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All Journal Menara Ilmu Edu Research : Jurnal Penelitian Pendidikan
Loria wahyuni
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Other

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PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIRSHARE TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS XI IPA SMA NEGERI 3 SUNGAI PENUH Loria wahyuni
Menara Ilmu Vol 12, No 80 (2018): Vol. XII Jilid 2 No.80 Febaruari 2018
Publisher : LPPM Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/mi.v12i80.628

Abstract

Kurangnya komunikasi dan interaksi siswa selama proses pembelajaran matematika menjadi salah satu faktor penyebab rendahnya kemampuan komunikasi matematika siswa. Penelitian ini bertujuan untuk mengetahui  pengaruh model pembelajaran kooperatif tipe think pair share terhadap kemampuan komunikasi matematika siswa. Jenis penelitian adalah eksperiman dengan populasi pada penelitian ini adalah siswa kelas XI IPA SMA Negeri 3Sungai Penuh semester ganjil Tahun Pelajaran 2015/2016. Sampel dalam penelitian ini ada dua kelas yaitu kelasXI IPA2 sebagai  kelas eksperimen yang berjumlah 20 orang siswa dan kelas XI IPA4 sebagai kelas kontrol yang berjumlah 20 orang siswa.Pengujian hipotesis dilakukan dengan uji t pada taraf kepercayaan 0,05. Dari perhitungan diperoleh thitung = 2,83 dan ttabel = 1,679 berarti t hitung > ttabel. Hal ini bererti H0 ditolak dan H1 diterima dengan demikian dapat di simpulkan bahwa kemampuan komunikasi matematika siswa menggunakan model pembelajaran kooperatif tipe think pair share lebih tinggi dari pada kemampuan komunikasi matematika siswa dengan menggunakan pembelajaran konvensional dikelas XI IPA SMA Negeri 3 Sungai PenuhTahun Pelajaran 2015 / 2016Kata Kunci : Kemampuan Komunikasi Matematika, Model Pembelajaran Kooperatif Tipe Think Pair Share ,Kemampuan Kognitif
INTEGRASI STEM DALAM KURIKULUM MEMPERSIAPKAN GENERASI MASA DEPAN Ridwan; Ali Ramatni; Al Ikhlas; Gusnidar; Loria Wahyuni; Dhiraj Kelly Sawlani
EDU RESEARCH Vol 5 No 4 (2024): EDU RESEARCH
Publisher : IICLS (Indonesian Institute for Corporate Learning and Studies)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47827/jer.v5i4.266

Abstract

The integration of STEM (Science, Technology, Engineering, and Mathematics) in the education curriculum is one of the strategic steps in preparing a generation that is adaptive to technological developments and global challenges. STEM-based education encourages students to develop critical thinking, creativity, collaboration, and problem-solving skills through an interdisciplinary approach. In the context of the curriculum, STEM implementation presents challenges in terms of syllabus adjustments, teacher training, and procurement of adequate learning facilities. However, STEM integration also offers great opportunities to create an educational ecosystem that is relevant to the needs of the 21st century workforce. This article discusses the basic concepts of STEM integration, implementation strategies in the curriculum, and its impact on students' readiness to face the industrial revolution 4.0 and a dynamic future. Based on the analysis of literature and practices in various countries, it is identified that collaboration between the government, educational institutions, and the private sector is needed to support the success of STEM integration in the education system. Thus, STEM integration is expected to be a strong foundation in building a competent, innovative and globally competitive generation.
ANALISIS PEMECAHAN MASALAH MATEMATIKA DAN KOMUNIKASI MATEMATIK MAHASISWA DENGAN PENERAPAN MODEL PROJECT-BASED LEARNING (PJBL) TERINTEGRASI ETNOMATEMATIKA Hersiyati Palayukan; Al Ikhlas; Rendi Hadian A. Tamagola; Gusnidar; Loria Wahyuni; Joni Wilson Sitopu
EDU RESEARCH Vol 5 No 4 (2024): EDU RESEARCH
Publisher : IICLS (Indonesian Institute for Corporate Learning and Studies)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47827/jer.v5i4.270

Abstract

This study aims to analyze students' mathematical problem-solving skills and mathematical communication through the implementation of the Project-Based Learning (PjBL) model integrated with ethnomathematics. This model is designed to enhance students' ability to deeply understand mathematical concepts by utilizing local cultural contexts as a medium for learning. The research employed a quasi-experimental method with a non-equivalent control group design. The study subjects comprised mathematics education students from a university. Data were collected through mathematical problem-solving tests, mathematical communication tests, and observation sheets to evaluate student engagement during the learning process. Data analysis was performed using descriptive and inferential statistics to identify significant differences between the experimental group (using PjBL integrated with ethnomathematics) and the control group (using conventional teaching models). The results indicate that the implementation of PjBL integrated with ethnomathematics significantly enhances students' mathematical problem-solving skills and mathematical communication compared to conventional teaching methods. Furthermore, students involved in project-based learning within a local cultural context were better able to relate mathematical concepts to real-life situations, fostering conceptual understanding and creativity. This study concludes that the integration of ethnomathematics in the PjBL model effectively improves the quality of mathematics education in higher education institutions.
Co-Authors Al Ikhlas Ali Ramatni Dhiraj Kelly Sawlani Gusnidar Hersiyati Palayukan Rendi Hadian A. Tamagola Ridwan