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<![CDATA[ANALISIS ALUR BERPIKIR SISWA DALAM MEMECAHKAN MASALAH MATEMATIS STUDI KOMPARATIF ANTARA SISWA YANG MENGIKUTI DAN TIDAK MENGIKUTI BIMBINGAN BELAJAR ]]>
<![CDATA[Febria Ningsih]]>;
<![CDATA[Icmi Santry Nova]]>;
<![CDATA[Laswadi]]>
<![CDATA[ EDU RESEARCH Vol 5 No 2 (2024): EDU RESEARCH ]]>
Publisher : <![CDATA[IICLS (Indonesian Institute for Corporate Learning and Studies) ]]>
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DOI: 10.47827/jer.v5i2.173
<![CDATA[Penelitian ini berawal dari ditemukan masalah terkait kurangnya kemampuan pemecahan masalah matematis siswa serta waktu belajar kurang maksimal dengan banyaknya jumlah materi yang harus dipelajari. Sehingga dilakukan penelitian yang mengadopsi pendekatan kualitatif dengan metode penelitian kualitatif komparatif. Tujuan penelitian ini adalah membandingkan alur berpikir siswa yang mengikuti dan tidak mengikuti bimbingan belajar dalam menyelesaikan masalah matematika. Subjek penelitian adalah siswa kelas XII MIPA 1 di SMAN 2 Kerinci. Penelitian menggunakan teknik pengambilan sampel purposive sampling. Metode analisis data mencakup pengumpulan, reduksi, penyajian data, dan pembuatan kesimpulan. Hasil penelitian menunjukkan adanya perbedaan dalam pola pikir siswa yang mengikuti dan tidak mengikuti bimbingan belajar, terutama dalam tahap perencanaan. Siswa yang mengikuti bimbingan belajar cenderung dapat merencanakan langkah-langkah penyelesaian secara langsung, sedangkan siswa yang tidak mengikuti bimbingan belajar memerlukan proses tambahan untuk menentukan strategi penyelesaian, seperti menggunakan gambar atau garis bantu.]]>
<![CDATA[Peningkatan Kemampuan Algebraic Thinking Siswa melalui Pendekatan Contextual Teaching and Learning (CTL) ]]>
<![CDATA[Laswadi, Laswadi]]>
<![CDATA[ Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2023): Matematika dan Pendidikan Matematika: Permasalahan dan Solusinya ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/proximal.v6i2.2587
<![CDATA[The algebraic thinking ability of junior high school students remains low. This condition is indicated by their limited understanding of story questions. Students lack practice in expressing what is known and asked in story problems. One of the causes of this low algebraic thinking ability is the use of inappropriate learning models or approaches. This research aims to apply the Contextual Teaching and Learning (CTL) approach to enhance students' algebraic thinking skills. The purpose of this study is to determine whether the Contextual Teaching and Learning (CTL) approach can improve students' algebraic thinking skills. The population of this study consists of 77 students from class VIII of MTsN 6 Kerinci. The research sample includes 38 students divided into two groups. The experimental research method is employed in this study. The results indicate that the N-Gain in the experimental group falls within the moderate range, namely 0.55, while the control group's N-Gain falls within the low range, specifically 0.26. The results of the hypothesis test demonstrate that the Contextual Teaching and Learning (CTL) approach significantly improves students' algebraic thinking skills. Hence, it is recommended to implement the Contextual Teaching and Learning (CTL) approach in current instruction to support the enhancement of students' algebraic thinking skills.]]>
<![CDATA[PENGEMBANGAN LKPD BERBASIS GEOGEBRA PADA MATERI DIMENSI TIGA UNTUK MENGEMBANGKAN PEMAHAMAN KONSEP MATEMATIS SISWA ]]>
<![CDATA[Nasution, Eline Yanty Putri]]>;
<![CDATA[Suci Ika Putri, Shirmaku]]>;
<![CDATA[Laswadi]]>
<![CDATA[ Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 7 No. 2 (2024): Menjembatani Matematika dan Pendidikan Matematika menuju Pemanfaatan Berkelanju ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/proximal.v7i2.3761
<![CDATA[Pengembangan Lembar Kerta Peserta Didik (LKPD) matematika berbasis geogebra pada materi dimensi tiga untuk meningkatkan kemampuan pemahaman konsep siswa kelas VII SMP Negeri 7 Kerinci diperoleh dari hasil analisis validasi akhir ahli, dengan beberapa revisi LKPD berbasis geogebra yang dikonsultasikan dengan validasi ahli diperoleh skor rata-rata 2,9, sehingga LKPD berbasis geogebra layak untuk digunakan.Efektivitas pengembangan media pembelajaran matematika berbasis geogebra pada materi dimensi tiga untuk meningkatkan kemampuan pemahaman konsep siswa kelas VII SMP Negeri 7 Kerinci ditunjukan dari hasil kemampuan pemahaman konsep yang menunjukkan bahwa LKPD berbasis Geogebra memiliki persentase 75,09% > 70%. Ini berarti bahwa pencapaian tujuan sesuai dengan rencana yang telah direncanakan sebelumnya, baik secara individu maupun dalam konteks umum, sangat memuaskan sehingga pembelajaran dengan menggunakan LKPD berbasis Geogebra berlangsung efektif.]]>
<![CDATA[Deskripsi Kemampuan Komunikasi Matematis Siswa Pada Materi Bangun Ruang Sisi Datar di SMP Negeri 2 Sungai Penuh ]]>
<![CDATA[Nurul Asdamayanti]]>;
<![CDATA[Atika Rahayu]]>;
<![CDATA[Laswadi]]>;
<![CDATA[Noperta]]>
<![CDATA[ MAXIMA : Jurnal Pendidikan Matematika Vol. 1 No. 2 (2024): MAXIMA: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas KH. Mukhtar Syafaat Banyuwangi ]]>
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DOI: 10.30739/maxima.v1i2.2836
<![CDATA[Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan komunikasi matematis siswa SMP dalam menyelesaikan soal tes bangun ruang sisi datar. Metode penelitian ini adalah penelitian Kualitatif. Pengumpulan data kemampuan komunikasi matematis siswa menggunakan teknik tes dan dokumentasi. Instrumen tes yang digunakan yaitu soal tes bentuk uraian dengan 5 buah butir soal. Subjek penelitian ini adalah 26 siswa kelas VIII G SMPN 2 Sungai Penuh. Hasil penelitian diperoleh terdapat kategori yang digunakan hingga diperoleh kategori sedang pada kemampuan komunikasi matematis siswa. Pada bagian kategori, kategori kemampuan komunikasi matematis kategori tinggi dengan persentase 38,46%, selanjutnya kategori sedang 53,84%, dan kategori terendah dengan persentase 7,70%. Berikutnya berdasarkan indikator kemampuan diperoleh 23,04% siswa yang mampu memaparkan jawaban dari soal komunikasi matematis dengan baik.]]>
<![CDATA[Thinking Trajectory of Students with Thinking and Feeling Personality Types in Solving Algebra Problems ]]>
<![CDATA[Handican, Rhomiy]]>;
<![CDATA[Laswadi]]>;
<![CDATA[Jamaris Jamna]]>;
<![CDATA[Solfema]]>
<![CDATA[ Jurnal Pedagogi dan Pembelajaran Vol. 6 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jp2.v6i1.53957
<![CDATA[The strategies students use in solving mathematical problems are quite diverse, so they affect students' personality types. This research focuses on analyzing the trajectory of students' thinking in solving algebraic problems in terms of thinking and feeling personality types. This research is qualitative research with a descriptive method. The population is 34 students; the sampling is done by purposive sampling—data collection techniques through personality questionnaire sheets, algebraic test questions, and interviews. Qualitative data analysis was done through data reduction, display, and conclusion/verification stages. The results showed that the students' thinking path in solving algebraic problems in terms of thinking and feeling personality types is that in the problem analysis cycle, thinking students can correctly show what is known from the problem. The problem-solving process is made sequentially up to the simplification cycle. In the completion cycle, students think until they get the final answer by completing the steps properly and correctly. Based on these results, students need help solving algebra problems properly compared to students with the thinking personality type. It is because students feel that the steps could be more sequential in solving problems with algebraic forms, and it is difficult to consider based on right or wrong (objective). Therefore, sometimes he needs to be more wishy-washy or even needs clarification in taking a stand.]]>
<![CDATA[Enhancing Student Learning Motivation: A Problem-Based Learning Approach with Flipped Classroom Model in Distance Learning Design ]]>
<![CDATA[Setiawan, M. Eval]]>;
<![CDATA[Laswadi, Laswadi]]>;
<![CDATA[Hermawan, Candra]]>;
<![CDATA[Purnawati, Wilda]]>
<![CDATA[ Unnes Science Education Journal Vol 12 No 2 (2023): August 2023 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v12i2.70301
<![CDATA[This research aims to increase students’ learning motivation by developing a Problem-Based Learning learning design using the flipped classroom model. This research uses an approach that is part of non-experimental quantitative research. The sampling technique used purposive sampling. This research was measured using a learning motivation observation sheet in the form of a motivation rubric. Increased motivation was analysed based on a questionnaire based on the ARCS rubric. This research shows increased motivation in the learning process with the flipped classroom model and problem-based learning design. At the attention stage, there was an increase in student motivation by 13% from the first meeting to the second meeting and a rise of 6% from the second meeting to the third meeting. In the relevance aspect, there was an increase of 26% from meeting one to meeting two and 3% from meeting two to meeting three. Then, part of confidence, from the first to the second meeting, there was an increase of 9%, and from the second to the third meeting, it increased by 10%. Finally, in the aspect of satisfaction from meeting one to meeting two, there was an increase of 9%. Moreover, from meeting two to meeting three, there was an increase of 12%. It was concluded that the average increase in student motivation from the first lesson to the third lesson was 3% to 13%. In the future, further attention is needed on the affective and psychomotor aspects.]]>
<![CDATA[Penggunaan Aplikasi Geogebra dalam Pembelajaran Matematika terhadap Kemampuan Pemahaman Konsep dan Minat Belajar Siswa ]]>
<![CDATA[Aien, Nurul]]>;
<![CDATA[Laswadi, Laswadi]]>;
<![CDATA[Sari, Maila]]>
<![CDATA[ Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 1 (2025): January - March 2025 ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/kognitif.v5i1.2755
<![CDATA[Penggunaan Geogebra dalam pembelajaran matematika memberikan dampak signifikan dalam pembelajaran, khususnya menumbuhkan pemahaman dan minat belajar siswa. Namun, masih sedikit penelitian yang membahas sejauhmana pemanfaatan Geogebra memberikan dampak pada pemahaman konsep dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan pengaruh penggunaan aplikasi Geogebra terhadap kemampuan pemahaman konsep matematis siswa dan minat belajar siswa pada materi geometri transformasi. Penelitian kami menggunakan metode quasi experimental yang didesain dengan post test only control group design. Kami melibatkan siswa X MAN 1 Kerinci dengan teknik random sampling. Instrumen pengumpul data berupa tes pemahaman konsep matematika dan angket minat belajar siswa. Kami menggunakan pengujian independent sample t-test untuk menarik simpulan penelitian. Kami menemukan bahwa aplikasi Geogebra memberikan dampak signifikan terhadap kemampuan pemahaman konsep matematika dan minat belajar siswa.]]>
<![CDATA[Gamifying Education: Evaluating the Role of 'Corner' Video Game in Improving Conceptual Understanding and Learning Interest ]]>
<![CDATA[Laswadi]]>;
<![CDATA[Handican, Rhomiy]]>;
<![CDATA[Arnawa, I Made]]>;
<![CDATA[Asmar, Ali]]>
<![CDATA[ Jurnal Edutech Undiksha Vol. 12 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jeu.v12i2.75651
<![CDATA[The need for innovative approaches in mathematics learning has become increasingly urgent to address the challenges of conceptual understanding and foster sustainable learning interest among students. This study aims to evaluate the effectiveness of the educational video game "Corner" in enhancing students' mathematical conceptual understanding and strengthening their interest in learning mathematics. The research employed a quasi-experimental method with a Non-equivalent (Pre-test and Post-test) Control Group Design. The instruments used included a mathematical conceptual understanding test and a mathematics learning interest questionnaire. Data were analyzed using independent sample t-tests and paired sample t-tests to compare the results between the experimental and control groups. The findings revealed that the use of the educational game "Corner" significantly improved students' mathematical conceptual understanding. Additionally, there was an increase in students' interest in learning mathematics, as indicated by significant differences between the pre-test and post-test results in the experimental group compared to the control group. These findings suggest that game-based educational media is not only effective in helping students grasp mathematical concepts but also motivates them to become more active and enthusiastic in learning mathematics. Therefore, the use of game-based learning media such as "Corner" can be adopted by educators as an effective strategy to improve the quality of mathematics education in schools.]]>
<![CDATA[Peningkatan Kemampuan Algebraic Thinking Siswa melalui Pendekatan Contextual Teaching and Learning (CTL) ]]>
<![CDATA[Laswadi, Laswadi]]>
<![CDATA[ Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2023): Matematika dan Pendidikan Matematika: Permasalahan dan Solusinya ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/proximal.v6i2.2587
<![CDATA[The algebraic thinking ability of junior high school students remains low. This condition is indicated by their limited understanding of story questions. Students lack practice in expressing what is known and asked in story problems. One of the causes of this low algebraic thinking ability is the use of inappropriate learning models or approaches. This research aims to apply the Contextual Teaching and Learning (CTL) approach to enhance students' algebraic thinking skills. The purpose of this study is to determine whether the Contextual Teaching and Learning (CTL) approach can improve students' algebraic thinking skills. The population of this study consists of 77 students from class VIII of MTsN 6 Kerinci. The research sample includes 38 students divided into two groups. The experimental research method is employed in this study. The results indicate that the N-Gain in the experimental group falls within the moderate range, namely 0.55, while the control group's N-Gain falls within the low range, specifically 0.26. The results of the hypothesis test demonstrate that the Contextual Teaching and Learning (CTL) approach significantly improves students' algebraic thinking skills. Hence, it is recommended to implement the Contextual Teaching and Learning (CTL) approach in current instruction to support the enhancement of students' algebraic thinking skills.]]>
<![CDATA[PENGEMBANGAN LKPD BERBASIS GEOGEBRA PADA MATERI DIMENSI TIGA UNTUK MENGEMBANGKAN PEMAHAMAN KONSEP MATEMATIS SISWA ]]>
<![CDATA[Nasution, Eline Yanty Putri]]>;
<![CDATA[Suci Ika Putri, Shirmaku]]>;
<![CDATA[Laswadi]]>
<![CDATA[ Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 7 No. 2 (2024): Menjembatani Matematika dan Pendidikan Matematika menuju Pemanfaatan Berkelanju ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/proximal.v7i2.3761
<![CDATA[Pengembangan Lembar Kerta Peserta Didik (LKPD) matematika berbasis geogebra pada materi dimensi tiga untuk meningkatkan kemampuan pemahaman konsep siswa kelas VII SMP Negeri 7 Kerinci diperoleh dari hasil analisis validasi akhir ahli, dengan beberapa revisi LKPD berbasis geogebra yang dikonsultasikan dengan validasi ahli diperoleh skor rata-rata 2,9, sehingga LKPD berbasis geogebra layak untuk digunakan.Efektivitas pengembangan media pembelajaran matematika berbasis geogebra pada materi dimensi tiga untuk meningkatkan kemampuan pemahaman konsep siswa kelas VII SMP Negeri 7 Kerinci ditunjukan dari hasil kemampuan pemahaman konsep yang menunjukkan bahwa LKPD berbasis Geogebra memiliki persentase 75,09% > 70%. Ini berarti bahwa pencapaian tujuan sesuai dengan rencana yang telah direncanakan sebelumnya, baik secara individu maupun dalam konteks umum, sangat memuaskan sehingga pembelajaran dengan menggunakan LKPD berbasis Geogebra berlangsung efektif.]]>
