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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Daya Matematis Jurnal Pendidikan Matematika de Fermat : Jurnal Pendidikan Matematika Abdimas Universal Al asma : Journal of Islamic Education Infinity Jurnal Matematika dan Aplikasinya (IJMA) Proceedings of The International Conference on Social and Islamic Studies Kompetensi

Nur Ismiyati

Unknown Affiliation

Author-ID : 2493297

Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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TAXONOMY OF BLENDED LEARNING AND ITS APPLICATION IN THE NEW NORMAL ERA Nur Ismiyati
International Conference on Social and Islamic Studies Proceedings of the International Conference on Social and Islamic Studies (SIS) 2021
Publisher : International Conference on Social and Islamic Studies

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

The application of information technology in education has the undoubted potential to upsurge the quality of teaching and dexterity in learning. The Covid-19 pandemic that occurred in the world, especially in Indonesia, caused problems, especially in the education sector. The education crisis caused by the Covid-19 pandemic has caused problems that are not separated from the growth of the digitalization revolution in education. So, it is necessary to learn by using services the help of electronic devices called e-learning. One of the e-learning model that can be used in online learning is blended learning. Blended learning as a formal education program that has moments in which the student studies the content through online resources and moments when teaching is supervised in the classroom. This paper is literature review and investigations in the taxonomy of blended learning as follows: (1) specifically categorization is based on transmission mode that describe challenges linked to blended learning are culture and blended learning environment, finding the right design, demand on time, well integrated teamwork, communication; (2) learning syles from four models of blended learning namely Rotation model, Flex model, A La Carte model, and Enriched Virtual model; (3) blended learning based on web-support such as linking-the lecturer curates, wrapping-the lecturer guides, wisc-online, khan academy, VLE/LMS, PLE, personal learning networks, mashups, mupples.

PENGARUH KEMAMPUAN VERBAL DAN PENYESUAIAN DIRI TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA Miranda Utama; Tri Hariyati Nur Indah Sari; Nur Ismiyati
Al Asma: Journal of Islamic Education Vol 2 No 2 (2020): NOVEMBER
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/asma.v2i2.17349

AbstrakPenelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh kemampuan verbal, penyesuaian diri, serta kemampuan verbal dan penyesuaian diri secara bersama-sama terhadap prestasi belajar matematika siswa. Penelitian ini merupakan penelitian ex-post facto menggunakan pendekatan kuantitatif. Populasi berasal dari 180 siswa kelas XI IPA SMA Negeri 8 Balikpapan. Penelitian ini menggunakan rumus Slovin dan mendapatkan 125 siswa yang terlibat sebagai sampel penelitian. Instrumen penelitian ini menggunakan tes dan angket. Data hasil penelitian dianalisis menggunakan regresi linear sederhana dan berganda. Hasil uji t menunjukkan bahwa nilai signifikansi sebesar 0,000 (Sig. < 0,05), sehingga dapat disimpulkan bahwa terdapat pengaruh kemampuan verbal terhadap prestasi belajar matematika siswa. Selanjutnya, hasil uji t menunjukkan bahwa nilai signifikansi sebesar 0,297 (Sig. > 0,05), sehingga dapat disimpulkan bahwa tidak terdapat pengaruh penyesuaian diri terhadap prestasi belajar matematika siswa. Kemudian, hasil uji F menunjukkan bahwa nilai signifikansi sebesar 0,000 (Sig. < 0,05), sehingga dapat disimpulkan bahwa terdapat pengaruh kemampuan verbal dan penyesuaian diri secara bersama-sama terhadap prestasi belajar matematika siswa. Selain itu, faktor kondisi seperti perubahan kebiasaan siswa yang awalnya belajar secara tatap muka di sekolah berubah menjadi pembelajaran secara online dapat mempengaruhi pencapaian prestasi belajar matematika siswa karena membutuhkan kesiapan dan penyesuaian diri yang matang pada siswa maupun pendidik. AbstractThe research aims to know the effect of verbal ability, self-adjustment, verbal ability and self-adjustment simultaneously toward student’s mathematic achievement. This research is ex-post facto research using a quantitative approach. The population came from 180 students of XI grade science class SMA Negeri 8 Balikpapan. This research used the Slovin formula and obtained 125 students involved a sample. This research used test and questionnaire as the instrument in this research. The data were analyzed using simple and multiple regression. The t-test result showed a significance value of 0,000 (Sig. < 0,05), so it could be concluded that there was an effect of verbal ability on students’ mathematic achievement. Next, the t-test result showed a significance value of 0,297 (Sig. > 0,05), so it could be concluded that there was no effect of self-adjustment on students’ mathematic achievement. Then, the F-test result showed a significance value of 0,000 (Sig. < 0,05), so it could be concluded that there was an effect of verbal ability and self-adjustment simultaneously on students’ mathematic achievement. Other than that, the condition factors such as changes in the habits of students who initially learn face-to-face at school turning into online learning can affect student achievement in mathematics learning because it requires mature readiness and adjustment in students and educators.

PENERAPAN MODEL PEMBELAJARAN ARIAS (ASSURANCE, RELEVANCE, INTEREST, ASSESSMENT, AND SATISFACTION) UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA Nur Ismiyati
De Fermat : Jurnal Pendidikan Matematika Vol. 2 No. 1 (2019)
Publisher : Prodi Pendidikan Matematika, FKIP, Universitas Balikpapan

This research is a classroom action research that aims to improve mathematics learning in class VIII Junior High School 1 at Bontonompo through the ARIAS learning model. The problem in this research are less then 75% of students have mathematics learning under KKM and students less learning activites. The research was carried out during two cycles. The obtained data were analyzed qualitatively and quantitatively. Based on the results of the research in Cycle I, only 26% of students fulfilled the KKM value were continued to Cycle II and the results met individual and classical completeness is 78% of students fulfilled KKM scores and student activities increased. Keywords : ARIAS Learning Model, Activity, Learning Outcomes

Sukseskan Gerakan Wanita Matilda (Mandiri, Terampil, Berdaya) di RT 49 Kelurahan Sepinggan Rahayu Sri Waskitoningtyas; Nur Ismiyati
Abdimas Universal Vol. 2 No. 1 (2020): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Balikpapan (LPPM UNIBA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/abdimasuniversal.v2i1.52

This study aims to find out how PKK RT 49 RT Sepinggan Balikpapan urban residents conduct urban farming. This service was carried out in RT 49, Sepinggan Village. The subjects of this study were the residents of RT 49, Sepinggan Village. Sampling is based on random sampling. Data collection through observation and documentation. Urban Farming is beneficial for RT 49 mothers, through urban faming mothers can grow vegetables in their own yards. If you don't have a yard, you can do it using used pots, buckets and used tins. Vegetables grown in the form of chili, tomatoes, onions, lime and pumpkin.

The Implementation Cooperative Learning Model Course Review Horay (CRH) type to Improvement Of Student’s Mathematical Problem-Solving Ability Nur Ismiyati; Kezia Priskilla Manullang
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 8, No 1 (2020): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jds.v8i1.13318

This research is a kind of classroom action research. The purpose of this research is to know the improvement of student’s mathematical problem-solving ability by implementing cooperative learning model Course Review Horay (CRH) type at the twelve science 5 of SMA Negeri 2 Balikpapan academic year 2019/2020 for mathematic’s subject is trigonometric function derivatives. This research used Kemmis & McTaggart’s. This research also used test, observation, and documentation for collecting the data. The result of this research showed that 1) there was improvement classically on student’s result that the mean of student’s result on pre-cycle are 53,51 and then in the first cycle the mean of student’s result increased of 20,95 from pre cycle to 74,46; and then in the second cycle, that mean increased again of 10,31 from the first cycle to 84,77. 2) there was improvement on the percentages of stundent’s mathematical problem solving ability, which on pre-cycle the percentage was 46,75% then in the first cycle increased of 17 % from pre cycle to 63,73% and then in the second cycle, the percentage increased again of 22,5% from the first cycle to 86,25%. Based on those results,the conclusion of this research is the implementing of cooperative learning model Course Review Horay (CRH) type could improving the student’s mathematical problem solving ability at the twelve science 5 of SMA Negeri 2 Balikpapan academic year 2019/2020

Humanism Learning Theory And Mathematics Learning Ikhbariaty Kautsar Qadry; Syahrullah Asyari; Nur Ismiyati; Muhammad Nurhusain
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 9, No 2 (2021): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v9i2.21555

Humanism that is widely understood in this modern era is renaissance humanism which is one of the atheist philosophies. Humans are respected. Even humans are made as the center of truth by glorifying reason and rejecting theism or supernaturalism. The earliest thinkers in education based on this notion in the modern age were John Dewey, Johann Pestalozzi, and Maria Montessori. This understanding became ligitimate after The Association of Humanistic Psychology was founded in 1962. At that time, the humanistic movement began to influence psychology, education, and the workplace. This humanistic movement also gave birth to humanistic psychology with a character, Abraham H. Maslow. Maslow’s Theory of Needs, then had a significant effect on education, especially in the development of learning theories, including andragogy, transformational learning, and independent learning. Maslow’s humanistic learning theory encourages innovation and creativity. It is believed in this theory that everyone is responsible for their own learning as well as learning from those around them. This theory encourages students to be in a supportive and safe environment, so they are comfortable asking questions and exploring new concepts and possibilities. This theory states that the best learning occurs when the whole person (cognitive, affective, psychomotor) is involved, taking into account the totality of human experience. This theory has also drawn criticism. Some experts think that this theory is not based on rigorous scientific experience. Meanwhile, other experts review the philosophy that underlies this theory from the context of values, religion, culture and ideology of the Indonesian nation. However, the learning theory built on the philosophy of humanism can also be applied in mathematics education. A good example of this is the differentiation of mathematics learning. Through this learning differentiation, all students learn in different ways and according to their level of difficulty in understanding mathematical concepts. In other words, each student gets treatment according to his or her need

PEMBELAJARAN MATEMATIKA BERBASIS EDMODO PADA MATA KULIAH TEORI BILANGAN Ryan Angga Pratama; Nur Ismiyati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 8, No 2 (2019)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran berbasis Edmodo pada mahasiswa Pendidikan Matematika Universitas Balikpapan. Subjek dalam penelitian ini adalah 12 mahasiswa Pendidikan Matematika Universitas Balikpapan yang sedang menempuh perkuliahan Teori Bilangan. Teknik pengumpulan data dilakukan dengan observasi (pengamatan terhadap aktivitas chat di dalam Edmodo), dokumentasi, serta tes hasil belajar. Adapun hasilnya didapatkan bahwa pelaksanaan pembelajaran berbasis Edmodo berjalan dengan baik. Hal ini dapat dilihat dari capaian hasil belajar mahasiswa yang menunjukkan secara rata-rata dari 12 mahasiswa memperoleh skor atau ketercapaian 82,53. Selain itu, mahasiswa juga merasa memperoleh pengalaman belajar yang baru melalui Edmodo, dapat lebih berekspresi, suasana belajar (chat) sangat santai, serta dapat diakses dimana saja jika mahasiswa lupa materi yang telah dipelajarinya. Hal ini dikarenakan materi yang disajikan telah diunggah di Edmodo maupun kanal Youtube. AbstractThis study aims to describe the implementation of Edmodo-based learning in Mathematics Education students at the University of Balikpapan. The subjects in this study were 12 University of Balikpapan Mathematics Education students who were taking lectures on Number Theory. Data collection techniques are done by observation (observation of chat activities in Edmodo), documentation, and learning achievement tests. The results were obtained that the implementation of Edmodo-based learning went well. This can be seen from the achievements of student learning outcomes which show an average of 12 students get a score or achievement of 82,53. In addition, students also feel they have gained a new learning experience through Edmodo, can be more expressive, the atmosphere of learning (chat) is very relaxed, and can be accessed anywhere if students forget the material they have learned. This is because the material presented has been uploaded on Edmodo and the Youtube channel.

Penggunaan Edmodo dalam Proses Pembelajaran Daring pada Mahasiswa Pendidikan Matematika Nur Ismiyati; Ryan Angga Pratama
Jurnal Pendidikan Matematika Vol 12, No 1 (2021): Edisi Januari 2021
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo,

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v12i1.15842

Pendidikan di era teknologi mewajibkan setiap pendidik untuk menerapkan dan mengaplikasikan teknologi informasi dan komunikasi baik secara terintegrasi, sistematis, dan efektif. Salah satu contohnya adalah dengan proses pembelajaran dalam bentuk e-learning berbasis edmodo. Tujuan dalam penelitian ini untuk mengetahui bagaimana proses pembelajaran dengan e-learning berbasis edmodo, kelebihan dan kekuranggan penggunaan edmodo dan saran untuk edmodo dalam proses pembelajaran kedepannya di lingkungan program studi pendidikan matematika. Penelitian ini adalah penelitian kualitatif dengan subjek dalam penelitian ini sebanyak 13 orang mahasiswa. Data penelitian ini diperoleh melalui observasi dan wawancara. Dimensi penelitian yang ingin didapatkan adalah keaktifan di dalam kelas dan cara pengungkapan ide dan gagasan secara virtual. Hasilnya menunjukkan bahwa proses pembelajaran berjalan secara aktif dan menyenangkan, kefleksibelan waktu dan tempat dalam pelaksanaanya, melatih disiplin mahasiswa dalam menghadiri perkuliahan online dan mengumpulkan tugas. Walaupun demikian kekurangan proses pembelajaran dengan edmodo yakni ketergantungan dengan alat elektronik dan akses penggunaan jaringan internet.

KARAKTERISTIK KULTURAL DAN FILOSOFI MATEMATIKA Ikhbariaty Kautsar Qadry; Syahrullah Asyari; Nur Ismiyati; Andi Patimbangi
Infinity: Jurnal Matematika dan Aplikasinya Vol. 2 No. 1 (2021): Terbitan Ketiga-Agustus 2021
Publisher : Program Studi Matematika Fakultas Sains Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/27458326-68

enelitian ini adalah penelitian kepustakaan yang bertujuan mengkaji dua hal pokok. Pertama, karakteristik kultural. Kedua, karakteristik filosofi matematika. Hasil penelitian menunjukkan bahwa karakteristik kultural dapat dilihat dari sisi nilai dan praktik sosial matematika, maupun sisi konvensi matematika. Nilai kultural matematika dapat dilihat dari program etnomatematika. Sementara itu, praktik sosial matematika dapat dilihat dari Realistic Mathematics Education. Namun demikian, tetap diakui bahwa matematika memiliki karakteristik yang khas atau sifat alami sebagai suatu konvensi, sekaligus merupakan bagian dari karakteristik kultural matematika. Sementara itu, karakteristik filosofi matematika bergantung pada sudut pandang aliran-aliran filsafat tertentu terhadap matematika. Hasil rekonseptualisasi filsafat matematika menunjukkan bahwa suatu filsafat matematika mestinya memenuhi empat kriteria, yaitu: a) pengetahuan matematika: sifat, justifikasi dan genesisnya; b) obyek-obyek matematika: sifat dan asal-usulnya; c) aplikasi matematika: keefektifannya dalam sains, teknologi dan bidang-bidang lainnya; dan d) pelaksanaan (praktik) matematika: berbagai aktivitas para matematikawan, baik di masa sekarang, maupun di masa lampau.

UPAYA GURU MATEMATIKA SMA KOTA BALIKPAPAN DALAM PENINGKATAN MUTU KINERJA SEBAGAI PENDIDIK Antonia Lusia Ina Kewa; Mochammad Alipatan; Nur Ismiyati
Kompetensi : Jurnal Pendidikan dan Humaniora Fakultas Keguruan dan Ilmu Pendidikan UNIBA Vol 14 No 1 (2021): Kompetensi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Guru sebagai tenaga profesional mempunyai fungsi, peran, dan kedudukan yang sangat penting dalam mencapai visi pendidikan yaitu menciptakan insan Indonesia cerdas dan kompetitif. Penelitian ini menggunakan pendekatan kualitatif metode deskriptif dengan analisis kasus. Berdasarkan temuan hasil penelitian, bahwa upaya yang dilakukan guru matematika dalam peningkatan mutu kinerja sebagai pendidik adalah (1) mengembangkan kurikulum dengan cara membuat silabus dengan berdasarkan pada kurikulum, membuat RPP sesuai dengan silabus yang mencakup mata pelajaran, materi pokok, alokasi waktu . (2) Penilaian dan evaluasi dengan cara menyusun alat penilaian yang sesuai dengan tujuan pembelajaran dengan berbagai jenis seperti yang tertulis dalam RPP. (3) Bersikap inklusif, bertindak obyektif serta tidak diskriminatif dengan cara memperlakukan peserta didik secara adil, dan menjaga hubungan baik dengan teman sejawat. (4) Menunjukkan pribadi yang dewasa dan teladan dengan cara bertingkah laku sopan dalam berbicara berpenampilan serta bersikap dewasa dalam menerima masukan dari peserta didik. (5) Mengembangkan keprofesian melalui tindakan reflektif dengan cara selalu mengevaluasi diri, mengikuti pelatihan, seminar, dan kegiatan MGMP.

Co-Authors Alim, Putra Chandra Rachmat Amirullah -, Amirullah Andi Patimbangi Antonia Lusia Ina Kewa Farras, Muhammad Anwar Haris, Muhammad Fadel Ikhbariaty Kautsar Qadry Ikhbariaty Kautsar Qadry Jumriana Jumriana, Jumriana Kezia Priskilla Manullang Miranda Utama Mochammad Alipatan Muhammad Nurhusain Prasetya, Audrey Putri Prasetyo, Sukono Hadi Pratama, Gery Andra Putra Rahman, Rezki Abdul Rizki A, Andhika Ade Ryan Angga Pratama Sulistyani Sulistyani Syahrullah Asyari, Syahrullah Tri Hariyati Nur Indah Sari Yahya, Rony

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