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All Journal Jurnal S2 Pendidikan Matematika Jurnal Karya Pendidikan Matematika Khizanah al-Hikmah : Jurnal Ilmu Perpustakaan, Informasi, dan Kearsipan Jurnal Pembelajaran Matematika Jurnal Tadris Matematika Jurnal Penamas Adi Buana Edumaspul: Jurnal Pendidikan Integral : Pendidikan Matematika Cendekia: Jurnal Pendidikan dan Pembelajaran Didaktik : Jurnal Ilmiah PGSD STKIP Subang International Journal on Teaching and Learning Mathematics Jurnal Penelitian Pendidikan Matematika Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Jurnal Tarbiyah dan Ilmu Keguruan Borneo Journal of Advanced Sciences and Mathematics Education Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Polynom: Journal in Mathematics Education Jurnal Tadris Matematika
Fina Hanifa Hidayati
UIN Sunan Kalijaga Yogyakarta
Religion Humanities Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAMES TOURNAMENTS (TGT) DITINJAU DARI TINGKAT KECERDASAN EMOSIONAL TERHADAP PRESTASI BELAJAR DAN HUBUNGAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI KABUPATEN SLEM Hidayati, Fina Hanifa; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (409.934 KB)

Abstract

Abstract: The purposes of this study were to determine the effect of instructional models on student’s mathematics achievement learning and interpersonal relationship  viewed from the student emotional intelligence. The learning model compared were direct learning model, TAI and TGT Cooperative Learning Model. This study was a quasi-experimental study. The samples were 263 students: 88 students for experiment, 85 students for experiment 2, and 90 students for the controlled class,. The data were collected from mathematics achievement tests, a set of questionnaire of interpersonal relationship and emotional intelligence. The data were analysed using unbalanced two way MANOVA. Based on the research findings, it can concluded as follows. (1) Both learning achievement and interpersonal relationships of students treated by TGT are better than students treated with TAI and direct learning model while learning achievement and interpersonal relationships of students treated by TAI are better than students treated by direct learning model; (2) a. The best learning achievement is reached by students with high emotional intelligence which followed by those with moderate level and low emotional intelligence; b. The interpersonal relationships of students with moderate emotional intelligence are the same as those with low level, and students with high level are better than students with medium and low level emotional intelligence; (3) In TAI and direct models, learning achievement of the students of any level of emotional intelligence are the same. In TGT model, learning achievement of students with high level of emotional intelligence are the same as those with moderate level, also moderate and low level of emotional intelligence have same learning achievement, and high level emotional intelligence better than students with low level of emotional intelligence in learning achievement; In direct learning and TAI models the best interpersonal relationships is reached by students with high emotional intelligence which followed by those with medium level and low emotional intelligence. In TGT model, interpersonal relationships of students with high level of emotional intelligence are the same as those with moderate level, and both of them are better than students with low level of emotional intelligence; In the moderate level of emotional intelligence, learning achievement of students treated by TAI and direct learning model are the same while learning achievement of students treated by TGT model are better than those treated by direct model, and learning achievement of students treated by TGT and TAI are the same. In the low level of emotional intelligence, achievement of students treated by TAI, TGT, and direct learning are the same; At any level of emotional intelligence, interpersonal relationships of students treated by TGT are better than those treated by TAI and direct learning, and interpersonal relationships of students treated by TAI are better than those treated by direct instructional model.Keywords: TAI, TGT, Emotional Intelligence, Learning Achievement, Interpersonal Relationships.
KEMAMPUAN GURU DALAM PERENCANAAN DAN PELAKSANAAN PEMBELAJARAN SERTA PENGARUHNYA TERHADAP PROBLEMATIKA BELAJAR MATEMATIKA SISWA Ismawati, Yesi; Hidayati, Fina Hanifa
Jurnal Karya Pendidikan Matematika Vol 7, No 2 (2020): Jurnal Karya Pendidikan Matematika Volume 7 Nomor 2 Tahun 2020
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.7.2.2020.40-46

Abstract

A teacher’s skill is a teacher's ability to manage a learning process and ensure learners achieve learning goal. In mathematics learning, an important thing that must be mastered by teacher is the ability to design a plan of learning and execute it in the classroom. This study aims to determine the ability of teachers in designing and implementing the learning of mathematics and knowing its effect on the problems faced by students during the process of learning. The method that is used is the qualitative approach with the technique of data collection through observation, interviews , and documentation. The results showed that (1) the ability of the teachers in terms of planning and implementation of mathematics learning is still lacking, (2) there is a mismatch between planning and implementation of learning, and (3) there are learning problems such as fault concept, ineffective learning time, and less active students during mathematics learning.
ANALISIS PENYEBAB PROKRASTINASI AKADEMIK MATEMATIKA SISWA SMA SEDERAJAT SAAT PEMBELAJARAN DARING Rahayu, Aninda Aulia; Hidayati, Fina Hanifa
Jurnal Karya Pendidikan Matematika Vol 8, No 2 (2021): Jurnal Karya Pendidikan Matematika Volume 8 Nomor 2 Tahun 2021
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.8.2.2021.30-37

Abstract

Covid-19 has made learning activities that are usually held at school replaced at home by using an internet connection. Complaints from students during learning at home are a lot of tasks and because learning activities held at home making students sometimes like to delay doing tasks. The purpose of this study was to determine the causes of mathematics academic procrastination during home learning by high school students. Data retrieval was carried out by distributing questions containing short questions with 22 students as respondents. result of the research is the cause of student procrastinating are how the teacher teaches, smartphone, and other external factors such as home condition and internet connections.
Online Learning in the Library and Information Science Education During the Covid-19 Thoriq Tri Prabowo; Nur Riani; Fina Hanifa Hidayati; Heru Sulistya; Lalu Rudy Rustandi
Khizanah al-Hikmah : Jurnal Ilmu Perpustakaan, Informasi, dan Kearsipan Vol 9 No 2 (2021): December
Publisher : Program Studi Ilmu Perpustakaan UIN Alauddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/kah.v9i2a6

Abstract

This study aims to describe the proper online lecture practice during the pandemic Covid-19 in the Department of Library Science of UIN Sunan Kalijaga. This study uses a mixed-method approach (quantitative and qualitative). 92 students as the respondents filled out online questionnaires about their proper online learning. Not only filling in a quantitative questionnaire, these respondents were also given to provide reasons for each filled answer. Online learning in the Department of Library Science of UIN Sunan Kalijaga has been conducted since March 2020. The implementation uses different applications for each lecturer. Some of the most widely used applications are Whatsapp, Google Classroom, eLearning UIN Sunan Kalijaga, online meeting applications such as Zoom, Google Meet, and Webex, Youtube, and podcast applications such as Anchor and Spotify. Evaluation of online learning using the principle of inclusiveness is necessary.
Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development Fina Hanifa Hidayati
International Journal on Teaching and Learning Mathematics Vol 3, No 1 (2020): June (This issue published papers with authors/co-authors from 3 countries [USA,
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v3i1.9699

Abstract

Differentiated instruction is an approach that can be used to facilitate students with various characteristics and help them to master mathematics in every topic learned. This study describes teachers’ performance in implementing differentiated instruction. In the second secondary school level, thirty mathematics teachers designed mathematics lessons using differentiated instruction in different topics, peer-reviewed, and peer-presented. Implementing the lesson in a real classroom was done while conducting classroom observation to see what works well during the learning process and improve it. Qualitative descriptive method was used to describe the process of research and analyze findings during the lesson through observation and forum group interview. From this process, teachers prepared instruction based on students’ abilities, took into account personal mathematics understanding, and helped students achieve mathematics learning goals. Teachers also learned strategies for helping students learned. Meanwhile, students enjoyed the learning process through their different ways of learning.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAMES TOURNAMENTS (TGT) DITINJAU DARI TINGKAT KECERDASAN EMOSIONAL TERHADAP PRESTASI BELAJAR DAN HUBUNGAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI KABUPATEN SLEM Fina Hanifa Hidayati; Mardiyana Mardiyana; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The purposes of this study were to determine the effect of instructional models on student’s mathematics achievement learning and interpersonal relationship  viewed from the student emotional intelligence. The learning model compared were direct learning model, TAI and TGT Cooperative Learning Model. This study was a quasi-experimental study. The samples were 263 students: 88 students for experiment, 85 students for experiment 2, and 90 students for the controlled class,. The data were collected from mathematics achievement tests, a set of questionnaire of interpersonal relationship and emotional intelligence. The data were analysed using unbalanced two way MANOVA. Based on the research findings, it can concluded as follows. (1) Both learning achievement and interpersonal relationships of students treated by TGT are better than students treated with TAI and direct learning model while learning achievement and interpersonal relationships of students treated by TAI are better than students treated by direct learning model; (2) a. The best learning achievement is reached by students with high emotional intelligence which followed by those with moderate level and low emotional intelligence; b. The interpersonal relationships of students with moderate emotional intelligence are the same as those with low level, and students with high level are better than students with medium and low level emotional intelligence; (3) In TAI and direct models, learning achievement of the students of any level of emotional intelligence are the same. In TGT model, learning achievement of students with high level of emotional intelligence are the same as those with moderate level, also moderate and low level of emotional intelligence have same learning achievement, and high level emotional intelligence better than students with low level of emotional intelligence in learning achievement; In direct learning and TAI models the best interpersonal relationships is reached by students with high emotional intelligence which followed by those with medium level and low emotional intelligence. In TGT model, interpersonal relationships of students with high level of emotional intelligence are the same as those with moderate level, and both of them are better than students with low level of emotional intelligence; In the moderate level of emotional intelligence, learning achievement of students treated by TAI and direct learning model are the same while learning achievement of students treated by TGT model are better than those treated by direct model, and learning achievement of students treated by TGT and TAI are the same. In the low level of emotional intelligence, achievement of students treated by TAI, TGT, and direct learning are the same; At any level of emotional intelligence, interpersonal relationships of students treated by TGT are better than those treated by TAI and direct learning, and interpersonal relationships of students treated by TAI are better than those treated by direct instructional model.Keywords: TAI, TGT, Emotional Intelligence, Learning Achievement, Interpersonal Relationships.
LESSON STUDY: PENINGKATAN SOFT SKILLS CALON GURU MATEMATIKA Fina Hanifa Hidayati
Integral : Pendidikan Matematika Vol 11 No 1 (2020): INTEGRAL
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract Preparation is needed for every teacher even pre-service teachers to teach mathematics. Soft skills which is related to the ability to cooperate, communicate, initiative, ability to lead, assist, independent effectiveness, plan and organize, and the ability to present is needed in an effort to improve the quality of pre-service teachers. Lesson Study was carried out in an effort to improve the soft skills of 30 pre-service mathematics teacher. This is a qualitative descriptive study using observation sheet and soft skills assessment during Lesson Study process. Group interview forum also used to explore research data. The implementation of Lesson Study had enhanced soft skills and foster readiness and built innovation in the preparation of the mathematics learning implementation for pre-service mathematics teachers. Keywords: lesson study, soft skills, pre-service mathematics teachers. Abstrak Sebagai calon guru matematika diperlukan persiapan yang matang secara menyeluruh untuk mengajarkan matematika. Soft skills yang kaitannya dengan kemampuan bekerjasama, berkomunikasi, inisiatif, kemampuan untuk memimpin, mendampingi, efektivitas mandiri, merencanakan dan mengorganisasi, serta kemampuan dalam presentasi diperlukan dalam upaya peningkatan kualitas calon guru. Lesson Study dilaksanakan dalam upaya peningkatan soft skills 30 mahasiswa calon guru matematika. Penelitian ini merupakan penelitian deskriptif kualitatif dengan menggunakan instrumen lembar observasi dan penilaian soft skills selama proses Lesson Study. Forum grup interview juga dilaksanakan untuk menggali data penelitian. Pelaksanaan Lesson Study telah meningkatkan soft skills dan menumbuhkan kesiapan dan menciptakan inovasi dalam persiapan pelaksanaan pembelajaran matematika bagi calon guru matematika. Kata kunci: lesson study, soft skills, calon guru matematika
Pengembangan E-Modul dengan Pendekatan STEM untuk Memfasilitasi Kemampuan Berpikir Kritis Siswa pada Materi Trignometri Khizanaturrohmah Nur Maziyah; Fina Hanifa Hidayati
Jurnal Tadris Matematika Vol 5 No 2 (2022)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2022.5.2.241-256

Abstract

Critical thinking is one of the abilities that can be stimulated through learning mathematics by using an appropriate approach. One approach that can facilitate critical thinking skills is the STEM approach. To implement this approach, teaching materials are needed as support. This study aims to find out how to develop a valid e-modules as teaching materials with a STEM approach to facilitate students' critical thinking skills on trigonometry. The method used is Research and Development (R&D) with the PPE development model (Planning, Production, Evaluation). At the planning stage, curriculum analysis and analysis of class X MIA MAN 2 Indramayu were carried out. In the production stage, the creation and collection of data needed by the e-module is carried out, compiling the e-module, preparing links to connect to the required web page, and packaging the pdf format module into an electronic module (e-module). In the evaluation stage, an assessment of the quality of the e-module was carried out by material and media experts from the mathematics lecturer at UIN Sunan Kalijaga Yogyakarta and the mathematics teacher at MAN 2 Indramayu. The quality assessment of this e-module shows an ideal percentage value which is included in the "very good" criteria in the valid category. It can be said that this research and development has produced a valid e-module with a STEM approach to facilitate students' critical thinking skills in trigonometry.
PEMBERDAYAAN KOMUNITAS: STEM UNTUK PEMBELAJARAN MATEMATIKA MENYENANGKAN Fina Hanifa Hidayati; Aflich Yusnita Fitrianna; Rima Aksen Cahdriyana
Jurnal Penamas Adi Buana Vol 6 No 02 (2023): Jurnal Penamas Adi Buana
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/penamas.vol6.no02.a6811

Abstract

Learning abilities that are elements of learning in the 21st century require teachers to have skills in guiding students to develop communication skills, process information, think creatively, solve problems, collaboration and manage themselves. These abilities can be developed through the implementation of innovative learning in the classroom, one of which is the STEM approach. STEM-based learning integrates four fields, namely science, technology, engineering and mathematics in one learning activity. This service activity was carried out by 30 mathematics teachers who were members of the Mathematics teacher community in Denpasar City. The activity is carried out using the Asset Based Community Development (ABCD) method. The service activities that have been carried out have a good impact on teachers. At the end of the activity, teachers can understand STEM-based mathematics learning through practical learning activities and are able to develop learning innovations by compiling STEM-based learning scenarios.
Students’ Dicipline in Mathematics Learning During Covid-19 Pandemic Fina Hanifa Hidayati; Firsta Adilaturrahmah
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 5 No 2 (2021): 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 | Full PDF (254.905 KB) | DOI: 10.31331/medivesveteran.v5i2.1726

Abstract

The low level of student discipline in learning mathematics can affect student learning outcomes. Students’ discipline in learning during a pandemic that takes place online is difficult to pay attention to. Therefore, it is necessary to conduct research to determine and observe the level of students’ discipline. This article aims to describe the level of discipline of junior high school students in participating in mathematics lessons during the Covid-19 pandemic. This is a qualitative descriptive case study research. The subjects in this study were 25 grade VII students of MTs Al-Amin Cikaso for the academic year 2020/2021. Data collection was done by interview, observation, and documentation. Technical data analysis includes data reduction, data presentation, and drawing conclusions. The results showed that: (1) the students had a high level of discipline in obeying school rules, (2) the students had a low level of discipline in participating in ongoing learning, (3) the students had a high level of discipline in carrying out the duties of the teacher, and (4) the students have a moderate level of discipline in carrying out learning at home. Keywords: learning discipline, learning mathematics, covid-19 pandemic.
Co-Authors Aflich Yusnita Fitrianna Endang Wahyuningsih Fatikh, Ahmad Fersellia, Fersellia Firsta Adilaturrahmah Fitria Nurliana Zulfa Hakiim, Salma Heru Sulistya Ismawati, Yesi Khizanaturrohmah Nur Maziyah Lalu Rudy Rustandi Latifah, Rusydan Lilla Septiliana Mardiyana Mardiyana Mardiyana Mardiyana Muflih, Ghufron Zaida Muna, Khozainul Nur Riani Oktavia, Riska Rahayu, Aninda Aulia Rima Aksen Cahdriyana Roso Murti Shaleh Shaleh Shaleh Shaleh Shaleh Thoriq Tri Prabowo Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi