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<![CDATA[EXPLORING TEACHER’S AND STUDENTS’ BELIEFS CONCERNING HIGHER ORDER THINKING IN MATHEMATICS ]]>
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<![CDATA[Cut Khairunnisak]]>
<![CDATA[ TRANSFORMASI Vol 6 No 1 (2022): TRANSFORMASI : Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Pendidikan Matematika FMIPA Universitas PGRI Banyuwangi ]]>
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DOI: 10.36526/tr.v6i1.1958
<![CDATA[Teacher beliefs play a fundamental role in mathematics teaching and learning, as they will ultimately influence the teacher's classroom practices. Student beliefs on a subject matter also hold equal importance as they will be reflected in how the students approach the learning and related issues to the subject. The importance of research on teachers' beliefs stems from the possible relationship between teacher beliefs and student beliefs. This descriptive quantitative study aimed to measure the degree of conformity between teacher and student beliefs concerning mathematics related to Higher Order Thinking (HOT) and Lower Order Thinking (LOT). The population was all Year 9 students in Aceh, Indonesia, and the samples were 1135 Year 9 students and 46 Year 9 mathematics teachers from 25 schools selected through stratified random sampling. Data collection was obtained through teacher and student questionnaires, and data were analyzed descriptively by SPSS 20. The finding of this study revealed that teacher beliefs concerning mathematics related to HOT were highly positive (83%). While the percentage of students who hold highly positive beliefs concerning mathematics related to HOT was just over 50%, indicating the discrepancy between teacher and student beliefs. However, regarding the beliefs concerning mathematics related to LOT, teacher and student beliefs conformed; they had somewhat positive beliefs (68% and 71.30%, respectively). This study implies that teachers need to promote HOTS in mathematics teaching at schools to foster students’ positive beliefs toward HOT.]]>
<![CDATA[Profil Miskonsepsi Siswa pada Materi Bentuk Aljabar di Sekolah Menengah Pertama Negeri Kota Banda Aceh ]]>
<![CDATA[Dinda Aulia]]>;
<![CDATA[Cut Morina Zubainur]]>;
<![CDATA[Cut Khairunnisak]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 8 No 1 (2024): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa ]]>
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DOI: 10.32505/qalasadi.v8i1.8278
<![CDATA[Learning loss has an impact on various problems, including misconceptions by students when recognizing and learning algebraic operations. This research aims to identify the profile of students' misconceptions in algebraic concepts as a consequence of learning loss due to the Covid-19 pandemic in public junior high school in Banda Aceh. The study adopts a quantitative approach. The population of the research consists of all eighth-grade students in public junior high school in Banda Aceh and the sample comprises 27 students from one of these schools. The sample was obtained through purposive sampling, selecting students from the top-ranked junior high school in Banda Aceh, known for having the highest average scores. Misconceptions were assessed using an online-based cognitive diagnostic test on algebraic concepts. Data analysis was conducted by examining the composition of misconceptions based on their types. The research findings indicate that the majority of students experience misconceptions, with 25.20% experiencing misconceptions in notation, 20.37% in generalization, 8.98% in understanding symbols, 9.97% in applying rules, 1.14% in notation and generalization, 0.57% in notation and understanding symbols, and 2% in generalization and applying rules. This study indicates a necessity to an analysis of the causes of misconceptions and efforts to minimize students' misconceptions in algebraic concepts, such as implementing cognitive conflict learning or remedial teaching.]]>
<![CDATA[Validity of E-Modules for Teaching Fractions Through Realistic Mathematics Education with The Context of Sacrifice Worship (Ibadah Kurban) ]]>
<![CDATA[Ikhsan, M]]>;
<![CDATA[Salsabila, Nada]]>;
<![CDATA[Johar, Rahmah]]>;
<![CDATA[Idami, Zahratul]]>;
<![CDATA[Khairunnisak, Cut]]>;
<![CDATA[Ellianti, Ellianti]]>;
<![CDATA[Rossya, Nadila Rizki]]>;
<![CDATA[Rohaizati, Ulya]]>
<![CDATA[ Al-Khawarizmi Vol 8, No 1 (2024): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jppm.v8i1.22850
<![CDATA[Fraction is one of the difficult topic for students. One way to reduce students’ difficulties is to implement Realistic Mathematics Education (RME) by integrating Islamic values such as Sacrifice Worship (Ibadah Kurban). In addition, the use of technology to integrate sacrificial worship in fraction learning is also expected to increase students' interest in learning in the 21st century and can improve students' understanding. Therefore, it is necessary to develop an e-module for learning fractions through RME with the context of Sacrifice worship. The developed e-module contains learning trajectories, live worksheets, videos, and post-tests. This type of research is research and development which follows the stages of Plomp, especially in the prototyping and assessment stages. The instruments in this study were validation sheets. The validators consisted of one mathematics education lecturer and two Banda Aceh City junior high school teachers. Based on the validity test it was concluded that the e-module meets the valid criteria. The implication of this research is the development of e-modules needs to be continued to test practicality and effectiveness.]]>
<![CDATA[ENHANCING STUDENT NUMERACY AND LITERACY WITH GEOGEBRA: A CASE IN NUMERICAL METHODS ]]>
<![CDATA[Aklimawati, Aklimawati]]>;
<![CDATA[Lestiana, Yeni]]>;
<![CDATA[Wulandari, Wulandari]]>;
<![CDATA[Johar, Rahmah]]>;
<![CDATA[Khairunnisak, Cut]]>;
<![CDATA[Isyafani, Erna]]>
<![CDATA[ KALAMATIKA Jurnal Pendidikan Matematika Vol 8 No 2 (2023): KALAMATIKA November 2023 ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/KALAMATIKA.vol8no2.2023pp191-206
<![CDATA[Rapid advancement in technology has increased the significance of numerical literacy skills. The numerical methods course requires numerical literacy skills. The course enables students to solve a mathematical problem by interpreting the answer using an approximation rather than an actual value. This research used a descriptive quantitative method. The population of this study consisted of 80 university students enrolled in a numerical methods course. The sampling technique used a saturated sample, which involved everyone in the population as the sample. Data were collected from the learning outcomes test and questionnaire responses. The data were analyzed using a quantitative descriptive statistical analysis technique, and the data analysis computations were performed using SPSS Statistics 2. The study showed that the students' Numeracy and Literacy Skills improved when GeoGebra-assisted teaching materials were implemented in the numerical methods.]]>
<![CDATA[The Role of Interactive e-Modules Based on Realistic Mathematics Education to Improve Mathematical Representation Ability ]]>
<![CDATA[Annisa, Dewi]]>;
<![CDATA[Khairunnisak, Cut]]>;
<![CDATA[Fadhiliani, Dwi]]>;
<![CDATA[Zubaidah, Tuti]]>
<![CDATA[ MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA ]]>
Publisher : <![CDATA[Universitas Teknokrat Indonesia ]]>
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DOI: 10.33365/jm.v7i1.4844
<![CDATA[Excellent mathematical representation ability is needed by students to develop and deepen understanding and relationships between mathematical concepts. Therefore, the teacher has the responsibility to create learning that encourages mathematical representation ability. The existence of interactive e-modules with a realistic mathematic education approach makes it easy for students to learn interactively and adapt to different students' mathematical abilities. This study aims to determine the improvement of mathematical representation ability from the use of interactive e-modules with realistic mathematics education approach. This research is a quantitative research conducted on seventh grade students of SMPN 18 Banda Aceh which is divided into experimental and control classes. The data analysis technique used was analysis of variance (ANOVA) followed by t-test. The results showed that students' mathematical representation ability in the experimental class was better than the control class. The interaction between the use of E-modules and students' initial mathematical ability on mathematical representation ability showed that the use of E-modules and early mathematical ability together had a significant effect on improving mathematical representation ability. Students who have high early math ability have a great influence if given treatment in the form of using RME-based e-modules. Students with low early mathematical ability did not experience significant improvement. Interactive e-modules with the RME approach can be used to improve mathematical representation skills by considering students' early mathematical abilities.]]>
<![CDATA[Analisis kemampuan pemecahan masalah matematis siswa SMP: Studi penyelesaian masalah bentuk aljabar ]]>
<![CDATA[Sari, Intan Kemala]]>;
<![CDATA[Khairunnisak, Cut]]>
<![CDATA[ Cakrawala Vol 4, No 1 (2025): Juni ]]>
Publisher : <![CDATA[Institut Teknologi Dirgantara Adisutjipto ]]>
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DOI: 10.28989/cakrawala.v4i1.2977
<![CDATA[Kemampuan pemecahan masalah merupakan salah satu kemampuan matematis yang diamanatkan dapat berkembang melalui proses belajar matematika. Penelitian ini bertujuan untuk mengetahui bagaimana kemampuan pemecahan masalah matematis siswa yang dilihat melalui kemampuan menyelesaikan masalah Bentuk Aljabar. Penelitian ini dilakukan terhadap 69 siswa SMP Kelas VII di tiga kabupaten di Provinsi Aceh dengan menggunakan metode kualitatif dalam tiga bentuk instrumen penelitian yaitu angket persepsi kemampuan siswa, soal tes, dan wawancara. Dari penelitian ini didapat hasil angket menunjukkan bahwa siswa memiliki kemampuan pemecahan masalah yang baik, namun berdasarkan soal tes dan wawancara diketahui kemampuan pemecahan masalah siswa berada pada kategori cukup atau sedang. Siswa cenderung tidak memeriksa kembali hasil jawabannya karena tidak membuat persiapan rencana penyelesaian masalah dengan baik. Subjek penelitian merupakan subjek masa transisi antara Pendidikan Dasar ke Pendidikan Menengah sehingga pembentukan kemampuan pemecahan masalah belum dapat terbentuk secara stabil dan maksimal. Melalui hasil penelitian ini diharapkan dapat mengoptimalkan pengembangan kemampuan pemecahan masalah karena menjadi penting dalam keberhasilan belajar.]]>
<![CDATA[Profil Miskonsepsi Siswa pada Materi Bentuk Aljabar di Sekolah Menengah Pertama Negeri Kota Banda Aceh ]]>
<![CDATA[Aulia, Dinda]]>;
<![CDATA[Zubainur, Cut Morina]]>;
<![CDATA[Khairunnisak, Cut]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 8 No 1 (2024): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa ]]>
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DOI: 10.32505/qalasadi.v8i1.8278
<![CDATA[Learning loss has an impact on various problems, including misconceptions by students when recognizing and learning algebraic operations. This research aims to identify the profile of students' misconceptions in algebraic concepts as a consequence of learning loss due to the Covid-19 pandemic in public junior high school in Banda Aceh. The study adopts a quantitative approach. The population of the research consists of all eighth-grade students in public junior high school in Banda Aceh and the sample comprises 27 students from one of these schools. The sample was obtained through purposive sampling, selecting students from the top-ranked junior high school in Banda Aceh, known for having the highest average scores. Misconceptions were assessed using an online-based cognitive diagnostic test on algebraic concepts. Data analysis was conducted by examining the composition of misconceptions based on their types. The research findings indicate that the majority of students experience misconceptions, with 25.20% experiencing misconceptions in notation, 20.37% in generalization, 8.98% in understanding symbols, 9.97% in applying rules, 1.14% in notation and generalization, 0.57% in notation and understanding symbols, and 2% in generalization and applying rules. This study indicates a necessity to an analysis of the causes of misconceptions and efforts to minimize students' misconceptions in algebraic concepts, such as implementing cognitive conflict learning or remedial teaching.]]>
<![CDATA[Correlation of Students' Engagement and Mathematical Representation Ability through Realistic Mathematics Education-Based Differentiated Learning ]]>
<![CDATA[Maulida, Gebrina Rezki]]>;
<![CDATA[Johar, Rahmah]]>;
<![CDATA[Khairunnisak, Cut]]>
<![CDATA[ Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Students' mathematical representation skills are still low. One of the reasons is that students are less engaged in learning which does not facilitate students' readiness and different learning styles. Therefore, teachers must facilitate students' diversity with learning that relates to students' daily lives. This study aims to determine the correlation between students' engagement and mathematical representation ability through realistic mathematics education-based differentiated learning. The population in this study were all seventh-grade students of School A and School B. A purposive sampling method was employed to choose one class from each School, consisting of 33 students of one class from School A and 31 students of one class from School B. The research method used is quantitative research with the instrument of engagement questionnaire and mathematical representation ability test. Based on the results of the correlation test, it is found that there is a positive correlation between students' engagement and mathematical representation skills at School A and School B, meaning that the higher the student engagement, the better the students' mathematical representation skills. Keywords: differentiated learning, student engagement, student mathematical representation ability, realistic mathematics education.DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1824-1838]]>
<![CDATA[Hasil belajar siswa pada materi integral tak tentu dengan model flipped classroom ]]>
<![CDATA[Salsabila, Fadhilla]]>;
<![CDATA[Usman, Usman]]>;
<![CDATA[Khairunnisak, Cut]]>
<![CDATA[ AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 15, No 1 (2024): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/aks.v15i1.16915
<![CDATA[Penelitian ini dilatarbelakangi oleh suatu masalah yaitu masih rendahnya hasil belajar siswa. Penggunaan model pembelajaran menjadi salah satu solusi dalam keberhasilan belajar. Model Flipped Classroom merupakan model yang mampu memberi peningkatan hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui hasil belajar siswa melalui model flipped classroom pada materi integral tak tentu fungsi aljabar di kelas XI SMA mencapai KKM serta untuk mengetahui respon siswa terhadap pembelajaran melalui model flipped classroom pada materi integral tak tentu fungsi aljabar di kelas XI SMA. Penelitian ini menggunakan pendekatan kuantitatif dan jenis penelitian Pre-Experimental Desain dengan desain one shot case study. Populasi penelitian ini ialah siswa kelas XI SMA Negeri 4 Banda Aceh dan sampel siswa kelas XI IPA 3 SMA Negeri 4 Banda Aceh yang diambil dengan teknik purposive sampling. Data dikumpulkan melalui tes dan angket. Teknik analisis data menggunakan uji t. Hasil analisis data diperoleh  yaitu 1,77 1,69. Sehingga disimpulkan bahwa hasil belajar siswa melalui penerapan model flipped classroom pada materi integral tak tentu fungsi aljabar di kelas XI SMA Negeri 4 Banda Aceh mencapai KKM. Hasil analisis respon siswa mendapatkan persentase 86,17% dengan kategori sangat baik.Kata kunci: hasil belajar; model flipped classroom; integral tak tentuThis research is motivated by a problem, namely the low student learning outcomes. The use of learning models is one of the solutions for successful learning. The Flipped Classroom model is a learning model that can be used to improve student learning outcomes. This study aims to see student learning outcomes through the flipped classroom model on indeterminate integral algebraic functions in class XI SMAN achieving KKM and to determine student responses to learning through the flipped classroom model on indeterminate integral algebraic functions in class XI SMA. This study uses a quantitative approach and the type of research is Pre-Experimental Design with a one shot case study design. The study population was students of class XI SMAN 4 Banda Aceh and a sample of students of class XI IPA 3 SMAN 4 Banda Aceh were taken by purposive sampling technique. Data collection uses tests and questionnaires. Data analysis techniques using the t-test. The results of data analysis obtained , that is 1.77 1.69. So it can be concluded that student learning outcomes through the application of the flipped classroom model on indeterminate integral material on algebraic functions in class XI SMA Negeri 4 Banda Aceh achieve KKM. The results of the analysis of student responses get a percentage of 86.17% in the very good category.Keywords: learning outcomes; flipped classroom; indefinite integral]]>
<![CDATA[Validity of E-Modules for Teaching Fractions Through Realistic Mathematics Education with The Context of Sacrifice Worship (Ibadah Kurban) ]]>
<![CDATA[Ikhsan, M]]>;
<![CDATA[Salsabila, Nada]]>;
<![CDATA[Johar, Rahmah]]>;
<![CDATA[Idami, Zahratul]]>;
<![CDATA[Khairunnisak, Cut]]>;
<![CDATA[Ellianti, Ellianti]]>;
<![CDATA[Rossya, Nadila Rizki]]>;
<![CDATA[Rohaizati, Ulya]]>
<![CDATA[ Al-Khawarizmi Vol 8 No 1 (2024): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jppm.v8i1.22850
<![CDATA[Fraction is one of the difficult topic for students. One way to reduce students’ difficulties is to implement Realistic Mathematics Education (RME) by integrating Islamic values such as Sacrifice Worship (Ibadah Kurban). In addition, the use of technology to integrate sacrificial worship in fraction learning is also expected to increase students' interest in learning in the 21st century and can improve students' understanding. Therefore, it is necessary to develop an e-module for learning fractions through RME with the context of Sacrifice worship. The developed e-module contains learning trajectories, live worksheets, videos, and post-tests. This type of research is research and development which follows the stages of Plomp, especially in the prototyping and assessment stages. The instruments in this study were validation sheets. The validators consisted of one mathematics education lecturer and two Banda Aceh City junior high school teachers. Based on the validity test it was concluded that the e-module meets the valid criteria. The implication of this research is the development of e-modules needs to be continued to test practicality and effectiveness.]]>
