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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Mathema: Jurnal Pendidikan Matematika
Kamid Kamid
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Education Mathematics

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Meningkatkan HOTS Peserta Didik SMPN 22 Tanjab Timur Menggunakan Model Problem Based Learning: Improving HOTS of SMPN 22 Tanjab Timur Students Using Problem Based Learning Model Antrans Girindrawardana; Kamid Kamid; Nazarudin Nazarudin
Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 11 No. 2 (2022): Juli 2022
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jmpmipa.v11i2.10509

Abstract

Tujuan penelitian ini untuk meningkatkan HOTS peserta didik SMPN 22 Tanjab Timur dalam penyelesaian soal dengan menganalisa, mengevaluasi, dan mengkreasi pada materi getaran dan gelombang dengan menggunakan model problem based learning. Jenis penelitian adalah penelitian campuran dengan menggunakan desain ekplanatori. Instrumen yang digunakan adalah lembar observasi keterlaksanaan pembelajaran, Instrumen Penilaian afektif, psikomotorik dan kognitif serta respon pesert didik. Teknik analisis data yang digunakan yaitu analisis data deskriptif kualitatif dan kuantitatif, hasil penelitian menunjukkan pembelajaran dengan model problem based learning dengan tahapan sintak lebih memudahkan peserta didik dalam memahami konsep serta menganalisa dan mengevaluasi permasalahan yang dihadapi ketika pembelajaran berlangsung serta lebih meringankan pendidik dalam menyampaikan materi pembelajaran kepada peserta didik, dibandingkan dengan pembelajaran konvensional. Dilihat dari ranah afektif, kemampuan peserta didik lebih baik dalam berinteraksi dengan pendidik dan teman sebaya dan lebih memahami diri sendiri, ranah afektif mendapatkan skor rerata 3,06. Ranah psikomotorik pada pertemuan pertama skor 2,42 dan pertemuan kedua skor 2,61, Ranah penilaian kognitif dalam pembelajaran di pertemuan pertama dan kedua dengan model PBL mendapatkan skor 70,71 diatas KKM disyaratkan yaitu 70,00. Hasil pengisian angket, peserta didik merasa lebih nyaman dan termotivasi untuk belajar dengan memecahkan permasalahan yang diberikan di awal pembelajaran.
Microlearning Effectiveness in Higher Education: A Systematic Review and Meta-Analysis of Student Retention and Learning Outcomes Muhammad Jainuri; Kamid Kamid; Syaiful Syaiful; Nizlel Huda
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.517

Abstract

The proliferation of digital technologies in higher education has necessitated innovative pedagogical approaches to enhance student retention and learning outcomes. Microlearning, characterized by short, focused learning segments, has emerged as a promising strategy for addressing contemporary educational challenges. This systematic review and meta-analysis evaluates the effectiveness of microlearning interventions in higher education settings, specifically examining their impact on student retention rates and learning outcomes from 2020-2025. Following PRISMA guidelines, we comprehensively searched multiple databases, including PubMed, Scopus, Web of Science, ERIC, and IEEE Xplore. Studies were included if they examined microlearning interventions in higher education contexts with quantitative measures of student retention or learning outcomes. Quality assessment was performed using the Newcastle-Ottawa Scale and Cochrane Risk of Bias tool. Of 2,847 initially identified studies, 42 met inclusion criteria, encompassing 15,673 participants across 18 countries. Meta-analysis revealed significant positive effects of microlearning on student retention (pooled OR = 1,87; 95% CI: 1,45-2,41; p < 0,001) and learning outcomes (standardized mean difference = 0,74; 95% CI: 0,58-0,90; p < 0,001). Subgroup analyses indicated greater effectiveness in STEM subjects when combined with mobile technologies. Heterogeneity was moderate (I² = 67% for retention, I² = 71% for learning outcomes). Microlearning significantly positively affects student retention and learning outcomes in higher education. The evidence supports its implementation as an effective pedagogical strategy, particularly in statistics education and technology-enhanced learning environments. Future research should focus on long-term retention effects and optimal design principles.
Co-Authors Antrans Girindrawardana Muhammad Jainuri Nazarudin Nazarudin Nizlel Huda Syaiful Syaiful