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All Journal JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Ilmiah Pendidikan Guru Sekolah Dasar
Wardhani Rahayu
Universitas Negeri Jakarta
Mathematics Social Sciences Other

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KORELASI BELIEF MATEMATIK DAN KEMAMPUAN SPASIAL DENGAN PEMAHAMAN KONSEP GEOMETRI Fathinatul Hasanah; Wardhani Rahayu; Fahrurrozi Fahrurrozi
Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Vol 2, No 02 (2018): Jurnal Ilmiah Pendidikan Guru Sekolah Dasar
Publisher : Universitas Trilogi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31326/jipgsd.v2i02.125

Abstract

Abstract : Penelitian ini dilatarbelakangi kesulitan siswa dalam memahami konsep geometri. Hal yang diduga berhubungan dengan pemahaman konsep geometri adalah kemampuan spasial dan belief matematik. Tujuan penelitian ini adalah melihat korelasi belif matematik dan kemampuan spasial dengan pemahaman konsep geometri. Penelitian ini menggunakan metode survey. Survey dilakukan terhadap 99 siswa. Hasil penelitian dengan , menunjukkan bahwa belif matematik berkorelasi dengan pemahaman konsep geometri. Begitu pula kemampuan spasial berkorelasi dengan pemahaman konsep geometri. Bahkan uji korelasi secara bersama-sama belief matematik dan kemamapuan spasial dengan pemahaman konsep geometri memiliki korelasi yang tinggi dengan besar 0,911. Kata kunci : Belief matematik, Kemampuan Spasial, Pemahaman Konsep Geometri.
Meta analisis peran model pembelajaran contextual teaching dalam meningkatkan hasil belajar matematika dan sains siswa Nabil Makarim; Wardhani Rahayu; Meiliasari Meiliasari; Anny Sovia
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31734

Abstract

This research aims to evaluate the effectiveness of the Contextual Teaching and Learning (CTL) model on student learning outcomes. Conventional learning, which tends to focus on material memorization,. Therefore, CTL is viewed as a potential solution. The meta-analysis method was employed to synthesize findings from 19 quasi-experimental articles published (2011-2026), utilizing quantitative data. The analysis results indicate that the CTL model significantly enhances student learning outcomes, as evidenced by consistently higher mean scores in the experimental group. The heterogeneity test suggested variability across studies (Q = 69.30, p < .001), yet a significant pooled effect (t = 7.90, p < .001) affirmed the general effectiveness of CTL. Moderator variable analyses (educational level, subject matter, and geographical region) did not reveal significant influences, indicating that these factors do not substantially explain the variability in findings. These findings reinforce the claims of CTL's effectiveness as a student-centered and relevant learning strategy, although further research is necessary to deeply explore the factors that moderate its impact.
Co-Authors Anny Sovia Fahrurrozi Fahrurrozi Fathinatul Hasanah Meiliasari Nabil Makarim