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Hafriani
Universitas Islam Negeri Ar-Raniry Banda Aceh
Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

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IMPROVING STUDENTS' MATHEMATICAL COMMUNICATION ABILITIES THROUGH THE PROBLEM BASED LEARNING LEARNING MODEL Hafriani; Muhammad Yani; Dana Tasliana
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 4 No. 2 (2025): Juli
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/aljabar.v4i2.1828

Abstract

Mathematical Communication Skills (MCS) is not only a tool to convey mathematical ideas, but also an important part of the mathematics learning process. In fact, students' MCS is still very low and needs further action, so an alternative is needed that can develop better students' MCS. The purpose of this study was to determine the increase in students' MCS after the Problem Based Learning (PBL) learning model was applied. The research method used was a mixed method with concurrent triangulation design. Samples were taken using random sampling techniques from the total population of all students in class X MAN 1 Aceh Barat and students in class X MIA-6 were selected as research samples. Data were collected through tests and interviews which were then analyzed using normalized N-Gain and qualitatively. The results of the study found that the overall increase in students' MCS was in the medium and low categories, however, the increase in all indicators of students' MCS was quite good, where (1) students were able to communicate mathematical thinking coherently and clearly, (2) were able to use mathematical language to express mathematical ideas correctly, but some students made mistakes when making mathematical models, (3) were able to organize and consolidate mathematical thinking through communication, although some students were still confused about the steps to solve it, and (4) were able to analyze and evaluate mathematical thinking and strategies used by others. However, some students were only able to analyze and were less able to evaluate mathematical thinking and strategies used by others. Overall, students have had a good MCS.
Kemampuan Pemahaman Konsep Matematis Siswa SMA/MA Melalui Penerapan Model Pembelajaran Learning Cycle 5E Fadhilah Ammar, Nurul; Khairina; Hafriani
Jumper: Journal of Educational Multidisciplinary Research Vol 3 No 1 (2024): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v3i1.173

Abstract

The ability to understand mathematical concepts is an important asset that students must have in mastering mathematics learning. However, in reality students' ability to understand mathematical concepts is still subdued. So an effort is needed to improve students' ability to understand mathematical concepts by applying a learning model, namely the 5e learning cycle learning model. The aim of this research is to determine the comparison of students' ability to understand mathematical concepts taught using the 5E learning cycle learning model with the ability to understand mathematical concepts of students taught using conventional learning. The research used is quantitative research. The type of research used is quasi-experimental with the research design being a pretest-posttest control group design. The population in this study were all students of  X class MAN 4 Aceh Besar. Sampling in this study used a random sampling technique where the sample consisted of two classes, namely class X.3 as the experimental class and class X.5 as the control class. data collection using pretest-posttest question sheets. The results of data processing using right-hand t-test statistics, obtained  and  Because    then accept  and reject . So it can be concluded that the ability to understand mathematical concepts of students taught using the 5E learning cycle learning model is better than the ability to understand mathematical concepts of students taught using conventional learning.
Model Conceptual Understanding Procedures (CUPs): Implementasinya dalam Mengatasi Miskonsepsi Matematis Siswa Maulidiya; Hafriani; Firhat; Rizal, Muhammad
Jumper: Journal of Educational Multidisciplinary Research Vol 3 No 1 (2024): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v3i1.196

Abstract

Misconceptions are a misunderstanding between the concepts that students understand and the actual concepts. The reality in the field shows that students' mathematical misconceptions often occur, so a model is needed that can overcome them, namely using the Conceptual Understanding Procedures (CUPs) learning model. This research aims to find out whether the Conceptual Understanding Procedures (CUPs) learning model can overcome high school students' mathematical misconceptions. This research uses a quasi-experimental research method with a pretest-posttest design. The sample is class XI MIA 2. The research instrument uses a description test sheet. Data analysis used statistical tests, namely paired sample t-test, which obtained t_count>t_tabel= 23.55>1.72 so that H1 was accepted, which means the Conceptual Understanding Procedures (CUPs) learning model can significantly overcome mathematical misconceptions students.
Pengembangan Keterampilan Berpikir Kritis Dan Pemecahan Masalah: Mengapa Hal Ini Penting Dan Bagaimana Cara Melakukannya Hafriani; Rawi Juanda; Cut Ratna Dewi; Munirul Hady
JKA Vol. 1 No. 2 (2024): JKA
Publisher : Bansigom Na Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/qxw5yg10

Abstract

This study aims to assess the effectiveness of the application of problem-based learning model or Problem Based Learning in improving the ability to think critically and problem solving in students. The method used in this study is the study of literature by reviewing several relevant sources. The results showed that the problem-based learning model proved effective for improving critical thinking and problem solving skills in students. Through the stages of learning that exist in Problem Based Learning, students will be accustomed to observe, ask questions, analyze, collect information, process information,and communicate the results of their thinking so that the ability to think critically and problem solving students will grow. Therefore, teachers are expected to apply problem-based learning models to develop students ' critical thinking and problem-solving skills.
Kemampuan Pemahaman Konsep Matematis Siswa Melalui Model Pembelajaran Flipped Classroom di SMP/MTS Darwani; Hafriani; Angkat, Yuni
Educator Development Journal Vol. 1 No. 1 (2023): Educator Development Journal
Publisher : Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/edj.v1i1.2162

Abstract

The low ability to understand mathematical concepts, because mathematics is abstract, the time for the teaching and learning process is limited, the teacher plays a more important role, especially in explaining the material, the lack of time to provide exercises and quizzes in the teaching and leasrning processs, teachers must be able to take advantage of existing technology at this time. Students can be said to have the ability to understand mathematical concepts, if these students can formulate settlement strategies, apply simple calculations, use symbols to present concepts, anad change one form to another. In fact, students ability to understand mathematical concepts is still relatively low, so we need a learning model that can develop students ability to understand mathematical concepts, namely the flipped classroom learning model. The purpose of this study was to determine the students conceptual understanding ability after the flipped classroom learning model was applied. The research design used a quasi experimental design with a pre-test control group design. The population in this study were all eighth grade students of MTsN 2 Aceh Besar. Sampling was done by random sampling so that class VIII-5 was chosen as the experimental class and class VIII-6 as the control class. Data were collected using the ability test sheet for understanding mathematical concepts which were then analyzed using independent sampel t-test (right side test). As for the results of the study, it was obtained that t arithmetic > t table, namely 4,14 > 1,68, so it can be concluded that the ability to understand mathematical concepts of students who are taught by the flipped classroom learning model is better than the ability to understand mathematical concepts of students who are taught by the learning model conventional.
Bahasa Inggris Hafriani; Muhammad Yani; Yuzar, Maya Ghufra; Darwani; Bahasa Indonesia, Bahasa Indonesia; Bahasa Indonesia
Jurnal PEKA (Pendidikan Matematika) Vol. 8 No. 2 (2025): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/jp.v8i2.3259

Abstract

Mathematical creative thinking is one of the important abilities that students must have to be able to solve various problems, both mathematical problems and problems related to life. The reality in the field is that students still lack mathematical creative thinking skills because the learning that is carried out is less able to optimize the development of students' mathematical creative thinking processes. This study aims to determine students' mathematical creative thinking skills through treffinger learning and conventional learning. The approach used in this study is quantitative with a pretest-posttest design. The research sample consisted of 16 students in the experimental class and 18 students in the control class. Data were collected through a valid written test that can measure students' mathematical creative thinking skills. Data analysis used a mean difference test using the t-test (independent sample t-test). The results of the study showed that there was a difference in the mathematical creative thinking skills of students who were taught using the treffinger learning model and students who were taught using conventional learning, where the mathematical creative thinking skills of students who were taught using the treffinger model were better than students who received conventional learning. The positive impact obtained from the application of the Treffinger learning model is also inseparable from the teacher's ability to understand the characteristics and phases of the Treffinger learning model as well as the time and class management which is already very good.
Analisis Kemampuan Representasi Matematis Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent Hafriani, Hafriani; Hamdani, Humaira; Salasiyah, Cut Intan
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 8 No 1 (2024): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v8i1.8305

Abstract

This study focuses on using different cognitive styles to solve mathematical issues. Their cognitive styles can be observed when students work on mathematical problems involving mathematical representation skills. Furthermore, the analyst should assess the mathematical representation abilities of pupils at MTsN 1 Banda Aceh using the field-dependent (FD) and Field Independent (FI) cognitive styles. A descriptive, qualitative technique is used. This study employs purposive sampling procedures and focuses on two pupils from class VIII-2, one identified as FD and the other as FI. Instruments utilized include representation skill tests, interview guidelines, and GEFT questions. Analyzing the research data involves data reduction, presentation, triangulation, and conclusion formulation. The research findings point to many conclusions: (1) FI students find it easier to understand issues, can provide better conceptual explanations, solve problems faster, and explain their solutions accurately. (2) FD students have more difficulty solving issues because they rely on teacher directions. Additional concerns include their failure to analyze and comprehend information and retain concepts from challenges effectively. It is envisaged that students will understand their cognitive types to improve their mathematical representation skills in math and other courses.
Peningkatan Kemampuan Koneksi Matematika Menggunakan Model Pembelajaran Problem Based Learning Pada Siswa Di MAN 1 Aceh Barat Hafriani; Fauziah, Ulya; Nazariah, Nazariah; Kamarullah, Kamarullah
Asimetris: Jurnal Pendidikan Matematika dan Sains Vol. 5 No. 1 (2024): Asimetris: Jurnal Pendidikan Matematika dan Sains
Publisher : Pendidikan Matematika Universitas Almuslim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51179/asimetris.v5i1.2501

Abstract

Kemampuan Koneksi matematis salah satu bagian yang penting dalam proses belajar mengajar matematika yang harus dimiliki oleh para peserta didik untuk membantu mereka menyelesaikan berbagai masalah. Namun, fakta bahwa kemampuan ini masih rendah di kalangan siswa menunjukkan bahwa ada cara yang baik untuk meningkatkannya. Penggunaan model pembelajaran berbasis masalah—juga dikenal sebagai problem based learning—dapat diterapkan di dalam proses pembelajaran. Adapun Tujuan utama dari penelitian ini adalah untuk mengevaluasi bagaimana model pembelajaran ini dapat membantu siswa dalam peningkatan kemampuan pengkoneksian matematis mereka. Metode campuran digunakan dalam penelitian ini. Sampel penelitian terdiri dari semua siswa kelas X di MAN 1 Aceh Barat, termasuk siswa MIA 1. Siswa memiliki kemampuan koneksi matematis yang sedang atau rendah, menurut hasil N-Gain. Dari hasil penganalisaan data menunjukkan adanya peningkatan kemampuan koneksi matematika pada peserta didik, meskipun belum sepenuhnya memenuhi semua indikator yang ada.
Co-Authors Angkat, Yuni Aulia, Mirza Bahasa Indonesia Bahasa Indonesia, Bahasa Indonesia Cut Intan Salasiyah Cut Ratna Dewi Dana Tasliana Darwani Darwani Darwani Fadhilah Ammar, Nurul Fadilla, Syifa Fauziah, Ulya Firhat Hamdani, Humaira Humaira Hamdani Kamarullah Kamarullah Khairina Maulidiya MUHAMMAD RIZAL Muhammad Yani Muhammad Yani Munirul Hady Nadia Husna Turrizky Nazariah Nazariah Nazariah, Nazariah Rawi Juanda Rizky Wahyudi Ulya Fauziah Yuni Angkat Yuzar, Maya Ghufra