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Analisis Tingkat Kognitif Soal pada Lembar Kerja Peserta Didik (LKPD) Matematika MTs Andi Susanto; Yulia Yulia; Putri Rahmah
Alauddin Journal of Mathematics Education Vol 3 No 1 (2021): MAY
Publisher : Department of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/ajme.v3i1.20941

LKPD merupakan media pembelajaran yang dapat dijadikan alternatif untuk berlatih menyelesaikan soal pada mata pelajaran matematika guna membantu peserta didik dalam menguasai materi pembelajaran. Berdasarkan wawancara dengan pesera didik MTs Muhammadiyah Muaro Pauah, peserta didik menyatakan kebanyakan soal pada LKPD sulit untuk diselesaikan. Oleh karena itu, dilakukan penelitian untuk mengetahui keadaan sebenarnya soal LKPD tersebut dengan menganalisis tingkat kognitif soalnya. Jenis penelitian ini adalah studi dokumen/teks. Pengumpulan data pada penelitian ini menggunakan teknik observasi, wawancara dan dokumentasi. Instrumen pengumpulan data penelitian ialah lembar penilaian tingkat kognitif soal. Teknik analisis data pada penelitian ini adalah deskriptif persentatif. Hasil penelitian ini menunjukkan bahwa tingkat kognitif soal LKPD yaitu C1 (2,32%), C2 (4,65%), C3 (69,76%), C4 (23,25%), C5 (0%), C6 (0%) untuk contoh soal, dan C1 (4,80%), C2 (9,60%), C3 (53,60%), C4 (32,00%), C5 (0%), C6 (0%) untuk soal uji kompetensi. Berdasarkan hasil tersebut, dapat diketahui bahwa soal LKPD telah mencakup tingkat berpikir yang bervariasi yaitu tingkat berpikir rendah (C1 dan C2), menengah (C3) dan tinggi (C4). Namun, tingkat kognitif soal LKPD didominasi oleh soal berpikir tingkat menengah (C3). Dengan begitu, soal LKPD belum sesuai dengan perbandingan 30% : 40% : 30% untuk masing-masing kategori soal mudah, sedang, dan sukar.

The Other Side of Ramadan: Ramadan and its implication on Social Cohesion in West Sumatra and Yogyakarta Nurus Shalihin; Yulia Yulia; Muhammad Sholihin
Analisa: Journal of Social Science and Religion Vol 6, No 01 (2021): Analisa Journal of Social Science and Religion
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18784/analisa.v6i01.1309

This article examines the implications of Ramadan on social cohesion in communities in West Sumatra and Yogyakarta. The issue is based on the assumption that Ramadan is a religious momentum that is only concerned with the vertical affairs between humans and their Lord alone and has a social dimension, i.e., values of solidarity, sense of belonging, tolerance, and social harmony. These are fostered through religious rituals such as fasting, zakat, and other kinds of worship. The study adopted a qualitative approach and was supported by survey data on several selected community samples. Survey data was collected related to the volume of philanthropy, the frequency of ritual worship during the month of Ramadan concerning the level of quality of social cohesion, solidarity, and social trustworthiness. In addition, the data were collected through a questionnaire instrument to capture the fundamental impact of Ramadan on strengthening social capital. In general, this study concludes that West Sumatra is superior to Yogyakarta for its social cohesion on 3 (three) indicators: moral feeling, sense of belonging, and social harmony. However, despite the difference in numbers between the two regions, there are differences among indicators. While for the other two indicators, safety feeling and tolerance, Yogyakarta is better than West Sumatra.

TINGKAT BERPIKIR KREATIF PESERTA DIDIK SMPN 3 RANAH PESISIR DALAM MENYELESAIKAN SOAL CERITA PADA MATERI ARITMATIKA SOSIAL KELAS VII Rahma Mei Elvita; Yulia Yulia; Nita Putri Utami
Math Educa Journal Vol 6, No 1 (2022)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v6i1.3716

Learners must be accustomed to thinking intelligently, carefully and logisstics which are indispensable in creative thinking. Able to solve more innovative problems without options with monotonous solutions. There is a purpose to describe the creative thinking level of students in solving math stories for clas VII social arithmetic material at SMP N 3 Ranah Pesisir in this study. Quantitative descriptive research is the type of research used. Class VII(1) students became the data source of this research. The data obtained are test of creative thinking skills and written interviews to students. The indicators of creative thinking according to Siswono are fluency, flexibility and novelty. Based on the results of the study, it was found that the creative of students in solving math story problems was classified as moderate with an average test results of 63,94. Students are at the very creative level as many as3 students (11,54%), creative as many as 16 students (61,54%), quite creative as many as 2 students (7,69%), and less creative 5 students (19,23%). The average provider per indicator, namely the fluency indicator with an average test result of 62,5 including the medium category, the flexibility indicator with an average test result of 64,42 including the medium category, the novelty indicator with an average test results of 64,9 included in the medium category.

Pendekatan Pembelajaran Realistic Mathematics Education (RME) dan Kemampuan Komunikasi Matematis Nita Putri Utami; Silmi Aulia; Yulia Yulia
Lattice Journal : Journal of Mathematics Education and Applied Vol 2, No 1 (2022): Juni 2022
Publisher : Rumah Jurnal IAIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/lattice.v2i1.5586

Realistic Mathematics Education (RME) learning approach is widely used to improve various abilities in the learning process. One of them is mathematical communication skills. The purpose of this study was to determine the contribution of the Realistic Mathematics Education (RME) learning approach in improving mathematical communication skills. This type of research is library research. There are 32 sources in the form of books, journals and proceedings which are edited, organized and research findings. The results obtained are that in the first step, RME understands contextual problems and is able to hone indicators of mathematical communication skills, namely expressing mathematical ideas through oral and written. In the second step, solving contextual problems is able to hone the second indicator of communication skills, namely the ability to understand, interpret, and evaluate mathematical ideas. In the third step, comparing and discussing answers is able to hone the third indicator of mathematical communication skills, namely the ability to use terms, mathematical notation and structures to present ideas, describe relationships and model situations. In the fourth step, draw conclusions to be able to hone indicators of mathematical communication skills, namely expressing mathematical ideas through oral, written and visually describing them. So it can be concluded that RME can improve mathematical communication skills.Pendekatan pembelajaran Realistic Mathematics Education (RME) banyak digunakan untuk meningkatkan berbagai kemampuan dalam proses pembelajaran. Salah satunya adalah kemampuan komunikasi matematis. Tujuan penelitian ini adalah untuk mengetahui kontribusi pendekatan pembelajaran Realistic Mathematics Education (RME) dalam meningkatkan kemampuan komunikasi matematis. Jenis penelitian ini adalah penelitian kepustakaan (library study). Ada 32 sumber berupa buku, journal dan prosiding yang di editing, organizing dan penemuan hasil penelitian. Hasil yang diperoleh yaitu pada langkah pertama RME memahami masalah kontekstual mampu mengasah indikator kemampuan komunikasi matematis yaitu mengekspresikan ide-ide matematika melalui lisan, tulisan. Pada langkah kedua menyelesaikan masalah kontekstual mampu mengasah indikator kemampuan komunikasi yang kedua yaitu kemampuan memahami, menginterprestasikan, dan mengevaluasi ide-ide matematika. Pada langkah ketiga membandingkan dan mendiskusikan jawaban mampu mengasah indikator kemampuan komunikasi matematis ke tiga yaitu kemampuan menggunakan istilah, notasi matematika dan struktur-struktur untuk menyajikan ide, menggambarkan hubungan dan model situasi. Pada langkah keempat menarik kesimpulan mampu mengasah indikator kemampuan komunikais matematis satu yaitu yaitu mengekspresikan ide-ide matematika melalui lisan, tulisan serta menggambarkannya secara visual. Jadi dapat disimpulkan bahwa RME dapat meingkatkan kemampuan komunikasi matematis.

ANALISIS LEMBAR KERJA SISWA MATEMATIKA KELAS VIII DI MTS MUHAMMADIYAH MUARO PAUAH TP. 2019/2020 Putri Rahmah; Andi Susanto; Yulia Yulia
Journal Cerdas Mahasiswa Vol 3, No 1 (2021)
Publisher : UIN Imam Bonjol Padang

Pendidik Matematika di MTs Muhammadiyah Muaro Pauah menggunakan LKS sebagai bahan ajar penunjang pembelajaran. Jadi, LKS harus berkualitas agar membantu tercapainya tujuan pembelajaran. Namun, kualitas LKS belum diketahui karena LKS hanya dicek secara garis besar oleh pendidik yang bersangkutan. Oleh karena itu, pada penelitian ini membahas tentang analisis LKS khususnya kualitas materi(isi) LKS. Penelitian ini merupakan penelitian studi dokumen/teks dengan pendekatan kualitatif. Pengumpulan data pada penelitian ini menggunakan teknik observasi dan dokumentasi. Teknik analisis data penelitian adalah deskriptif persentatif. Hasil penelitian ini menunjukkan bahwa kualitas materi LKS adalah sangat baik dengan rata-rata persentase skor sub aspek materi sebesar 88,39%, maka LKS sudah layak dijadikan bahan ajar penunjang pembelajaran.

Pendekatan Pembelajaran Realistic Mathematics Education (RME) dan Kemampuan Komunikasi Matematis Nita Putri Utami; Silmi Aulia; Yulia Yulia
Lattice Journal : Journal of Mathematics Education and Applied Vol 2, No 1 (2022): Juni 2022
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/lattice.v2i1.5586

Realistic Mathematics Education (RME) learning approach is widely used to improve various abilities in the learning process. One of them is mathematical communication skills. The purpose of this study was to determine the contribution of the Realistic Mathematics Education (RME) learning approach in improving mathematical communication skills. This type of research is library research. There are 32 sources in the form of books, journals and proceedings which are edited, organized and research findings. The results obtained are that in the first step, RME understands contextual problems and is able to hone indicators of mathematical communication skills, namely expressing mathematical ideas through oral and written. In the second step, solving contextual problems is able to hone the second indicator of communication skills, namely the ability to understand, interpret, and evaluate mathematical ideas. In the third step, comparing and discussing answers is able to hone the third indicator of mathematical communication skills, namely the ability to use terms, mathematical notation and structures to present ideas, describe relationships and model situations. In the fourth step, draw conclusions to be able to hone indicators of mathematical communication skills, namely expressing mathematical ideas through oral, written and visually describing them. So it can be concluded that RME can improve mathematical communication skills.Pendekatan pembelajaran Realistic Mathematics Education (RME) banyak digunakan untuk meningkatkan berbagai kemampuan dalam proses pembelajaran. Salah satunya adalah kemampuan komunikasi matematis. Tujuan penelitian ini adalah untuk mengetahui kontribusi pendekatan pembelajaran Realistic Mathematics Education (RME) dalam meningkatkan kemampuan komunikasi matematis. Jenis penelitian ini adalah penelitian kepustakaan (library study). Ada 32 sumber berupa buku, journal dan prosiding yang di editing, organizing dan penemuan hasil penelitian. Hasil yang diperoleh yaitu pada langkah pertama RME memahami masalah kontekstual mampu mengasah indikator kemampuan komunikasi matematis yaitu mengekspresikan ide-ide matematika melalui lisan, tulisan. Pada langkah kedua menyelesaikan masalah kontekstual mampu mengasah indikator kemampuan komunikasi yang kedua yaitu kemampuan memahami, menginterprestasikan, dan mengevaluasi ide-ide matematika. Pada langkah ketiga membandingkan dan mendiskusikan jawaban mampu mengasah indikator kemampuan komunikasi matematis ke tiga yaitu kemampuan menggunakan istilah, notasi matematika dan struktur-struktur untuk menyajikan ide, menggambarkan hubungan dan model situasi. Pada langkah keempat menarik kesimpulan mampu mengasah indikator kemampuan komunikais matematis satu yaitu yaitu mengekspresikan ide-ide matematika melalui lisan, tulisan serta menggambarkannya secara visual. Jadi dapat disimpulkan bahwa RME dapat meingkatkan kemampuan komunikasi matematis.

The Other Side of Ramadan: Ramadan and its implication on Social Cohesion in West Sumatra and Yogyakarta Nurus Shalihin; Yulia Yulia; Muhammad Sholihin
Analisa: Journal of Social Science and Religion Vol 6, No 01 (2021): Analisa Journal of Social Science and Religion
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

This article examines the implications of Ramadan on social cohesion in communities in West Sumatra and Yogyakarta. The issue is based on the assumption that Ramadan is a religious momentum that is only concerned with the vertical affairs between humans and their Lord alone and has a social dimension, i.e., values of solidarity, sense of belonging, tolerance, and social harmony. These are fostered through religious rituals such as fasting, zakat, and other kinds of worship. The study adopted a qualitative approach and was supported by survey data on several selected community samples. Survey data was collected related to the volume of philanthropy, the frequency of ritual worship during the month of Ramadan concerning the level of quality of social cohesion, solidarity, and social trustworthiness. In addition, the data were collected through a questionnaire instrument to capture the fundamental impact of Ramadan on strengthening social capital. In general, this study concludes that West Sumatra is superior to Yogyakarta for its social cohesion on 3 (three) indicators: moral feeling, sense of belonging, and social harmony. However, despite the difference in numbers between the two regions, there are differences among indicators. While for the other two indicators, safety feeling and tolerance, Yogyakarta is better than West Sumatra.

Module development with treffinger model settings in class IX mathematics learning Alfanisa Azahar; Yulia Yulia; Fitria Mardika
Math Didactic: Jurnal Pendidikan Matematika Vol 9 No 3 (2023): Article on Press
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v9i3.2219

Keterbatasan bahan ajar dalam pembelajaran matematika adalah suatu tantangan dalam bidang pendidikan yang menghambat siswa dalam menemukan konsep. Sekolah hanya mengandalkan buku cetak dan buku LKS sebagai sumber belajar, tanpa adanya bahan ajar yang menarik dan efektif dalam membantu siswa memahami dan menikmati pelajaran matematika. Penelitian ini dilakukan sebagai respons terhadap permasalahan yang ada, yaitu kurangnya sumber belajar yang menarik dan efektif dalam mengajarkan materi transformasi kepada siswa kelas IX di MTsN 5 Kota Padang. Penelitian bertujuan untuk menghasilkan modul pembelajaran yang memanfaatkan model Treffinger dan memenuhi standar validitas dan praktikalitas. Metode pengembangan yang digunakan adalah model ADDIE yang melibatkan analisis, desain, pengembangan, implementasi, dan evaluasi. Instrumen penelitian mencakup lembar validasi dan angket praktikalitas, serta pedoman wawancara. Hasil penelitian menunjukkan bahwa modul yang dikembangkan memiliki tingkat validitas rata-rata sebesar 92,36% dan tingkat praktikalitas rata-rata sebesar 91,33%, yang menunjukkan bahwa modul ini sesuai dengan standar validitas dan praktikalitas yang dibutuhkan dalam konteks pembelajaran.

ANALISIS BIMBINGAN KONSELING ISLAM PADA PERSEPSI REMAJA TERHADAP PERILAKU HOMOSEKSUAL DI KABUPATEN KERINCI-JAMBI Yulia Annisa
Al Irsyad : Jurnal Bimbingan Konseling Islam Vol 11, No 2 (2020): Volume 11 Nomor 2 Tahun 2020
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jbki.v11i2.2087

ABSTRACTIdeally, adolescents who have an Islamic education background are able to behave properly everyday. But in fact some of them have a tendency to deviant behavior, one of them homosexual behavior. This is caused by many factors, one of which is the factor of technological development that is so rapid that it brings negative values to the lives of adolescents. This research uses descriptive quantitative method. The population in this study were adolescents in the village of Kemantan Agung, Kerinci Regency aged 15 to 21 years totaling 102 people. To determine the sample size in this study using the Slovin formula, amounting to 81 people. Data collection techniques and tools in this study used a questionnaire in the form of a questionnaire. The results showed that; (1) in the aspect of understanding, 79% of adolescents have a level of understanding that is categorized as neutral (moderate), in other words the average teenager has enough understanding and enough understanding of knowledge about homosexual behavior; (2) in the assessment aspect, 75.3% of adolescents rated homosexual behavior as quite negative; (3) in the aspect of attitude of many adolescents or 56.8% of adolescents who are negative and refuse homosexual behavior occurs in their environment. Analysis of counseling techniques in an effort to improve understanding, assessment, and attitudes of adolescents towards homosexual behavior can be done with the KSKK counseling approach, individual counseling models and CBT counseling models.

Intensity of Cultivating Radicalism Values in Kindergarten Level Integrated Islamic Schools Nurus Shalihin; Yulia Yulia; M Yusuf; Ujang Wardi
AT-TA'LIM Vol 31, No 1 (2024)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v31i1.831

This study aims to look at the intensity of radical values cultivation towards early childhood and how it implies the different variants of each Integrated Islamic School. This article uses a mixed method approach. Quantitative approach is used for data collection using lift. And a qualitative approach is used to analyze the data. There are twelve kindergartens that are used as population in this study. In each population, five teachers and seven student guardians were selected by random sampling. The study found that the level of intensity of radicalism values inculcation in Islamic Schools is at the level of fanaticism with 76.65%, coercion of will with 66.58%, hard attitude with 59.87%, and prejudice with 51.40%. It was further reported that the percentage in IISN schools was 80.25, 63.29, 62.25, and 54.25 and ISSA schools have 87.25, 64.05, 75.00, and 7.05 respectively. Meanwhile, the schools without any affiliation to any institution or organization recorded 73.05%, 72.75%, 52.75%, and 48.25% respectively. This simply shows that the radical values observed in Integrated Islamic Schools are closely related to ideological, political, and economic interests.

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