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Fahrudin Fahrudin
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INFLUENCE BELIEF IN MATHEMATIC AND AUTONOMOUS LEARNING TO MATHEMATIC PROBLEM SOLVING ABILITY OF GRADE 5 STUDENT SDN IN BATANGHARI Fahrudin Fahrudin; Yoma Hatima
JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 7, No 1 (2021): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v7i1.10588

Abstract

AbstractThe purpose in this research is to learn the influence of belief in mathematic and autonomous learning toward ability in mathematics problem solving. This research was conducted by survey method and analyzed by using path analysis. The research used multi stage random sampling by the amount of samples are 76 students. The data collection was done by using the instrument in the form of a test for mathematics ability in problem-solving and a questionnaire for belief mathematic and autonomous learning. The results showed that the indirect effect is the effect of the mathematical belief variable (X1) on mathematics problem solving ability (Y) through the learning independence variable (X2). So based on the direct effect of X1 on Y, the indirect effect of X1 to Y through X2 can be calculated by multiplying the path coefficients p21 and py2 = 0.378 x 0.273 = 0.103. So that the path coefficient of the indirect effect of the mathematical belief variable on the mathematical problem solving ability is obtained by 0.103. From these results it can be concluded that: (1) There is a positive direct effect of mathematical belief on mathematical problem solving ability; (2) There is a positive direct effect of independent learning on mathematical problem solving ability; and (3) There is a positive direct effect of mathematical belief on learning independence. The results of this research indicate that belief in mathematics and independent learning can improve mathematical problem solving skills. Keywords: Belief, Autonomous Learning, Problem Solving
PENERAPAN STRATEGI PEMBELAJARAN EVERYONE IS A TEACHER HERE UNTUK MENINGKATKAN MORAL SISWA Arif Syafi’i; Fahrudin Fahrudin; Misrodin Misrodin; Bambang Ariyanto; Tri Alim Saputra H.
PROGRES PENDIDIKAN Vol. 2 No. 1 (2021): Januari 2021
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/prospek.v2i1.56

Abstract

Penulis melakukan penelitian bertujuan untuk mengetahui peningkatan moral melalui penerapan strategi pembelajaran Everyone is a Teacher Here di MIN 1 Lampung Timur. Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas dengan menerapkan dua siklus, terdiri dari 4 tahapan meliputi: perencanaan, pelaksanaan tindakan, observasi dan refleksi. Data penelitian dikumpulkan dari observasi selama pembelajaran dengan menggunakan eksperimen dengan penilaian tindakan berupa aktivitas guru dalam menerapkan strategi pembelajaran Everyone is a Teacher Here dan aktivitas peserta didik untuk mengetahui aktivitas moral yang ditunjukkan oleh siswa. siswa selama pembelajaran. Hasil penelitian menunjukkan bahwa terdapat peningkatan moral dengan penerapan strategi pembelajaran Everyone is a Teacher Here di MIN 1 Lampung Timur.
THE INFLUENCE OF TEACHING METHODS AND SELF CONFIDENCE ABILITY TOWARDS SCIENCE PROCESS SKILLS AT SD NEGERI 13 KOTA SERANG Yoma Hatima; Fahrudin Fahrudin
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 5, No 1 (2021)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i1.8095

Abstract

This study sought to reveal the influence of teaching methods and self confidence ability towards science process skills. This study was conducted at the fifth grade of SD Negeri Kota Serang. The population was all students of SDN 13 Kota Serang while the samples in this study were the students from class VA and VB SDN 13 Kota Serang. The design of this study design was two-way analysis of variance (ANOVA). The results of this study were (1) there was a difference of science process skills between students who were taught by Discovery methods and students who were taught by Inquiry methods; (2) there was an interaction between teaching methods and students’ self-confidence towards the students’ science process skills; (3) students with high self confidence who were taught by Discovery methods had higher science process skills than those who were taught by Inquiry methods; and (4) students with low self confidence who were taught by Discovery methods had lower science process skills than those who were taught by Inquiry methods.
Co-Authors Arif Syafi’i Bambang Ariyanto Misrodin Misrodin Tri Alim Saputra H. Yoma Hatima Yoma Hatima