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FAKTOR DUKUNGAN KELUARGA DALAM MEMPENGARUHI MINAT MAHASISWA MEMILIH JURUSAN PENDIDIKAN MATEMATIKA DI IAIN PADANGSIDIMPUAN Rama Nida Siregar; Sufyani Prabawanto; Abdul Mujib; Ahmad Nizar Rangkuti
JIPMat Vol 6, No 2 (2021)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jipmat.v6i2.9196

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%.

Increasing Students' Self-Efficacy Through A Realistic Mathematical Education Rama Nida Siregar; Sufyani Prabawanto
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, JUNE 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v4i2.p63-74

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.

IMPROVING STUDENT LEARNING: MATHEMATICAL REASONING ABILITY THROUGH A REALISTIC MATHEMATIC EDUCATION Rama Nida Siregar; Didi Suryadi; Sufyani Prabawanto; Abdul Mujib
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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.

Students’ Self-Regulated in Learning Mathematics using Realistic Mathematical Education Model Rama Nida Siregar; Didi Suryadi; Sufyani Prabawanto; Abdul Mujib
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v5i4.15059

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.

INCREASING STUDENTS SELF-REGULATED LEARNING THROUGH A REALISTIC MATHEMATICAL EDUCATION Rama Nida Siregar; Didi Suryadi; Sufyani Prabawanto; Abdul Mujib
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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.

Students’ mathematics self-efficacy in learning social arithmetic topic Rama Nida Siregar; Didi Suryadi; Sufyani Prabawanto; Abdul Mujib
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25480

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.

SELF REGULATED LEARNING SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIS Rama Nida Siregar; Sufyani Prabawanto; Didi Suryadi
Journal on Mathematics Education Research (J-MER) Vol 2, No 2 (2021)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v2i2.48398

This study aims to describe the self-regulated learning of junior high school students in Medan City and Deli Serdang Regency, North Sumatra in solving mathematical problems in social arithmetic material. This research includes survey research with quantitative and qualitative approaches. The research subjects were 65 junior high school students in Medan City and Deli Serdang Regency, North Sumatra who came from two schools with the category of one public school and one private school. The instrument used is a self-regulated learning questionnaire consisting of 27 statement items based on self-regulated learning indicators to be filled out by students, and interview guidelines. The results showed that the average self-study of private junior high schools in Medan City and Deli Serdang Regency, North Sumatra as a whole of 65 students was in the high category, which was 90.23. In general, students have a high tendency to self-study. For example having 1) think far ahead. Students plan behavioral independence by analyzing tasks and setting goals, 2) doing and controlling. Students monitor and control and control their own behavior, awareness, motivation and emotions, 3) Self-reflection. Students state about their own progress and change it according to their behavior, so it can be said that students who have independent learning abilities will have an impact on their learning and students' problem solving will be better

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