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All Journal Jurnal Karya Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Educational Science and Technology EDU-MAT: Jurnal Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) Saintifik : Jurnal Matematika, Sains, dan Pembelajarannya GERVASI: Jurnal Pengabdian kepada Masyarakat Journal of Mathematics Education and Science Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Postulat : Jurnal Inovasi Pendidikan Matematika Jurnal Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Literacy : International Scientific Journals of Social, Education, Humanities West Science Journal Economic and Entrepreneurship West Science Social and Humanities Studies Riemann : Research of Mathematics and Mathematics Education Abdi Reksa Pinisi Journal of Entrepreneurship Review International Journal of Language and Ubiquitous Learning
Nasruddin Nasruddin
Universitas Sembilanbelas November Kolaka
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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PENGEMBANGAN BAHAN AJAR MATEMATIKA BERBASIS GEOGEBRA SERTA DAMPAKNYA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP PADA MATERI FUNGSI Wilda Purnama Sari; Jahring Jahring; Chairuddin Chairuddin; Nasruddin Nasruddin; Sufri Mashuri; Irajuana Haidar
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21235

Abstract

Abstrak: Penelitian ini bertujuan untuk mengembangkan dan menghasilkan bahan ajar matematika berbasis GeoGebra yang memenuhi kriteria valid, praktis, dan efektif, serta menganalisis dampak penggunaan bahan ajar terhadap kemampuan pemahaman konsep siswa. Metode penelitian yang digunakan adalah penelitian dan pengembangan (Research & Development/R&D) dengan model Tessmer tipe evaluasi formatif. Subjek dalam penelitian ini terdiri atas 22 siswa kelas VIII A SMP Negeri 2 Latambaga. Teknik pengumpulan data meliputi observasi, wawancara, angket, tes (soal), dan dokumentasi, sedangkan teknik analisis data yang digunakan adalah analisis deskriptif kualitatif.  Hasil penelitian menunjukkan bahwa persentase validitas bahan ajar menurut ahli materi dan ahli media mencapai 87,17%. Sementara itu, tingkat praktikalitas berdasarkan penilaian kelompok one-to-one adalah 84,29%, dan dari kelompok small group sebesar 87,62%. Sebanyak 81,82% siswa mencapai ketuntasan dengan KKM 70, dan rata-rata nilai post-test siswa adalah 74,75, yang menunjukkan respons positif terhadap bahan ajar. Simpulan penelitian ini adalah bahan ajar matematika berbasis GeoGebra yang dikembangkan telah memenuhi kriteria valid, praktis, dan efektif, serta memberikan dampak positif terhadap peningkatan kemampuan pemahaman konsep fungsi siswa. Kata kunci: bahan ajar, GeoGebra, pemahaman konsep Abstract: This research aimed to develop and produce GeoGebra-based mathematics teaching materials that meet the criteria of validity, practicality, and effectiveness, as well as analyze the impact of using these teaching materials on students' conceptual understanding abilities. The research method used is research and development (Research & Development/R&D) with the Tessmer model formative evaluation type. The subjects in this study consisted of 22 students of class VIII A of SMP 2 Latambaga. Data collection techniques include observation, interviews, questionnaires, tests (questions), and documentation, while the data analysis technique used is qualitative descriptive analysis. The study results showed that the percentage of validity of open teaching materials according to material experts and media expertsreached 87.17%. Meanwhile, the level of practicality based on one-on-one group assessment was 84.29%, and it was 87.62% from small groups. 81.82% of students achieved completion with a Minimum Mastery Criteria (MMC) of 70 and an average student posttest score of 74.75 which showed a positive response to the teaching materials. This study concludes that the GeoGebra-based mathematics teaching materials developed have met the criteria of being valid, practical, and effective, and positively impacting students' abilities in understanding the concept of functions. Keywords: teaching materials, GeoGebra, conceptual understanding
The Effect of The Development Results of Teaching Materials, Research, and Teaching Methodologies on The Learning Outcomes and Student's Write Research Proposals Ability Nur Ihsan HL; Nasruddin Nasruddin; Andri Estining Sejati
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.9792

Abstract

Development results need to be further researched to determine the effects on learning, such as in the development of teaching materials that were experimented with learning outcomes and other related abilities. The research aims to determine the influence of applying the development of teaching materials, research, and teaching methodologies results on learning outcomes and student's ability to write research proposals. The research was a quasi-experimental type with a nonequivalent control group design. The subject was the S1 Mathematics Education, FKIP, USN Kolaka. Research instruments on learning outcomes with essay questions and the ability to write proposals with the PKM-R Simbelmawa rubric. Data collection by tests, demonstrations, and documentation, then analyzed with parametric inferential statistics through the MANOVA test. The research results showed the significant value of teaching materials with learning outcomes of 0.000 and the application of teaching materials to students' ability to write research proposals of 0.000. This shows that applying the results of developing teaching materials, research, and teaching methodologies affects learning outcomes and the ability to write student research proposals. The material and summary in the teaching materials add to students' insight and independence in finding knowledge related to the material in the mathematics research methodology course. The exercises billed in the teaching materials make students easier to practice writing research proposals.
Does Entrepreneurship Education and Technopreneurship Literacy among Students Contribute to Entrepreneurial Interest through Self Efficacy? Nasruddin Nasruddin; Gamar Al Haddar; Amraeni Amraeni; Mukhtar Tahir; Murthada Murthada
Pinisi Journal of Entrepreneurship Review Vol. 1 No. 3 (2023): Pinisi Journal of Entrepreneurship Review
Publisher : Universitas Negeri Makassar

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

Abstract

This study aims to determine whether entrepreneurship education and technopreneurship literacy among students contribute to entrepreneurial interest through self-efficacy in Vocational High School students. This research is categorized as quantitative research with a population of 500 Vocational High School students and a sample of 100 students. Data collection was done with documentation and questionnaire techniques. The analysis technique used is path analysis using SPSS software. Research shows that both directly and indirectly entrepreneurship education and technopreneurship literacy contribute to positive and significant interest in entrepreneurship through self-efficacy in vocational high school students. Based on the results of this study, entrepreneurship education and technopreneurship literacy are very important to start teaching and given to students in Vocational High Schools, not only in one particular department but need to be taught in all departments, because with entrepreneurship education and technopreneurship literacy can increase self-efficacy and and ultimately can contribute to entrepreneurial interest in students.
Does The SETS Model Improve Problem Solving Thinking Ability? Meta-Analysis Nasruddin Nasruddin; Agus Triyono; Siti Aisyah; Fitriah Handayani; Muhammad Edy Nurtamam; Tomi Apra Santosa
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 2 No. 3 (2023): December : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v2i3.1043

Abstract

This study aims to determine the effect of the SETS learning model to improve students' problem-solving abilities.  This type of research is a meta-analysis.  This study analyzed 9 national and international journals published from 2020-2023.  Data search through google scholar; IEEE; Frontier Journal; ERIC and Taylor of Francis. Selection of data sources through PRISMA method consisting of Identification, Screening, Eligibility and Included. Data analysis with the help of JSAP software.  The results of the analysis of 9 effect sizes concluded that the SETS learning mode had a positive effect on students' problem-solving abilities with (z = 6.187; p < 0.001). This finding explains that the SETS learning model has a significant effect on problem-solving ability with high categories ( rE = 0.876). The SETS learning model is effective for teachers to develop in encouraging students' solving skills in learning.
DI BALIK ANGKA: MENGGALI KEMAMPUAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN SOAL HOTS Jahring Jahring; Wilda Purnamasari; Nasruddin Nasruddin
Jurnal Karya Pendidikan Matematika Vol 12, No 2 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 2 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.2.2025.123-128

Abstract

This study aims to describe the creative thinking abilities of high school students, both overall and based on indicators of creative thinking abilities. The research subjects were 25 students from class XI at SMA Negeri 1 Wundulako, Kolaka, Southeast Sulawesi, Indonesia. This study is a descriptive study using totally sampling technique. The research instrument used a creative thinking ability test. The indicators of creative thinking ability measured included fluency, flexibility, originality, and elaboration. The results showed that: (1) overall, the creative thinking ability of students, with a percentage score of 65.63%, was in the good category; and (2) creative thinking ability based on indicators, namely student fluency was 58.67% (sufficient), student flexibility was 79.33% (good), student originality was 82% (very good), and student elaboration was 42.5% (sufficient). This indicates that students' creative thinking skills are quite optimal because they have successfully applied student-centered learning and are accustomed to working on open-ended and non-routine problems that are complex in nature.
From Recognition to Logical Deduction: Assessing the van Hiele Levels of Geometric Thinking Among Students of Diverse Disciplines Markus Palobo; Nasruddin; Yonarlianto Tembang; Oswaldus Dadi
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.145

Abstract

This study investigates the geometric thinking levels of university students using the van Hiele model as an analytical framework. A total of 85 students from four academic programs—Mathematics Education, Primary School Teacher Education, Agricultural Science, and Informatics Engineering—at Universitas Musamus participated in the study. The Van Hiele Geometry Test (VHGT), consisting of 25 multiple-choice items across five cognitive levels, was administered. Data were analyzed using descriptive statistical methods, including percentage distribution and level classification based on students’ mastery of at least three out of five items at each van Hiele level. In addition, an item-based diagnostic analysis was conducted to identify patterns of misconceptions in students’ responses. Comparative analysis across academic programs and gender was also performed to examine subgroup differences. The results revealed that most students were operating at the lower levels of geometric thinking: Level 0 (Pre-recognition), Level 1 (Visualization), and Level 2 (Analysis). Only two students reached Level 3 (Informal Deduction), and none achieved higher levels. Diagnostic findings indicated persistent misconceptions, particularly reliance on visual prototypes and difficulties in property-based reasoning. These findings highlight the need for instructional strategies aligned with students’ cognitive levels to promote higher-order geometric reasoning. This study contributes to the literature by providing insights into cross-disciplinary differences in geometric thinking at the tertiary level.
ANALISIS KESALAHAN PENYELESAIAN PERSAMAAN DIFFERENSIAL LINEAR ORDE SATU DAN PERAN ADVERSITY QUOTIENT DIKALANGAN MAHASISWA PENDIDIKAN MATEMATIKA Jahring Jahring; Nur Ihsan Hl; Sufri Mashuri; Nasruddin Nasruddin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14202

Abstract

Persamaan diferensial linear orde satu merupakan salah satu materi fundamental dalam kurikulum pendidikan matematika yang menuntut penguasaan konsep, prosedur, serta kemampuan penalaran matematis yang baik. Namun, dalam praktik pembelajaran di perguruan tinggi, mahasiswa pendidikan matematika masih sering mengalami kesulitan dalam menyelesaikan soal-soal persamaan diferensial linear orde satu. Kesulitan tersebut tercermin dari munculnya berbagai kesalahan, baik kesalahan konseptual, kesalahan prosedural, maupun kesalahan teknis dalam proses penyelesaian. Selain aspek kognitif, faktor afektif seperti Adversity Quotient (AQ) diduga turut berperan dalam munculnya kesalahan tersebut, yaitu kemampuan individu dalam menghadapi kesulitan, bertahan terhadap tantangan, dan bangkit dari kegagalan. Mahasiswa dengan AQ rendah cenderung mudah putus asa, kurang gigih, dan tidak berusaha memperbaiki kesalahan yang dilakukan, sehingga kesalahan dalam penyelesaian soal matematika menjadi berulang. Penelitian ini mengkaji kesalahan yang dilakukan mahasiswa Pendidikan Matematika dalam memecahkan masalah persamaan diferensial linier orde satu serta meneliti peran Adversity Quotient (AQ) terhadap proses pemecahan masalah. Tujuan penelitian adalah (1) mengidentifikasi jenis‑jenis kesalahan mahasiswa berdasarkan empat tahapan Polya (memahami masalah, merencanakan solusi, melaksanakan rencana, mengevaluasi hasil) dan (2) membandingkan pola kesalahan antar tiga tipe AQ (quiters, campers, climbers). Metode yang digunakan merupakan analisis deskriptif dengan prosedur pengumpulan data melalui angket AQ, tes tertulis persamaan diferensial, serta wawancara mendalam; subjek terdiri dari enam mahasiswa (dua per tipe AQ) yang dipilih dari 15 responden. Hasil menunjukkan bahwa mahasiswa dengan tipe AQ climbers berhasil memenuhi semua indikator pemecahan masalah secara lengkap, sementara mahasiswa tipe campers mengalami kesalahan signifikan pada tahap pemahaman masalah dan perencanaan solusi, dan mahasiswa tipe quiterscenderung menyerah sehingga menghasilkan kesalahan pada setiap tahapan. Penarikan kesimpulan mempertegas bahwa tingkat AQ berpengaruh positif terhadap ketahanan dan keberhasilan penyelesaian soal matematis. Implikasinya adalah perlunya integrasi pengembangan AQ dalam kurikulum untuk meningkatkan kemampuan pemecahan masalah matematika mahasiswa
Utilization of Quiz Kreator in Student Achievement Assessment in Elementary School Chairuddin Chairuddin; Rahmat Hidayat; Nasruddin Nasruddin; Kamaruddeen Kadayloding; Erwin Prasetya Toepak
International Journal of Language and Ubiquitous Learning Vol. 2 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i2.975

Abstract

Background. The world of education is inseparable from various learning components. The utilization of technology cannot be separated from the world of education. One of them is the use of Quiz Kreator for student achievement assessment in elementary schools. Quiz Kreator is one of the online applications used to create quizzes, including multiple choice quizzes and true false quizzes. Purpose. This study aims to determine how student achievement in elementary schools after using the Quiz Kreator application in the learning process. Method. The researcher used quantitative research methods, namely by distributing questionnaires to elementary school students. The questionnaire was distributed online. Results. The results showed that the use of Quiz Kreator in assessing student achievement in elementary schools has a positive impact on students. The use of Quiz Kreator as an assessment tool that is well designed and relevant to the material being taught, can improve student achievement. Quiz Kreator can provide assessment results automatically and accurately. This can also help teachers in assessing student achievement more objectively. Conclusion. the use of Quiz Kreator in assessing student achievement in elementary schools can be utilized well. The use of this Quiz Kreator application can improve student achievement in the learning process.
Co-Authors Agus Sugiarto Agus Triyono Amraeni AMRAENI AMRAENI Andra Aprisal Andri Estining Sejati Armin Armin Astrinasari Astrinasari Chairuddin Chairuddin Chairuddin Chairuddin Djidu, Hasan Eko Nursalim Erwin Prasetya Toepak Firawati Firawati Firda Firda Fitriah Handayani Gamar Al Haddar Halil, Nur Ihsan Herlina Herlina I KD Indra Purnomo Indrawaty Indrawaty Irajuana Haidar Iwan Harsono Jahring Kamaruddeen Kadayloding Loso Judijanto Lukman Lukman Maman Hariana Marniati Marniati Muhammad Edy Nurtamam Mukhtar Tahir Murthada Murthada Nisa Miftachurohmah Nurhafifah Nurhafifah Oswaldus Dadi Palobo, Markus Pingky Hastuti Putri Tipa Anasi Rahmat Hidayat Ratna Ayu Dewi Ridhonul Rahman Rinda Sarida Sarida Siska Arhita Siti Aisyah Slamet Riyadi Sufri Mashuri Sulistyowati, Nur Wahyuning Sutono Sutono Syarifuddin Syarifuddin Tahir Tahir Tomi Apra Santosa Wilda Purnama Sari Wilda Purnamasari Yonarlianto Tembang