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<![CDATA[Materi Himpunan Terintegrasi Keislaman: Sebuah Studi Pengembangan Perangkat Pembelajaran berbasis Model Problem Based Learning ]]>
<![CDATA[Nurmala Sari]]>;
<![CDATA[Sri Rezeki]]>;
<![CDATA[Rezi Ariawan]]>
<![CDATA[ Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol 7, No 1 (2019): Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika FTIK IAIN Palopo ]]>
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DOI: 10.24256/jpmipa.v7i1.562
<![CDATA[Abstract:The purpose of this study is to produce a mathematical learning tool developed based on Islamic Integrated Problem-Based Learning (PBL) model that meets the validity criteria and practicality in which this learning device will make students able to solve problems related to Islam. Learning tools developed in the form of RPP (learning implementation plan) and LKPD (student worksheets) Problem-Based Learning (PBL) Islamic Integrated Model. The development of learning tools in this study uses a modification of R & D from Sugiyono so that it becomes several stages, namely: (1) Potential and problems; (2) data collection; (3) Product design; (4) Design validity; (5) Design revisions; (6) Product testing; (7) Product revision; and (8) Final product. This product was developed in class VII of SMP. The instruments of this study were the validation sheets of RPP and LKPD with Islamic Integrated, practicality questionnaire of RPP and LKPD and questionnaire for implementation of integrated Islamic learning. Islamic integration referred to in this development research by incorporating knowledge about Islam such as: the names of figures in Islam. From the research, the validation of RPP with validity criteria is quite valid and the results of the validation of LKPD with validity criteria are quite valid. While the results of the practicality of lesson plans with very practical criteria and the results of practical LKPD obtained from student questionnaire responses with very practical criteria, as well as the average results of the implementation of learning. Based on this research development produces a mathematical learning device Problem-Based Learning (PBL) model of Islam in the material of the SMP VII Class Association tested its feasibility.Abstrak:Tujuan dari penelitian ini adalah untuk menghasilkan Perangkat pembelajaran matematika yang dikembangkan berdasarkan model Problem-Based Learning (PBL) Terintegrasi Keislaman yang memenuhi kriteria kevalidan dan kepraktisan yang mana perangkat pembelajaran ini akan menjadikan siswa mampu menyelesaikan masalah yang terkait dengan keislaman. Perangkat pembelajaran yang dikembangkan berupa RPP (Rencana pelaksanaan pembelajaran) dan LKPD (Lembar kerja peserta didik) model Problem-Based Learning (PBL) Terintegrasi Keislaman. Pengembangan perangkat pembelajaran dalam penelitian ini menggunakan modifikasi R&D dari Sugiyono sehingga menjadi beberapa tahap yaitu: (1) Potensi dan masalah; (2) pengumpulan data; (3) Desain produk; (4) Validitas desain; (5) Revisi desain; (6) Uji coba produk; (7) Revisi produk; dan (8) Produk akhir. Produk ini dikembangkan pada kelas VII SMP. Instrumen penelitian ini adalah lembar validasi RPP dan LKPD dengan Terintegrasi Keislaman, angket kepraktisan RPP dan LKPD dan angket keterlaksanaan pembelajaran yang Terintegrasi keislaman. Terintegrasi keislaman yang dimaksud dalam penelitian pengembangan ini dengan memasukkan pengetahuan tentang islam seperti: nama-nama tokoh-tokoh dalam islam. Dari penelitian diperoleh hasil validasi RPP dengan kriteria kevalidan cukup valid dan hasil validasi LKPD dengan kriteria kevalidan cukup valid. Sedangkan hasil kepraktisan RPP dengan kriteria sangat praktis dan hasil kepraktisan LKPD diperoleh dari angket respon siswa dengan kriteria sangat praktis, serta rata-rata hasil keterlaksanaan pembelajaran. Berdasarkan penelitian pengembangan ini menghasilkan perangkat pembelajaran matematika model Problem-Based Learning (PBL) Terintegrasi keislaman pada materi Himpunan kelas VII SMP teruji kelayakannya.]]>
<![CDATA[Validity of Mathematical Critical Thinking Ability Asessment Instruments ]]>
<![CDATA[Rezi Ariawan]]>;
<![CDATA[Nurmaliza Nurmaliza]]>;
<![CDATA[Agus Dahlia]]>;
<![CDATA[Hayatun Nufus]]>;
<![CDATA[Erdawati Nurdin]]>
<![CDATA[ Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 3 (2022): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 6 Nomor 3 Tahun 2022 ]]>
Publisher : <![CDATA[Mathematics Education Study Program ]]>
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DOI: 10.31004/cendekia.v6i3.1636
<![CDATA[This study aims to produce an instrument for assessing mathematical critical thinking skills on material derived from algebraic functions that have been tested for validity. The form of research carried out is research and development and the development model used is a 4-D model (Define, Design, Develop, Disseminate). The research location is at SMAN 1 Tembilahan Hulu in the even semester of the 2021/2022 academic year. The object of research is an instrument for assessing mathematical critical thinking skills in class XI class derivatives of algebraic functions. The data collection instrument used an instrument validation sheet. Data analysis shows that the results of the validation of the mathematical critical thinking ability assessment instrument obtained an average value of the Aiken index of 0.811 with a very valid category and content validity with an average of 0.723 with a valid category. In terms of discriminating power, there are 2 questions with poor discriminating power and 6 questions that can be used to measure the level of students' mathematical critical thinking skills. So, it can be concluded that the development of an instrument for assessing mathematical critical thinking skills is to produce an instrument that has been tested for validity.]]>
<![CDATA[Pengembangan perangkat pembelajaran matematika dengan pendekatan CTL materi segi empat kelas VII MTs Negeri 3 Siak ]]>
<![CDATA[Azni Maziyatul Ilmiyah]]>;
<![CDATA[Aulia Sthephani]]>;
<![CDATA[Rezi Ariawan]]>;
<![CDATA[Agus Dahlia]]>;
<![CDATA[Riska Novia Sari]]>
<![CDATA[ Journal of Didactic Mathematics Vol 2, No 3 (2021): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v2i3.959
<![CDATA[The purpose of this research to describe the level validity of mathematics lesson plan by using the Contextual Teaching and Learning (CTL) Approach on Quadrangle Substance at Grade VII MTs Negeri 3 Siak which was valid test. The development model in this research used an R&D model with six stages were the researcher have modified depends on the needs and conditions with current situation now it’s covid-19 pandemic. These six stages arepotential and problems, data collection, product design, design validation, design revision and final product. The data collection technique used in this research was the validation of lesson plan, the kind of data collection instrument was the form of a validation sheet. While the data analysis technique used in the form of descriptive analysis by describing the validity of the lesson plan which was developed by the researcher. The results of this research, the RPP validation were 85.86% with very valid criteria. While the results of LKPD validation were 89.81% with very valid criteria. Based on the results of this research, it can be concluded that the development of mathematics lesson plan with a Contextual Teaching and Learning (CTL) approach on quadrangle substance at grade VII MTs Negeri 3 Siak has been suitable for the validity.]]>
<![CDATA[Pelatihan Penggunaan Afiksasi dalam Bahasa Inggris dengan Metode Pembelajaran Interaktif berbasis Video Pembelajaran pada SMKS Budi Dharma Dumai ]]>
<![CDATA[Rugaiyah]]>;
<![CDATA[Rezi Ariawan]]>
<![CDATA[ Community Education Engagement Journal Vol. 4 No. 1 (2022): October ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/ceej.v4i1.10589
<![CDATA[Tujuan dari kegiatan pengabdian masyarakat ini adalah untuk memberikan pelatihan penggunaan Pelatihan Afiksasi Bahasa Inggris dengan Metode Pembelajaran Interaktif Berbasis Video Learning di SMKS Budi Dharma Dumai. Metode yang digunak an dalam pengabdian ini adalah ceramah dan tanya jawab (interaktif) berbasis video learning. Pelaksanaan kegiatan ini dilaksanakan pada tanggal 2 September 2022, pukul 08.00-12.00 WIB di SMK Budi Dharma Dumai. Peserta yang mengikuti kegiatan ini berjumlah 20 siswa dari kelas XI ITKegiatan pelatihan Afiksasi berbasis video learning ini sangat bermanfaat bagi siswa SKMS Budi Dharma untuk menambah wawasan dan pengetahuan dalam memahami pembentukan kata baru dalam bahasa Inggris. Hal ini dapat dibuktikan dengan peningkatan yang signifikan dalam nilai ujian akhir mereka.]]>
<![CDATA[DEVELOPMENT STUDENT WORKSHEETS WITH PROBLEM-BASED LEARNING MODELS IN STATISTICS CLASS VIII MTs HIDAYATUL MUTA’ALLIM MENGKIRAU ]]>
<![CDATA[Dewi Fitriyah]]>;
<![CDATA[Rezi Ariawan]]>;
<![CDATA[Zetriuslita]]>;
<![CDATA[Hayatun Nufus]]>
<![CDATA[ Jurnal Prinsip Pendidikan Matematika Vol 5 No 1 (2022): Jurnal Prinsip Pendidikan Matematika November 2022 ]]>
Publisher : <![CDATA[Prodi. Pendidikan Matematika, FKIP, Universitas Riau ]]>
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DOI: 10.33578/prinsip.v5i1.154
<![CDATA[This study aims to determine the validity of the mathematics learning tools in the form of Student Worksheets (LKPD) using the Problem Based Learning (PBL) learning model on statistical material. This study uses a type of R&D research that was developed using the modified Plomp development model because the research was carried out during the Covid-19 pandemic, so only 4 stages were carried out, namely 1) the initial investigation stage, 2) the design stage, 3) the realization/construction stage, 4) stage of test, evaluation and revision. The data collection instrument used was the LKPD validation sheet. The data collection technique used is a non-test technique with validation sheets from 2 lecturers of mathematics education at FKIP UIR and 1 mathematics teacher at MTs Hidayatul Muta'allim Mengkirau. The analytical technique used is validation data analysis. From the results of the study, the results of the LKPD validation were 85.47% with very valid validation criteria. Based on this research, it was obtained a mathematics learning tool in the form of LKPD with a Problem Based Learning (PBL) model on statistical material for class VIII MTs Hidayatul Muta'allim Mengkirau which had been tested for validity.]]>
<![CDATA[Perangkat Pembelajaran Matematika Menggunakan Model Problem Based Learning pada Materi Sistem Persamaan Linear ]]>
<![CDATA[Yulia Ratri]]>;
<![CDATA[Sri Rezeki]]>;
<![CDATA[Dedek Andrian]]>;
<![CDATA[Rezi Ariawan]]>
<![CDATA[ Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 2 No. 2 (2022): Juli - Desember 2022 ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/kognitif.v2i2.564
<![CDATA[Tujuan dari penelitian pengembangan ini adalah untuk menghasilkan sebuah produk berupa perangkat pembelajaran matematika pada materi sistem persamaan linear dengan menggunakan model problem based learning. Jenis penelitian yang digunakan yaitu model pengembangan 4D yang telah dimodifikasi. 4 tahapan 4D yaitu tahap define, tahap desain, tahap development dan tahap disseminate. Teknik pengumpulan data menggunakan angket dan instrument pengumpulan data yaitu lembar validasi yang dirancang menggunakan skala likert 4 tingkat. Validasi dilakukan kepada empat orang validator yaitu dua orang dosen matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Riau dan dua orang guru matematika. Adapun teknik analisis data yang digunakan yaitu teknik analisis kuantitatif dari data hasil validasi. Hasil yang diperoleh pada penelitian ini berupa hasil validasi perangkat pembelajaran dengan rata-rata keseluruhan pada RPP sebesar 87,36% dengan kriteria sangat valid sedangkan rata-rata keseluruhan pada LKPD sebesar 84,56% dengan kriteria sangat valid. Oleh karena itu, kesimpulan dari penelitian ini yaitu untuk menghasilkan produk berupa perangkat pembelajaran matematika dengan menggunakan model Problem Based Learning pada materi Sistem Persamaan Linear yang sudah teruji kevalidannya]]>
<![CDATA[DEVELOPING AN INSTRUMENT FOR RELATIONAL UNDERSTANDING ABILITY TEST AND INTERVIEW GUIDELINES ]]>
<![CDATA[Sai'da Tamalla Ali Akbar]]>;
<![CDATA[Rezi Ariawan]]>;
<![CDATA[Hayatun Nufus]]>;
<![CDATA[Erdawati Nurdin]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 8 No 2 (2024): Januari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v8i2.5043
<![CDATA[The development of this research instrument aims to produce an instrument for assessing the ability of relational understanding in the matter of two-variable linear equations (PLDV). The form of the research being carried out is research and development (Research and Development) in order to produce products measuring students' relational understanding abilities. The research location is at SMPN 37 Pekanbaru in the even semester of the 2022/2023 academic year. The object of research is an instrument for assessing the ability of relational understanding in class VIII2. The instrument for collecting data uses an instrument validation sheet. Data analysis shows that the 10 item items developed have a very valid category with an average of 0.83 and a reliability level of 0.92 which is in the very good category. In terms of difficulty level, half of the test instrument questions are in the category of moderate difficulty level and in the differentiating power of the questions, there are 4 questions that are in the bad category. So, basically questions that are appropriate for use in research are numbers 1,3,5,8 and 9. For the validity of the interview instrument, they are in a fairly valid category with a score of 0.8667. Keywords: relational understanding, validity, judgment]]>
<![CDATA[Pelatihan Pembuatan Modul Ajar Kurikulum Merdeka Belajar MI Khairu Ummah Pekanbaru ]]>
<![CDATA[Romi Cendra]]>;
<![CDATA[Rezi Ariawan]]>;
<![CDATA[Dea Lisma]]>;
<![CDATA[Andriansyah]]>
<![CDATA[ TRIMAS: Jurnal Inovasi dan Pengabdian Kepada Masyarakat Vol. 4 No. 1 (2024): Trimas: Jurnal Inovasi dan Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Indra Institute Research & Publication ]]>
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DOI: 10.58707/trimas.v4i1.738
<![CDATA[The problems that occur in the field from the results of interviews with Madrasah Ibtidaiyah (MI) teacher Khairu Ummah said that teachers have not been able to create teaching modules for the independent learning curriculum at all, among the causes are information and knowledge about what teaching modules are, both in theory and in field application. Their knowledge is very minimal, especially regarding the teaching modules of the independent learning curriculum which will just be implemented in the 2022/2023 academic year in the Ministry of Religion of the Republic of Indonesia. The aim of holding training/bimtek is (1) to improve human resources in order to create teachers who are creative, innovative and competitive in accordance with the mandate given by law, thereby producing quality teachers. (2) Providing information and knowledge about creating teaching modules for the independent learning curriculum for madrasah ibtidaiyah (MI) schools. (3) Teachers are able to create teaching modules for the independent learning curriculum according to the standards provided by the Ministry of Religion of the Republic of Indonesia.]]>
<![CDATA[PROFILE OF STUDENTS' NUMERACY LITERACY ABILITY AND SELF EFFICACY IN MATHEMATICS LEARNING ]]>
<![CDATA[Zulfayani, Zulfayani]]>;
<![CDATA[Ariawan, Rezi]]>;
<![CDATA[Nufus, Hayatun]]>;
<![CDATA[Kafrina, Kafrina]]>
<![CDATA[ Mathematics Research and Education Journal Vol. 7 No. 2 (2023): October ]]>
Publisher : <![CDATA[UIR PRESS ]]>
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DOI: 10.25299/mrej.2023.vol7(2).14381
<![CDATA[This study aims to describe the ability of numeracy literacy and mathematical self-efficacy of students in learning mathematics. This research is a descriptive study with a quantitative approach conducted at SMPN 34. The research instruments used are numeracy literacy test questions and self-efficacy questionnaires that have met the criteria for good instrument feasibility. The data analysis technique used is Descriptive Analysis. The results showed that overall the numeracy literacy skills of the students included in the criteria were not good. There are 73.30% or 20 people of the total number of students who have not been able to solve the numeracy literacy test questions correctly. Furthermore, the overall mathematical self-efficacy of students is included in the moderate criteria with a percentage of 70% or 21 students. Next for numeracy literacy skills in terms of mathematical self-efficacy (high, medium, and low), each has different numeracy literacy skills. Students whose self-efficacy is high, have good numeracy literacy skills, while students whose self-efficacy is moderate and low, have poor numeracy literacy skills. From the results of this study, it is necessary to research to improve the numeracy literacy skills and mathematical self-efficacy of students at SMPN 34 Pekanbaru.]]>
<![CDATA[Integrasi Nilai Keislaman dalam Soal Hots Matematis ]]>
<![CDATA[Ariawan, Rezi]]>;
<![CDATA[Rugayah]]>;
<![CDATA[Effendi, Leo Adhar]]>;
<![CDATA[Sarah, Yuli Dwi]]>
<![CDATA[ Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 1 No. 3 (2023): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 1 Nomor 3 Januari-Mare ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat ]]>
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DOI: 10.31004/jerkin.v1i3.27
<![CDATA[Pengembangan soal HOTS akhir – akhir ini menjadi topik hangat yang banyak didiskusikan oleh para kalangan pendidik. Pendidik diharapkan dapat melakukan perubahan dari yang sebelumnya melakukan pengembangan soal yang berbentuk Low Order Thinking Skills (LOWS) menjadi soal yang berbentuk High Order Thinking Skills (HOTS). Selain keberadaan soal HOTS yang dianggap penting, terdapat aspek lain yang bisa diintegrasikan dalam soal HOTS tersebut, yaitu nilai keislaman. Nilai keislaman di pandang sebagai sebuah solusi yang dapat membantu untuk mengatasi karakter buruk peserta didik tersebut. Kegiatan pelatihan ini dilakukan kepada 40 guru – guru matematika SMP yang tergabung ke dalam MGMP Matematika Rayon II Kabupaten Pelalawan, 8 – 10 September 2022. Kegiatan pelatihan ini dilakukan dengan melibatkan 3 orang dosen dan 1 orang mahasiswa program studi pendidikan matematika FKIP Universitas Islam Riau. Kegiatan pelatihan ini dilakukan dengan tiga tahapan yaitu tahap eksplorasi, elaborasi dan konfirmasi. Metode pelaksanaan dalam kegiatan ini yaitu ceramah, tanya jawab dan diskusi. Instrumen pengumpul data yang digunakan yaitu lembar angket kepuasan mitra dan lembar wawancara identifikasi kemampuan guru dalam menyusun soal HOTS terintegrasi nilai keislaman. Hasil dari identifikasi kemampuan guru dalam menyusun soal HOTS terintegrasi nilai keislaman diperoleh informasi bahwa masih terdapat guru yang belum pernah mengikuti pelatihan menyusun soal HOTS, menganggap soal HOTS tidak penting bagi siswa, nilai keislaman penting untuk diintegrasikan dalam soal, namun masih sulit. Selanjutnya berdasarkan angket kepuasan mitra, diperoleh informasi bahwa secara keseluruhan mitra merasa puas terhadap kegiatan pelatihan ini dengan persentase kepuasan sebesar 92,75% dengan kriteria sangat baik. Rekomendasi dari kegiatan ini adalah agar dilakukan kegiatan pelatihan lanjutan]]>
