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All Journal JURNAL MANAJEMEN MUTU PENDIDIKAN (JMMP) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al Ishlah Jurnal Pendidikan

Tina Yunarti

Universitas Lampung

Author-ID : 2829044

Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Other

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Articles

EFEKTIVITAS PEMBELAJARAN PREVIEW, QUESTION, READ, REFLECT, RECITE, REVIEW DITINJAU DARI PEMAHAMAN KONSEP MATEMATIS Agung Putra Wijaya; Tina Yunarti; Jamal Ludinsyah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 8, No 2 (2019)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk mengkaji efektivitas metode pembelajaran Preview, Question, Read, Reflect, Recite, Review (PQ4R) ditinjau dari pemahaman konsep matematis siswa. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 20 Bandarlampung semester genap tahun pelajaran 2018/2019 sebanyak 346 siswa yang terdistribusi ke dalam sebelas kelas. Dari sebelas kelas tersebut diambil satu kelas secara acak sebagai sampel penelitian.Penelitianinimenggunakanone-group pretest-posttest design. Data penelitian diperoleh melalui tes berbentuk uraian pada materi Segiempat dan Segitiga. Analisis data penelitian ini menggunakan uji t berpasangan. Hasil penelitian menunjukkan pemahaman konsep matematis siswa setelah mengikuti pembelajaran dengan metode PQ4R lebih tinggi dibandingkan pemahaman konsep matematis siswa sebelum mengikuti pembelajaran dengan metode PQ4R namun persentase siswa yang memiliki pemahaman konsep terkategori baik tidak lebih dari 60% dari banyaknya siswa yang mengikuti pembelajaran metode PQ4R. Dengan demikian, metode PQ4R tidak efektif ditinjau dari pemahaman konsep matematis siswa.Abstract This study aimed to find out the effectiveness of the Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning method in terms of students' understanding of mathematical concepts. The population of this study was all seventh grade students of SMP Negeri 20 Bandarlampung in the even semester of the academic year of 2018/2019 as many as 346 students that distributed into eleven classes. The sample was taken randomly one class of the eleven classes as the study sample. This study used the one-group pretest-posttest design. The research data was obtained through a essay test of the quadrilateral and triangle. Data analysis of this research used paired t-test. The results showed that students' undestanding of mathematical concepts after taking the PQ4R learning method was higher than students' understanding of mathematical concepts before taking the PQ4R learning method, but the percentage of students who had a good understanding of the mathematical concepts was not more than 60% of the number of students who took PQ4R learning. Thus, PQ4R method was not effective in terms of students' understanding of mathematical concepts.

ANALISIS KEBUTUHAN PENGEMBANGAN BAHAN AJAR ALJABAR LINEAR BAGI MAHASISWA PENDIDIKAN MATEMATIKA Ira Vahlia; Dwi Rahmawati; Mustika Mustika; Tina Yunarti; Nurhanurawati Nurhanurawati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Tujuan penelitian ini adalah untuk mengetahui bahan ajar aljabar linear yang perlu dikembangkan bagi mahasiswa pendidikan matematika. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah mahasiswa pendidikan matematika yang menempuh matakuliah aljabar linear tahun ajaran 2020/2019 di Universitas Muhammadiyah Metro. Sampel dalam penelitian ini diperoleh dengan teknik purposive sampling. Data penelitian dikumpulkan dengan teknik observasi, wawancara, dan lembar angket. Hasil penelitian menunjukkan bahwa bahan ajar pada perkuliahan aljabar linear masih menggunakan satu buah bahan ajar lama, mahasiswa membutuhkan bahan ajar yang mudah dipahami dan dapat digunakan secara mandiri, mahasiswa membutuhkan bahan ajar yang menuntun mahasiswa menemukan pengetahuan melalui pertanyaan-pertanyaan maupun langkah-langkah, serta mahasiswa membutuhkan bahan ajar yang mendukung dalam pembelajaran daring. Berdasarkan hasil penelitian diperoleh kesimpulan bahwa perlu dikembangkan bahan ajar Aljabar linear sesuai karakteristik mahasiswa dan perkembangan teknologi yang ada. Bahan ajar berupa e-modul berbasis Socrates merupakan salah satu alternatif bahan ajar aljabar linear yang diperlukan dalam memmfasititasi pembelajaran daring. Selain itu, dengan modul berbasis Socrates yang berisi pertanyaan yang dapat menuntun mahasiswa dalam menemukan pengetahuan secara mandiri.

Integration of APOS, RME, and Digital Learning: A Strategic Model to Enhance Computational Thinking Trisnawati Trisnawati; Sugeng Sutiarso; Rangga Firdaus; Tina Yunarti
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8695

Computational Thinking (CT) is essential for 21st-century problem-solving but remains underdeveloped in abstract mathematics courses like linear algebra. This study addresses the gap by integrating APOS theory, Realistic Mathematics Education (RME), and digital tools into a strategic learning model to enhance CT and conceptual understanding. A Design-Based Research (DBR) approach was employed to develop, implement, and evaluate the model with 73 first-year university students enrolled in a linear algebra course at Institut Bakti Nusantara. Participants were grouped by class section into experimental (APOS–RME–digital integration) and comparison (conventional digital instruction) groups. Data were collected through pre-post CT assessments, classroom observations, surveys, and learning analytics. Students in the experimental group showed significantly higher gains across five CT components—abstraction, decomposition, algorithmic design, evaluation, and generalization—compared to the control group, with medium to large effect sizes. Improved conceptual understanding of vectors and linear transformations was also observed. Learners reported high usability and perceived instructional value, particularly in contextual and interactive tasks. Implementation challenges related to digital access and skills were mitigated through structured onboarding and offline resources. The findings demonstrate that a well-integrated APOS–RME digital model can systematically develop CT and mathematical understanding. High engagement and usability support its practical viability in higher education settings. This model offers a scalable, theory-informed framework for digital mathematics instruction. Future research should explore long-term impacts, equity strategies, and cross-institutional adoption to further enhance its applicability and sustainability.

Penerapan Model Pembelajaran Kooperatif Tipe JIGSAW Untuk Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa Marlinawat Marlinawat; Tina Yunarti
9 772338317006
Publisher : Program Studi Magister Manajemen Pendidikan

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

This Classroom Action Research aimed to improve the participation and academic achievement of students in class XI.F1 at SMAN 1 Gunung Alip in mathematics, particularly on matrix material. The problem arose because conventional teacher-centered teaching methods made students less actively involved in the learning process and resulted in low learning outcomes. Therefore, this study implemented the Jigsaw-type cooperative learning model conducted in two cycles, with each cycle consisting of the stages of planning, action, observation, and reflection. The study involved 31 students of class XI.F1 in the 2023/2024 academic year as the research subjects. The research instruments included student activity observation sheets, learning achievement tests, and field notes. Quantitative data from the tests were analyzed to determine improvements in learning outcomes, while qualitative data from observations were analyzed to describe improvements in student participation. The results of the study showed that the implementation of the Jigsaw-type cooperative learning model successfully improved student engagement and academic achievement. This was indicated by significant improvements across the two cycles conducted. In Cycle I, the level of student participation reached 62.9% with a class mastery percentage of 70.97%. After improving the learning strategy in Cycle II, student activity increased significantly to 70.97%, while the percentage of students achieving mastery rose to 87.10%. These improvements demonstrate that the Jigsaw model can create a more interactive learning environment, encourage collaboration, and foster students’ sense of personal responsibility. In other words, the Jigsaw model proved effective in overcoming passive learning problems and improving both the learning process and mathematics learning outcomes, in line with the objectives of the Merdeka Curriculum.

Co-Authors Agung Putra Wijaya Anisya Rama Dani Annisa Mutiarani Dwi Rahmawati Elisa Nur Aini Indah Nabilla Nur Lutfiyyah Zariyatan Ira Vahlia Ira Vahlia Jamal Ludinsyah M. Coesamin Marlinawat Marlinawat Mustika Mustika Mustika Mustika Nurhanurawati Nurhanurawati Rangga Firdaus Rini Asnawati Sugeng Sutiarso Sulis Widarti Trisnawati Trisnawati

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