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All Journal Eduma : Mathematics Education Learning and Teaching Holistik: Journal For Islamic Social Sciences Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal on Education Community Development Journal: Jurnal Pengabdian Masyarakat JOURNAL SCIENTIFIC OF MANDALIKA (JSM) Nama jurnal : International Journal of Education and Humanities Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Journal Neosantara Hybrid Learning Tashdiq: Jurnal Kajian Agama dan Dakwah
Reza Oktiana Akbar
IAIN Syekh Nurjati Cirebon
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Journal : Journal on Education

 1 
Analisis Dampak Instrumen Asesmen Tidak Mengakomodasi Perbedaan Gaya Belajar Siswa Dalam Pembelajaran Matematika Reza Oktiana Akbar; Triana Citra Lestari; Budi Manfaat
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6816

Abstract

Abstract This research aims to analyze the impact of implementing assessments that do not consider differences in student learning styles in mathematics learning. The method used is an experiment with a quasi-experimental design. Students in two different class groups were randomly selected. The experimental group received an assessment that took learning style into account, while the control group received an assessment without considering this. The results of data analysis show that the learning outcomes of students who do not receive learning style-based assessments are not as optimal as those of students who receive learning style-based assessments (p < 0.05). These findings highlight the importance of considering students' learning styles in the assessment process to improve the effectiveness of mathematics learning. Analysis of questionnaires related to student perceptions of learning style-based assessments shows varying results. The overall indicator scores show variation in students' perceptions of mathematics assessments, with a fairly wide range of scores. Most students feel motivated to learn by implementing learning style-based assessments in mathematics assessments. However, some students experience limitations in developing their potential with learning style-based assessments. These findings provide valuable insight into diverse student perspectives on the use of learning style-based assessments in mathematics learning contexts.
Analisis Butir Soal Pekan Ulangan Harian pada Materi Persamaan Kuadrat di SMPN 1 Astanajapura Reza Oktiana Akbar; Edi Prio Baskoro; Agus Ibrahim
Journal on Education Vol. 7 No. 2 (2025): Journal on Education: Volume 7 Nomor 2 Tahun 2025 In Progress (Januari-Februari
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.8192

Abstract

The aim of this research is to determine the content validity, construct validity, reliability, difficulty level, discriminating power, and the effectiveness of distractors of the weekly test questions for SMPN 1 Astanajapura. These questions were independently created by the teachers of SMPN 1 Astanajapura and have not been previously tested or analyzed. The population or subjects of this study are ninth-grade students, selected using purposive sampling, meaning not all ninth-grade students were used as samples, only 3 out of 8 classes were chosen as samples. Data collection in this research employed documentation and interview methods. The analysis results show good content validity and construct validity. The reliability value is 0.88 with a confidence level of 0.60. The distribution proportion of difficulty levels is easy and moderate, with 70% being easy and 30% moderate. As for the discriminating power of the questions, 70% were categorized as sufficient, and 30% as good. The effectiveness of the distractors needs improvement to be used effectively.
Co-Authors ade sudjana Agus Ibrahim Amalia, Gina Arif Muchyidin Budi Manfaat Bukhari, Salman cuyatno cuyatno cuyatno Edi Prio Baskoro Iim Siti Aminah Ika Susanti Indah Nursuprianah Lilis Kurniawati Muhamad Ali Misri Ninik Nursa’idah Sutarna Nisa Triyatul Fitri rachmawati tsoraya sipendi supendi Siti Jamilah Suryadi Suryadi Taher, Andre Mad toto syatori nasehuddien Triana Citra Lestari