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All Journal AL-FURQAN MASALIQ: Jurnal Pendidikan dan Sains Jurnal Tadris Matematika (JTMT) Jurnal Pendidikan & Pengajaran
Titi Pujiarti
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Komparasi Daya Matematis antara Siswa yang Diajar Melalui Strategi Pembelajaran TTW Dengan TAPPS Titi Pujiarti
AL-FURQAN Vol 6 No 1 (2017): Edisi Maret -Agustus 2017
Publisher : Sekolah Tinggi Agama Islam (STAI) Al-Amin Dompu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (863.537 KB)

Abstract

The research aimed to discover the description, the difference of the improvement of Mathematical Powers of students who were taught by using cooperative learning TTW strategy TAPPS strategy to class VIII students at SMPN 26 Makassar. This research is a quasi-experimental research, using the h pretest-posttest two group design. The population in this study in a class VIII at SMPN 26 Makassar on the academic year 2016/2017 by number of 250 students. The study involved two experimental class, the class VIII 3 consisting of 28 student and class VIII 4 which consists of 28 student selected by simple random sampling. The first experimental class was treated by applying cooperative learning with TTW strategy and and the second experimental class was treated by applying TAPPS strategy. The instruments of the research were Mathematical power test, learning implementation observation sheet, and students’ activities observation sheet. The data obtained were analyzed using descriptive statistics and inferential statistical analysis using analysis of Multivariate Analysis of Varian (MANOVA). The results of the research showed that (1) Mathematical powers (concept understanding ability) after the implementation of cooperative learning with TTW strategy were in high category, Mathematics communication abilities were in medium category, Mathematics problem solving abilities were in high category and the improvement of Mathematical powers in high category. And Mathematical powers (concept understanding ability, Mathematics communication, and Mathematical problem solving) after the implementation of cooperative learning with TAPPS strategy were in medium category, Mathematical powers in medium category, (2) there was difference of improvement of Mathematical powers of students who were taught by using TTW strategy and TAPPS strategy. (3) there was no difference of the improvement of Mathematics concept understanding abilities who were taught by using TTW strategy and TAPPS strategy (4) there was a difference of the improvement of Mathematics communication abilities of the students who were taught by using TAPPS strategy, and (5) there was a difference of the by using TTW strategy and TAPPS strategy to class VIII students at SMPN 26 Makassar
Pengaruh Penggunaan Media Alat Peraga Roda Berputar terhadap Hasil Belajar IPA Siswa Kelas V SDN 26 Dompu Mulya Yusnarti; Dedi Kusnadi; Titi Pujiarti; Trisno; Dita Aprilia; Mariati
JURNAL PENDIDIKAN & PENGAJARAN (JUPE2) Vol. 2 No. 1 (2024): Januari 2024
Publisher : Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54832/jupe2.v2i1.231

Abstract

This research is motivated by yhe lack of effectiveness of applying instructional media in the learning precess so that students are less effetive in understanding the material, seen from the results of the evaluation of learning on theme 7 sub-theme 1 learning 1, the researcher offers a rotating wheel teaching aid that is in accordance with the concrate operational stage so that it gives effect directly to students. The purpose of this study was to find out the effect of using a rotating wheel teaching aid on the science learning outcomes of fifth grade students at SDN 26 Dompu. This research is a type of quantitative research with experimental methods. Data collection techniques in this research are observation, testing, and documentation. Data anality tests, homogeneity ty tests and hypothesis testing. The results showed that based on the results of the researct and discussion, it was concluded that there was an effect of using the rotating wheel teaching aid on the science learning outcomes of fifth grade students at SDN 26 Dompu. This can be seen from the t test whitch shows a sognificant value of 0.001 <0.05, which means there is a significant effect. Furthermore, there is the value of student learning outcomes obtained after the application of the rotating wheel teaching aid to the scinence learning outcome of fifth grade students at SDN 26 Dompu.
Teacher Efforts in Improving Students' Learning Motivation in IPAS Learning at SDN 26 Dompu Ilham Ilham; Titi Pujiarti; Hidayatul Nisa
MASALIQ Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v5i4.6383

Abstract

Learning motivation is a critical internal factor influencing the success of the teaching and learning process. This study investigates the role of teachers in enhancing students' learning motivation in Natural and Social Sciences (IPAS) among Grade IV students at SDN 26 Dompu. A qualitative research design was employed, with data collected through observation, interviews, and documentation. Data analysis followed three stages: data reduction, data presentation, and conclusion drawing. The findings reveal that teachers contribute to increasing student motivation by encouraging active participation, fostering enthusiasm, offering recognition, and applying varied instructional methods. Specific strategies implemented by teachers include selecting appropriate teaching methods, utilizing educational media, conducting regular learning evaluations, creating an engaging classroom environment, and promoting both healthy competition and cooperation among students. These results underscore the essential role of teachers in fostering student motivation and engagement in IPAS learning at the elementary level.
Developing a Local Culture-Based Microlearning Strategy to Improve University Students’ Conceptual Understanding and Problem-Solving Ability in Mathematics Titi Pujiarti; Mulya Yusnarti; Anggun Puspitasari; Feby Feby
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4181

Abstract

This study aims to develop a Local Culture-Based Microlearning Strategy to enhance university students’ conceptual understanding and problem-solving ability in mathematics. Although microlearning has been widely recognized as an effective digital learning innovation, there remains a research gap in contextualizing this approach within local cultural frameworks to improve mathematical understanding at the higher education level. Grounded in constructivist and contextual learning theories, this study adopts a Research and Development (R&D) method using Thiagarajan’s 4D model (Define, Design, Develop, and Disseminate). The study involved 40 first-semester students of the Primary School Teacher Education Program (PGSD) at STKIP Yapis Dompu. The developed microlearning videos integrated Dompu’s local cultural elements to connect abstract mathematical concepts with students’ lived experiences. Data were analyzed through expert validation, student response questionnaires, and pretest–posttest comparisons using Normalized Gain (N-Gain) statistics. The expert validation yielded a mean score of 90.13%, categorized as Highly Valid, while student responses averaged 98.5% (Very Positive). The N-Gain analysis showed an average score of 0.7, indicating a moderate improvement in conceptual understanding and problem-solving ability. Theoretically, the findings demonstrate that embedding local culture within microlearning not only strengthens conceptual comprehension through contextual learning but also enhances cognitive engagement in mathematics. This study contributes to digital pedagogy by providing empirical evidence that culturally contextualized microlearning serves as an effective and feasible strategy for mathematics education in higher education.
Co-Authors Anggun Puspitasari Dedi Kusnadi Dita Aprilia Feby Feby Hidayatul Nisa Ilham Ilham Mariati Mulya Yusnarti Trisno