Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

11.215

P-Index

This Author published in this journals

Cecep Anwar Hadi Firdos Santosa

Universitas Sultan Ageng Tirtayasa

Author-ID : 2512593

Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 105 Documents Claim Missing Document

Claim Missing Document

Articles

7 8 9 10 11

Worked-Example Method on Mathematical Problem-Solving Ability in term of Students’ Initial Ability Santosa, Cecep Anwar Hadi Firdos; Rafianti, Isna; Yulistiany, Dita
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.33301

The reserch aims to understanding the phenomena of differences in mathematical problem-solving ability between students who obtained worked-example and expository learning method when reviewed from students’ initial ability. This study was a quasi-experimental with treatment by level 2×2 research design. We analize the data used two-way analysis of variance. We found that (1) There were differences in mathematical problem-solving ability between students who obtained worked-example and expository learning method. (2) There were differences in mathematical problem-solving ability between students who had high and low initial ability. (3) In high initial ability, students who obtained expository and worked-example learning method were relatively the same. (4) In low initial ability, students who obtained worked-example learning method were better than expository. (5) There was an interaction between learning method and initial ability in mathematical problem-solving ability.Penelitian yang dilakukan ingin memahami fenomena perbedaan kemampuan pemecahan masalah matematis antara siswa yang memperoleh metode pembelajaran worked-example dan ekspositori ditinjau dari kemampuan awal siswa. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain treatment by level 2×2. Penlitian ini menggunana analisis variansi dua jalan untuk menganalisis data penelitian. Dalam penelitian ini ditemukan bahwa (1) Ada kemampuan yang berbeda pada pemecahan masalah matematis antara siswa yang memperoleh metode pembelajaran worked-example dan ekspositori; (2) Ada perbedaan pada kemampuan pemecahan masalah matematis antara siswa yang memiliki kemampuan awal tinggi dan rendah; (3) Pada siswa dengan kemampuan awal tinggi, relatif tidak ada perbedaan pada kemampuan pemecahan masalah matematisnya; baik siswa yang memperoleh metode pembelajaran ekspositori dan worked-example; (4) Pada kemampuan dengan awal rendah, ada perbedaan dan siswa dengan metode pembelajaran worked-example lebih baik dibandingkan siswa yang belajar dengan ekspositori, dilihat dari kemampuan pemecahan masalah matematis; (5) Terdapat interaksi antara metode pembelajaran dan kemampuan awal terhadap kemampuan pemecahan masalah matematis.

The Effect of the CORE Learning Model on Students' Mathematical Connection Ability in terms of Their Preliminary Knowledge in Mathematics Rahmadhani, Calista; Syamsuri, Syamsuri; Santosa, Cecep Anwar Hadi Firdos
International Journal of STEM Education for Sustainability Vol 4, No 2 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v4i2.312

This study aimed to explain the effect of CORE (connecting, organizing, reflecting, and expanding) learning with a metacognitive approach on students’ mathematical connections in terms of preliminary knowledge in mathematics (PKM). The method in this study used a quasi-experimental with a posttest-only control group design. The population in this study consisted of all students at one of junior high schools in Indonesia. The sample was divided into two types: class VIII A as an experimental class with 13 students and class VIII B as a control class with 14 students. The instruments used in this study were essay tests to measure students' mathematical connection abilities and interview guidelines. Data analysis was performed by analysis of covariance. This study's results indicate a linear relationship between PKM and mathematical connection abilities. There is an effect of PKM on students' mathematical connection abilities. There is a simultaneous effect between PKM and the learning model; in other words, there is an interaction between PKM and the learning model. The CORE learning model with a metacognitive approach is more suitable for high PKM, and the scientific model is more suitable for low PKM.

The Effect of Video Modeling Example, Worked-Example, and Practice Problem on Mathematics Learning Putri, Zakiya Amalia Hartanto; Santosa, Cecep Anwar Hadi Firdos; Novaliyosi, Novaliyosi
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.46296

Low learning results, learning motivation, and student confidence are frequently encountered when teaching mathematics in junior high school. To address these issues, it is vital to use learning methods that are appropriate for the student's qualities. The purpose of this study is to investigate and compare the impact of different learning strategies, such as video modelling examples, worked-examples, and practice problems, on students' self-efficacy, motivation, and learning outcomes in the cognitive parts of mathematics teaching. This study used a quantitative methodology and a quasi-experimental design. The study involved eighth-grade pupils from a junior high school in Serang City, who were divided into three classes and given different learning techniques. A learning outcomes exam, a self-efficacy questionnaire, and a motivation survey were used to collect data. To identify significant differences between groups, the obtained data were evaluated using a t-test, one-way ANOVA, and a post hoc Tukey HSD test. The study found that the three strategies had a substantial impact on self-efficacy, motivation, and learning results in the cognitive domain. The practice problem method is more effective at boosting self-efficacy, the video modelling example at raising learning motivation, and the worked example at enhancing learning results in cognitive areas. These findings emphasize the necessity of selecting instructional approaches that are consistent with the targeted learning objectives. Future research should look into the effectiveness of these methods across different topic areas, grade levels, or in combination with other pedagogical approaches to acquire a more complete knowledge of their effects.

THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING (CTL) IN EDUCATION: A SYSTEMATIC LITERATURE REVIEW AND META-ANALYSIS Basuki; Sholeh Hidayat; Cecep Anwar Hadi Firdos Santosa
International Journal of Accounting, Management, Economics and Social Sciences (IJAMESC) Vol. 3 No. 6 (2025): December
Publisher : ZILLZELL MEDIA PRIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61990/ijamesc.v3i6.658

The Contextual Teaching and Learning (CTL) approach emphasizes the interconnectedness between academic knowledge and real-life contexts so that learners can build meaningful understanding through authentic experiences. Although many studies on CTL were conducted in Indonesia, the results are still scattered and have not been comprehensively synthesized. Therefore, this study aims to conduct a Systematic Literature Review and meta-analysis to assess the effectiveness of CTL in improving student learning, motivation, communication, and collaboration outcomes in Indonesia. This study uses the Systematic Literature Review (SLR) approach with reference to the PRISMA 2020 guidelines. Articles published between 2013–2025 were searched from Google Scholar, Garuda, Scopus, and DOAJ databases using the keywords "Contextual Teaching and Learning," "effectiveness," "learning outcomes," "motivation," "communication," and "collaboration." Of the 187 articles identified, 19 met the inclusion criteria. The analysis was carried out descriptively, thematically, and quantitatively with a random-effects meta-analysis model. The results of the meta-analysis showed a large and statistically significant combined effect size (SMD = –0.781; 95% CI [–0.938, –0.625]; p < 0.001) with a moderate–high level of heterogeneity (I² = 71.85%). CTL has been proven to improve learning outcomes, intrinsic motivation, and collaborative abilities of students. In addition, the trend of implementing CTL in digital learning and blended learning is increasing in line with the Technological Pedagogical Content Knowledge (TPACK) framework. CTL has proven to be effective at various levels and fields of study in Indonesia. This approach strengthens the theory of constructivism and Self-Determination Theory, and supports the Freedom of Learning policy in shaping 21st-century skills such as critical thinking, communication, and collaboration. Further research is suggested to conduct a cross-border meta-analysis and examine the digital adaptation of CTL in the context of new learning.

Kemampuan Koneksi Matematis Siswa Ditinjau dari Kemampuan Awal dan Gender Ita Mafajatul Aliyah; Yuyu Yuhana; Cecep Anwar Hadi Firdos Santosa
Didaktik Matematika Vol 6, No 2 (2019): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v6i2.14104

This research aimed to examine students mathematical connection ability based on previous ability and gender. The instruments of the study were the researcher as the main instrument, the test of prior knowledge, the test of connection ability, interview and documentation. The triangulation technique was used for the data (test, observation, interview, and documentation). The subject of this research were six students representing each category of the previous ability. Three indicators of mathematical connection ability used in this research, namely: connections between mathematical topics, connections with the science other than mathematics, and connection with life. The results showed that 1) high-ability male subject had high levels of mathematical connection ability on indicators of connection with life, 2) high-ability female subject had high level of mathematical connection ability on indicators of connection with the science other than mathematics, 3) medium-ability male subject had high levels of mathematical connection ability on indicators between topics mathematics, 4) medium-ability female subject had high levels of mathematical connection ability on indicators between topics mathematics, 5) low-ability male subject had high levels of mathematical connection ability on indicators between topics mathematics, 6) low-ability female subject had high levels of mathematical connection ability on indicators between topics mathematics.

The Effect of Worked-Examples on Students’ Learning Outcomes in Complex Mathematics Materials Hafidhoh, Rodiyatul; Santosa, Cecep Anwar Hadi Firdos; Mutaqin, Anwar
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i1.46293

This study aimed to examine the effect of the worked-example strategy on students’ learning outcomes in complex mathematics across three time points (pre-test, post-test, delayed-test), and to analyze whether this effect differed based on students’ gender and initial ability levels. A quantitative one-group within-subjects quasi-experimental design was used with 31 eighth-grade students from SMPN 1 Pulosari. Data were collected through validated and reliable test instruments and analyzed using Rasch modeling and inferential statistics. Results showed that the strategy significantly improved learning outcomes (p<0.05), particularly from pre-test to post-test. Although delayed-test scores slightly declined, performance remained high. Moreover, initial differences based on ability levels were observed in the pre-test but they were no longer significant (p>0.05) in the post-test and delayed-test results, suggesting that the strategy helped lower-ability students catch up, reducing learning gaps. Additionally, the study found no significant differences in learning outcomes based on gender (p > 0.05), nor any interaction between gender or ability level and the effectiveness of the worked-example strategy (p>0.05). This study demonstrates the worked example strategy’s effectiveness across time, abilities, and genders in reducing cognitive load and strengthening students’ conceptual understanding. Future studies may compare types, involve varied levels, and use more rigorous designs.

Structural Equation Model of Mathematics Anxiety and Self-Regulated Learning on Mathematical Literacy Muhtasyam, Aziz; Syamsuri, Syamsuri; Santosa, Cecep Anwar Hadi Firdos
International Journal of STEM Education for Sustainability Vol 6, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v6i1.812

Establishing the significance of the relationship between latent variables in hypotheses that have been shown to have an impact was the goal of this investigation. This study looked at the connection between high school students' self-regulated learning, mathematical literacy, and mathematics anxiety. Pandeglang Regency high school students made up the study's demographic, and the sampling technique, which included 392 participants, was carried out utilizing the Slovin algorithm in terms of accreditation. This study focuses on mathematics anxiety and self-regulated learning. A self-regulated learning questionnaire, a mathematics anxiety survey, and a mathematical literacy exam serve as the study's tools. Additionally, structural equation modeling (SEM) will be used to examine the data gathered for this investigation. The results of this investigation show that: 1) High school students' mathematical literacy skills are negatively and significantly impacted by mathematics anxiety; 2) high school students' mathematical literacy skills are positively and significantly impacted by self-regulated learning; and 3) there is a significant negative correlation between high school students' mathematical literacy skills and mathematics anxiety. It is necessary to encourage kids' self-regulated learning and alleviate their arithmetic anxiety in order to enhance their mathematical literacy.

Pengaruh Model Pembelajaran Berbasis Masalah Berdiferensiasi dan Kemandirian Belajar terhadap Hasil Belajar Matematika di Sekolah Dasar Andriyani; Cecep Anwar Hadi Firdos Santosa; Widiasih
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2057

Penelitian ini dilatarbelakangi oleh kebutuhan untuk meningkatkan kualitas pembelajaran matematika di sekolah dasar melalui pendekatan yang lebih efektif dan sesuai dengan kebutuhan individu siswa. Metode yang digunakan adalah quasi eksperimen dengan desain pretest-posttest kontrol group, melibatkan siswa kelas IV dari beberapa sekolah dasar. Penelitian ini bertujuan menganalisis pengaruh model PBL berdiferensiasi dan kemandirian belajar terhadap hasil belajar matematika materi bilangan cacah besar kelas IV serta interaksi antara keduanya. Data yang dikumpulkan melalui tes, pengukuran kemandirian belajar, dan observasi. Hasil penelitian menunjukkan bahwa model PBL berdiferensiasi secara signifikan dapat meningkatkan hasil belajar matematika, kemandirian belajar berpengaruh positif terhada hasil belajar matematika, dan terdapat interaksi positif antara keduanya. Studi kasus di salah satu sekolah dasar negeri di Kota Tangerang membuktikan bahwa siswa dengan kombinasi PBL berdiferensiasi dan kemandirian belajar yang tinggi mampu menyelesaikan masalah matematis pada materi bilangan cacah besar lebih baik dibandingkan siswa di kelas PBL Konvensional. Kontribusi penelitian ini mencakup pengembangan model pembelajaran matematika yang didukung untuk kebutuhan individual siswa, identifikasi faktor pendukung kemandirian belajar dalam matematika tingkat dasar, pengembangan instrumen pengukuran efektivitas PBL berdiferensiasi, dan penyediaan dasar empiris untuk pengembangan kebijakan pendidikan matematika yang mengintegrasi diferensiasi pembelajaran dengan pengembangan kemandirian belajar siswa di sekolah dasar.

Perbandingan Model Missouri Mathematics Project (MMP) dengan Model Explicit Instruction (EI) dalam Kemampuan Pemahaman Konsep Matematika Siswa Prazella, Thalia; Fathurrohman, Maman; Santosa, Cecep Anwar Hadi Firdos
J-CEKI : Jurnal Cendekia Ilmiah Vol. 5 No. 3: April 2026
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/j-ceki.v5i3.15640

Kemampuan Pemahaman Konsep Matematika merupakan salah satu tujuan penting dalam pembelajaran, karena dengan adanya kemampuan ini siswa akan lebih mengerti akan konsep materi pembelajaran. Penelitian ini bertujuan untuk membandingkan kemampuan pemahaman konsep matematika siswa dengan menggunakan dua model pembelajaran yang berbeda, yaitu model Missouri Mathematics Project dan Model Explicit Instruction. Penelitian ini merupakan jenis penelitian quasi experiment dengan desain The Nonequivalent Pretest Posttest Control Group Design. Pengambilan sampel menggunakan teknik Purposive Sampling. Instrumen berupa tes kemampuan pemahaman konsep matematika yang berupa soal urain. Penelitian ini dilakukan pada siswa kelas VII SMPN 7 Kota Serang, dengan sampel kelas VII G dan VII H yang berjumlah 80 siswa. Berdasarkan hasil analisis statistik deskriptif dan analisis statistik inferensial, terdapat perbedaan rata-rata tingkat kemampuan pemahaman konsep matematika yang diajar dengan model Missouri Matematics Project dan rata-rata tingkat kemampuan pemahaman konsep matematika yang diajar dengan model Explicit Instrucion.

Pengaruh strategi pembelajaran problem solving berbantuan media dan ceramah dan self-concept terhadap hasil belajar matematika Sulastri Sulastri; Cecep Anwar Hadi Firdos Santosa; Endang Wahyuningrum
JRTI (Jurnal Riset Tindakan Indonesia) Vol. 7 No. 3 (2022): JRTI (Jurnal Riset Tindakan Indonesia)
Publisher : IICET (Indonesian Institute for Counseling, Education and Therapy)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/30032098000

The purpose of this study is to analyse the effect of the interaction of problem-solving learning strategy with media-assisted and self-concept on the mathematical learning outcomes of elementary school students. This research was conducted at SDS Islam Miftahul Jannah, Cikupa, Tangerang, on the fifth-grade students with 90 population. While the number of samples in the research are 60 students, that consisted of 30 students from V-A (experimental 1) and 30 students from V-B (experimental 2). The research subjects are taken based on classes that have been formed and it is believed that the classes are equivalent. The research method used is an experiment with the research hypothesis testing technique by using two-way ANAVA with factorial 2 x 2. The results of the research showed that the students mathematical learning outcomes that taught by using problem solving learning strategy with media-assisted and lectures are significantly different. There are differences in mathematical learning outcomes of students who have positive self-concept and negative self-concept that taught by using problem solving learning strategy with media-assisted and lectures, it means that H0 is rejected and Hα is accepted. There is no interaction between the use of media-assisted problem-solving learning strategies and self-concept toward students learning outcomes. Based on this research, the teachers are expected to apply problem solving learning method with media-assisted in teaching mathematic and improve students’ self-concept.

Co-Authors A.A. Ketut Agung Cahyawan W Aan Hendrayana Aan Hendrayana Aan Subhan Pamungkas Abdul Fatah Abdul Fatah Abdul Fatah Adang Effendi Agni Melyana Agus Joko Purwanto Ajeng Chairunnissa Aliyudin Aliyudin Amelia, Iir Andini, Pungky Ayu Andriyani Anriani, Nurul Anwar Mutaqin Assyifa Ekananda Firdaus Ayu Lestari Azhari, Melvania Mita Basuki Dea Della Rosa Dhita Nurfadila Didi Suryadi Dina Rachmawati Eliana Eliana Ely Susanti Encep Syarifudin Endang Wahyuningrum Erwin Yuniyanto Erwin Yuniyanto Etika Khaerunnisa Etika Khaerunnisa Etika Khaerunnisa Faiq Zulfikar Hadi Fakhrudin Fatimah Rahmawati Filiz, Mehmet Fransiska Desy Natalia Hutapea Hafidhoh, Rodiyatul Hafidhoh, Rodiyatul Hapizah Hasibuan, Heni Yunilda Heni Pujiastuti Heni Pujiastuti Heni Yunilda Hasibuan Heni Yunilda Hasibuan Hepsi Nindiasari Hepsi Nindiasari Iin Habibah Muttaqin Iir Amelia Iir Amelia Iir Amelia Indah Khoirun Nisa Indiana Marethi Indiana Marethi, Indiana Isna Rafianti Ita Mafajatul Aliyah Jaenudin Jaenudin Jumi Jumi Juwita Ariztin Karsono Karsono Kencta Corniolla Khairul Anwar Khairul Anwar Kholifah Nur Latifah Kusumawati, Fiska Lathifah, Nida Triana Liani Nurfadillah Lusi Syah Putri Maman Fathurrohman Maman Fathurrohman Maman Fathurrohman Maman Fathurrohman, Maman Maman Rumanta maria ulpah Mastur Mastur Maulana, Septian Dika Mega Fatimah Rosana Monika Nurazizah Muhamad Dawam Raihan Muhtasyam, Aziz Mulkiah Nurajijah Mulyono, Budi Muttaqin, Iin Habibah Nida Triana Lathifah Nisa Aprilia Nisa Aula Nurussalamah Nisa, Qisty Aulia Novaliyosi Novaliyosi Novaliyosi Novaliyosi Novaliyosi Novaliyosi Novaliyosi Nur Azizah Imaroh Nurfatimah, Siti Nurhaedi, Edy Nurrahmi, Dwi Nurrohmat Nurrohmat Nurul Anriani Prazella, Thalia Putri Sari Putri, Zakiya Amalia Hartanto Rachman, Faishal Rahmadhani, Calista Rahmawati Dian Pratiwi Rahmawati Intan Sopiany Rahmawati, Fatimah Resti Rosmiati Reznyfa Minda Unisty Ria Sudiana, Ria Risma Iklimah Rizka Syifa Rodiyah - Rodiyah Rodiyah Rohmatulloh Rohmatulloh Ruhsoh Triyani Rukandi Rukandi Sabighoot , Yus Alvar Sholeh Hidayat Siti Maryam Sari Siti Munawaroh Sofwan Munawar Sonya Zakiyatul Yasmin Sri Mulyani Sri Tatminingsih Sudiana, Ria Sudiana Sufanti, Meifi Sufyani Prabawanto, Sufyani Suherman Sukirwan Sukirwan Sukirwan Sulastri Sulastri Sulastri Sulastri Suroyo Suroyo Suroyo Suroyo Syamsuri Syamsuri Syamsuri Syamsuri Syamsuri Syamsuri Syamsuri Syela Rizki Amelia Syifa Salsabila Tita Puspitasari Triyani, Ruhsoh Uyu Wahyudin Vika Palera Wida Ismayanti Widiasih Yani Setiani Yani Setiani Yani Setiani Yani Setiani, Yani Yayat Ruhiat Yayat Ruhiat Yosua Pandiangan Yulistiany, Dita Yumiati Yusmawati Yusmawati Yusmawati Yusmawati Yuyu Yuhana Yuyu Yuhana Yuyu Yuhana, Yuyu

Title

Found 105 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 105 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 105 Documents
Search