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Husni Sabil

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Self-Efficiacy Siswa dalam Pembelajaran Matematika Riri Ramadhani Fitri; Keysha Aurelia; Alya Devita Putri; Fathir Aziva Azra; Novferma Novferma; Husni Sabil
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1449

Self-efficacy is an affective aspect that plays an important role in mathematics learning because it influences students' confidence in their ability to understand material, complete assignments, face learning difficulties, and achieve optimal learning outcomes. A good level of self-efficacy can encourage students to be more active, diligent, and confident during the learning process. However, differences in the level of self-confidence between students remain a factor that influences success in learning mathematics. This study aims to describe students' levels of self-efficacy in mathematics learning. The study used a descriptive quantitative method with 27 students as research subjects. The instrument used was a self-efficacy questionnaire consisting of 25 statements using a Likert scale with answer options: Very Appropriate (SS), Appropriate (S), Undecided (R), Not Appropriate (TS), and Very Not Appropriate (STS). The instrument was compiled based on six indicators, namely confidence in understanding mathematics material, confidence in completing assignments or problems, persistence in facing learning difficulties, confidence in asking questions and discussing, confidence in achieving good learning outcomes, and the ability to find solutions when experiencing difficulties in learning mathematics. Data were collected through questionnaires and analyzed using descriptive analysis based on the category of self-efficacy level. The results showed that 6 students (22.2%) were in the very high category, 16 students (59.3%) in the high category, and 5 students (18.5%) in the moderate category. These findings indicate that students generally have a high level of self-efficacy in learning mathematics. The implication of this research is the need for learning strategies that can maintain and increase student confidence and engagement in the mathematics learning process.

Analysis of Mathematical Misconceptions and Creative Thinking Skills among Seventh Grade Junior High Students Dini Khirani; Zulfa Alya Nabilah Asha; Nazura Pretty Wafirah; Wita Tri Andini; Novferma Novferma; Husni Sabil
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1447

This study aims to analyze the misconceptions experienced by seventh-grade students at SMP N 7 Muaro Jambi in learning mathematics, particularly on fractions, and to assess their mathematical creative thinking skills. The study employed a descriptive mixed-method approach using an essay test consisting of ten questions based on the Merdeka Curriculum. The participants were 30 seventh-grade students. The variables measured included four indicators of mathematical creative thinking skills: fluency, flexibility, originality, and elaboration. The data were analyzed descriptively to identify students’ levels of creative thinking skills and the types of misconceptions they experienced. The results showed that the average score of students’ mathematical creative thinking skills was 26.33, with the following distribution: 10% very creative, 3.33% creative, 3.33% fairly creative, 3.33% less creative, and 80% not creative. The most common misconceptions were found in addition and subtraction of fractions with different denominators and in converting mixed fractions into improper fractions. These findings indicate that most students still have difficulties understanding fundamental fraction concepts and applying creative problem-solving strategies. Therefore, mathematics instruction should emphasize conceptual understanding, provide varied learning activities, and encourage the continuous development of students’ mathematical creative thinking skills.

The Influence of the Application of the Science Technology Society Approach on Students' Science Process Skills in Science Learning Asrial Asrial; Syahrial Syahrial; Husni Sabil; Ahmad Mansur Nawahdani; Miftahul Zannah Azzahra; Rezwanul Alam
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.1235

Purpose of the study: This study aims to analyze the influence of the Science Technology Society (STS) approach on improving students’ science process skills in science learning. The focus is to evaluate the impact of STS in improving skills such as observation, classification, interpretation, and communication of scientific findings. Methodology: This study used a quasi-experimental design with a pretest-posttest control group design. This study involved quantitative data analysis using t-test and N-Gain Score. Participants were students from selected junior high schools. The tools used included pretest and posttest instruments, along with an observation checklist. Main Findings: The study found a significant increase in science process skills in the experimental group using the STS approach. The experimental group had a higher mean posttest score (18.00) compared to the control group (17.00). The N-Gain score for the experimental group (0.53) was also significantly higher than the control group (0.25). Novelty/Originality of this study: This study introduces the systematic application of the STS approach to improve students’ science process skills. It offers new insights into how STS integration can create more engaging, relevant, and effective learning experiences. It contributes to the ongoing development of innovative context-based science education strategies.

Designing Innovative Evaluation Instruments for Elementary Teacher Professional Education: A Learning Condition Theory Approach Syahrial Syahrial; Asrial Asrial; Husni Sabil; Rahmi Rahmi; Miftahul Zannah Azzahra; Ahmad Mansur Nawahdani
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1225

Purpose of the study: This study aims to develop a valid, reliable, and culturally relevant evaluation instrument for assessing the pedagogical competencies of teacher candidates in the Professional Teacher Education Program (PPG) at the elementary school level, based on the Condition of Learning theory. Methodology: The study employed a quantitative approach with validation by six experts and field testing involving 100 teacher candidates. Data analysis included Cronbach's Alpha for reliability measurement. The instrument design adhered to Condition of Learning principles, integrating cultural relevance and pedagogical evaluation. Main Findings: Validation scores ranged from 4.3 to 5.0 across aspects, with a reliability score of 0.72 (Cronbach's Alpha). Evaluation results showed mean scores of 85.05 for cognitive, 80.07 for affective, and 81.14 for psychomotor competencies, indicating strong preparedness among teacher candidates. Novelty/Originality of this study: This study integrates Condition of Learning principles with cultural elements, creating a comprehensive evaluation instrument that reflects Indonesia's educational context. It provides a significant tool for improving pedagogical assessments and aligns evaluation with local values and national education standards. This research has an impact on the creation of more effective and relevant evaluation instruments, so that it can improve the quality of professional education of elementary school teachers through the application of learning conditions theory.

An Analysis of Students’ Creative Thinking Errors in Solving Polyhedra Problems Erma Jumariah; Husni Sabil; Ranisa Junita
Jurnal Pendidikan Matematika (JPM) Vol 11 No 2 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i2.24683

Creative thinking skills are important in mathematics learning, especially in geometry, which requires students to generate ideas, choose alternative strategies, and construct flexible representations of spatial figures. However, students' creative abilities in polyhedra are still relatively low. This study aims to describe junior high school students' creative thinking errors in solving problems on flat-sided spatial figures based on indicators of fluency, flexibility, and originality. This study employed a qualitative descriptive approach. Initially, 35 ninth-grade students completed a creative thinking test on polyhedra problems, and three ninth-grade students who exhibited the highest number of errors were selected through purposive sampling for in-depth analysis. The research instrument was a creative thinking skill essay test with open-ended questions about polyhedra. The results showed that students' creative thinking abilities were in the low category, with fluency scores of 38%, flexibility scores of 32.5%, and originality scores of 21.7%. Qualitatively, students tended to produce similar container shapes, explored few variations in shape, and showed few truly new ideas. Students made mistakes in providing ideas, incorrectly converted information into solid elements, and wrote answers that could not be realized as three dimensional solids. Overall, the study concludes that students’ creative thinking skills in solving polyhedra problems still require enhancement through learning strategies that promote idea exploration and foster a deeper understanding of polyhedral concepts.

PERSEPSI SISWA TERHADAP PENERAPAN PROBLEM BASED LEARNING BERBASIS ETNOMATEMATIKA PADA MATERI SPLDV Susanti, Dwi; Sabil, Husni; Arisha, Bella
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2548

Problem Based Learning is a learning model that focuses on contextual problem solving to help students understand concepts in a more meaningful way. In its implementation, PBL can be combined with ethnomathematics by linking learning materials to cultural contexts, so that the problems presented become closer to students’ experiences. This study aims to examine students’ perceptions and identify the factors that influence them in the SPLDV material. This study uses a qualitative approach with 30 eighth-grade students of SMP Negeri 22 Sarolangun as the subjects. Data were collected through questionnaires, interviews, and observations. The results of the study show that students’ perceptions of learning are in the high, medium, and low categories based on the questionnaire results. This shows that students’ perceptions vary among individuals. Learning that is linked to cultural contexts can help students’ understanding and increase their interest and engagement, but it has not been felt evenly by all students. These perceptions are influenced by internal factors, such as attention, motivation, experience and prior knowledge, attitudes, and self-confidence, as well as external factors which include the characteristics of learning and the social, cultural, and physical environment. Thus, students’ perceptions are formed through the interaction of various factors in learning experiences

ANALISIS TINGKAT KECEMASAN SISWA DALAM PEMBELAJARAN MATEMATIKA BERDASARKAN HASIL SURVEI PADA SISWA SMP NEGERI 12 KOTA JAMBI Indah Nuriyana; Adroki Hidyan; Sophi Sabrina; Adrian Maulana Sidiq; Nofverma; Husni Sabil
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.15900

This study aims to determine and analyze the level of student anxiety in mathematics learning at SMP Negeri 12 Kota Jambi. Mathematics anxiety is an affective barrier that often interferes with students' cognitive processing during the learning process. This research employs a quantitative descriptive survey method. The research respondents consisted of 21 junior high school students selected using purposive sampling. Data were collected using a mathematics anxiety questionnaire instrument consisting of 25 statement items measured on a Likert scale. The results showed that the total actual score obtained was 1,623 out of a maximum ideal score of 2,625. Based on the percentage index calculation, a value of 61.83% was obtained. Therefore, it can be concluded that the level of anxiety in learning mathematics among students of SMP Negeri 12 Kota Jambi is in the "Moderate" category. These results indicate that although students do not experience extreme mental blocks, they still have emotional tension and worry when facing mathematical tasks and evaluations, which requires dynamic and humanistic pedagogical intervention from mathematics teachers.

Co-Authors Adrian Maulana Sidiq Adriyan Ardi Rahman Adroki Hidyan Ahmad Mansur Nawahdani Ahmad Mansur Nawahdani Ahmad Mansur Nawahdani Ahmad Mansur Nawahdani Alya Devita Putri Annisa Dhita Syahrial Asrial Asrial Asrial Asrial A Azzahra, Miftahul Zannah Bella Arisha, Bella Bob Widodi Bob Widodi Chintia Putri Wulandari Cox, Robyn Damayanti, Latipia Destrinelli Destrinelli Dewi Iriani Dewi Iriani Dini Khirani Dwi Agus Kurniawan Dwi Susanti Elza Triani Elza Triani Emmitt, Marie Erma Jumariah Fathir Aziva Azra Fhadira Insani Putri Fidella Justine Mulyadi Fitri, Daniati Harizon Harizon Hidayat, Ayu Wahyuni Ilham Falani Indah Nuriyana Jefri Marzal Junita, Ranisa Juwita Saputri Kamid, Kamid Keysha Aurelia Khalid, M. Hafiz Kiska, Nurul Kiska, Nurul Delima Kurniawan, Dwi Agus Laily, L4ily Latifa Rahdiani Sari Luthfiah, Qonita Masyunita Siregar Miftahul Zannah Azzahra Miftahul Zannah Azzahra Muhammad Iqbal Mujahidawati Mujahidawati Mujahidawati, Mujahidawati Mulyadi, Fidella Justine Nawahdani, Ahmad Mansur Nazura Pretty Wafirah Nizlel Huda Nofverma novferma, novferma Nurul Delima Kiska Nyirahabimana, Pascasie Oktaviani, Dika Pascasie Nyirahabimana Perdana, Rahmat Putri Fadillah Rachmawati, Ira Rahman, Adriyan Ardi Rahmat Perdana Rahmat Perdana Rahmat Perdana rahmat perdana Rahmat Perdana Rahmi Rahmi Rahmi Rahmi Rahmi Rahmi Rezwanul Alam Riri Ramadhani Fitri Rivani, Putri Ayu Rizka Octavia Sandra Rizki Alfiana Robiansah, Muhammad Andika Romundza, Febbry roy andre ferdinan Ryan, Josephine S.Pd. M Kes I Ketut Sudiana . Sabila Eka Septi Sela Michella O. U. Simanjuntak Silfiani Indri Silvia, Ninda Simatupang, Gugun M Siti Rohana Sofnidar - Sophi Sabrina Sri Muslimatul Husna Sri Winarni Sridiasih, Imelda Nur Isnaini Syahrial SYAHRIAL SYAHRIAL Syahrial, Syahrial Syaiful . TRIANI, ELZA Ubaidillah Ubaidillah Umam, M Afifuddin Khotibul vini, Vini Wardi Syafmen Wardi Syafmen Wardi Syafmen Widodi, Bob Widodo, Rido Ilham Wita Tri Andini Zulfa Alya Nabilah Asha Zulkhi, Muhammad Dewa

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