Article Per Year (5 Year)
p-Index From 2021 - 2026
3.087
P-Index
This Author published in this journals
All Journal Jurnal Infinity Jurnal Fourier Jurnal Gantang JRPM (Jurnal Review Pembelajaran Matematika) The Spirit of Society Journal : International Journal of Society Development and Engagement Jurnal Tadris Matematika Beta: Jurnal Tadris Matematika Jurnal Penamas Adi Buana AXIOM : Jurnal Pendidikan dan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika JUDIKA (JURNAL PENDIDIKAN UNSIKA) Jurnal Pengembangan Pembelajaran Matematika Jurnal Tadris Matematika (JTMT) Idealmathedu: Indonesian Digital Journal of Mathematics and Education Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal of General Education and Humanities Abdimas Mandalika Jurnal Pengembangan Pembelajaran Matematika Jurnal Tadris Matematika (JTMT) Jurnal Infinity Jurnal Tadris Matematika
Dian Permatasari
UIN Sunan Kalijaga Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
Integrating Contextual Approach and Islamic Values in Three-Variable Linear Equations System Module Riyana Ulfaini; Dian Permatasari
Jurnal Tadris Matematika Vol 5 No 1 (2022)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2022.5.1.1-16

Abstract

In the 2013 Curriculum, students are expected to have knowledge and skills in lessons and also have spiritual and social attitudes. Therefore, it is necessary to connect learning material with real-life and religious aspects. This research aims to develop a mathematical module based on a contextual approach that integrates Islamic values ​​into a valid Three-variable Linear Equations System. This research is a research and development (R&D). This research was designed by following Richey and Klein's development steps, namely the PPE model. The PPE model consists of 3 steps: planning, production, and evaluation. The data collection instruments used in this study were a material expert validity assessment sheet and a media expert validity assessment sheet. The data that has been obtained were analyzed using average and percentage calculations and classifying the results based on predetermined criteria. The results showed that the mathematics module based on a contextual approach that integrated Islamic values ​​in the material of a Three-variable Linear Equations System met the valid criteria based on the assessment of expert validators. This shows that the module have "good" qualification with an average score of 83.40% by the material expert validator and "good" qualification with an average score of 87.5% by the media expert validator.
CURIOSITY AND LEARNING MOTIVATION TOWARD SELF-REGULATED LEARNING AMONG UNDERGRADUATE STUDENTS Permatasari, Dian; Jamaliyah, Reny; Khoirunnisa, Endang; Lubis, Siti Masyitoh Azahra
AXIOM : Jurnal Pendidikan dan Matematika Vol 11, No 1 (2022)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v11i1.10987

Abstract

Di era pandemi, kegiatan pembelajaran online menuntut siswa untuk memiliki kemandirian belajar. Beberapa faktor yang mempengaruhi kemandirian belajar adalah rasa ingin tahu dan motivasi belajar. Penelitian ini bertujuan untuk mengetahui pengaruh 1) rasa ingin tahu dan motivasi belajar secara simultan terhadap kemandirian belajar, 2) rasa ingin tahu terhadap kemandirian belajar, dan 3) motivasi belajar terhadap kemandirian belajar. Sampel penelitian ini adalah 45 mahasiswa Pendidikan Matematika. Teknik pengumpulan data menggunakan angket. Data yang diperoleh dianalisis dengan analisis regresi linier berganda. Hasil penelitian ini adalah rasa ingin tahu dan motivasi belajar secara simultan berpengaruh positif terhadap kemandirian belajar. Hubungan antara rasa ingin tahu dan motivasi belajar dengan kemandirian belajar berada pada kategori kuat. Pengaruh rasa ingin tahu dan motivasi belajar terhadap self-regulated learning sebesar 41,4%, sedangkan 58,6% ditentukan oleh variabel lain yang tidak diteliti. Namun, rasa ingin tahu tidak mempengaruhi kemandirian belajar siswa, sedangkan motivasi belajar mempengaruhi kemandirian belajar. Dengan demikian, rasa ingin tahu harus disertai dengan motivasi belajar agar siswa dapat memiliki kemandirian belajar. Pemberian pembelajaran yang meningkatkan rasa ingin tahu siswa harus diserta dengan pemberian motivasi untuk meningkatkan kemandirian belajar siswa.AbstractIn the pandemic era, online learning activities require students to become independent learners. Several factors that influence learning independently are curiosity and motivation to learn. This study aims to see the effect of 1) learners' curiosity and motivation on independent learning, 2) learners' curiosity on independent learning, and 3) learners' motivation on independent learning. The samples of this research include 45 students of Mathematics Education. Questionnaires were to collect the data. The data obtained were analyzed by using multiple linear regression analysis. The results indicate that curiosity and learning motivation have a positive effect on independent learning. The relationship between curiosity and learning motivation with independent learning is in a strong category. The effect of curiosity and learning motivation on self-regulated learning is 41.4%, while 58.6% is determined by other variables which were not examined. However, curiosity does not affect student independent learning, while learning motivation affects independent learning. Thus, curiosity must be accompanied by learning motivation so that students can become independent learners. The provision of learning that increases students' curiosity must be accompanied by the provision of motivation to increase students' independent learning.
Co-Authors Aulia Farida Dewi Maisaroh Endang Khoirunnisa Fikri Aulia Halimatus Sadiyah Haya Fikriya Jamaliyah, Reny Khizanaturrohmah Nur Maziyah Lubis, Siti Masyitoh Azahra Mia Priyanto Mileni Apriliana Muhammad Nauval Muwaffiq Muhammad Taqiyuddin Nur Juhainah Ulfa Raekha Azka Riham Fahira Rantayu Riyana Ulfaini Riza Nur Fadila Siti Masyitoh Azzahra Lubis Sri Adi Widodo Wikan Budi Utami Zahrina Salsabila Zaidan Farrosa Mukti