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Syaiful Huda

Universitas Muhammadiyah Gresik

Author-ID : 2492925

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry 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 Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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PEMBELAJARAN BERDEFERENSIASI BERBASIS PROBLEM POSING : SEBUAH KAJIAN KEMAMPUAN PENALARAN MATEMATIS Zaenab, Siti; Asari, Slamet; Huda, Syaiful
Jurnal Numeracy Vol 10 No 2 (2023)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v10i2.2402

Pembelajaran yang memperhatikan gaya belajar peserta didik merupakan salah satu contoh dari pembelajaran berdiferensiasi, sehingga guru lebih mudah memilih media pembelajaran yang digunakan untuk mencapai sebuah tujuan pembelajaran. Disamping itu, dalam kurikulum merdeka peserta didik juga diberikan kebebasan dalam mengkonstruk pengetahuannya sendiri misalnya dengan membuat pertanyaan dan menjawab pertanyaan yang telah dibuat, sehingga akan menimbulkan kemampuan penalaran matematis setiap peserta didik. Dalam hal ini, sangat penting bagi peneliti untuk dapat mengetahui kemampuan penalaran matematis siswa menggunakan pendekatan problem posing dalam pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk mendeskripsikan tentang kemampuan penalaran problem posing ditinjau dari gaya belajar peserta didik di kelas X TOI 1 SMKN 1 Cerme tahun ajaran 2023/2024. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Prosedur Penelitian yang digunakan ada 3 tahap yaitu : perencanaan penelitian, pelaksanaan penelitian, penyusunan laporan penelitian. Adapun instrumen yang digunakan dalam penelitian ini adalah tes penalaran problem posing, rubrik penilaian tes penalaran problem posing, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa peserta didik dengan gaya belajar visual, kinestetik, dan auditorial memilili tingkat kemampuan penalaran problem posing sedang. Namun dilihat dari persentase hasil analisis kemampuan penalaran problem posing, peserta didik dengan gaya belajar kinestetik tingkat penalaran problem posingnya lebih tinggi dibandingkan dengan peserta didik yang memiliki gaya belajar visual dan auditorial.AbstractLearning that takes care of the student's learning style is one example of differential learning, so it's easier for teachers to choose the learning medium used to a learning goal. In addition, in the independent curriculum students are also given freedom in constructing their own knowledge, for example, by creating questions and answering questions that have been made, so that will raise the ability of mathematical reasoning of each student. In this case, it is essential for researchers to be able to know students' mathematical reasoning abilities using the problem posing approach in differential learning. This study aims to describe the ability to reason the problem posing reviewed from the learning style of the students in class X TOI 1 SMKN 1 Cerme 2023/2024. The research method used in this study is qualitative descriptive. The research procedure used has three stages: research planning, research execution, research report preparation. As for the instruments used in this study are the reasoning test of the problem posing, the evaluation section of the test of reasoning the problem Posing, and the guidelines of the interview. The results of the study showed that students with visual, kinesthetic, and auditory learning styles had a higher level of ability to rationalize the problem posing. However, seen from the percentage of results of analysis of the skill of rationalizing the problems posing, students with kinesthesia learning style had higher levels of rationality of the problem Posing compared to students who had visual and auditorial learning style.

Critical Thinking Analysis of Students in Problem Based Mathematics Learning through TBLA Nikmah, Siti Maghfirotun; Fauziyah, Nur; Huda, Syaiful
JME (Journal of Mathematics Education) Vol 6, No 2 (2021): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v6i2.1604

Mathematics is related to numbers and formulas, as well as its abstract nature. So that understanding it is not by memorizing. It requires the ability to solve mathematical problems. In solving mathematical problems it requires critical thinking skills. Problem-based learning is the right way to train students to think critically, so problem-based learning according to the purpose of improving critical thinking. To find out problem-based learning is able to improve students' critical thinking skills, the Transcript Based Lesson Analysis (TBLA) learning analysis method is used. This research is an exploratory qualitative research that aims to describe critical thinking and tendencies in problem-based mathematics learning using TBLA for students in class VIII-D at SMP Negeri 1 Gresik. The supporting instrumens in this study consisted of documentation using an audio-visual recording device and sheets for lesson analysis the TBLA model.Â From the results of the TBLA analysis, both based on the number of letters and categorization, it can be seen that problem-based mathematics learning tends to be dominated by students. In the results of the TBLA analysis based on the number of letters, it appears that students are active in communicating with other students, only occasionally asking the teacher about things that need more explanation. Likewise, the results of the TBLA analysis based on categorization show that students have critical thinking skills, namely students can show 6 critical thinking indicators in this study, namely focus, reason, inference, situation, clarity and overview.

Math-Oriented Critical Thinking Skills of Elementary School Students Viewed from Cognitive Style Huda, Syaiful; Khikmiyah, Fatimatul; Melindah, Vina
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

The tendency to develop critical thinking skills has been carried out for a long time starting from the definition, indicators of mathematical critical thinking, and the practice of developing critical thinking. Critical thinking can be developed both individually and classically through learning. The purpose of this study was to analyze qualitatively the mathematical critical thinking process of SD Muhammadiyah Manyar students in terms of cognitive style. The research method is descriptive qualitative. The results of the analysis obtained students with FD cognitive style more than students with FI cognitive style. From the difference in numbers, it is in line with the analysis of the learning process where students need more teacher instruction in completing assignments. In addition, from the analysis of critical thinking aspects according to Facione (2013) of the 6 existing aspects there are 2 aspects that have not been achieved by students, namely explanation and self-regulation. Keywords: critical thinking skills, cognitive style, elementary school. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp373-384

Analisis Kemampuan Berpikir Kritis Matematis Siswa Berdasarkan Kesiapan Belajar Syifa', Hanifatus; Zawawi, Irwani; Huda, Syaiful
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 1 (2024): Edisi Januari 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i1.803

Improved critical thinking skills are essential for students to face the challenges of the 21st century. The level of student readiness to learn is a factor that affects critical thinking skills. The concept of readiness to learn is closely related to the initial ability of students. The purpose of this study was to describe mathematical critical thinking skills based on students' learning readiness. This study used a type of qualitative descriptive research and focused on three grade VIII students of SMP Negeri 1 Mantup Lamongan as research subjects. Each student represents a different stage of learning readiness, namely: one newly developing learning readiness student, one learning readiness student is developing, and one learning readiness student is proficient. Research data were obtained from the results of cognitive diagnostic assessments, test results of mathematical critical thinking skills, interview findings, and observations. Data analysis of cognitive diagnostic assessment results was used to categorize students' learning readiness. While the analysis was carried out on the results of mathematical critical thinking skills tests and interviews, using FRISCO critical thinking ability indicators, namely Focus, Reason, Inference, Situation, Clarify, and Overview. Research findings show that there are variations in students' mathematical critical thinking skills based on readiness to learn. Students with readiness for new learning develop only meet 1 indicator, namely focus. Students with a growing readiness to learn meet 2 indicators, namely focus and reason. Students with readiness to learn have proficiently met all FRISCO indicators.

Pengembangan Media Pembelajaran Matematika Berbasis Android dalam Pembelajaran Berdiferensiasi di SMPN 1 Mantup Salsabila, Adela Nur Afida; Fauziyah, Nur; Huda, Syaiful
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.990

In differentiated learning, learning readiness is the initial ability that must be possessed by students to support the continuity of the learning process and is supported by the development of appropriate learning media. The purpose of this study was to develop differentiated mathematics learning media based on the learning readiness of android-based students named Choice Gaming with SPLDV material. This research is included in the type of Research and Development (R&D) with the Four-D model (Define, Design, Development, and Disseminate). The subjects of this study were 30 students of class VIII A SMPN 1 Mantup Lamongan. Data collection methods through instruments validation results of media experts and material experts, student response questionnaires, and pretest and posttest results. The data were analyzed using quantitative methods, obtained validity from the results of media expert validation on average 90% (very valid) and the results of material expert validation on average 86.67% (very valid). So it can be concluded that the media developed is suitable for use in learning. As for the effectiveness value obtained from the average student response of 81.67% (positive) and learning completeness obtained an average N-gain of 0.57 in the medium category (quite effective). So it can be concluded that differentiated mathematics learning media is effective for SPLDV material.

Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL) dalam Mengembangkan Kemampuan Pemecahan Masalah Matematika Peserta Didik Masrukhah, Nurul; Zawawi, Irwani; Huda, Syaiful
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 4 No. 3 (2024): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v4i3.760

Penelitian ini bertujuan untuk mendeskripsikan aktivitas peserta didik selama diterapkan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL), dan mendeskripsikan kemampuan pemecahan masalah matematika peserta didik setelah diterapkan Pembelajaran Berdiferensiasi dengan Model PBL. Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kuantitatif. Pelaksanaan penelitian berlangsung di SMP Muhammadiyah 4 Kebomas dengan subjek 15 peserta didik dari kelas VII A, yang dipilih melalui metode purposive. Teknik pengumpulan data menggunakan angket, observasi, dan tes. Metode analisis data yang dipilih meliputi analisis data gaya belajar, analisis data aktivitas peserta didik, serta analisis data kemampuan pemecahan masalah matematika peserta didik. Data yang diperoleh dianalisis menggunakan teknik analisis kuantitatif deskriptif. Hasil penelitian ini adalah: (1) Aktivitas peserta didik selama diterapkan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL) memperoleh hasil persentase sebesar 80,63%, termasuk dalam kriteria aktif. (2) Kemampuan pemecahan masalah matematika peserta didik setelah diterapkan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL) berkembang, kemampuan pemecahan masalah matematika peserta didik dengan gaya belajar auditorial menurut pentahapan Newman pada tes awal kurang mampu dalam memproses permasalahan dan penulisan jawaban, sedangkan pada tes akhir peserta didik mampu dalam memproses permasalahan dan penulisan jawaban. Kemampuan pemecahan masalah matematika peserta didik dengan gaya belajar kinestetik menurut pentahapan Newman pada tes awal juga kurang mampu dalam memproses permasalahan dan penulisan jawaban, sedangkan pada tes akhir peserta didik mampu dalam memproses permasalahan dan penulisan jawaban. Kemampuan pemecahan masalah matematika peserta didik setelah diterapkan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL) juga termasuk dalam kategori baik dengan nilai sebesar 83,33.

The structure of parents’ social actions on the zonation policy for new students’ admission Huda, Syaiful; Ibrahim, Jabal Tarik; Saiman, Saiman; Rojiq, M. Abdul
Interdisciplinary Social Studies Vol. 3 No. 2 (2024): January-March 2024 (Regular Issue)
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/iss.v3i2.625

This research explores the structure of parents' social actions regarding the zonation policy for new students' admission at SMKN 1 Rejotangan Tulungagung District. The study focuses on the various structures and meanings of the zonation policy, including the New Family Card (KKB), blessings from the school environment (BLS), Keponakan/Niece and Dulur Dewe/Relatives (KDD), Gandheng Gedek or Gandheng Wall (GG/GT), informal entrustment from special persons in government (TWP), special conversations, and special mandate letters from regional government policy makers. According to Max Weber's theory, parents' social actions include taking action with awareness, ensuring they have something right according to the PPDB policy provisions, using methods and techniques, restricting actions to a predetermined time, selecting and assessing actions, hoping for moral principles when making decisions, and learning about social relations between parents and the PPDB committee.

PENDAMPINGAN PENYUSUNAN MODUL AJAR UNTUK GURU PAUD DI KABUPATEN GRESIK Khikmiyah, Fatimatul; Huda, Syaiful; Yunita, Nourma
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 6 (2022): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v5i6.2082-2091

Modul ajar merupakan salah satu jenis perangkat pembelajaran yang digunakan oleh guru sebagai pemandu pada proses pembelajaran. Modul ajar ini mirip rencana pelaksanaan pembelajaran pada kurikulum sebelumnya. Modul ajar sebaiknya dikembangkan sendiri oleh guru agar sesuai dengan konteks lingkungan dan kebutuhan belajar muridnya, hal ini tidak terkecuali untuk guru pada Pendidikan Anak Usia Dini (PAUD). Sebagai hal yang baru, penyusunan modul ajar bukanlah hal yang mudah bagi guru PAUD. Kesulitan mereka terutama tentang kriteria modul ajar yang baik, proses penyusunannya dan bagaimana menyusun modul ajar yang sesuai dengan karakteristik peserta didik dan lingkungannya. Program pengabdian ini dilakukan untuk meningkatkan pemahaman guru PAUD tentang konsep dan strategi pengembangan modul ajar serta pendampingan pengembangan modul ajar yang akan diimplementasikan pada semester genap tahun pelajaran 2021/2022.Â Materi konsep dan prinsip pmbelajaran yang berpusat pada peserta didik ditambahkan juga pada kegiatan pengabdian ini agar guru lebih maksimal dalam memilih dan mendesain pembelajaran yang kontekstual, sesuai dengan minat anak dan berakar dari budaya bangsanya. Sasarn daroi program pengabdian ini adalah guru-guru pada program sekolah penggerak jenjang PAUD di lima sekolah di Kabupaten Gresik, Jawa Timur, Indonesia. Program pengabdaian dilakukan melalui workshop dan Focuss Group Discussion (FGD). Luaran dari kegiatan pengabdian ini adalah sepuluh modul ajar untuk semester genap tahun pelajaran 2021/2022. Berdasarkan hasil wawancara dengan guru diketahui bahwa semua guru memiliki pemahaman yang lebih baik tentang terhadap komponen modul ajar, langkah-langkah penyusunan dan teknik penyusunannya. Selain itu, kegiatan pendampingan dapat meningkatkan kepercayaan diri para guru untuk berbagi dan mengimplementasikan modul ajar yang telah dikembangkan.

Co-Authors Abdul Mujib Afriani, Irma Surya Anggita, Shella ARDIANSYAH ARDIANSYAH Auliya, Prativi Khilyatul Bellachintya Reira Christata Budiharjo, Rizky Nia Churun Lu'lu'il Maknun Chusnul Amalia Rovita Dina Agustin Dzurrotul Hamiedah Endang Eka Pratiwi Eny Sulistyaningrum Farikhah Farikhah Fathonah, Aning Fatimatul Khikmiyah Fauziyah, Nur Filda Wulan Damayanti Firmansah, Benny Halimah As Syadiyah Hasanah, Anis Faridotul Hefrizan, Alvin Ilma, M. Zidni Irma Surya Afriani Irwani Zawawi Jabal Tarik Ibrahim Januarta, Ari Joko Santoso Kusnawi Kusnawi Kusrini, Kusrini lailiyyah, Syafiatul Masrukhah, Nurul Melindah, Vina Muh. Arif Junaidi Mujtahidin Ni'mah, Fadhilatun Nikmah, Siti Maghfirotun Nourma Yunita Noviatul Rochmah Novrianda Dasmen, Rahmat NUR FAUZIYAH Nur Fauziyah Nurul Ainia Rachmayuni Pranata, Viren Pratama Maulana Putra Prayogo, Adhie Rangga Primadasa Reni Ariska Putri Restu Lusiana Rivatul Ridho Elvierayani Roikhatul Jannah Rojiq, M. Abdul Saffanah Ziyan Salsabiela Saiman Saiman Salsabila, Adela Nur Afida Sarwadi sarwo edy Sarwo Edy Sendi Ramdhani Siti Maghfirotun Nikmah Siti Maghfirotun Nikmah Siti Mawaddah Siti Zaenab Slamet Asari Sri Uchtiawati Syamsiar, Syamsiar Syifa', Hanifatus syifa, hanifatus Tira Roesdiana Tri Andari Vina Melindah Wardhatus Afifah Wiranata, David Sugitario

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