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All Journal Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains AR-RIAYAH : Jurnal Pendidikan Dasar
Syaripah Syaripah
Institut Agama Islam Negeri (IAIN) Curup
Religion Decision Sciences, Operations Research & Management Education Mathematics Social Sciences

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Pengembangan Lembar Kerja Siswa (LKS) Ilustratif Bermuatan Pendidikan Karakter Pada Pembelajaran Matematika SDN 01 Rejang Lebong Zahratul Fitria; Syaripah Syaripah
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 4, No 2 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v4i2.2013

Abstract

The background of this research was a phenomenon in the educational process where the teaching materials used were not optimal, so a development was needed. In this case, the teaching materials were Students Worksheets (LKS) used at SDN 01 Rejang Lebong and they only contained questions and exercises, without being equipped with the presentation of teaching material, character values and illustrative examples. This study aims to develop teaching materials in the form of illustrative Student Worksheets (LKS) containing character education in mathematics learning for grade 1 in the 2020/2021 academic year. This research was a type of development research with a 4D model (Define, Design, Develop and Disseminate). This research was conducted at SDN 01 Rejang Lebong. The subjects of this study were 16 students of class 1A. Data collection techniques in this study were: (1) observation, (2) interview, and (3) questionnaire. The data analysis technique was carried out using descriptive analysis with validation tests from 2 material experts and 1 media expert. The result of this research was the development of illustrative student worksheets (LKS) with character education in mathematics learning in grade 1 SDN 01 Rejang Lebong which produces a pre-content section with a main title page (cover), an identity page, an introduction, and a table of contents. The content section contains mathematics learning material on whole numbers. The closing section of the content contains a bibliography and author profile, with a total of 20 pages using A4 paper for the contents of Student Worksheets (LKS). The results of the feasibility assessment by material experts get an average score with a score of 4.15 which is in the right category. As well as the average number of scores with 4.2 from the media design experts getting an average number of scores with an average score in the right category.
Desain Pembelajaran Matematika Berbasis Etnomatematika untuk Menjadikan Laboratorium Matematika yang Inovatif Di IAIN Curup Syaripah Syaripah
Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 9, No 01 (2021)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/logaritma.v9i01.3714

Abstract

The purpose of research in mathematics learning is to obtain the needs of lecturers and students of Tadris Mathematics IAIN Curup, to plan the development, design, design, design, effectiveness of ethnomathematics-based learning to make an innovative mathematics laboratory. This type of research is a mixed method that is a combination of quantitative and qualitative research. The Plomp model phase consists of an investigation phase, a design phase, a realization/construction phase, a test phase, an evaluation, and a revision and implementation phase. This research was carried out on Tadris Mathematics students of IAIN Semester IV Academic Year 2018/2019 The results of the perception questionnaire of Tadris Mathematics lecturers and students showed 72% of students and 100% of lecturers stated that the mathematics learning used so far was not appropriate. Initial design planning for the development of ethnomathematical-based Geometry Transformation teaching materials.Study book design with 5 (five) chapters consisting of 42 pages and a bibliography. The results of RPS/SAP validation with an average of 3.24 categories are quite good with slight revisions, 3.15 textbook categories are good enough so that they can be used with slight revisions and LKM with an average of 3.03 categories are quite good with revisions. The results of the practicality of the book obtained an average of 4.38 in the good/practical category, the practicality of the LKM with an average of 4.45 in the good/practical category and the practicality response of learning mathematics with an average of 91.7% which means it is very practical. The results of the effectiveness of learning mathematics obtained from observations of lecturer activities assessed by observers, obtained 84% of lecturer activities according to RPS.
Pembentukan Karakter Percaya Diri Pada Pembelajaran Matematika Siswa SDUA Taman Harapan Curup : Verbal Reinforcement dan Non-Verbal Reinforcement Syaripah Syaripah; Agil Ramadhan
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 6, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v6i2.5816

Abstract

One of the advantages of character education in building students’ behavior is creating self-confidence. With character education, it is hoped that basic problems in the educational world, which have recently become a common concern, can be solved. Of course there are efforts from the school whether they are from the principal, teachers, and parents in overcoming it. One of the efforts is by using two types of reinforcement, namely verbal and non-verbal reinforcement. So the purpose of this research is to see how the use of reinforcement can create students' self-confident characters as well as the challenges faced by teachers to form self-confidence with verbal and non-verbal reinforcement. This study used a descriptive qualitative approach and the research subjects included the principal, teachers and students. Data collection techniques were observation, interviews and documentation. The data analysis technique used was data reduction, data display and conclusion drawing. The results showed that: (1) the teacher used verbal reinforcement such as giving comments, support, motivation and praise to students to create their self-confident characters, (2) the teacher also used non-verbal reinforcement such as giving smiles, approaching students, giving thumbs up and by giving gifts to form students’ confident character, (3) the challenges faced by teachers in using reinforcement are social jealousy, less conducive learning atmosphere and students behavior in class.
Co-Authors Agil Ramadhan Zahratul Fitria