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All Journal Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran AL-ISHLAH: Jurnal Pendidikan Islam
Andi Aras
IAIN Parepare
Education Languange, Linguistic, Communication & Media Mathematics Other

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Model Pembelajaran Means-Ends Analysis dalam Menumbuhkembangkan Kemampuan Problem Solving dan Productive Disposition Andi Aras
Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol 8, No 2 (2020): Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam had Accredi
Publisher : Prodi Pendidikan Matematika FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3101.767 KB) | DOI: 10.24256/jpmipa.v8i2.1238

Abstract

Abstract:The problem solving and productive disposition ability of students is still low due to the inaccuracy of the learning model used by teachers in learning mathematics. This study aims to determine the effectiveness of the Means-Ends Analysis (MEA) learning model in developing students' problem solving and productive disposition abilities. This type of research is pre-experimental research with One-Group Pretest-Posttest Design. The data analyzed are the results of students' mathematical problem solving and productive disposition data of students after learning using the Means-Ends Analysis (MEA) learning model. From the results of this study, it can be seen that the Means-Ends Analysis (MEA) learning model is effective in developing students' problem solving and productive disposition abilities with the effectiveness criteria: (1) The results of students' problem-solving abilities are categorized to be effective both descriptively and inferentially in terms of posttest scores, normalized gain, and classical completeness. (2) The productive disposition of students is categorized effectively both descriptively and inferentially in terms of the score of productive disposition and increase in productive disposition. Abstrak:Rendahnya kemampuan problem solving dan productive disposition peserta didik disebabkan oleh ketidaktepatan model pembelajaran yang digunakan oleh guru dalam pembelajaran matematika. Penelitian ini bertujuan mengetahui keefektifan model pembelajaran Means-Ends Analysis (MEA) dalam menumbuhkembangkan kemampuan problem solving dan productive disposition peserta didik. Jenis penelitian yang digunakan adalah pre-experimental dengan desain One-Group Pretest-Posttest Design. Data yang dianalisis adalah hasil problem solving dan productive disposition peserta didik setelah pembelajaran matematika dengan menggunakan Means-Ends Analysis (MEA). Dari hasil penelitian ini diperoleh bahwa Means-Ends Analysis (MEA) efektif dalam menumbuhkembangkan kemampuan problem solving dan productive disposition peserta didik dengan kriteria keefektifan: (1) Hasil kemampuan problem solving peserta didik dikategorikan efektif baik secara deskriptif maupun secara inferensial yang ditinjau dari: skor posttest, gain ternormalisasi, dan ketuntasan klasikal. (2) Productive disposition peserta didik dikategorikan efektif baik secara deskriptif maupun secara inferensial yang ditinjau dari: skor productive disposition dan peningkatan productive disposition.
Efektivitas Model Pembelajaran Kooperatif Tipe TPS-TGT Pada Pembelajaran Matematika di Kelas VIII SMPN 1 Makassar Andi Aras
Al-Ishlah: Jurnal Pendidikan Islam Vol 16 No 2 (2018): Al-Ishlah: Jurnal Pendidikan Islam
Publisher : IAIN PAREPARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (405.598 KB) | DOI: 10.35905/alishlah.v16i2.757

Abstract

This type of research is an experimental study which aims to describe theeffectiveness of the cooperative learning model TPS-TGT type in mathematicslearning in class VIII SMP N 1 Makassar. The sample in this study class VIII.5 wastaught by cooperative learning model TPS-TGT type taken using techniques clusterrandom sampling. The data collected consisted of data on student learningoutcomes, data on learners' motivation, data on student activities during thelearning process, and data on student responses to the application of cooperativelearning models of the TPS-TGT type.The results showed that the score of mathematics learning outcomes of students inclass VIII.5 was in the high category with a mean of 80.15 and a standarddeviation of 9.79, completeness in classics was 82.5%, the average normalizedgain was in the high category, scores the average learning motivation of students isin the high category, the average gain normalized learning motivation is in themedium category, the activity of students in following the learning process is in agood category, and student responses to the application of the cooperative learningmodel TPS-TGT type are positive. In general, it was concluded that the cooperativelearning model type TPS-TGT was effectively applied to mathematics learning in class VIII.5 of SMP N 1 Makassar. The results of the hypothesis test at a significant level α = 0.05 with the t-test show that H1 is accepted which means that the cooperative learning model type TPSTGTis effectively applied to mathematics learning in SPLDV material in class VIIIof SMP N 1 Makassar.
Bridging Gender Differences : Exploring the Effect of Social Support and Campus Culture on Self-Regulated Learning in Higher Education Fawziah Zahrawati B; Jumaisa Jumaisa; Andi Aras
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12684

Abstract

This study aims to examine self-regulated learning based on gender using two factors, namely social support and campus culture, and analyze the moderation effects presented by these two factors. This study was a quantitative approach with an expost facto method. The population was all students in the Social Sciences Education Study Program of the Parepare State Islamic Institute for the 2019-2023 batch of 116 students. There were 34 men and 82 women. The research sample took a saturated sample, namely the entire population. The data collection techniques were questionnaires, documentation, and interviews. Testing the research hypothesis was carried out using SmartPLS. The study found that social support significantly increased SRL, with a stronger effect on male students than female students. A positive campus culture also increases SRL, but its effect is weaker on female students. Campus culture moderates the effect of social support on SRL, amplifying its effectiveness, especially in male students. Social support also moderated the effect of campus culture on SRL, strengthening the motivation and confidence of male students, although the impact was slightly weaker on female students but still relevant. These results suggest that social support and campus culture enhance SRL, particularly among male students. It is crucial to design interventions that consider gender differences to achieve the best possible results.
Co-Authors Fawziah Zahrawati B Jumaisa Jumaisa