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All Journal MaPan : Jurnal Matematika dan Pembelajaran Al asma : Journal of Islamic Education
Idah Suaidah
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGARUH PENDEKATAN KONTEKSTUAL TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI KEBIASAAN BELAJAR PESERTA DIDIK Masyita Nur Syam; Andi Ika Prasasti Abrar; Ridwan Idris; Idah Suaidah
Al Asma: Journal of Islamic Education Vol 2 No 1 (2020): MAY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v2i1.13305

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh interaksi antara pendekatan kontekstual terhadap hasil belajar matematika ditinjau dari kebiasaan belajar peserta didik. Jenis penelitian ini adalah quasi experiment dengan desain factorial design. Populasi pada penelitian ini adalah seluruh peserta didik kelas VIII SMPN 30 Bulukumba yang berjumlah 87 orang. Pemilihan sampel menggunakan teknik simple random sampling. Instrumen yang digunakan adalah tes hasil belajar matematika dan angket kebiasaan belajar peserta didik. Teknik analisis yang digunakan adalah analisis statistik deskriptif dan analisis statistik inferensial. Hasil penelitian menunjukkan bahwa tidak terdapat pengaruh interaksi antara pendekatan kontekstual terhadap hasil belajar matematika ditinjau dari kebiasaan belajar peserta didik. AbstractThis study aimed to determine the effect of interaction between contextual approaches to mathematics learning outcomes in terms of learning habits. This type of research was a quasi-experiment with factorial design. The population in this study were all eighth-grade students of SMPN 30 Bulukumba, amounting to 87 people. Sample selection using a simple random sampling technique. The instruments used were mathematics learning achievement tests and student study habits questionnaire. The analysis technique used is descriptive statistical analysis and inferential statistical analysis. The results showed that there was no interaction effect between contextual approaches to mathematics learning outcomes in terms of student learning habits.
DEVELOPMENT OF ELEMENTARY LINEAR ALGEBRA COURSE E-MODULES BASED ON FLIP BOOK MAKER WITH INTEGRATED ISLAMIC VALUES: PENGEMBANGAN E-MODUL MATA KULIAH ALJABAR LINEAR ELEMENTER BERBASIS FLIP BOOK MAKER YANG TERINTEGRASI NILAI-NILAI KEISLAMAN Andi Ika Prasasti Abrar; Idah Suaidah; Sulfiani
MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2022v10n2a7

Abstract

The aims of this study were (1) to find out the process of developing an e-module for elementary linear algebra courses based on a flip book maker that integrates Islamic values. (2) to determine the characteristics of the e-module. (3) to determine the level of validity, practicality, and effectiveness of e-modules. The type of research used is Research and Development concerning the Plomp development model which consists of 5 stages. The product developed is an e-module course on elementary linear algebra based on a flip book maker. The test subjects in this study were second-semester students at UIN Alauddin Makassar, in the academic year 2021/2022. The instruments used were expert validation sheets, lecturer response questionnaires, observation sheets on the ability of lecturers to manage to learn, learning implementation observation sheets, student response questionnaires, student activity sheets, and learning achievement tests. Based on the trial results, it was found that (1) the product development process referred to as the Plomp development model was not fully implemented until the implementation stage due to time constraints, (2) the characteristics of the e-module are digitally designed with the flip book maker application which can be accessed using Android or Android. laptop, load learning videos, load examples of contextual questions integrated with Islamic values, and presentation of material using a scientific approach, (3) e-modules are categorized as valid with an average validity of 4.25, declared practical because all aspects are fully implemented, and declared effective because the level of completeness reached 96.3%.
Co-Authors Andi Ika Prasasti Abrar Masyita Nur Syam Ridwan Idris Sulfiani