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All Journal Jurnal Pengajaran MIPA Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Union: Jurnal Ilmiah Pendidikan Matematika JURNAL PENGABDIAN KEPADA MASYARAKAT SJME (Supremum Journal of Mathematics Education) SAP (Susunan Artikel Pendidikan) Journal of Authentic Research on Mathematics Eduacation (JARME) Mosharafa: Jurnal Pendidikan Matematika Journal of Instructional Mathematics Uninus Journal of Mathematics Educations and Science (UJMES) Polinomial : Jurnal Pendidikan Matematika Jurnal Indonesia Sosial Sains SJME (Supremum Journal of Mathematics Education)
Yayu Laila Sulastri
Universitas Islam Nusantara
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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Nearpod-Assisted PBL on Integration Techniques: Mathematical Problem-Solving and Self-Confidence Deti Ahmatika; Yayu Laila Sulastri; Dini Cahya Aprilani
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.2997

Abstract

Abstrak Kurangnya keterlibatan aktif mahasiswa dapat menghambat perkembangan pemecahan masalah matematis. Inovasi dalam pembelajaran diperlukan untuk meningkatkan percaya diri, yang berhubungan erat dengan kemampuan pemecahan masalah matematis. Penelitian ini bertujuan mengetahui hubungan antara tingkat percaya diri mahasiswa dengan kemampuan pemecahan masalah matematis dalam konteks penggunaan Nearpod dan model Pembelajaran Berbasis Masalah (PBL). Metode penelitian yaitu kualitatif dengan strategi studi kasus, berfokus pada mahasiswa yang mengikuti mata kuliah Kalkulus Integral di Program Studi Pendidikan Matematika Universitas Islam Nusantara. Teknik pengumpulan data melibatkan wawancara, observasi, dokumentasi, dan angket. Data dianalisis melalui proses pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Temuan penelitian menunjukkan mahasiswa dengan tingkat percaya diri tinggi menunjukkan kemampuan pemecahan masalah matematis yang tinggi hingga sedang, mahasiswa dengan percaya diri sedang menunjukkan kemampuan yang bervariasi dari tinggi hingga rendah, dan mahasiswa dengan percaya diri rendah cenderung menunjukkan kemampuan pemecahan masalah matematis yang sedang hingga rendah. Implikasi penelitian yaitu pentingnya merancang pembelajaran berbantuan teknologi yang dapat meningkatkan percaya diri mahasiswa, sehingga akan meningkatkan kemampuan pemecahan masalah matematis. Abstract Lack of active student involvement can hinder the development of mathematical problem-solving. Innovation in learning is needed to increase self-confidence, which is closely related to mathematical problem-solving ability. This study aims to determine the relationship between students' self-confidence levels and mathematical problem-solving abilities in the context of using Nearpod and the Problem-Based Learning (PBL) model. The research method is qualitative with a case study strategy, focusing on students taking the Integral Calculus course in the Mathematics Education Study Program at Universitas Islam Nusantara. Data collection techniques include interviews, observations, documentation, and questionnaires. Data are analyzed through the processes of collection, reduction, presentation, and drawing conclusions. The research findings show that students with high self-confidence show high to moderate mathematical problem-solving abilities, students with moderate self-confidence show abilities that vary from high to low, and students with low self-confidence tend to show moderate to low mathematical problem-solving abilities. The implications of this research are the importance of designing technology-assisted learning that can increase student self-confidence, thereby improving mathematical problem-solving abilities.
Co-Authors A. Barnas EK Achmad Mudrikah Agus Salim Ahmad Salmun Ahmatika, Deti Ahmatika, Deti Amalia, Tami Rizkya Anisa Septriani Annisa Nurmaulani Apriyanti, Leni Aqilah, Nur Desi Susanti Dini Cahya Aprilani Dini Cahya Aprilani Edo Prasetyo EK, A. Barnas Ekaningtyas, Maya Elsa Elsa Elva Tati Susanti Encar, Euis Fadilawati, Fani Fadlurrochman, Rizqon Fuadi Iklimah Nur Azizah Ismail Taufik Hidayah Leni Apriyanti Luki Luqmanul Hakim Lutfiana, Fira Aini Mulia, Silviani N. Nurjanah Najlaa Kania Khaerunnisa Nurjanah Nurmaulani, Annisa Nurmaulani, Annisai Nurwahid, Eef Hidayat Piliang, Anita Safitri Rachma Sundhari Rahma, Aldila Ramandhita, Annisa Tri Resti Minarsi Saefuloh, Nandang Arif Selma Auliya Shekhawati, Novia Nur Siska Kartika Syahrani Siti Aisah Siti Khofifah Sujiarto, Heru Sujiarto Sumartana, Ammar Hanif Suprasetyo, Yusuf Nomi Syahrani, Siska Kartika Syakur, Novia Nurwasyi Tami Rizkya Amalia Usep Kosasih Wahidin, Didin