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All Journal Al-Jabar : Jurnal Pendidikan Matematika JURNAL KONSELING GUSJIGANG AXIOM : Jurnal Pendidikan dan Matematika Journal on Education International Journal of Educational Dynamics (IJEDS) Ensiklopedia of Journal Jurnal Pendidikan Matematika (JPM) Math Educa Journal Jurnal Saintika Unpam : Jurnal Sains dan Matematika Unpam Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Journal Cerdas Mahasiswa Ta'dib Edusainstika: Jurnal Pembelajaran MIPA JDIME: Journal of Development and Innovation in Mathematics Education Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Lingeduca: Journal of Language and Education Studies
Christina Khaidir
UIN Imam Bonjol Padang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Analisis Kemampuan Pemahaman Konsep Matematis Peserta Didik Pada Materi Bentuk Aljabar Ditinjau Dari Self Regulated learning Rida Adelina; Nana Sepriyanti; Christina Khaidir
Jurnal Pendidikan Matematika (JPM) Vol 9 No 1 (2023): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v9i1.19416

Abstract

Penelitian ini dilatar belakangi oleh rendahnya kemampuan pemahaman konsep matematis peserta didik kelas VII MTsN 1 Pesisir Selatan. Pentingnya pemahaman konsep harus didukung pula dengan kemampuan peserta didik dalam menerima pembelajaran. Kemampuan ini diperlukan ketekunan belajar mandiri atau kemandirian belajar peserta didik. Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemahaman konsep peserta didik yang ditinjau dari self regulated learning. Penelitian ini merupakan penelitian dengan metode deskriptif yang menggunakan pendekatan kuantitatif. Teknik pengambilan sampel menggunakan teknik purposive sampling (sampel bertujuan). Hasil penelitian menunjukkan bahwa self regulated learningpeserta didik pada tingkat kemandirian belajar tinggi sudah mampu memahami indikator kemampuan pemahaman konsep dengan baik. Pada tingkat kemandirian sedang, dapat dikatakan bahwa kemampuan pemahaman konsep peserta didik ini sudah cukup baik. Sedangkan pada tingkat kemandirian belajar yang rendah, dalam kemampuan pemahaman konsep matematis peserta didik masih kurang. Dari penelitian ini diketahui bahwa peserta didik pada kemandirian belajar yang tinggi maka kemampuan pemahaman konsep matematisnya akan baik. sedangkan peserta didik yang berkemandirian belajar rendah, kemampuan pemahaman konsepnya pada kategori kurang baik.
ANALYSIS OF STUDENT ERRORS IN SOLVING STORY PROBLEMS BASED ON KASTOLAN'S THEORY Astri Zulaika Pohan; Andi Susanto; Christina Khaidir
Math Educa Journal Vol 9, No 2 (2025)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v9i2.12503

Abstract

Errors in solving math story problems remain a common problem among students. This is due to the lack of in-depth analysis by teachers of the types of errors made by students based on Kastolan's theory, resulting in the same patterns of errors being repeated. Based on this problem, this study aims to identify and describe the types of errors made by students in solving mathematical story problems based on Kastolan's theory. This study uses a quantitative descriptive approach with a sample of 36 students in class X.E6 at SMAN 2 Bukittinggi, selected through purposive sampling. The research instrument was a story problem test on trigonometry consisting of five questions. The data were analyzed using descriptive statistics to obtain the percentage of each type of error. The results showed that 21 students (59.44%) made conceptual errors, 24 students (67.67%) made procedural errors, and 22 students (62.78%) made technical errors. Thus, procedural errors were the most dominant type of error made by students. These findings indicate the need for more systematic learning strategies and an emphasis on procedural understanding in solving mathematical story problems.
The Strategy of the School Principle in the Implementation of the Independent Curriculum Nola Nari; Christina Khaidir; Yudabbirul Arif; Nurhizrah Gistituati; Rusdinal Rusdinal; Amina Intes
Lingeduca: Journal of Language and Education Studies Vol. 2 No. 2 (2023)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/lingeduca.v2i2.310

Abstract

This study aims to determine the role of the school principal as a change leader, the principal's strategy as a change leader, the principal's innovation as a change leader, the factors supporting change, and the factors inhibiting change in the implementation of an independent curriculum. This study uses a qualitative approach. Research informants were selected by purposive sampling technique. The data collection process was carried out by in-depth interviews, documentation studies and field notes. Data analysis was performed with reference to the Miles and Huberman model. To ensure the validity of the data, researchers used triangulation techniques and increased the persistence of researchers in analyzing the documents they found. The conclusions of this study are: (1) the role of the principal is shown by the implementation of the independent curriculum, driving the learner-centered learning process. and provide independence to work for students and educational staff; (2) the principal's strategy is by identifying cases, conducting interviews, creating good relations, and creating an atmosphere towards students' awareness of the implementation of the independent curriculum; (3) the innovation of the school principal in carrying out P5, entrepreneurship (traditional food bazaar), voting for democracy (election for the OSIS chairman) and building body and soul (religious activities such as the Ramadan Islamic boarding school); (4) Factors supporting the school principal, namely internal factors (infrastructure and leadership of the school principal) and external factors, namely there are already 2 driving force teachers resulting from training organized by the government; (5) Obstacles from internal parties, namely: lack of teacher education, There are teachers who are inconsistent in their implementation, there are teachers who are clueless.
Co-Authors Alya Rozali Ramadhani Amelia Putri Amina Intes Andi Susanto Andi Susanto Anisa, Syafira Yunita Annisa, Nurul Hasanah Arif, Yudabbirul Astri Zulaika Pohan Aulia, Muthiah Bambang Sri Anggoro Defi Angriani Elda Herlina Hanifah Hanifah Hasanah, Tiara Datul Intes, Amina Isran Firdaus Laswadi Laswadi Nana Sepriyanti Nana Sepriyanti Nanang Supriadi Nawar Faza Neviyarni Neviyarni Ninik Yumariza Nola Nari Nola Nari Nurhizrah Gistituati Puti Asyifa, Aini Rahmatul Wahid Rida Adelina Ridha Shabrina Rivdya Eliza Rozi Fitriza RR. Ella Evrita Hestiandari Rusdinal Rusdinal Rusdinal, Rusdinal Sari, Nola Suhaili, Neviyarni Vivi Ramdhani Wahyuna, Fitra Yudabbirul Arif