Articles
<![CDATA[THE EFFECT OF GEOGEBRA-ASSISTED DIRECT INSTRUCTION ON STUDENTS’ SELF-EFFICACY AND SELF-REGULATION ]]>
<![CDATA[Zetriuslita, Zetriuslita]]>;
<![CDATA[Nofriyandi, Nofriyandi]]>;
<![CDATA[Istikomah, Endang]]>
<![CDATA[ Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v9i1.p41-48
<![CDATA[This study aims to find out the effect of Geogebra Assisted Direct Instruction on students' self-efficacy and self-regulation. This is a mixed method research with a sequential explanatory strategy, while the research design is a pretest and posttest unequivalent group design. The experimental group applied Geogebra Assisted Direct Instruction while the control group used conventional learning. The population in this study is the third semester students who have studied Field and Space Analytic Geometry. The research sample was selected using cluster random sampling technique. The research instruments were self-efficacy and self-regulation questionnaires for quantitative data and interview sheets for qualitative data. Data analysis was performed quantitatively using inferential statistical analysis and qualitatively analyzing the results of interview with students. The results showed that there was a significant effect of geogebra-assisted direct instruction on the achievement of students' self-efficacy and self-regulation. From the interviews it was found that the application of Geogebra-assisted Direct Instruction can facilitate the achievement of students' self-efficacy and self-regulation.]]>
<![CDATA[Pengembangan Media Pembelajaran Berbasis Flipbook Pada Materi Sistem Persamaan Linear Dua Variabel Dikelas VIII SMP ]]>
<![CDATA[Widyasari, Intan]]>;
<![CDATA[Zetriuslita, Zetriuslita]]>;
<![CDATA[Istikomah, Endang]]>;
<![CDATA[Herlina, Sari]]>
<![CDATA[ Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 1 (2021): Jurnal Derivat (Juli 2021) ]]>
Publisher : <![CDATA[Pendidikan Matematika Universitas PGRI Yogyakarta ]]>
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DOI: 10.31316/j.derivat.v8i1.1678
<![CDATA[Technological progress is very rapid, especially in the field of education, so teachers and students need to use technology in learning. ICT-based learning media is one of the uses of technology in education with the hope of improving the quality of learning. This study aims to determine the process and produce a product in the form of-based learning media flipbook on the material of a two-variable linear equation system in class VIII SMP. This research is a development research using the ADDIE development model. The data collection technique used is a non-test technique with a data collection instrument in the form of a validation sheet filled out by the validator. Data analysis used quantitative descriptive data analysis. Overall, the feasibility assessment of-based mathematics learning media flipbook on two-variable linear equation system material obtained an average of 85.70%, so-based learning media flipbook on two-variable linear equation system material in class VIII SMP is interpreted as very valid for use.Keywords: Learning Media, Flipbook, Material of Two Variable Linear Equation Systems, Validity]]>
<![CDATA[Pengembangan Perangkat Pembelajaran Menggunakan Model Problem Posing Berorientasi Kemampuan Pemecahan Masalah Matematis ]]>
<![CDATA[Putri, Resyania Aprilla]]>;
<![CDATA[Istikomah, Endang]]>;
<![CDATA[Sthephani, Aulia]]>;
<![CDATA[Zetriuslita, Zetriuslita]]>
<![CDATA[ Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 1 (2021): Jurnal Derivat (Juli 2021) ]]>
Publisher : <![CDATA[Pendidikan Matematika Universitas PGRI Yogyakarta ]]>
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DOI: 10.31316/j.derivat.v8i1.1497
<![CDATA[This study aims to describe the level of validity of mathematics learning tools using the Problem Posing model oriented to mathematical problem solving abilities on statistics which has been tested valid. The development model in this study uses the Plomp model which has three stage, namely the Preliminary Research Phase, the Prototype Phase, the Assessment Phase. The data collection techniques used were the validation of learning tools. The data collection instrument used was a validation sheet. The data analysis technique used is descriptive statiscal analysis technique. The result of the research validation analysis by three validators obtained an average validation every RPP of each validator was 100% for aspect of indicator one as measured by guttman scale of which are very valid criteria and 80,36% for aspect of indicator two to seven as measured by likert scale of which are valid criteria, and for the average validation every LKPD of each validator was 93,33% for aspect of indicator one as measured by guttman scale of which are very valid criteria and 75% aspect of indicator two to three as measured by likert scale of which are valid criteria. Based on the results of this study it can be concluded that the development of learning tools using the Problem Posing model oriented to the mathematical problem solving abilities has been tested for its validity.Keywords: LKPD, RPP, Problem Posing]]>
<![CDATA[Student’s Mathematics Anxiety on The Use of Technology in Mathematics Learning ]]>
<![CDATA[Endang Istikomah]]>;
<![CDATA[Astri Wahyuni]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v3i2.6364
<![CDATA[This study aim to describe the student’s mathematics anxiety on the use of technology in mathematics learning. It is a quantitative descriptive research by involving second year students of Mathematics Education Program in Universitas Islam Riau (UIR) who took Technology-based Mathematics Learning course. They were selected based on saturation sampling. Data were collected through questionnaire, in-depth interview and documentation. The results show the high level of each dimension of mathematics anxiety among students. The average score in each indicator of cognitive, affective, and physiological dimension were high. In addition, interview revealed that most of the students expressed their anxiety in the first lecture and when obtained the task of applying particular software in mathematics learning. It is mainly due to unpreparedness and lack of knowledge about the application of software. Based on the results, it can be concluded that the level of students’ mathematics anxiety is relatively high. Keywords: Mathematics anxiety, Technology-based, Mathematics learning,]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR DENGAN MODEL GROUP INVESTIGATION (GI) PADA MATERI BANGUN DATAR SEGIEMPAT ]]>
<![CDATA[Arbayanti Arbayanti]]>;
<![CDATA[Aulia Sthephani]]>;
<![CDATA[Abdurrahman Abdurrahman]]>;
<![CDATA[Endang Istikomah]]>
<![CDATA[ Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 6 No. 1 (2021): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education ]]>
Publisher : <![CDATA[Mathematics Education Study Program, FKIP, Universitas Pasundan ]]>
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DOI: 10.23969/symmetry.v6i1.4121
<![CDATA[Penelitian ini bertujuan untuk menghasilkan suatu produk berupa Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar Kerja Peserta Didik (LKPD) yang valid dengan menggunakan model pembelajaran Groups Investigation (GI) pada materi bangun datar segiempat. Metode penelitian ini adalah Research and Development (R&D) yang langkah-langkahnya telah dimodifikasi yaitu: (1) Potensi dan Masalah; (2) Pengumpulan Data; (3) Desain produk; (4) Validasi Desain; (5) Revisi Desain; dan (6) Produk Akhir. Instrumen pengumpulan data pada penelitian ini adalah lembar validasi RPP dan lembar validasi LKPD. Teknik pengumpulan data yang digunakan adalah data validasi dari 4 validator yang terdiri dari 2 orang Dosen Matematika FKIP UIR dan 2 orang Guru Matematika SMP PGRI Pekanbaru. Teknik analisis yang digunakan adalah teknik analisis data validasi. Hasil penelitian pengembangan perangkat pembelajaran ini validitas RPP adalah 91,94% dan validitas LKPD adalah 91,14% yang mana memenuhi kriteria sangat valid. Maka berdasarkan hasil penelitian ini diperoleh perangkat pembelajaran dengan kriteria sangat valid atau dapat digunakan tanpa revisi.]]>
<![CDATA[PENGEMBANGAN BUKU AJAR STATISTIKA PENDIDIKAN I (DESKRIPTIF) UNTUK MAHASISWA PENDIDIKAN AGAMA ISLAM UNIVERSITAS ISLAM RIAU ]]>
<![CDATA[Sari Herlina]]>;
<![CDATA[Endang Istikomah]]>
<![CDATA[ SUPERMAT : Jurnal Pendidikan Matematika Vol 3 No 2 (2019): Supermat : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika ]]>
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DOI: 10.33627/sm.v3i2.282
<![CDATA[Dalam penelitian ini bertujuan untuk mengembangkan buku ajar Statistika Pendidikan I (Deskriptif) untuk mahasiswa Pendidikan Agama Islam di Universitas Islam Riau. Dengan menyajikan bahan ajar modul dengan bahasa yang sederhana diharapkan dapat membuat mahasiswa termotivasi dalam belajar statistika. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model ADDIE. Pengembangan bahan ajar modul ini terdiri dari 5 tahap rancangan pengembangan. Tahap pertama adalah analisis kebutuhan, tahap kedua membuat rancangan/desain, tahap ketiga pengembangan bahan ajar modul statistika pendidikan I (Deskriptif) dengan memvalidasi media yang dikembangkan, tahap keempat adalah implementasi dengan mencobakan bahan ajar matematika yang dikembangkan, dan tahapan terakhir adalah evaluasi terhadap modul yang dikembangkan. Dalam penelitian ini tahapan yang akan dilakukan sampai tahap validasi modul dan mengambil respon mahasiswa. Instrumen penelitian dan pengumpul data yang digunakan berupa lembar validasi ahli pembelajaran dan angket respon mahasiswa terhadap buku ajar Statistika Pendidikan 1 (Deskriptif) yang telah dikembangkan. Teknik analisis data yang dilakukan dengan menganalisis lembar validasi ahli pembelajaran dan menganalisis respon mahasiswa terhadap buku ajar Statistika Pendidikan 1 (Deskriptif) yang telah dikembangkan. Hasil penelitian menunjukkan bahwa hasil validasi buku ajar Statistika Pendidikan 1 (Deskriptif) yaitu 78% dengan kriteria valid dan kualifikasi baik. Hasil respon mahasiswa menunjukkan respon positif dengan respon terhadap buku ajar ini. Respon yang diberikan dari 69 mahasiswa yaitu 39,7% menyatakan sangat setuju dan 60% setuju dengan adanya buku ajar Statistika Pendidikan 1 (Deskriptif).]]>
<![CDATA[ICT-BASED MATHEMATICS LEARNING MODULE: STUDENTS’ RESPONSES IN LEARNING PROCESS ]]>
<![CDATA[Endang Istikomah]]>;
<![CDATA[Sari Herlina]]>
<![CDATA[ JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/pjr.v4i3.7992
<![CDATA[The use of learning module aimed to help students study independently without or with the guidance of the lecturer. This module was made due to the lack of teaching materials as a learning guide that meets the needs of students in ICT-based Mathematics learning courses in the form of LKM, modules or textbooks. This study aimed to find out and examine more in students' responses to the use of ICT-based Mathematics learning modules. This type of research was case study research. The subject of the study was the 2018/2019 even semester students in ICT-based Mathematics learning courses with 23 students. The instrument used was in the form of a student response questionnaire, comment sheets and suggestions. Data collection techniques used Google Form. The data was processed using Microsoft Excel 2010. The results showed that students' responses to the ICT-based Mathematics learning module as a whole were positive with an average value in the material aspects, the module interest aspects and in the module aspects respectively by 92.43%, 87 % and 93.16%. Thus it can be concluded that the ICT-based Mathematics learning module can be implemented]]>
<![CDATA[The Training on Using Formatting Cells And Modifying Cells in Microsoft Excel for Teachers of Pekanbaru Al Fikri Middle School ]]>
<![CDATA[Endang Istikomah]]>;
<![CDATA[Fitriana Yolanda]]>;
<![CDATA[Sari Herlina]]>
<![CDATA[ Community Education Engagement Journal Vol. 1 No. 1 (2019): October ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/ceej.v1i1.2545
<![CDATA[The activities of the Community aims to increase the knowledge and abilities of Al-Fikri Middle School teachers in the Marpoyan Damai sub-district in the Use of Formating Cells and Modifiying Cells in Microsoft Exel. It is expected that the teachers of Pekanbaru Fikri Middle School can improve their knowledge, abilities and interests in the Use of Formating Cells and Modifiying Cells in Microsoft Exel for both learning and school administration needs. This service was carried out at AL-Fikri Middle School, having its address at Jalan Merak No. 1 Tangkerang Tengah Marpoyan Damai Pekanbaru in the odd semester of TP. 2018/2019. Service methods in the form of lectures, questions and answers and mentoring. The benefits of this activity for mathematics teachers at Al Fikri Pekanbaru Middle School who participated as trainees, can improve their knowledge, abilities and interests in utilizing Microsoft Excel in an effort to improve their pedagogical and professional competencies.]]>
<![CDATA[Sosialisasi Pentingnya Mengasah Kemampuan Berpikir Kritis Bagi Guru Matematika di Era VUCA ]]>
<![CDATA[Astri Wahyuni Astri]]>;
<![CDATA[zetriuslita zetriuslita]]>;
<![CDATA[Suripah Suripah]]>;
<![CDATA[Leo Adhar Effendi Leo]]>;
<![CDATA[Sindi Amelia Sindi]]>;
<![CDATA[Agus Dahlia Dahlia]]>;
<![CDATA[Endang Istikomah Iis]]>;
<![CDATA[Rezi Ariawan Rezi]]>
<![CDATA[ Community Education Engagement Journal Vol. 2 No. 1 (2020): October ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/ceej.v2i1.6052
<![CDATA[The ability to think critically is very important for mathematics teachers. Therefore, this service activity aims to provide participants with an understanding of the importance of honing critical thinking skills for mathematics teachers. This service was carried out on Tuesday June, 30 2020 and was carried out through the application Zoom Meeting and live YouTube Mathematics Education FKIP UIR. The method used in the implementation of this community service activity is the percentage method to convey material, the question and answer method and the discussion method. The instrument used was a percentage of service material slides. The results of this service activity can be said to be quite good. This can be seen from the responses of teachers who begin to understand the importance of critical thinking skills. This service activity has the benefit of making the teacher more eager to hone their critical thinking skills so that they can do better and be useful for students.]]>
<![CDATA[Pelatihan Desain LKPD dalam Pembelajaran Matematika Terintegrasi Karakter Positif Bagi Guru-Guru Sekolah Menengah/Madrasah di Pekanbaru ]]>
<![CDATA[Sari Herlina]]>;
<![CDATA[Zetriuslita]]>;
<![CDATA[Suripah Suripah]]>;
<![CDATA[Endang Istikomah]]>;
<![CDATA[Fitriana Yolanda]]>;
<![CDATA[Sri Rezeki]]>;
<![CDATA[Sindi Amelia]]>;
<![CDATA[Indah Widiati]]>
<![CDATA[ Community Education Engagement Journal Vol. 2 No. 2 (2021): April ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/ceej.v2i2.6561
<![CDATA[Bagi seorang guru, menciptakan pendidikan karakter pada pembelajaran matematika adalah hal yang esensial. Sehingga, perludiadakan kegiatan kegiatan akademik seperti bimbingan teknis bagi guru-guru SMP/MTS dalam mendesain Lembar Kerja Peserta Didik (LKPD) yang Terintegrasi Nilai-nilai Karakter Positif pada Pembelajaran. Kegiatan ilmiah ini dikemas dalam pengabdian kepada masyarakat yang dilakukan dari aplikasi Zoom dan melalui YouTube Pendidikan Matematika FKIP UIR pada hari Kamis, 3 Desember 2020. Metode dalam pengabdian ini yaitu penyampaian materi tentang cara mendesain LKPD, tanya jawab dan diskusi. Dalam hal ini pemateri membahas hal utama yang harus diperhatikan sebelum membuat LKPD yaitu tujuan dari pendidikan itu sendiri yang memuat muatan karakter didalam mendesain LKPD tersebut. Dengan kegiatan pengabdian ini maka guru-guru dapat mendesain dan membuat LKPD yang dikaitkan dengan pendidikan karakter positif yang diharapkan dapat tertanam dalam diri siswa.]]>
