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All Journal International Journal of Evaluation and Research in Education (IJERE) Kreano, Jurnal Matematika Kreatif-Inovatif AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPMat (Jurnal Ilmiah Pendidikan Matematika) JURNAL PENDIDIKAN GLASSER Pendas : Jurnah Ilmiah Pendidikan Dasar JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Jurnal Pendidikan dan Pembelajaran Terpadu Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Jurnal Ilmiah Ilmu Terapan Universitas Jambi Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Jurnal Ilmiah Multidisiplin Keilmuan Mandira Cendikia (JIMK-MC) Journal on Mathematics Education Research Jurnal Pendidikan MIPA Edumaspul: Jurnal Pendidikan
Siregar, Rama Nida
Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan, Sumatera Utara, Indonesia
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Improving Students’ Self-Esteem in Learning Mathematics through a Realistic Mathematic Education Siregar, Rama Nida; Suryadi, Didi; Prabawanto, Sufyani; Mujib, Abdul
Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This research is motivated by the problem, the low level of self-esteem of students. The purpose of this study was to determine the increase in self-esteem of students with realistic mathematics education in mathematics learning, and to determine student responses to mathematics learning with realistic mathematics learning. This type of research is descriptive research through questionnaire analysis. The instrument used is a self-esteem questionnaire to see self-esteem abilities that have been tested and a questionnaire to see student responses. In this study, data were obtained to see the increase in self-esteem of students with realistic mathematics education in learning mathematics and to see student responses to learning mathematics using mathematics education which were analyzed using a Likert attitude scale. The scale in this self-esteem contains four components, namely: students' assessments of (1) their ability (capability) in mathematics, (2) their success (successfulness) in mathematics, (3) their significance in mathematics, and (4) goodness (worthiness) himself in mathematics The conclusion obtained in this study related to self-esteem in mathematics is that it can be seen as a whole using a realistic mathematical education. It shows that there are 86.56% of students giving positive responses. Keywords: self-esteem, junior high school students, realistic mathematic education. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1262-1277
Practicality of Learning Tools Based on Realistic Mathematics Approach Assisted by ICT to Develop Students' Creative Thinking Skills Rama Nida Siregar
Jurnal Ilmiah Multidisiplin Keilmuan Mandira Cendikia Vol. 2 No. 14 (2024)
Publisher : Yayasan Pendidikan Mandira Cendikia

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Abstract

Pentingnya menumbuhkembangkan kemampuan berfikir kreatif merupakan urgensi dari penelitian ini, sehingga diperlukan perangkat pembelajaran yang ditujukan untuk menumbuhkembangkan kemampuan berfikir kreatif peserta didik yakni perangkat pembelajaran berbasis pendekatan realistik berbantuan ICT. Penelitian ini bertujuan untuk: 1) Mendeskripsikan kepraktisan perangkat pembelajaran berbasis pendekatan realistik berbantuan ICT untuk menumbuhkembangkan kemampuan berfikir kreatif. Penelitian ini merupakan penelitian pengembangan yang dilakukan dengan dua tahap, namun dalam hasil dan pembahasannya mencakup kepraktisan perangkat pembelajaran yang dikembangkan. 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. Dari hasil uji coba I dan II diperoleh: perangkat pembelajaran berbasis pendekatan realistik berbantuan ICT yang dikembangkan telah memenuhi kriteria praktis dari kriteria yang telah ditetapkan yakni (1) Rencana Pelaksanaan Pembelajaran (RPP) yang disusun mudah dipahami dan mudah digunakan oleh guru dan siswa dalam proses pembelajaran; (2) Langkah-langkah dengan pendekatan realistik berbantuan ICT mudah dilaksanakan oleh guru; (3) Lembar Aktivitas Siswa (LAS) yang disusun mudah dimengerti oleh siswa karena peunjuk yang diberikan jelas, tulisan yang mudah dibaca, serta gambar maupun tabel yang digunakan mudah dipahami dan menarik; (4) Buku Guru (BG) dan Buku Siswa (BS) yang disusun dengan kalimat yang mudah dimengerti dan materi pelajaran disajikan secara sistematik; dan (5) Kalimat pernyataan dan pernyataan pada tes kemampuan berfikir kreatif matematis siswa tidak ambigu (memiliki makna lebih dari satu) serta perintah pengerjaannya mudah dimengerti. Berdasarkan hasil penelitian yang telah dilakukan, disarankan agar guru matematika mengembangkan perangkat pembelajaran menggunakan pendekatan realistik berbantuan ICT dan menggunakan perangkat pembelajaran yang telah dikembangkan.
Cognitive Flexibility of Students in Solving Mathematical Problems: A Phenomenology Study Siregar, Rama Nida; Suryadi, Didi; Prabawanto, Sufyani; Mujib, Abdul
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.40220

Abstract

The importance of students' cognitive flexibility abilities in solving mathematical problems is the driving force behind this research. This study's goal was to identify and characterize students' levels of cognitive flexibility in handling mathematical problems in light of the indicators. This kind of study uses qualitative research techniques and a phenomenological design. The instrument employed is a test of problem-solving skills that has been supplemented with markers of cognitive flexibility to see the talents that have been assessed and interviews to learn more in-depth. In this study, data on students' capacities for cognitive flexibility in solving mathematical problems were collected and analyzed utilizing exams for such problem-solving and the indicators employed. Two markers of cognitive flexibility are included in this examination of mathematical problem-solving skills: (1) offering several interpretations of a picture, story, or mathematical issue, and (2) applying a variety of mathematical problem-solving techniques. According to the findings of this study, 5 participants fell into the flexible category, 6 people fell into the somewhat flexible category, and 4 participants fell into the less flexible category when it came to their ability to solve mathematical problems. The research's relevance is that future researchers and educational practitioners can attempt to construct learning to improve students' cognitive flexibility abilities in solving mathematical issues. This can be investigated in topics other than social arithmetic.Latar belakang penelitian ini yaitu pentingnya kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis. Penelitian ini bertujuan untuk mengetahui serta mendeskripsikan kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis berdasarkan indikatornya. Jenis penelitian ini adalah desain fenomologi dengan metode kualitatif. Adapun penggunaan tes kemampuan pemecahan masalah yang telah diliputi indikaor kemampuan cognitve flexibilty untuk melihat kemampuan cognitive flexibilty yang telah diujikan dan wawancara untuk mengetahui lebih mendalam merupakan instrumen penelitian ini. Dalam penelitian ini, data diperoleh untuk melihat kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis yang dianalisis menggunakan tes pemecahan masalah matematis berikut indikator nya. Tes pemecahan masalah matematis ini memuat dua indikator kemampuan cognitive flexibility yaitu: 1) memberikan berbagai penafsiran terdapat suatu gambar, cerita, atau masalah matematis; dan 2) menggunakan beragam strategi penyelesaikan masalah matematis. Kesimpulan yang diperoleh dalam penelitian ini terkait kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis sebanyak 5 partisipan berada pada kategori fleksibel, 6 partisipan berada pada kategori cukup fleksibel, dan 4 partisipan berada pada kategori kurang fleksibel. Sehingga implikasi dalam peneltian adalah agar para peneliti selanjutnya maupun praktisi pendidikan dapat berupaya mendesain pembelajaran untuk meningkatkan kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis dan dapat diteliti pada materi lain selain aritmatika sosial.
Peningkatan Kemampuan Berpikir Kreatif Siswa Melalui Pendekatan Matematika Realistik Rama Nida Siregar; Abdul Mujib; Hasratuddin Siregar; Ida Karnasih
Edumaspul: Jurnal Pendidikan Vol 4 No 1 (2020): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v4i1.338

Abstract

Penelitian ini dilatarbelakangi oleh masalah, masih rendahnya tingkat kemampuan berpikir kreatif siswa. Salah satu alternatif pembelajaran yang dapat diterapkan untuk meningkatkan kemampuan berpikir kreatif siswa adalah pendekatan matematika realistik. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan berpikir kreatif siswa dengan pendekatan matematika realistik dalam pembelajaran matematika, serta mengetahui respon siswa terhadap pembelajaran matematika dengan penggunaan pendekatan matematika realistik. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen, dengan desain penelitian Control group pretes-postes. Penelitian dilaksanakan di SMP Swasta Al-Ulum Medan. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Swasta Al-Ulum Medan. Sampel dalam penelitian ini adalah siswa kelas VII 3 sebagai kelas eksperimen dan kelas VII 5 sebagai kelas kontrol yang dipilih secara random kelas. Kelas eksperimen diberikan perlakuan dengan pendekatan matematika realistik dan kelas kontrol diberikan perlakuan pembelajaran konvensional. Adapun instrumen yang digunakan adalah berupa tes berpikir kreatif untuk melihat kemampuan berpikir kreatif yang telah diujicobakan dan angket untuk melihat respon siswa. Dalam penelitian ini diperoleh data kualitatif dan data kuantitatif. Data kuantitatif dianalisis menggunakan analisis statistik uji t untuk melihat peningkatan kemampuan berpikir kreatif siswa dengan pendekatan matematika realistik dalam pembelajaran matematika. Data kualitatif dianalisis menggunakan skala sikap Likert untuk mengetahui respon siswa terhadap pembelajaran matematika dengan penggunaan pendekatan matematika realistik. Berdasarkan analisis hasil tes berpikir kreatif diperoleh kesimpulan yaitu terdapat peningkatan kemampuan berpikir kreatif siswa pendekatan matematika realistik.
ELECTRONIC MODULE CONTEXTUAL LEARNING IN MATHEMATICS: ANALIZING ITS IMPACT ON STUDENT SELF-EFFICACY AND PROBLEM SOLVING ABILITIES Firmansyah, Firmansyah; Mujib, Abdul; Siregar, Rama Nida; Mathelinea, Devi
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.42554

Abstract

This study examines the impact of contextual approach-based mathematics electronic modules on students' self-efficacy and problem-solving skills. Using the Research and Development (R&D) method with a quantitative approach, the study involved 142 junior high school students. The electronic module was developed using Kvisoft Flipbook Maker with modified Dick, Carey, and Carey development models. The research instruments included a test of problem-solving ability, a self-efficacy scale, and a student response questionnaire. The validation results show that the quality of the electronic module is very good with an average score above 4.2 out of 5. Statistical analysis revealed a significant increase in students' self-efficacy (p=0.001) with an average score of 82.4 in the experimental group compared to 72.8 in the control group. Mathematical problem-solving ability also experienced a very significant increase (p=0.000) with an average score of 82.7 compared to 74.2 in the control group. The research proves the effectiveness of contextual-based electronic modules in improving students' self-efficacy and mathematical problem-solving abilities through interactive design, contextual approaches, and cognitive scaffolding.
ANALISIS KINERJA GURU DAN HAMBATAN DALAM PELAKSANAAN PEMBELAJARAN TEMATIK DI SD SWASTA ISLAM PERWIS-SKM PADANGDISIMPUAN Laila Alfi Sahri Lubis; Salsabila harahap; Rama Nida Siregar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.39321

Abstract

This study aims to analyze teacher performance and the obstacles faced in implementing thematic learning SD Swasta Islam PERWIS-SKM Padangsidimpuan. The study used a descriptive qualitative approach with data collection techniques in the form of interviews, observations, and documentation of grade III and VI teachers. The results of the study indicate that teacher performance in planning, implementing, and assessing thematic learning has been running quite well, demonstrated by teachers' efforts in preparing lesson plans based on the 2013 Curriculum, implementing varied learning methods such as discussions, questions and answers, presentations, and outdoor learning, and providing evaluation through observation and assessment of student work. However, several obstacles were still found, such as difficulties in integrating between subjects, limited learning facilities, differences in student abilities, and administrative burdens that reduce planning time. Teachers attempted to overcome these obstacles through media modifications, collaboration with other teachers, adjustments to learning methods, and additional assistance for students who needed it. The results of this study emphasize the importance of school facility support and ongoing training to improve the effectiveness of thematic learning implementation in elementary schools.
PENERAPAN MODEL REALISTICS MATHEMATICS EDUCATION (RME) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA di SDN NO 100615 SIGALANGAN Mona Vebyani; Amirullah Husin; Rama Nida Siregar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39486

Abstract

This study aims to improve mathematics learning outcomes in second-grade students at SDN No. 100615 Sigalangan in the topic of integer arithmetic operations using the RME Model. The methodology applied in this study is the Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model which took place in two cycles, involving 19 students from second grade. The results of the study showed significant growth and overall achievement. The successful implementation of RME learning by teachers obtained an average score of 3.51 (Well Met), supported by very positive student responses with an average reaching 88.42%. The improvement in learning outcomes is seen from the surge in the percentage of classical completeness which increased from 52.63% (Cycle I - Poor) to 94.73% in Cycle II (Very Good Category), with an average post-test score increasing to 90.52. Therefore, the implementation of the RME Model has proven effective and successful in improving the mathematics learning outcomes of second- grade students at SDN No. 100615 Sigalangan.
TANTANGAN DAN PELUANG PEMBELAJARAN TEMATIK DALAM KERANGKA KURIKULUM MERDEKA Siregar, Khofifah Choirun Nisya; Asrial Habibi Harahap; Rama Nida Siregar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39602

Abstract

This study aims to analyze the opportunities and challenges of thematic learning within the framework of the Merdeka Curriculum at the elementary education level. The method used is a literature study with a descriptive qualitative approach through the review of journals, scientific articles, and relevant academic sources. The results of the study show that thematic learning has great opportunities because it is in line with the principles of the Merdeka Curriculum, which emphasizes flexibility, cross-disciplinary integration, contextual learning, and strengthening the Pancasila Student Profile. However, its implementation still faces challenges, such as limited teacher understanding, difficulties in mapping competencies, time constraints, lack of parental support, and low technological proficiency. Overall, the success of thematic learning implementation is highly dependent on teacher readiness, school support, and continuous training.
Analisis Kesulitan Siswa dalam Mengimplementasikan Pembelajaran Tematik di SD Negeri No. 101117 Mondang Baringin Yuyun Niptah Rambe; Desy Ratna Sari Siregar; Rama Nida Siregar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39609

Abstract

This study aims to identify the difficulties students face in implementing thematic learning in elementary schools. The type of research employed is quantitative research, utilizing a descriptive data analysis method to examine the identified issues. The subjects of this study are the teachers and fourth-grade students of SD Negeri No. 101117 Mondang Baringin.Thematic learning is often referred to as integrated learning because it serves as a model that uses specific themes to link multiple subjects, thereby providing a more meaningful experience for students. The difficulties students encounter in implementing this thematic approach are caused by several factors, including both internal and external factors. Ultimately, the objective of this research is to determine the specific obstacles students face in the implementation of thematic learning
PENERAPAN MODEL GALUR DENGAN AKTIVITAS KONTEKSTUAL UNTUK MENINGKATKAN LITERASI EKONOMI DASAR PADA PEMBELAJARAN TEMATIK KELAS III SD PLUS IT PADANGSIDIMPUAN Nahdah Faizah Harahap; Khoirul Bariah Rambe; Rama Nida Siregar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39870

Abstract

This classroom action research aims to improve the basic economic literacy of third-grade students at SD PLUS IT Padangsidimpuan through the application of the GALUR learning model integrated with contextual learning activities. The study involved 23 students and was carried out in two cycles following the Kemmis and McTaggart framework of planning, action, observation, and reflection. Data were collected through observations, interviews, learning outcome tests, and documentation. The implementation of contextual activities—such as canteen observation and a mini-market simulation—enabled students to experience authentic economic situations, thereby strengthening their understanding of needs and wants, goods and services, and simple transaction processes. The findings indicate a significant improvement in learning outcomes, with the average score increasing from 55 in the pre-cycle to 69 in Cycle I and 84 in Cycle II, along with an increase in mastery from 61% to 91%. These results demonstrate that the integration of the GALUR model and contextual activities effectively enhances students’ economic literacy and supports more meaningful thematic learning in elementary education
Co-Authors ABDUL MUJIB Abdul Mujib Ahmad Nizar Rangkuti Amirullah Husin Asrial Habibi Harahap Astuti, Sri Ayu Budi Desy Ratna Sari Siregar Didi Suryadi Firmansyah Firmansyah Hainur Insani Hammamah Harahap, Haritsah Hasratuddin Hasratuddin Hasratuddin Siregar Ida Karnasih Ida Karnasih Juliani Batubara Khoirul Bariah Rambe Khomeni, Ayathollah Laila Alfi Sahri Lubis Mathelinea, Devi Mona Vebyani Nahdah Faizah Harahap Rambe, Dini Savitri Rangkuti, Rizki Kuniawan Sakdiah Sakdiah, Sakdiah Salsabila Harahap Siregar, Khofifah Choirun Nisya Siregar, Rajiun Sri Mulyani Sufyani Prabawanto, Sufyani suparni Yuni Rhamayanti Yuyun Niptah Rambe