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Improving the Conceptual Understanding Ability of Grade VIII Students Through the Guided Discovery Model Assisted by Interactive E-Modules Dewantara, Ki Hajar; Dewi, Izwita
Jurnal Pendidikan Amartha Vol 4, No 1 (2025): May 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jpa.v4i1.3809

Abstract

This research aims to: (1) To find out how the use of a guided discovery model assisted by interactive e-modules can increase students' understanding of concepts. (2) To determine the increase in students' understanding of concepts after using the guided discovery model assisted by interactive e-modules. The subjects of this research were all 33 students in class VIII-3. The first procedure of this research is to give an initial test to students, in order to see students' ability to understand initial concepts, the second is to carry out learning using a guided discovery model assisted by interactive e-modules with rectangular material. The research consisted of 2 cycles with a teaching process of 4 meetings, where after 2 meetings in each cycle a concept understanding test was given to see students' concept understanding abilities. The form of questions for each test is a description. Before the test is tested, it is first validated by a validator. In the initial test, students' conceptual understanding abilities were in the very poor category with an average of 29, where no students experienced the level of learning completeness. After the implementation of cycle I, the level of students' ability to understand concepts was in the poor category with an average of 57.93 and 5 students (15.15%) reached the level of learning completeness. In the implementation of cycle II, the level of students' ability to understand concepts was in the very good category with an average of 87.31 and 30 students (90.90%) reaching the criteria for completion. The G value on the gain index is 0.70035 in the high category, as well as the overall indicator criteria for understanding concepts and observations are in the good category (61-80%). Based on the research analysis, it is clear that the use of a guided discovery model assisted by interactive e-modules can improve the ability to understand concepts in class VIII students.
PENGEMBANGAN BAHAN AJAR PEMBELAJARAN IPA SD SEBAGAI SUMBER BELAJAR MAHASISWA PGSD FIP UNIMED Rozi, Fahrur; Fauzi, KMS. M. Amin; Dewi, Izwita
JGK (Jurnal Guru Kita) Vol. 9 No. 1: Desember 2024
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v9i1.64304

Abstract

Berdasarkan kondisi latar belakang masalah, diperoleh beberapa poin penting: 1) Literasi sains merupakan keterampilan yang sangat diperlukan di abad ke-21, 2) Belum ada pengembangan bahan ajar IPA di SD yang berbasis Etnosains, 3) Kemampuan literasi sains mahasiswa PGSD masih rendah, 4) Perkuliahan masih berfokus pada teori dan konsep saja, dan 5) Hasil analisis kurikulum yang dilakukan oleh program studi bertujuan menghasilkan lulusan yang unggul dalam penggunaan teknologi informasi dan komunikasi serta kearifan lokal secara nasional pada tahun 2030. Tujuan penelitian ini adalah mengembangkan produk dan melakukan uji coba kelayakan bahan ajar pembelajaran IPA SD berbasis Etnosains untuk meningkatkan kemampuan literasi sains mahasiswa PGSD FIP UNIMED. Penelitian ini menggunakan Model 4-D, yang meliputi empat tahap pengembangan: tahap pendefinisian (Define), tahap perencanaan (Design), tahap pengembangan (Develop), dan tahap penyebaran (Disseminate). Selain menghasilkan produk bahan ajar, penelitian ini juga memberikan pengalaman bagi mahasiswa dan dosen dalam melaksanakan pembelajaran berbasis Etnosains untuk meningkatkan literasi sains. Penilaian kelayakan isi materi menunjukkan hasil sebesar 86,61% (Valid/Layak), kelayakan tampilan dan teknologi sebesar 81,50% (Valid/Layak), serta aspek kepraktisan sebesar 86,30% (Valid/Layak). Efektivitas produk, berdasarkan pre-test dan post-test, menunjukkan hasil sebesar 82,55%. Berdasarkan hasil uji kelayakan, kepraktisan, dan efektivitas, bahan ajar ini sangat layak, praktis, dan efektif untuk digunakan.
Epistemological Perspective of Mathematical Philosophy On Technology-Based Learning Siregar, Nurhasanah; Dewi, Izwita; Ningsih, Faiz Ahya
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 8 No 1 (2024): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v8i1.2947

Abstract

This research is a literature study (library research) that uses a qualitative approach. The aim of this research is to examine the extent to which technology plays a role in mathematics learning from the perspective of the epistemology of mathematical philosophy. The study of the epistemology of the philosophy of mathematics that is being discussed is how does the development of the philosophy of mathematics influence technology? What is the relationship between the philosophy of mathematics and technology-based learning? As well as examples of technology-based mathematics learning models. The results and discussion of this article can be concluded: Philosophy is a science that has a close relationship in human life.The philosophy of mathematics influences the development of technology in general. Technological developments influence the development of learning. From a learning perspective, technology is not only something related to machines, but also related to people, ideas and activities in learning. The use of technology in the form of hardware and software can improve student learning outcomes. Currently, there are many software tools available for use in learning, such as GeoGebra. Choosing the right learning model and mathematics learning technology can make learning more effective
The Relation Between Mathematics Philosophy And Culture-Based Learning Model Hasibuan, Eka Khairani; Dewi, Izwita; Ahyaningsih, Faiz
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 8 No 1 (2024): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v8i1.2982

Abstract

The aim of this study is to study the correlation of mathematical philosophy with cultural-based learning models. The method of research used is the method of library research, i.e. conducting studies related to mathematical philosophy, philosophical mathematics learning, culture-based mathematic learning, the connection of mathematically philosopher with ethnomatematics, the relationship of mathematic philosophies with cultural-based learning models. The results of the research have been obtained that the philosofy of maths, the model of learning based on culture, and ethnomathematics have close connections in the context of understanding and teaching of Mathematics. Mathematical philosophy deals with the foundations of mathematical epistemology and ontology, while a culture-based learning model emphasizes the integration of values and cultural contexts in mathematics learning. Ethnomatematics refers to the study of mathematical ways of thinking in a particular culture. By understanding the cultures, traditions, and world views of a particular society, ethnomathematics can help develop more culturally relevant and meaningful learning models. Therefore, the interrelationship between mathematical philosophy, culture-based learning models, and ethnomathematics can create a more holistic and contextual approach to mathematics learning. Keywords: Mathematical Philosophy, Cultural Based Learning Model, Ethnomathematics
Philosophical Harmony: Understanding the Influence of Pedagogical Philosophy in Mathematical Teaching Elfitra, Elfitra; Dewi, Izwita; Ahyaningsih, Faiz
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 8 No 1 (2024): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v8i1.2973

Abstract

This article investigates the profound implications of the application of pedagogical philosophy in mathematics teaching. Highlighting the key roles of constructivist philosophy, humanism, and ethics, the study discusses how these principles shape the way teachers approach mathematics teaching and influence student learning experiences. Through in-depth analysis, this article underlines the importance of philosophical harmony in creating an inspiring and effective learning environment. The integration of constructivist concepts emphasizes the active role of students in building their own knowledge, while the humanistic approach highlights aspects of creativity and personal development. In addition, this article explores how ethics can be integrated into mathematics learning, creating students who are not only technically skilled but also morally responsible. In conclusion, this article provides a deeper understanding of how pedagogical philosophy becomes a catalyst for positive transformation in mathematics teaching
Implementation of Mathematics Philosophy In Multicultural Education Br Ginting, Siti Salamah; Dewi, Izwita; Ahyaningsih, Faiz
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 8 No 1 (2024): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v8i1.2946

Abstract

The aim of this research is to explore the implementation of mathematical philosophy in multicultural education. The research method used is the library research method, namely by conducting studies related to multicultural education, philosophy of mathematics, and the implementation of philosophy of mathematics in multicultural education. The research results showed that mathematical philosophy can be implemented in multicultural education, namely in the field of epistemological studies. In the field of epistemological studies, the philosophy of mathematics talks about the origins of the formation of mathematics and the study of knowledge about mathematics. The study of knowledge about mathematics cannot be separated from the characteristics of certainty, truth, objectivity, universalism and rationality. These characteristics can ultimately become the forerunner in the implementation of multicultural education. So as to create multicultural education that upholds justice, equality and unity.
Implementasi Ideologi Pendidikan Matematika pada Pendidikan Guru Penggerak Panjaitan, Sorta Corie Ivana; Dewi, Izwita; Simamora, Elmanani
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 1 (2024): Edisi Januari 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i1.812

Abstract

The important role of teachers in education underlies the Ministry of Education, Culture, Research and Technology to issue Program Guru Penggerak in the 5th episode of Merdeka Belajar. Mathematics as a subject taught to students from the most secondary level to higher education requires reliable and professional teachers or educators. Philosophy or Ideology of mathematics awakens teachers to become more professional. Teachers who understand the origin and methods of developing Educational Ideology, specifically mathematics education, will be able to prepare themselves to provide better learning in the classroom. Seeing how the implementation of the ideology of Mathematics Education in Program Guru Penggerak, more specifically on the educational materials and exercises received when participating in mobilizing teacher education, epistemologically and ethically further strengthens the views of every teacher, especially mathematics teachers, are expected to follow Program Guru Penggerak to become more professional in their fields. The ideology of Pancasila is in line with the ideology of Mathematics Education on Progressive Educator and Public Educator.
Implementasi Model Pembelajaran RME Berbantuan LMS-Canva sebagai Upaya Memotivasi Siswa yang Ditinjau dari Sudut Pandang Filsafat Matematika Rusmini, Rusmini; Dewi, Izwita; Simamora, Elmanani
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.1005

Abstract

The aim of this research is to find out whether the implementation of the Realistic Mathematics Education (RME) learning model assisted by LMS-Canva has a motivating impact on students from a mathematical philosophy perspective. This research method is qualitative. The resource persons for this research were students and teachers at SMP Negeri 3 Percut Sei Tuan. Data was obtained by observation, interviews, observations during the process of implementing the learning model in all classes VII and VIII. Conduct interviews with students and subject teachers and homeroom teachers by gathering teachers in the hall of SMP Negeri 3 Percut Sei Tuan. Provide short questions and answers to both students and teachers regarding the learning model applied. Based on triangulation of data obtained, the implementation of the RME learning model provides an overview of the RME learning model from the perspective of mathematical philosophy and the implementation of the learning model with LMS-Canva. The implementation of the RME learning model is significant in efforts to motivate students to learn mathematics.
Pengaruh model pembelajaran search solve create and share (SSCS) berbantuan geogebra terhadap kemampuan representasi matematis siswa kelas XI SMA negeri 6 Medan Tondang, Samuel; Dewi, Izwita
Nautical : Jurnal Ilmiah Multidisiplin Indonesia Vol. 1 No. 12 (2023): Nautical: Jurnal Ilmiah Multidisiplin Indonesia
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/nautical.v1i12.483

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Search Solve Create and Share (SSCS) berbantuan Geogebra terhadap kemampuan representasi matematis siswa Kelas XI SMA Negeri 6 Medan.Jenis penelitian ini adalah penelitian kuasi eksperimen kuantitatif. Subjek penelitian ini adalah siswa kelas XI SMA Negeri 6 Medan dengan menggunakan 1 kelas yang berjumlah 36 orang. Objek penelitian ini adalah kemampuan representasi matematis siswa dengan menggunakan model pembelajaran Search Solve Create and Share (SSCS) BerbantuanGeogebra pada materi trigonometri. Sebelum uji hipotesis dilakukan, maka data hasil pretest dan posttest yang sudah didapatkan akan di lakukan uji prasyarat terlebih dahulu. Uji prasyarat yang digunakan adalah uji normalitas dan uji homogenitas. Sesudah uji normalitas dilaksanakan maka didapat jika data berdistribusi normal, pada pretest dan posttest data berdistribusi normal.Pada uji homogenitas dilakukan didapatkan bahwa data hasil pretest dan juga posttest kemampuan representasi matematis peserta didik adalah homogen, maka dari itu peneliti melanjutkan dengan uji hipotesis, yaitu Uji-t. Dari hasil uji hipotesis yang dilakukan menggunakan data pretest dan posttest kelas eksperimen ini, didapatkan thitung>ttabel atau 10,827>1,689 sehingga H0 ditolak. Diketahui bahwa nilai Sig.(2-tailed) sebesar 0,000<0,05 yang berarti bahwa H0 ditolak dan H1 diterima. Berdasarkan hasil penelitian dan pembahasan yang dilakukan didapatkan bahwa kemampuan representasi matematis yang paling tinggi adalah representasi teks tertulis. Sehingga dapat disimpulkan bahwa Model pembelajaran Search Solve Create and Share berbantuan Geogebra berpengaruh terhadap kemampuan representasi matematis siswa kelas XI SMA Negeri 6 medan.
PENGEMBANGAN MEDIA PEMBELAJARAN VIDEO EXPLAINER BERBASIS JARINGAN UNTUK MENINGKATKAN KEMAMPUAN MATEMATIS MAHASISWA Andriani, Ade; Dewi, Izwita
AXIOM : Jurnal Pendidikan dan Matematika Vol 11, No 1 (2022)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v11i1.11463

Abstract

Era digital terus berkembang merambah ke dunia pendidikan, khususnya perguruan tinggi. Perkembangan dunia digital ini mengalami percepatan akibat kejadian yang menimpa dunia saat ini, bahkan perkembangannyapun lebih cepat dibandingkan dunia pendidikan itu sendiri. Tentunya dunia pendidikan harus terus melaju menyeimbangi perkembangan teknologi tersebut, salah satunya adalah dengan mengintegrasikan teknologi dalam dunia pendidikan secara umum, pada proses pembelajaran khususnya. Integrasi teknologi ini adalah memanfaatkan teknologi yang berguna mempercepat ketercapaian tujuan pembelajaran atau ketercapaian kompetensi. Salah satunya adalah menggunkan media pembelajaran berbasis digital berupa video explainer.Tujuan penelitian ini adalah mengembangkan media pembelajaran video explainer mata kuliah matematika dasar, mendiskripsikan validitas media pembalajaran video explainer, dan mendeskripsikan kepraktsian serta efektifitas media pembelajaran video explainer.  Penelitian ini merupakan penelitian pengembangan dengan  model ADDIE yang terdiri atas 5 tahapan penelitian yaitu 1) Analysis 2) Design, 3) Develop, 4)Implementation dan 5) Evaluation. Instrumen dalam penelitian ini adalah lembar validasi yang diberikan kepada 3 ahli media dan 3 ahli materi matematika, lembar aktivitas mahasiswa, angket kepraktisan dan tes kemampuan matematis mahasiswa pada mata kuliah matematika dasar sebagai indiktor keefektifan media yang dikembangkan. Penelitian ini menghasilkan sebuah media pembelajaran berupa video explainer materi matematika dasar yang valid dengan nilai rata–rata  3,018, rata–rata nilai kepraktisannya adalah 3,07 dan nilai kefektifannya terlihat dengan uji statistik bahwa terdapat perbedaan yang signifikan nilai mahasiswa yang menggunkan media dengan mahasiswa yang tidak menggunakan media video explainer. Dengan demikian dapat disimpulkan bahwa media yang dikembangkan  memenuhi kriteria kelayakan untuk digunakan pada proses pembelajaran mata kuliah matematika dasar.AbstractThe digital era continues to expand in the world of education, especially in universities. The development of the digital world is accelerating due to what happens in the world today, and its development is even faster than the world of education itself. Of course, the world of education must continue to advance to balance these technological developments, one of which is by integrating technology in the world of education in general, in the learning process in particular. This technology integration is utilizing technology that is useful for accelerating the achievement of learning objectives or achievement of competencies. One of them is using digital-based learning media in the form of video explainers. The purpose of this study is to develop video explainers as learning media for basic mathematics courses, to describe the validity of video explainers as learning media, and to describe the practicality and effectiveness of video explainers as learning media. This is development research using the ADDIE model which consists of 5 stages of research, namely 1) Analysis 2) Design, 3) Develop, 4) Implementation, and 5) Evaluation. The instruments in this study were validation sheets given to 3 media experts and 3 math experts, student activity sheets, practicality questionnaires, and students' mathematical ability tests in basic mathematics courses as indicators of the effectiveness of the media developed. This research resulted in a learning media in the form of a video explainer for valid basic mathematics material with an average value of 3.018. The average practicality value was 3.07 and its effectiveness value was seen by statistical tests that there was a significant difference in the scores of students who used media with students who did not use media. Thus, it can be concluded that the developed media meets the eligibility criteria in the learning process for basic mathematics courses.
Co-Authors ADE ANDRIANI Agustia, Anjelly Ahyaningsih, Faiz Amry, Zul Andriani, Ade Dewantara, Ki Hajar Dian Armanto Doriyani Nasution, Doriyani Dyan Wulan Sari Hs Eka Margareta Sinaga Elfitra Elfitra Elvis Napitupulu, Elvis Fadhilah, Puji Chairu Fahrur Rozi Fairus, Fairus Fauzi, Kms. M. Amin Hasibuan, Eka Khairani Hasratuddin Hasratuddin Hasratuddin Siregar Hermawan Syahputra Husain, Yasmin Khamila Israil Sitepu Khairani, Nerli Kms. Muhammad Amin Fauzi Lena Rosdiana Pangaribuan Lubis, Adelina Natalia Lubis, Rina Ardillah Mendrofa, Ratna Natalia Monalisa Sianturi, Maria Nailul Himmi Hasibuan, Nailul Himmi Nasution, Dinda Indriani Nasution, Hamidah . Nazara, Erlina Ningsih, Faiz Ahya Nurhasanah Siregar . Panjaitan, Sorta Corie Ivana Rahim, Rani Rajagukguk, Atma Wijaya Ronahaya Pohan, Irna Dwi Rizki Rusmini Rusmini Samosir, Yuni Sibarani, Sariayu Sihombing, W.L. Simamora, Elmanani Simanjuntak, Sinta Dameria Siregar, R.Maisaroh Rezyekiyah Siti Salamah Br Ginting Sri Wahyuni Tarigan, Yossie Camelia Sari Telaumbanua, Yakin Niat Tondang, Samuel