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All Journal JURNAL PENELITIAN PENDIDIKAN MIPA Journal Of Management Science (JMAS) Majalah Ilmiah Warta Dharmawangsa Jurnal Sains Riset JURNAL ABDIMAS TRIDHARMA MANAJEMEN Jurnal Real Riset Integrated Science Education Journal Education Enthusiast : Jurnal Pendidikan dan Keguruan JoEMS : Journal of Education and Management Studies Pedagogy : Jurnal Pendidikan Matematika Jurnal Penelitian Pendidikan MIPA Jurnal Rekayasan Lingkungan dan Biosistem
hery saputra
Program Studi Pendidikan Matematika, Universitas Jabal Ghafur, Sigli
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF GEOMETRY Saputra, Hery; Maulina, Suci; Mirunnisa, Mirunnisa; Razi, Zulfa
Jurnal Sains Riset Vol 12, No 3 (2022): November 2022
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Jabal Ghafur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47647/jsr.v12i3.986

Abstract

Mathematics becomes more meaningful when it is relevant to real life and students are more engaged in mathematics learning when it relates to them. Contextual teaching and learning (CTL) is a teaching concept that connects knowledge to real-world situations. The present study aims to investigate the effect of CTL on students’ conceptual understanding of geometry. This experimental study employed a pre-test-post-test control group design. The samples are all eighth-grade students in Junior High School 4, Sakti Pidie, A census sampling technique was used in this study since all members of the population served as samples. The experimental class and the control class were randomly selected from the two available classes. The experimental class was taught geometry using CTL while the control class was taught conventionally. Data were collected from pre-test and post-test that were declared valid. Data analysis was performed using the Kolmogorov-Smirnov test for normality test, the Levene test for homogeneity test, and t-test for the hypothesis testing. The results revealed that students taught using CTL have better conceptual understanding of geometry compared to those who were taught conventionally. It implies that the implementation of contextual teaching and learning (CTL) on geometry learning is effective to promote students’ learning.Keywords: Contextual teaching and learning, conceptual understanding, geometry learning.   
Participatory Approach in Mapping and Stakeholder Involvement for Ciliwung River Sustainability Rimun Wibowo; Gunawan Ismail; Budi Susetyo; Syarifah Sofiah Dwikorawati; Sukma Laksita Rahma; Hery Saputra; Sahul Sidik; Usep Saripudin
Jurnal Rekayasa Lingkungan dan Biosistem Vol. 2 No. 1 (2024): Jurnal Relibi Vol.2 No.1 2024
Publisher : Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/relibi.v2i1.924

Abstract

The Ciliwung River, one of the large rivers in Indonesia, has experienced damage in the upstream area from waste pollution, landfills, and environmental damage. The Ciliwung watershed has experienced shallowing and is often affected by foam. There are many stakeholders who are concerned and have carried out many caring actions, including the Ciliwung Care Community (KPC) in Kedung Halang District, Bogor City. Therefore, this situation must be resolved properly, immediately, and sustainably. Stakeholders who have potential for the development and sustainability of the Ciliwung River are formulated through focus group discussions and divided based on stakeholder quadrants. Activities that can be carried out as a follow-up to stakeholder mapping and engagement are workshops inviting all stakeholders to present the existing conditions of each segment of the Ciliwung River so that sustainability activities can be formulated that can be implemented through support between stakeholders.
Problem-Based Learning Enhances Mathematics Engagement: A Multivariate Examination of Motivation and Interest Nurina Happy; Zuhri Zuhri; Hery Saputra
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3583

Abstract

Purpose of the study: Mathematics learning requires instructional approaches that improve not only cognitive achievement but also affective aspects, particularly students' motivation and interest. This study aimed to examine the effects of PBL on mathematics learning motivation, learning interest, and both variables simultaneously. Methodology: A quantitative quasi-experimental study employing a nonequivalent control group pretest-posttest design was conducted with 71 tenth-grade students selected through cluster random sampling. The experimental group received PBL, while the control group received conventional instruction. Data were collected using the Mathematics Motivation Questionnaire (16 items) and the Interest in Mathematics Questionnaire (20 items) and analyzed using descriptive statistics and Multivariate Analysis of Variance (MANOVA). Main Findings: The results showed that PBL significantly improved mathematics learning motivation (Partial Eta Squared = 0.761) and learning interest (Partial Eta Squared = 0.581). MANOVA further confirmed a significant simultaneous effect of PBL on both affective variables (Wilks’ Lambda = 0.216, p < 0.001). These findings indicate that authentic problem solving, collaboration, and active learning in PBL foster multiple affective outcomes simultaneously. Novelty/Originality of this study: The novelty of this study lies in the simultaneous examination of mathematics learning motivation and interest using MANOVA while positioning student engagement as the conceptual mechanism underlying PBL effectiveness. The findings provide empirical support for implementing PBL as a student-centered approach to strengthen affective outcomes in mathematics education and offer a foundation for future studies using Structural Equation Modeling (SEM) to examine the underlying mechanisms.
Co-Authors Anil Hakim Syofra Anil ASRIDAH WARNI TANJUNG Budi Susetyo Cut Italina Gunawan Ismail Hidayatulloh, Faisol Irma Irma Maulina, Suci Mirunnisa, Mirunnisa Muhsin Nina Zakiah Nurina Happy Raisna Raisna Rimun Wibowo Sahul Sidik Saihul Atho Alaul Huda Sri Rafiqoh Sukma Laksita Rahma Syamsiar, Syamsiar Syarifah Sofiah Dwikorawati Taufiq Taufiq Usep Saripudin Veta Lidya Delimah Pasaribu Zuhri Zuhri Zuhri Zulfa Razi