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<![CDATA[IMPLEMENTASI SCIENTIFIC APPROACH KURIKULUM 2013 MELALUI LESSON STUDY DI MTS AL. HADI TAMBUN PENGADANG ]]>
<![CDATA[Nurhardiani, Nurhardiani]]>
<![CDATA[ TRANSFORMASI Vol 10, No 2 (2014): Desember ]]>
Publisher : <![CDATA[LP2M IAIN Mataram ]]>
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<![CDATA[Abstrak: Istilah pendekatan ilmiah atau scientific approach pada pelaksanaan pembelajaran menjadi bahan pembahasan yang menarik perhatian para pendidik akhir-akhir ini. Scientific approach menjadi penting untuk dibahas karena produk pendidikan dasar dan menengah belum menghasilkan lulusan yang mampu berpikir kritis setara dengan kemampuan anak-anak bangsa lain. Pendekatan pembelajaran ilmiah (scientific teaching) merupakan bagian dari pendekatan pedagogis pada pelaksanaan pembelajaran dalam kelas yang melandasi penerapan metode ilmiah. Lesson study merupakan kegiatan menciptakan suatu yang unik, asli, atau suatu pelajaran yang belum pernah ada sebelumnya, meskipun para guru sebelumnya telah mempersiapkan suatu materi pelajaran secara rinci sebagai bagian dari proses Lesson study, dan merencanakan tema untuk pelajaran. Lesson Study merupakan sebuah kegiatan pembinaan profesi pendidik secara kolaboratif-kolektif dan berkesinambungan berlandaskan prinsip-prinsip kolegalitas dan mutual learning untuk membangun kelompok belajar pembelajaran, guna memperbaiki dan menyempurnakan praktek mengajar guru di dalam kelas]]>
<![CDATA[PENGGUNAAN ALAT PERAGA LINGKAR SANTRI (LINGKARAN SATUAN TRIGONOMETRI) DALAM MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA ]]>
<![CDATA[Misnawati]]>;
<![CDATA[Nurhardiani]]>;
<![CDATA[Erpin Evendi]]>
<![CDATA[ Jurnal Riset Intervensi Pendidikan (JRIP) Vol 1 No 1 (2019): Januari ]]>
Publisher : <![CDATA[Pusat Penelitian dan Pengembangan Rekarta Mataram ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah penggunaan alat peraga lingkar santri (lingkaran satuan trigonometri) dapat meningkatkan pemahaman konsep matematika siswa. Subjek penelitian ini adalah siswa kelas X SMA Islam Uswatun Hasanah. Adapun instrumen penelitian yaitu tes yang dibuat sesuai dengan indikator pemahaman konsep, lembar observasi berupa lembar aktivitas guru dan aktivitas siswa, uji validitas instrumen dan uji reliabilitas instrumen. Teknik pengambilan sampel yaitu menggunakan teknik Sampling jenuh. Dalam penelitian ini kelas X IBB dijadikan sebagai kelas eksperimen dan kelas X MIPA dijadikan sebagai kelas kontrol. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian eksperimen dengan pendekatan kuantitatif dengan desain penelitian jenis Posttes-Only Control Design. Teknik analisis data menggunakan uji-t Pooled Varians yang sebelumnya dilakukan uji prasyarat yaitu uji normalitas dan uji homogenitas. Hasil penelitian menunjukkan bahwa pengunaan alat peraga lingkar santri (Lingkar Satuan Trigonometri) dapat meningkatkan pemahaman konsep matematika siswa.]]>
<![CDATA[Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework ]]>
<![CDATA[Indira Puteri Kinasih]]>;
<![CDATA[Nur Hardiani]]>
<![CDATA[ Jurnal Pendidikan Matematika Vol 14, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sriwijaya ]]>
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DOI: 10.22342/jpm.14.2.6647.183-198
<![CDATA[The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.]]>
<![CDATA[IDENTIFIKASI KEMAMPUAN BERPIKIR FORMAL SISWA SMA DALAM MENYELESAIKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF ]]>
<![CDATA[Muhammad Syawahid]]>;
<![CDATA[Nurhardiani Nurhardiani]]>
<![CDATA[ Suska Journal of mathematics Education Vol 4, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/sjme.v4i1.4080
<![CDATA[Abstrak: Tujuan penelitian ini untuk mengidentifikasi berpikir formal siswa SMA kelas X dalam menyelesaikan masalah matematika ditinjau dari gaya kognitif field independent dan field dependent. Siswa diminta untuk mengerjakan tes GEFT dan soal kemampuan matematika kemudian diwawancarai. Indikator yang digunakan untuk mengukur kemampuan berpikir formal adalah: (1) mampu memberikan alasan disetiap langkah yang dilakukan hingga memperoleh kesimpulan dengan benar, (2) mampu memberikan alasan disetiap langkah yang dilakukan hingga memperoleh kesimpulan kurang tepat atau terdapat kesalahan, (3) tidak dapat memberikan alasan disetiap langkah yang dilakukan. Dari hasil penelitian, diperoleh dari 66 siswa yang diberikan tes GEFT, terdapat 30 siswa dengan gaya kognitif field independent dan 36 siswa dengan gaya kognitif field dependent. Dari 30 siswa dengan gaya kognitif field independent diperoleh 2 siswa dengan kemampuan berpikir formal sangat baik berarti hanya 7%, 19 siswa dengan kemampuan berpikir formal baik berarti 63%, dan 9 siswa dengan kemampuan berpikir formal cukup baik berarti 30%. Sedangkan yang dari 36 siswa dengan gaya kognitif field dependent diperoleh 6 siswa dengan kemampuan berpikir formal cukup baik artinya 16% dan 30 siswa dengan kemampuan berpikir formal kurang artinya 84%. Kemampuan berpikir formal sangat baik ditunjukkan dengan kemampuan memberikan alasan disetiap langkah yang dilakukan hingga memperoleh kesimpulan yang benar pada dua soal yang diberikan. Kemampuan berpikir formal baik ditunjukkan dengan kemampuan memberikan alasan disetiap langkah yang dilakukan hingga memperoleh kesimpulan kurang tepat atau terdapat kesalahan pada salah satu soal yang diberikan. Kemampuan berpikir formal cukup baik ditunjukkan dengan kemampuan memberikan alasan disetiap langkah yang dilakukan hingga memperoleh kesimpulan kurang tepat atau terdapat kesalahan pada dua soal yang diberikan. Kemampuan berpikir formal kurang baik. ditunjukkan dengan ketidakmampuan siswa dalam memberikan alasan disetiap langkah yang diberikan.]]>
<![CDATA[Evaluation of Student Learning Outcomes on Square Materials With Problem-Based Learning Model ]]>
<![CDATA[Erpin Evendi]]>;
<![CDATA[Nur Hardiani]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 2: December 2021 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v9i2.4390
<![CDATA[Good knowledge construction is a guarantee of achieving better learning outcomes. In the context of our current study, the PBL model is implemented in the classroom and further evaluation of students' cognitive learning outcomes is carried out. Specifically, the purpose of this study is to evaluate student learning outcomes on square material in the application of the PBL model. This research is a quasi-experimental with pretest-posttest control group design. The number of research samples for each group was 25 students in a private Islamic school (equivalent to a secondary school) in Mataram, Indonesia. Data on student learning outcomes was collected using a learning outcome test instrument on square material. Descriptive and statistical analysis was carried out on student learning outcomes data, this was analyzed using the SPSS.23 tool. The results of the study show the advantages of the PBL model in improving student learning outcomes when compared to conventional learning. Finally, we recommend the use of this model in learning mathematics to improve student learning outcomes.]]>
<![CDATA[Pengaruh Gaya Belajar dan Kecerdasan Emosional Terhadap Kemampuan Pemecahan Masalah Matematika di MA Putra Al-Ishlahuddiny ]]>
<![CDATA[Gustiana, Hikmatul]]>;
<![CDATA[Hardiani, Nur]]>;
<![CDATA[Hesikumalasari, Hesikumalasari]]>
<![CDATA[ Jurnal of Math Tadris Vol 3 No 2 (2023): Journal of Math Tadris (jMt) ]]>
Publisher : <![CDATA[Mathematic Education Departement, State Islamic University of Mataram ]]>
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DOI: 10.55099/jmt.v3i2.90
<![CDATA[This research aims to determine the influence of learning style and emotional intelligence on mathematical problem solving abilities on the subject of trigonometry comparisons in the 2013 curriculum learning. Quantitative research using the Expost Facto method. The sample in this study was 91 MA Putra Al-Ishlahuddiny class X students using random sampling technique. The research instruments used were a learning styles questionnaire, an emotional intelligence questionnaire and a mathematical problem solving ability test. Based on the results of the two-way ANOVA test, the following results were obtained: (1) There was no influence of students' learning styles on mathematical problem solving abilities in trigonometry material for MA Putra Al-Ishlahuddiny students. (2) There is an influence of students' emotional intelligence on mathematical problem solving abilities in the trigonometry material of MA Putra Al-Ishlahuddiny students. (3) There is no interaction effect between learning style and students' emotional intelligence on mathematical problem solving abilities in trigonometry material for MA Putra Al-Ishlahuddiny students.]]>
<![CDATA[Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework ]]>
<![CDATA[Kinasih, Indira Puteri]]>;
<![CDATA[Hardiani, Nur]]>
<![CDATA[ Mathematics Education Journal Vol. 14 No. 2 (2020): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.]]>
<![CDATA[Penerapan Model Pembelajaran Jigsaw dengan Pendekatan Saintifik untuk Meningkatkan Pemahamana Konsep Matematis Siswa di MTs NW Lepak, Lombok Timur ]]>
<![CDATA[Lastri, Windi AD]]>;
<![CDATA[Hardiani, Nur]]>
<![CDATA[ Jurnal of Math Tadris Vol 5 No 1 (2025): Journal of Math Tadris (jMt) ]]>
Publisher : <![CDATA[Mathematic Education Departement, State Islamic University of Mataram ]]>
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DOI: 10.55099/jurmat.v5i1.199
<![CDATA[This study aims to determine the effect of the Jigsaw learning model with a scientific approach on the understanding of mathematical concepts of grade VII junior high school students of MTs NW Lepak on integer material. The type of research used is: quantitative with a posttest-only control group design. The sample was determined by the purposive sampling method. The data analysis technique in this study used the independent sample T-test with SPSS software. The results of the analysis showed that there was a significant effect of the application of the jigsaw learning model with a scientific approach on the understanding of mathematical concepts of grade VII A students of MTs NW Lepak.]]>
<![CDATA[Analogical Reasoning in Mathematical Theorems ]]>
<![CDATA[Hardiani, Nur]]>;
<![CDATA[Kristayulita, Kristayulita]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 7, No 1 (2023): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jtam.v7i1.10783
<![CDATA[Analogical reasoning is one of the most powerful tools of mathematical thinking. For example, to prove a theorem it is necessary to see similarities with the previous theorem. This study aims to classify analogies in mathematics courses and examples. This classification is based on research results. The research was conducted use qualitative research. The research subjects are 12 lecturers who teach mathematics courses and study program managers. Analogical reasoning instruments are unstructured interview guidelines and observation sheets. Interview guides and observation sheets were made to be able to reveal mathematics analogical reasoning in the Mathematics Education Study Program course. The results of the research show that there are 3 types of analogy classifications in mathematics courses, namely definition analogy, theorem-defining analogy, and theorem analogy. First, the definition of similarity in the same or different courses. Second, the similarities between definitions and theorems in the same or different courses. Third, the theorem similarities in the same or different subjects. Our classification is related to theorems and analogical properties in several courses in the curriculum of the Mathematics Education Study Program. The analogy can be applied to certain mathematical topics related to real life. Meanwhile, to analyze other aspects of reasoning through analogy needs to be studied further.]]>
<![CDATA[Profile of Student Algebraic Thinking with Polya's Problem-Solving Strategy: Study on Male Students with Field Independent Cognitive Style ]]>
<![CDATA[Hardiani, Nur]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 2 (2022): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jtam.v6i2.6915
<![CDATA[This study aims to describe the profile of students' algebraic thinking with Polya's problem solving strategy in completing a linear program conducted on male students with field independent cognitive style. This research is exploratory research with qualitative approaches. In accordance with the purpose of the study, the subject (single subject) were male student with field independent cognitive style. Single subject were screened from 119 participants (male students in grade X) at a high school in the city of Mataram, Indonesia. The criteria for determining a single subject are male students with field independent cognitive style, and having the highest math scores on linear algebra material. The research instrument consisted of the main instrument (researcher/human instrument) which interacted directly with the subject to explore the subject's algebraic thinking profile, and research aid instruments consisting of the GEFT test, mathematical ability test, linear programming tasks, and interview guidelines. Through Polya's problem solving, the students' algebraic thinking profile has been described, where the subject has represented mathematical ideas using algebraic expressions, the subject interprets algebraic expressions; the subject uses symbolic representations, formulations, and expressions of equations using algebraic conventions; and the subject can interpret the solution.]]>
