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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Edukasi Matematika dan Sains Al-Jabar : Jurnal Pendidikan Matematika AL ISHLAH Jurnal Pendidikan Indonesian Journal of Science and Mathematics Education JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu JETL (Journal Of Education, Teaching and Learning) Global Conference Index Jurnal Perspektif Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) Jurnal Nuansa Akademik: Jurnal Pembangunan Masyarakat Jurnal Basicedu Jurnal Edukasi dan Penelitian Matematika Jurnal Infinity Mathematics Education Journal
Yerizon Yerizon
Fakultas Ilmu Pendidikan UNP
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Problem-based learning on trigonometry topic: Independent curriculum teaching module Wati, Linda; Yerizon, Yerizon
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i1.21972

Abstract

Background: Students often struggle to understand trigonometry. In this context, problem-based learning emerges as an innovative approach that can enhance students' problem-solving abilities through contextual problem-solving. Therefore, the development of an independent curriculum teaching module based on PBL is necessary to improve the quality of learning.Aim: The aim of this research is to develop a valid independent curriculum teaching module based on problem-based learning for trigonometry topics.Method: This research employs the Plomp development model to create the trigonometry teaching module. The module was validated by five experts, consisting of three mathematics experts, one language expert, and one graphic design expert. Validation was conducted using a pre-tested validation sheet. The validation results were analyzed and averaged to determine their alignment with validity criteria.Result: Based on the validation results, it was found that the developed teaching module as a whole achieved an average score of 3.63, meeting the very valid criteria for each assessed aspect.Conclusion: The independent curriculum teaching module based on problem-based learning for trigonometry topics is valid for use in mathematics education. This research indicates that the module can enhance the quality of learning and students' mathematical problem-solving skills. Future studies are recommended to test the effectiveness of this module in a broader context and with students of varying ability levels.
Development of blended learning media on similarity and congruence topics Ismet, Ismet; Yerizon, Yerizon; Fauzan, Ahmad; Asmar, Ali
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i2.23484

Abstract

Background:  The integration of technology in education has become increasingly important in enhancing student engagement. Mathematics, as a foundational subject, often requires innovative approaches to improve students' problem-solving skills and conceptual understanding. Blended learning combines traditional and digital methods, offering a flexible and effective solution for teaching complex mathematical topics.Aim: This research aims to develop valid, practical, and effective learning media for teaching the topics of similarity and congruence, enabling students to better understand these mathematical concepts. The media is designed based on the Blended Learning approach.Method: The development process follows the Plomp model, which consists of three stages: (1) the initial investigation stage to identify needs and context, (2) the product development stage where the media is designed and refined, and (3) the assessment stage to evaluate its validity, practicality, and effectiveness.Results: The developed learning media was validated with a validity score of 86.99, categorized as very valid. It also achieved a practicality score of 87.01, indicating it is very practical, and an effectiveness score of 83.33, categorized as effective.Conclusion: Blended Learning-based media for teaching similarity and congruence is a valid, practical, and effective tool that can enhance students' understanding of the topics.
Analysis of students' critical thinking skills in solving mathematics problems in terms of students' initial ability Harahap, Adek Nilasari; Bentri, Alwen; Musdi, Edwin; Yerizon, Yerizon; Armiati, Armiati
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i1.18014

Abstract

This study aimed to analyze the effect of initial mathematics ability on the critical thinking ability of seventh-grade students of SMP Negeri 8 Padangsidimpuan in solving mathematics problems. Using a qualitative descriptive method, this study involved six students from class VII-D who were selected based on the initial ability test, which was categorized into high, medium, and low. The analysis focuses on four aspects of critical thinking: interpretation, analysis, evaluation, and inference. Based on the data obtained through critical thinking tests and interviews, the results showed significant variations in critical thinking ability according to students' initial ability levels. Students with high initial ability showed full mastery of all four critical thinking indicators, while students with moderate ability achieved two indicators, and students with low initial ability did not fulfil the critical thinking indicators. These results indicate that initial math ability significantly affects student's critical thinking skills in the context of mathematical problem-solving. The implications of this study provide important insights for developing educational strategies that target improving critical thinking skills, taking into account students' initial mathematical abilities.
An Analysis of Mathematical Problem-Solving Skills of Junior High School Students Gunawan, Rilla Gina; Mudjiran, Mudjiran; Suherman, Suherman; Yerizon, Yerizon; Musdi, Edwin; Armiati, Armiati; Rozika, Eri
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v6i3.18062

Abstract

This study examines the level of mathematical problem-solving abilities among students, specifically focusing on contextual problems related to plane geometry. A qualitative method with a descriptive approach was employed, involving data reduction, data presentation, and conclusion drawing. Problem-solving abilities were measured using a test comprising two questions. The results indicate a low level of proficiency among students of Public Junior High School 10 in Sungai Penuh City, with an average score of 22.28 and a success rate of 15.23%. These findings underscore the need for enhancing students' problem-solving skills. The critical role of teachers in the learning process and the use of effective learning media are anticipated to significantly improve students' abilities. For future research, it is recommended to conduct a deeper analysis of factors influencing these low problem-solving skills, such as curriculum, teaching methods, and the student's learning environment, and to test educational interventions that could enhance problem-solving skills.
Co-Authors Afniati, Ilhami Ahmad Fauzan Alimatu Saqdiah Armiati Armiati Armiati Arnellis, Arnellis Asmar, Ali Asrar, Astari Benti Yulius, Benti Cholis Sa’dijah Daharnis Daharnis Desyandri Desyandri Dewantari, Juitama Dewi Murni Dwina, Fitrani Edwin Musdi Elwijaya, Fadiah Fitria, Yanti Fridgo Tasman Ginting, Metamya Aisy Gunawan, Rilla Gina Hafizatunnisa, Hafizatunnisa Harahap, Adek Nilasari Haswenova, Fadhilah Herlina, Feni Hevardani, Kelly Angelly Hidayah, Irma Rachmah Hrp, Diah Maya Fitrih I Made Arnawa Irwan Irwan Irwan Irwan Ismet Ismet, Ismet Jamaan, Elita Zusti Khairunnisa, Nurul Maulina Lathiful Anwar Leni, Nofri Linda Wati Meisa Kurnia Mudjiran Muthia Rahmi, Muthia Nazarlin, Nazarlin Nisa, Sahrun Nurhadi, Muhammad Nurhizrah Gistituati Nurvitasari, Septia Permana, Dony PS, Muktabar Annurul Purwoko, Agus PUTRI WAHYUNI Rozika, Eri Sakinah, Hanifatus Sari, Shinta Sari, Tita Purnama Shalina, Ella Tirta Sifa, Friska Falah Sri Novia Martin Suherman, Suherman Sumarwati Suske, Ihksan Apria Syaputra, Hamdani Syarifuddin, Hendra Syarifuddin, Hendra Umi, Faridatul Wandila, Sephia Widya Novita Sari Yarman Yarman, Yarman Yolanda, Rendy Novri Yulyanti Harisman Yustianingsih, Rizza Zafirah, Afifah