkan kemampuan rendah, sedang, dan tinggi. Lembar kerja dievaluasi untuk validitas dan kelayakan, berdasarkan penilaian ahli dan umpan balik siswa. Lembar kerja yang dikembangkan mendapat nilai tinggi untuk validitas dan kelayakan, dengan skor rata-rata validitas 85,71% dan skor kelayakan 87,86%. Hasil ini menunjukkan bahwa lembar kerja sangat sesuai dan efektif untuk digunakan di kelas, mendukung pengajaran materi fungsi matematika. Temuan penelitian ini menunjukkan bahwa lembar kerja berbasis Geogebra merupakan alat yang berharga untuk meningkatkan pemahaman siswa tentang fungsi matematika. Lembar kerja ini memberikan pengalaman belajar interaktif yang dapat melengkapi metode pengajaran tradisional. Penelitian lebih lanjut direkomendasikan untuk mengeksplorasi penerapan lembar kerja ini pada topik matematika lainnya dan populasi siswa yang lebih beragam.]]>
<![CDATA[COMPARISON OF THE EFFECTIVENESS OF SCIENTIFIC APPROACH AND PROBLEM-SOLVING APPROACH IN PROBLEM-BASED LEARNING IN CLASS IX OF SMP NEGERI 3 PANGSID ]]>
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Farman Farman]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 4 No. 2 (2019): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v4i2.1010
<![CDATA[The research used is a quasi-experimental study that aims to determine whether there are differences in the effectiveness of the scientific approach and the problem-solving approach in problem-based learning in class IX students of SMP Negeri 3 Pangsid. The population in this study were all grade IX students of SMP Negeri 3 Pangsid, and the sample consisted of two classes, namely class IX.1 and class IX.2, as an experimental class. Based on data collection from learning outcomes, activities and responses of students show that the mathematics learning outcomes of students in the experimental class 1 are in the high category with a mean of 84.38, student activities in learning can be categorized well, while student responses tend to be positive towards this learning. So, it can be concluded that problem-based learning with the scientific approach is quite active. Student mathematics learning outcomes in experimental class 2 are in the high category with a mean of 79.58, student activity in learning is in right criteria, and tudent responses to this learning are positive. This shows that problem-based learning with a problem-solving approach is quite effective. Hypothesis testing at a significant level ? = 0.05 with the t-test showed a signi ficant difference in effectiveness, in terms oflearning outcomes between students who applied problem-based learning with a scientific approach and students who applied problem-based learning with problem solving approaches.]]>
<![CDATA[The Impact of Script Type Cooperative Learning Model Implementation on Mathematics Learning Outcomes in Class VIII Junior High School Students ]]>
<![CDATA[Chairuddin Chairuddin]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 1 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1600
<![CDATA[This is an experimental study to determine (1) the mathematics learning outcomes of class VIII students at SMP Negeri 16 Poleang Tengah after being taught using a script type cooperative learning model on cube and block material; (2) the mathematics learning outcomes of class VIII students at SMP Negeri 16 Poleang Tengah after being taught using conventional learning models on cubes and blocks; and (3) the mathematics learning outcomes of students who are taught using a script-type cooperative learning model on cube and block material. The hypothesis of this study is that using the Script Type cooperative learning model to teach students mathematics is more effective than using traditional learning models on cube and block material in class VIII SMP Negeri 16 Poleang Tengah. The participants in this study were all students in class VIII, who were divided into three parallel classes with a total of 60 pupils. The Cluster Random Sampling approach was used to sample the two classes, one of which was designated as the control class and the other as the experimental class. A total of 40 people were included in the study from both classes. Data is retrieved through learning outcomes assessments, which are then utilized to collect information on students' math learning results. Descriptive and inferential statistics were employed in the data analysis technique. Inferential research using the t-test yielded a value of tcount = 2.293 in sig. = 0.027 = 0.05, indicating that H0 is rejected and H1 is accepted. This inferentially means that there is a significant difference in the mathematics learning outcomes of students in Class VIII SMP Negeri 16 Poleang Tengah who are taught the Script-type cooperative learning model versus the conventional learning model. Based on the findings of these research, it can be stated that using the script type cooperative learning model to teach students mathematics is more effective than using traditional learning models for class VIII students at SMP Negeri 16 Poleang Tengah.]]>
<![CDATA[Interest in Gamification Learning Based on Student Learning Styles ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Marniati Marniati]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i2.1586
<![CDATA[This study aims to analyze student interest in gamification-assisted learning in terms of student learning styles. This research is a type of descriptive research using a qualitative approach. The subjects are students of the Mathematics Education Study Program, Faculty of Teacher Training and Education, USN Kolaka, a research course program with 20 students. The data collection technique used in this research is to use a questionnaire. The instrument used in this study was a questionnaire of learning styles and interest in learning in gamification-assisted learning. According to Miles and Huberman, the data analysis technique used in this study is a qualitative data analysis technique, namely data reduction, data presentation, and conclusion drawing. The results showed (1) the average student interest in gamification-assisted learning with word walls was in the high category, (2) student learning styles in research subjects mostly tended to be multimodal (60%), and (3) students with unimodal learning styles have high interest, bimodal, and trimodal learning styles have a very high interest in learning with gamification-assisted learning.]]>
<![CDATA[Mathematical Problem Solving Ability in Cooperative Learning Type Student Teams Achievement Division (STAD) ]]>
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Farman Farman]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 6 No. 2 (2021): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v6i2.1669
<![CDATA[This study aims to describe the mathematical problem solving ability of class IX students of SMP Negeri 1 Kolaka. The type of research used in this research is descriptive with a qualitative approach. The subjects of this study consisted of 25 students of class IXD SMP Negeri 1 Kolaka. The instruments in this study were a test of problem-solving skills and an observation sheet. The test questions for the ability to solve mathematical problems are in the form of a description test consisting of 5 questions. The observation sheet consists of teacher and student observation sheets which are arranged based on the application of STAD type cooperative learning. The data analysis technique in this study uses the Miles Huberman model which consists of data reduction, data presentation and conclusion drawing. The results showed that (1) the average mathematical problem solving ability of students taught by the STAD type cooperative learning model consisting of 25 students showed a mean value of 70, variance 82.82, and standard deviation 9.10. The average indicates that the problem-solving ability is in the good category. (2) The average percentage of teacher activity is 79.56% who are in the active category, while the average percentage of student activity is 76.67% who are in the active category. Thus, it can be concluded that STAD learning activities can facilitate the achievement of students' problem solving abilities.]]>
