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All Journal Jurnal Konseling dan Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Blantika : Multidisciplinary Journal International Journal of Applied Learning and Research in Algebra
Arcat Arcat
Universitas Pasir Pengaraian
Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health

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Pengaruh Penggunaan Video Pembelajaran Terhadap Hasil Belajar Komputer 1 Mahasiswa Pendidikan Matematika Semester II TP. 2019/2020 Universitas Pasir Pengaraian Arcat Arcat
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 3 No. 1 (2020): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v3i1.496

Abstract

The computer 1 learning outcomes of the second-semester students of the Mathematics Education study program are low because the instruments used have not used instructional videos. A solution is needed in the form of the use of instructional videos. This study wanted to see whether or not there was an effect of instructional videos on the learning outcomes of computer 1. The quasi-experimental method used in this study was that the class A was the experimental class and class B was the control class. The sampling technique used is the saturated sampling technique, where all populations are used as research samples. The average similarity test was used in analyzing quantitative data, while the qualitative data were analyzed descriptively. The average similarity test results utilizing the t-test show where the value of tcount > ttable that 2,56 > 2,015, so it can be concluded that there is an effect of the use of instructional videos on computer 1 learning outcomes second-semester students of the mathematics education study program 2019/2020.
Pembelajaran Matematika di Masa Pandemi COVID-19 Nurrahmawati Nurrahmawati; Lusi Eka Afri; Marfi Ario; Ratri Isharyadi; Arcat Arcat; Annajmi Annajmi; Riska Novia Sari; Hera Deswita
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 1 (2022): Volume 6 Nomor 1 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i1.1292

Abstract

Salah satu sektor yang terdampak pandemi Covid-19 adalah pendidikan. Pembelajaran yang biasa dilakukan dengan tatap muka, tidak dapat dilakukan lagi untuk menghambat penyebaran virus covid-19. Selama kurang lebih satu tahun, guru melaksanakan pembelajaran secara daring, sehingga guru memiliki tantangan maupun hambatan serta strategi tersendiri terhadap pelaksanaan pembelajaran daring itu. Penelitian ini bertujuan untuk mengetahui pelaksanaan pembelajaran matematika yang dilaksanakan guru selama masa pandemi covid-19. Penelitian ini menggunakan metode survei dengan instrument penelitian kuisioner online dengan bantuan google form. Kuisioner terdiri atas pertanyaan terbuka dan tertutup yang memuat aspek strategi pembelajaran yang dilakukan guru, tantangan atau hambatan, serta keuntungan yang diperoleh dari implementasi pembelajaran daring. Hasilnya menunjukkan bahwa strategi pembelajaran yang dilakukan guru selama pembelajaran daring di masa pandemi Covid-19 yaitu guru langsung mengajar siswa dengan menggunakan Google Meet ataupun Zoom, guru mengirimkan video pembelajaran kepada siswa baik yang direkam sendiri maupun video pembelajaran dari platform yang sudah ada, kemudian guru memberikan penugasan melalui platform online. Platform yang paling banyak digunakan guru dalam pembelajaran daring adalah whatshapp (90,5%), google clasroom (66,7%), youtube (28,6%), Zoom (23,8%), Google Meet (23,8%), telegram (14,3%), facebook (4,8%) dan instagram (4,8%). Tantangan atau hambatan yang dihadapi guru selama pembelajaran online, yaitu guru sulit beradaptasi dalam pelaksanaan pembelajaran online. Selanjutnya hambatan yang paling banyak dialami siswa adalah signal yang kurang baik, kurangnya motivasi dan kemandirian siswa dalam belajar. Sedangkan keuntungan yang diperoleh guru dalam pelaksanaan daring yaitu bertambahnya pengetahuan guru tentang teknologi dan efisiensi tempat dan waktu.
Online learning during the covid-19 pandemic: a survey study on student perceptions Nurrahmawati Nurrahmawati; Ria Karno; Arcat Arcat; Lusi Eka Afri
Jurnal Konseling dan Pendidikan Vol. 13 No. 3 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1147500

Abstract

The COVID-19 pandemic has changed the higher education system. Initially, the learning process was conducted offline, where students engaged in face-to-face interaction. However, due to the pandemic, the learning system shifted to an online format. This study aims to determine student perceptions of online learning during the COVID-19 pandemic, assessed in terms of the following aspects: preferred learning media in online learning, knowledge or understanding, social competence, media usage skills, and obstacles encountered in online learning. This research employed a descriptive quantitative research. This study invited 187 students of the Faculty of Teacher Training and Education to fill an online survey administered through Google Forms. The online survey method was used for data collection purpose. Data analysis revealed that the online learning platform students preferred most was WhatsApp, as it allowed them to  save internet quota. Students' understanding of lecture materials during online learning was still lacking, their social competence did not increase, but their ability to use technology during online learning increased. The most dominant obstacles were technical problems, particularly network problems and limited internet quota. However, students still preferred offline learning to online learning. Therefore, in learning, lecturers should be able to combine both modes of learning, and provide online learning that can minimize internet data usage.
Investigating Students’ Mathematical Problem-Solving Errors on Relations and Functions Through Newman’s Error Analysis Aulia Barokah; Arcat Arcat; Nurrahmawati Nurrahmawati
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1944

Abstract

Purpose – Students’ mathematical problem-solving ability remains low, particularly in the topic of relations and functions, as evidenced by frequent errors in solving problem-solving tasks. This study aims to identify and analyze the types of errors made by eighth-grade students in solving mathematical problem-solving questions on relations and functions using Newman’s Error Analysis. Methodology – This study employed a qualitative, descriptive research design. The participants were 29 Grade VIII.6 students from State Junior High School 1 Rambah. Data were collected through written problem-solving tests, semi-structured interviews, and documentation. The data were analyzed using Newman’s Error Analysis framework, which includes reading, comprehension, transformation, process skills, and encoding stages, following the steps of data reduction, data display, and conclusion drawing. Findings – The results indicated that the least frequent error was reading errors (36.2%), followed by comprehension errors (91.4%) and transformation errors (89.7%). The most frequent errors were process skills errors and encoding errors, each occurring in 100% of students’ responses. These findings suggest that students experience significant difficulties in executing mathematical procedures and expressing final answers correctly. Novelty – This study provides a detailed error profile of students’ problem-solving processes on relations and functions using Newman’s Error Analysis, highlighting critical stages where students consistently fail. Significance – The findings benefit mathematics teachers, curriculum developers, and researchers by providing insights into common student errors and supporting the development of instructional strategies that utilize students’ errors as learning resources to improve problem-solving ability.
Linking Representation and Reasoning: An Analysis of Mathematical Communication in Algebraic Word-Problem Solving Zhafirah Najmy; Nurrahmawati Nurrahmawati; Arcat Arcat; Lusi Eka Afri
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1945

Abstract

Purpose – Mathematical communication is essential in 21st-century mathematics learning because it enables students to represent, explain, and interpret ideas when solving contextual problems. This study aimed to describe seventh-grade students’ mathematical communication in solving algebraic word problems. Methodology – A qualitative descriptive design was used. Seventh-grade students at SMP Negeri 3 Rambah Hilir were purposively selected to represent high-, middle-, and low-achieving groups based on classroom performance and test results. Data were collected using an algebraic word-problem written test and semi-structured interviews. Analysis followed data reduction, data display, and conclusion drawing. Mathematical communication was examined using three indicators: (1) translating contexts/diagrams into mathematical language or models; (2) explaining mathematical ideas and relationships in writing; and (3) reading and interpreting written mathematical representations. Findings – Students’ mathematical communication was low. High-achieving students met all indicators, producing accurate representations and coherent written reasoning. Middle-achieving students generally met indicators (1) and (3), but their written explanations (indicator 2) were incomplete or unclear. Low-achieving students struggled across indicators, particularly in forming algebraic models and interpreting representations, leading to incorrect or incomplete solutions. The results highlight the need for explicit scaffolding of representation, written explanation, and interpretation in algebraic word-problem instruction. Novelty – This study offers an indicator-based profile of mathematical communication in algebraic word-problem solving across achievement levels using combined test and interview evidence. Significance – The findings support teachers and curriculum developers in designing learning activities and assessments that strengthen communication, representation, and reasoning in junior secondary algebra.
Pengembangan Lembar Kerja Siswa Matematika Berbasis Masalah untuk Kelas VII Sekolah Menengah Pertama Pada Materi Himpunan Susi Gustami; Annajmi Annajmi; Arcat Arcat
Blantika: Multidisciplinary Journal Vol. 2 No. 4 (2024): Blantika: Multidisciplinary Journal
Publisher : PT. Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/blantika.v2i4.101

Abstract

Penelitian ini bertujuan untuk menghasilkan LKS matematika berbasis masalah yang valid pada materi himpunan. Jenis penelitian yang digunakan adalah penelitian pengembangan (Research and Development) yang terdiri dari empat tahap pengembangan yaitu, pendefenisian (Define), perancangan (Design) dan pengembangan (Development) dan penyebaran (Disseminate). Namun pada penelitian ini hanya sampai tahap pengembangan (development). Instrument yang di gunakan lembar angket validasi. Isi pada lembar validasi terdiri dari aspek didaktik, aspek isi, aspek bahasa dan aspek tampilan. Penelitian ini menghasilkan produk LKS berbasis masalah. Berdasarkan uji validitas LKS berbasis masalah yang telah dilakukan kepada tiga validator dengan beberapa revisi dan perbaikan maka didapat skor rata-rata hasilvalidasi LKS berbasis masalah adalah 3,23 dengan kategori sangat valid. Jadi dapat di simpulkan bahwa LKS berbasis masalah sudah valid.
Co-Authors Annajmi Aulia Barokah Hera Deswita Lusi Eka Afri Lusi Eka Afri Marfi Ario Nurrahmawati Nurrahmawati Ratri Isharyadi, Ratri Ria Karno Riska Novia Sari Susi Gustami Zhafirah Najmy