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All Journal PENDIPA Journal of Science Education Jurnal Cendekia : Jurnal Pendidikan Matematika Journal Evaluation in Education (JEE)
Hanifah Hanifah
University Of Bengkulu
Chemistry Education Mathematics Social Sciences Other

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Membangun Kemampuan Pemecahan Masalah dan Kreativitas Mahasiswa Melalui Penugasan Pembuatan Alat Peraga Program Linear Hanifah Hanifah
PendIPA Journal of Science Education Vol 4, No 1 (2020): NOVEMBER - FEBRUARY
Publisher : University of Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.024 KB) | DOI: 10.33369/pendipa.4.1.17-23

Abstract

The aims of this study were to determine the results of the posttest, the ability to solve problems, the advantages of making props Liner Program (Prolin) by students. The subjects of the study were the 64 students from 3rd semester of Mathematics Education - Bengkulu University, 2019/2020 Academic Year who took the Mathematics Economics course. The instruments used were posttest sheets, and questionnaires. The method used were implementing post-test; checking the answers based on Polya's stages which consist of: 1) Understanding Problems; 2) Make a Plan; 3) Carry out a Plan; and 4) Evaluation. We concluded that the average post-test score was 83.52 Students' problem solving abilities were: 1) 93.75% were able to understand the problem: 2) 85.94% were able to make a plan: 3) Stage of doing the plan: 78.125% were able to determine the cut point; 70.31% were able to paint graphics; 76.56% were able to determine the final grade; 65.63% were able to calculate the value of the objective function; 67.19% were able to conclude; 4) only 53.125% were able to evaluate. Questionnaire results: 33.96% had difficulty where 11.11% could not make a table, 50.00% could not make a model, 11.11% could not determine the intersection of the graph, 16.67% could not paint the graph, 16.67% cannot calculate the objective function correctly. Students recall Prolin's material when: 66.04% prepare papers, 15.09% of friends present, 18.87% make props, 1.89% of friends present props, 5.66% were unable to remember until posttest. The advantages of making teaching aids for students were: the material is easy to understand, learning becomes fun, develops creativity and innovation so that the props become interesting, as a provision for teaching Prolin that is easy to understand and fun.
Penerapan Video Pembelajaran Untuk Meningkatkan Hasil Belajar Matematika Kelas VII SMP Negeri 2 Kota Bengkulu Aditya Rahmawati; Hanifah Hanifah
PendIPA Journal of Science Education Vol 5, No 2 (2021): MARCH - JUNE
Publisher : University of Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.5.2.251-255

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik dalam pembelajaran matematika dengan menerapkan video pembelajaran. Jenis penelitian ini adalah penelitian tindakan kelas. Subjek penelitian yaitu peserta didik kelas VII.A SMP Negeri 2 Kota Bengkulu semester genap tahun ajaran 2020/2021 dengan jumlah 36 peserta didik. Instrumen yang digunakan adalah form tes kemampuan pemahaman konsep akhir sikslus. Berdasarkan hasil penelitian peningkatan hasil belajar peserta didik dapat dilihat dari nilai rata-rata tes hasil belajar siklus I dan siklus II yaitu 74,61 ; 89,00 dengan presentase ketuntasan belajar klasikal siklus I dan II yaitu 61,11 % ; 69,44%. Sehingga penelitian dapat disimpulkan bahwa video pembelajaran dapat meningkatkan hasil belajar peserrta didik dalam pembelajaran Matematika.
Analisis Kemampuan Pemecahan Masalah Mahasiswa Pada Mata Kuliah Analisis Real Hanifah Hanifah; Hari Sumardi; Lilia Gina Febrila
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 3 (2023): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 3 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i3.2913

Abstract

Kemampuan pemecahan masalah merupakan kemampuan penting yang harus dimiliki oleh mahasiswa. Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah matematika mahasiswa dalam menyelesaikan soal pada mata kuliah analisis real. Metode penelitian yang digunakan yaitu ex post facto dengan subjek penelitian mahasiswa semester 2 Program Studi S2 Pendidikan Matematika FKIP UNIB TA 2022/2023 yang berjumlah 6 orang. Instrumen penelitian yang digunakan berupa lembar tes kemampuan pemecahan masalah dan pedoman penskoran dengan tahapan Polya. Analisis data dilakukan dengan menghitung nilai kemampuan pemecahan masalah (KPM) matematika dan menganalisis jawaban mahasiswa. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah matematika mahasiswa pada mata kuliah analisis real berada pada kategori baik dengan nilai rata-rata 82,6. Nilai rata-rata untuk setiap tahapan pemecahan masalah menurut Polya yaitu P1=86,67, P2=84,33, P3=83,67, dan P4=73,67. Artinya secara umum mahasiswa dapat memahami masalah dengan sangat baik, serta dapat merencanakan penyelesaian, melaksanakan rencana pemecahan masalah dan memeriksa kembali jawaban yang telah di dapat dengan kategori baik.
Enhancing Mathematics Learning through Problem-Based and Digital Integration: A Study on Wordwall-Based Teaching Modules Lisa Gustiana Bellatama; Hari Sumardi; Effie Muchlis; Hanifah Hanifah
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2191

Abstract

Purpose of the study: This study aims to determine the validity and practicality of a Problem-Based Learning (PBL) module integrated with the Wordwall application for teaching the topic of similarity in junior high school mathematics. Methodology: The research adopts the Plomp development model, which includes five systematic stages: preliminary investigation, design, realization/construction, test-evaluation-revision, and implementation. Data were collected using expert validation sheets and student practicality questionnaires to assess the quality and usability of the developed module. Main Findings: The results show that the PBL–Wordwall-integrated module achieved a validity score of 89.83% (Very Valid) and a practicality score of 88.5% (Very Practical). The high validity demonstrates that the module’s content, structure, and linguistic elements are consistent with curriculum standards and responsive to learners’ cognitive levels. Likewise, the high practicality indicates that teachers and students found the module engaging, interactive, and easy to apply in classroom settings. Novelty/Originality of this study: The novelty of this study lies in the integration of the PBL approach with digital gamification through Wordwall, creating an innovative learning environment that fosters problem-solving, critical thinking, and motivation simultaneously. Unlike traditional static modules, this design embeds real-world contextual problems within interactive digital activities, bridging pedagogical theory and technological application. This research contributes both theoretically and practically by offering a replicable model for blending inquiry-based learning with gamified platforms in mathematics education. Overall, the developed module is effective, feasible, and capable of enhancing students’ engagement, conceptual mastery, and collaborative learning in mathematics.
Co-Authors Aditya Rahmawati Effie Muchlis Lilia Gina Febrila Lisa Gustiana Bellatama Sumardi, Hari