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Journal : Journal on Education

Analisis Pengaruh Mata Kuliah Statistik Untuk Penelitian Tugas Akhir Mahasiswa Rini Ramadhani; Rizka Fahruza Siregar; Hetty Elfina
Journal on Education Vol 6 No 2 (2024): Journal on Education: Volume 6 Nomor 2 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i2.5293

Abstract

This research aims to analyze whether or not there is an influence of statistics courses on final assignment research in the sharia accounting department. The sampling technique used was a purposive sampling technique with the population being study syariah accounting at the North Sumatra State Islamic University (UINSU). This research uses a quantitative research method with primary data in the form of a questionnaire. Hypothesis testing uses simple linear regression analysis techniques. So the results obtained in the research show, with a significance level of 0.000 <0.05, (probability) meaning that the Statistics Subject has a significant effect on the final assignment research student university..
Analisis Keberhasilan Implementasi Model Pembelajaran Berbasis Proyek dalam Pembelajaran Matematika Tingkat Perguruan Tinggi Yenny Anggreini Sarumaha; Al Ikhlas; Rendi Hadian A. Tamagola; Hetty Elfina; Singgih Prastawa; Joni Wilson Sitopu
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.6310

Abstract

This study aims to analyse the successful implementation of project-based learning model in mathematics learning at university level. Literature studies and field observations were conducted to evaluate the implementation of project-based learning models in several higher education institutions. The results showed that the implementation of project-based learning model in mathematics learning in higher education has positive impacts, among others: 1) increasing students‘ active involvement and motivation in the learning process, 2) developing mathematical competence, critical thinking skills, and other 21st century skills, 3) encouraging meaningful and contextualised learning, and 4) improving students’ collaboration and communication skills. However, there are some challenges in its implementation, such as: lecturer readiness, resource availability, and curriculum adjustment. The implication of the results of this study is the need for innovative mathematics curriculum development, increased lecturer competence, and adequate institutional support to optimise the implementation of project-based learning in higher education. This study provides valuable insights for mathematics education practitioners in designing and implementing student-centred learning oriented towards the development of 21st century competencies.