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<![CDATA[FAKTOR DUKUNGAN KELUARGA DALAM MEMPENGARUHI MINAT MAHASISWA MEMILIH JURUSAN PENDIDIKAN MATEMATIKA DI IAIN PADANGSIDIMPUAN ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Abdul Mujib]]>;
<![CDATA[Ahmad Nizar Rangkuti]]>
<![CDATA[ JIPMat Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/jipmat.v6i2.9196
<![CDATA[Keluarga memiliki kontribusi terhadap perkembangan calon mahasiswa khususnya saat memilih jurusan di sebuah perguruan tinggi. Memilih jurusan di sebuah peguruan tinggi bagi setiap calon mahasiswa tidak dapat dipisahkan dari dukungan keluarga. Banyak calon mahasiswa di indonesia ketika memilih jurusan masih dipengaruhi dukungan keluarga saat mengambil sebuah keputusan, hal ini tidak terlepas dari peran keluarga khususnya orangtua sebagai pendidik pertama dan utama dalam kehidupan anaknya terutama ketika seorang anak akan memutuskan suatu hal yang berkenaan dengan pendidikan dan karir nya di masa depan. Penelitian ini bertujuan medeskripsikan faktor dukungan keluarga dalam mempengaruhi minat mahasiswa memilih jurusan pendidikan matematika. Penelitian ini dilaksanakan di IAIN Padangsidimpuan dan partisipan penelitian merupakan 43 mahasiswa program studi tadris/pendidikan matematika di IAIN Padangsidimpuan. Penelitian ini menggunakan pendekatan kuantitatif dan kualitatif dengan jenis penelitian deskriptif dan teknik analisis persentase. Hasil analisis faktor dukungan keluarga dibagi menjadi lima kategori dalam mempengaruhi minat mahasiswa memilih jurusan pendidikan matematika yaitu: a) berpengaruh sangat tinggi 5%, b) berpengaruh tinggi 23%, c) berpengaruh sedang 49%, d) berpengaruh rendah 16%, dan e) berpengaruh sangat rendah 7%.]]>
<![CDATA[FAKTOR TEMAN SEBAYA DALAM MEMPENGARUHI MINAT MAHASISWA MEMILIH JURUSAN PENDIDIKAN MATEMATIKA DI IAIN PADANGSIDIMPUAN ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Suparni Suparni]]>;
<![CDATA[Abdul Mujib]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 1 (2022): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v5i1.p%p
<![CDATA[Peers have an influence on the development of adolescents, especially prospective students, especially when choosing a major in a college. Choosing a major in a college for each prospective student is often related to the peer group. Some prospective students in Indonesia when choosing a major are still influenced by peers when making a decision, this cannot be separated from the role of peers as people who have more or less in common in age and school who can broaden their views and influence the social development of adolescents, especially when a teenager will decide something regarding his education and career in the future. This study aims to describe the peer factor in influencing student interest in choosing a major in mathematics education. This research was conducted at IAIN Padangsidimpuan and the research participants were 25 students of the tadris/mathematics education study program at IAIN Padangsidimpuan. This research uses quantitative and qualitative approaches with descriptive research and percentage analysis techniques. In this study, the data obtained are data derived from questionnaires that have been filled out by research respondents. While the data analysis technique used in this study is statistical analysis of percentages, because the purpose of this study is to provide a description of the existing data. The results of peer factor analysis are divided into five categories in influencing student interest in choosing mathematics education majors, namely: a) very high influence 24%, b) high influence 40%, c) moderate influence 20%, d) low influence 12%, and e ) has a very low effect of 4%.]]>
<![CDATA[Increasing Students' Self-Efficacy Through A Realistic Mathematical Education ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Sufyani Prabawanto]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, JUNE 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v4i2.p63-74
<![CDATA[This research is motivated by problems, the low level of students' self-efficacy abilities. One alternative learning that can be applied to improve students' self-efficacy abilities is a realistic mathematical education. The purpose of this study was to determine the increase in students self-efficacy abilities with a realistic mathematical education in mathematics learning, and to determine students' responses to mathematics learning by using a realistic mathematics education. The design used in this study was a pretest-posttest control group research design, with a quasi-experimental method. The population in this study were all class VII students of Al-Ulum Private Junior High School Medan, while the sample in this study were students of class VII 3 as the experimental class and class VII 5 as the control class who were randomly selected class. The instrument used is a self-efficacy questionnaire to see the ability of self-efficacy that has been tested and a questionnaire to see student responses. In this study, data was obtained to see the increase in students 'self-efficacy abilities with a realistic mathematics education in mathematics learning and to see students' responses to mathematics learning using a mathematical education which was analyzed using a Likert attitude scale. Based on the analysis of the results of the self-efficacy questionnaire obtained from the improvement of students' self-efficacy abilities with a realistic mathematics education.]]>
<![CDATA[ANALISIS FAKTOR-FAKTOR YANG MEMPENGARUHI MAHASISWA MEMILIH JURUSAN TADRIS MATEMATIKA FTIK IAIN PADANGSIDIMPUAN ]]>
<![CDATA[Rama Nida Siregar]]>
<![CDATA[ JURNAL PENDIDIKAN DAN PEMBELAJARAN TERPADU (JPPT) Vol. 1 No. 2 (2019): JPPT Desember 2019 ]]>
Publisher : <![CDATA[PGSD UMN Al-Washliyah ]]>
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DOI: 10.32696/pgsd.v1i2.367
<![CDATA[Proses menentukan memilih jurusan merupakan satu hal yang sangat penting bagi mahasiswa saat ingin memasuki perkuliahan, salah satu proses yang dilalui mahasiswa sebelum masuk perkuliahan adalah menentukan jurusan yang akan ia pilih. IAIN Padangsidimpuan menyediakan jurusan Pendidikan Matematika untuk dijadikan pilihan bagi calon mahasiswa. Tujuan dari penelitian ini adalah untuk mengetahui apa saja faktor-faktor yang mempengaruhi mahasiswa memilih jurusan dan apa saja dampak bagi mahasiswa setelah memilih jurusan. Penelitian ini dilaksanakan pada Jurusan Pendidikan Matematika Fakultas Tarbiyah dan Ilmu Keguruan IAIN Padangsidimpuan, jenis kualitatif deskriptif dengan teknik penetuan responden berdasarkan purposive (tujuan) dan analisis data menggunakan alur reduksi data, penyajian data, kesimpulan/verifikasi data. Hasil analisis ditemukan faktor yang mempengaruhi mahasiswa memilih jurusan yaitu faktor internal: minat, kemampuan, cita-cita menjadi guru matematika, asal jurusan IPA di SMA/MA dan eksternal: dukungan keluarga, dukungan guru, prospek masa depan, teman, citra perguruan tinggi. Juga dampak bagi mahasiswa setelah memilih jurusan yaitu positif dan negatif]]>
<![CDATA[PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS PENDEKATAN REALISTIK UNTUK MENINGKATKAN KEMAMPUAN BERFIKIR KREATIF DAN SELF-EFFICACY SISWA SMP ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Ida Karnasih]]>;
<![CDATA[Hasratuddin Hasratuddin]]>
<![CDATA[ JURNAL PENDIDIKAN GLASSER Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk ]]>
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DOI: 10.32529/glasser.v4i1.441
<![CDATA[Penelitian ini bertujuan untuk: 1) Mendeskripsikan perangkat pembelajaran berbasis pendekatan realistik yang memenuhi kriteria valid dan praktis; 2) Mengembangkan perangkat pembelajaran berbasis pendekatan realistik yang efektif; 3) Mendeskripsikan peningkatan kemampuan berfikir kreatif matematis dan perubahanself-efficacy siswa dengan menggunakan perangkat pembelajaran berbasis pendekatan realistik yang dikembangkan. Penelitian ini merupakan penelitian pengembangan yang dilakukan dengan dua tahap. Perangkat pembelajaran yang dihasilkan dalam penelitian ini adalah: Rencana Pelaksanaan Pembelajaran (RPP), Lembar Aktivitas Siswa (LAS), Buku Guru (BG), dan Buku Siswa (BS) dengan instrumen yaitu Tes Kemampuan Berfikir Kreatif Matematis dan Angket Self-Efficacy. Dari hasil uji coba I dan II diperoleh: 1) perangkat pembelajaran berbasis pendekatan realistik yang dikembangkan telah memenuhi kriteria valid, praktis, dan efektif; 2) terdapat peningkatan kemampuan berfikir kreatif matematis siswa dengan menggunakan perangkat pembelajaran berbasis pendekatan realistik yang dikembangkan pada hasil uji coba I dengan uji coba II yaitu sebesar 2,12%; 3) terdapat perubahan kemampuan self-efficacy kearah yang positif dengan menggunakan perangkat pembelajaran berbasis pendekatan realistik yang dikembangkan pada uji coba I dan uji coba II yaitu sebesar 1,92%. Berdasarkan hasil penelitian yang telah dilakukan, disarankan agar guru matematika mengembangkan perangkat pembelajaran menggunakan pendekatan realistik dan menggunakan perangkat pembelajaran yang telah dikembangkan.]]>
<![CDATA[IMPROVING STUDENT LEARNING: MATHEMATICAL REASONING ABILITY THROUGH A REALISTIC MATHEMATIC EDUCATION ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Abdul Mujib]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v11i4.6250
<![CDATA[This research is motivated by the problem, not the maximum level of students' mathematical reasoning abilities. The purpose of this study was to determine the improvement of students' reasoning abilities with realistic mathematics education. This type of research is a quasi-experimental study to examine the improvement of students' mathematical reasoning abilities through a realistic mathematical education. The instrument used is a test item consisting of a test of mathematical reasoning ability and an attitude scale given to students. In this study, data were obtained to see the increase in students' reasoning abilities with realistic mathematics education in mathematics learning and to see student responses to learning using realistic mathematics education which were analyzed by processing test results data, namely testing homogeneity, testing hypotheses, and testing average differences. mean in both groups using t-test. The conclusion obtained in this study is that in the group of students whose learning using a realistic mathematics education the average score of students increased by 41.1%, while the increase in the average score of the group of students whose learning was conventional was only 17.3%. The number of students who scored above 60% in the group of students whose learning using a realistic mathematics education in the final test had reached 88.65%, while in the group of students whose learning was conventional it only reached 45.79%, meaning that the achievement of the group of students who studied with realistic mathematics education increases significantly when compared to the group of students who learn conventionally.]]>
<![CDATA[Students’ Self-Regulated in Learning Mathematics using Realistic Mathematical Education Model ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Abdul Mujib]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v5i4.15059
<![CDATA[To study at school, students must have soft skills such as self-regulated learning, namely the ability of students to manage their own learning. The significance of students' self-regulated learning is what inspired this study. This study sought to ascertain the rise in students' self-regulated learning when learning mathematics using a realistic mathematics education model, as well as the students' reactions to learning mathematics using a realistic mathematics education model. This kind of study uses questionnaire analysis to do descriptive research. A self- regulated learning questionnaire and a questionnaire for students' responses made up the tool used to assess the self-regulated learning abilities that had been put to the test. Data were collected for this study to examine the rise in realistic mathematics education students' ability to learn mathematics independently, as well as the students' attitudes toward learning mathematics through mathematics education, which were assessed using a Likert attitude scale. The self-regulated learning scale is made up of four parts: the students' evaluations of how well they (1) use and locate pertinent learning resources in mathematics, (2) select and determine their learning strategies in mathematics, (3) assess and evaluate their learning outcomes in mathematics, and (4) have a positive view of themselves as mathematicians. By utilizing realistic mathematics education, the findings of this study about self-regulated learning in mathematics can be viewed as a whole. Based on the results of data analysis it is known that students' responses to realistic mathematics education models are positive which are adapted to real-life contexts or everyday life which will arouse students' self-regulated learning in solving problems because they are related to real life. This demonstrates that 98.18% of students respond positively.]]>
<![CDATA[INCREASING STUDENTS SELF-REGULATED LEARNING THROUGH A REALISTIC MATHEMATICAL EDUCATION ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Abdul Mujib]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v12i1.6748
<![CDATA[This research is motivated by the importance of students' self-regulated learning. Aims to determine the increase in self-regulated learning of students with a realistic mathematical education in learning mathematics and to know student responses. This type of research is descriptive research through questionnaire analysis. The instruments used were a self-regulated learning questionnaire and a questionnaire to see student responses. In this study, the data obtained were analyzed using a Likert attitude scale. This scale in self-regulated learning contains nine components, namely: assessing students for (1) learning initiatives, (2) diagnosing learning needs, (3) setting learning goals, (4) monitoring, organizing and controlling learning, (5 seeing difficulties as a challenge, (6) utilizing and searching for relevant learning resources, (7) selecting and determining learning strategies, (8) evaluating learning processes and outcomes, and (9) self-concept. The conclusions obtained in this study are related to self-regulated learning in mathematics can be seen as a whole by using realistic mathematics education. This shows that there are 96.76% of students who give a positive response.]]>
<![CDATA[FAKTOR TEMAN SEBAYA DALAM MEMPENGARUHI MINAT MAHASISWA MEMILIH JURUSAN PENDIDIKAN MATEMATIKA DI IAIN PADANGSIDIMPUAN ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Suparni Suparni]]>;
<![CDATA[Abdul Mujib]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 5 No. 1 (2022): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v5i1.p%p
<![CDATA[Peers have an influence on the development of adolescents, especially prospective students, especially when choosing a major in a college. Choosing a major in a college for each prospective student is often related to the peer group. Some prospective students in Indonesia when choosing a major are still influenced by peers when making a decision, this cannot be separated from the role of peers as people who have more or less in common in age and school who can broaden their views and influence the social development of adolescents, especially when a teenager will decide something regarding his education and career in the future. This study aims to describe the peer factor in influencing student interest in choosing a major in mathematics education. This research was conducted at IAIN Padangsidimpuan and the research participants were 25 students of the tadris/mathematics education study program at IAIN Padangsidimpuan. This research uses quantitative and qualitative approaches with descriptive research and percentage analysis techniques. In this study, the data obtained are data derived from questionnaires that have been filled out by research respondents. While the data analysis technique used in this study is statistical analysis of percentages, because the purpose of this study is to provide a description of the existing data. The results of peer factor analysis are divided into five categories in influencing student interest in choosing mathematics education majors, namely: a) very high influence 24%, b) high influence 40%, c) moderate influence 20%, d) low influence 12%, and e ) has a very low effect of 4%.]]>
<![CDATA[Students’ mathematics self-efficacy in learning social arithmetic topic ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Abdul Mujib]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v12i4.25480
<![CDATA[The issue, the significance of student self-efficacy in the learning process, is what inspired this study. This study set out to identify and characterize students’ self-efficacy capacities for studying the social arithmetic topic in light of their unique traits. This research is descriptive research through questionnaire analysis using percentages. A self-efficacy questionnaire plus a questionnaire for students’ responses make up the tool used to assess self-efficacy abilities. In this study, the data were collected and evaluated using a Likert attitude scale to determine whether students’ self-efficacy in studying the social arithmetic topic had increased. The scale in this self-efficacy contains three components, namely students’ assessment of: i) the level of task difficulty (magnitude); ii) the variety of tasks (generality); and iii) the degree of stability in completing a task (strength) in social arithmetic topic. The conclusion obtained in this study related to self-efficacy in mathematics is that it can be seen as a whole in learning social arithmetic topic showing that there are 79.05% of students giving a positive response, meaning that almost all students assess themselves positively when learning social arithmetic topic.]]>
