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All Journal JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Analisa Jurnal Cendekia : Jurnal Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Al-Khidmat : Jurnal Ilmiah Pengabdian Kepada Masyarakat Gunung Djati Conference Series Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Maps (Manajemen Perbankan Syariah) AKSIOMA : Jurnal Matematika dan Pendidikan Matematika
Tutut Widiastuti Anisa
UIN Sunan Gunung Djati Bandung
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Meningkatkan kemampuan penalaran matematis dan self-regulated learning melalui model CinQASE Rina Noor Safaat .; Iyon Maryono; T. Tutut Widiastuti A
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 16 No. 2 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/bq54ct82

Abstract

Self-regulated learning and mathematical reasoning ability are two fundamental competencies that need to be optimized in the context of mathematics learning. This study aims to strengthen students’ mathematical reasoning ability while mapping their level of self-regulated learning through the implementation of the Collaborative in Questioning, Analyzing, Synthesizing, and Evaluating (CinQASE) learning model. The study employed a Nonequivalent Control Group Design with seventh-grade students from a junior high school as the research subjects, involving two randomly assigned classes. The instruments used were a mathematical reasoning ability test and a Self-Regulated Learning (SRL) questionnaire in the form of statements with a Likert scale, both of which met high validity and reliability criteria. The findings revealed a statistically significant difference in the improvement of mathematical reasoning ability between students in the experimental and control classes. The results also indicated that the self-regulated learning of students who participated in the CinQASE learning model was categorized as moderate. These findings suggest that the CinQASE model can serve as a strategic option to optimize.
Penerapan model pembelajaran reading, mind mapping, sharing (RMS) berbantuan desmos untuk meningkatkan kemampuan berpikir kritis dan self concept siswa Rika Azahra; Iyon Maryono; T. Tutut Widiastuti A
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 16 No. 2 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/j0afdw88

Abstract

This study emerged due to the significant need to improve students' critical thinking skills and self-concept. The purpose of this study was to analyze the effectiveness of the Reading, Mind Mapping, and Sharing (RMS) learning model assisted by Desmos in improving critical thinking skills and self-concept. The research method used a quasi-experiment with a non-equivalent control group design. The research sample consisted of two classes randomly selected from a public junior high school in Purwakarta. The main instruments were a valid and reliable critical thinking skills test and a questionnaire to measure self-concept. The results showed that students who participated in Desmos-assisted RMS learning obtained an average posttest score of 45.6 for critical thinking skills, which was higher than the conventional class score of 13.3. The N-Gain value of the Desmos-assisted RMS class was 0.21 (moderate category), while the conventional class was 0.14. The t-test showed a value of  (2.741) ≥  (1.692), indicating a significant increase in critical thinking skills, with better results than conventional learning. In addition, the self-concept of students in the RMS class was in the moderate category with a range of 2.79 ≤ X < 3.03 and showed a positive response. Based on these findings, the Desmos-assisted RMS model can be one option for creating more active learning and supporting the development of students' critical thinking.
Co-Authors Ika Puspitawati Juariah Juariah Maryono, Iyon Muhammad Nur Hidayanto Nadya Suciati Fauziah Nida Komalasari Nur Rahmah Wardani Nuraida, Ida Rahayu Kariadinata Ria Setiani Habbinnur Rizki Rifki Fadilah Rika Azahra Rina Noor Safaat . Riva Lesta Ariany Sopyan Ali Tika Karlina Rachmawati Wati Susilawati Widiawati Widiawati