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<![CDATA[PENINGKATAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS V DENGAN PEMBELAJARAN KONTEKSTUAL PADA MADRASAH IBTIDAIYAH ]]>
<![CDATA[ahmad01, ahmad01]]>;
<![CDATA[Ayu Kurniawati, Kiki Riska]]>;
<![CDATA[Perwira Negara, Habib Ratu]]>
<![CDATA[ Jurnal El-Hikam Vol 14 No 1 (2021): EL-HIKAM: Jurnal Kajian Pendidikan dan Keagamaan ]]>
Publisher : <![CDATA[LP2M Institut Agama Islam Nurul Hakim ]]>
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<![CDATA[This study aims to determine the improvement of learning achievement, the obstacles experienced by teachers and how to solve problems in improving the mathematics learning achievement of fifth grade students with contextual learning at MI Nurul Yaqin Kelanjur, Montong Sapah Village, Praya Barat Daya District. This type of research is qualitative research, namely research conducted to analyze the problems obtained and then describe them so that clear information can be obtained about what is being studied. The results of this study are Contextual Learning / Contextual Teaching Learning can increase enthusiasm, motivation, understanding and student learning achievement in mathematics subjects, the problems faced during the contextual learning process are many students who bring various objects when asked to bring objects. in accordance with the material to be taught and requires a long time for the learning process. Meanwhile, the teacher's efforts in solving these problems are that the teacher must be creative when the contextual learning process is carried out]]>
<![CDATA[KORELASI KECERDASAN EMOSIONAL DENGAN PRESTASI BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[Ahmad, Ahmad]]>;
<![CDATA[Perwira Negara, Habib Ratu]]>;
<![CDATA[Ayu Kurniawati, Kiki Riska]]>
<![CDATA[ Jurnal El-Hikam Vol 14 No 2 (2021): EL-HIKAM: Jurnal Kajian Pendidikan dan Keagamaan ]]>
Publisher : <![CDATA[LP2M Institut Agama Islam Nurul Hakim ]]>
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<![CDATA[The purpose of this study is to find out the correlation between emotional intelligence and student learning achievement at MTs Nurul Yaqin Kelanjur. This type of research is expos Fakto where the data analyzed comes from existing data. This research was conducted at MTs Nurul Yaqin Kelanjur Montong Sapah Village, Praya District southwest of Central Lombok Regency. The result of this study was, the highest score of emotional intelligence equaled 95, and the lowest score was 60. As for the student's learning achievement score on math subjects obtained the highest score of 92 and the lowest score of 55. From the pre-analysis tests conducted it is known that the data obtained is normal and homogeneous. The results of hypothesis tests conducted showed that emotional intelligence has a positive and significant correlation with students' math learning achievement.]]>
<![CDATA[MENINGKATKAN PRESTASI BELAJAR MATEMATIKA SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAME TURNAMENT (TGT) ]]>
<![CDATA[Ahmad, Ahmad]]>;
<![CDATA[Perwira Negara, Habib Ratu]]>;
<![CDATA[Ayu Kurniawati, Kiki Riska]]>
<![CDATA[ Jurnal El-Hikam Vol 15 No 1 (2022): EL-HIKAM: Jurnal Kajian Pendidikan dan Keagamaan ]]>
Publisher : <![CDATA[LP2M Institut Agama Islam Nurul Hakim ]]>
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<![CDATA[The purpose of this study is to improve students' mathematics learning achievement by using a team game tournament (TGT) type of cooperative learning model. Sources of data in this study were students of class VII MTs. Darul Falah Batu Jangkih, totaling 28 people. The research method used is descriptive qualitative classroom action research. From the results of research and discussion, it can be seen that in the first cycle, students have an average value of 72.22 and a classical mastery level of 83.10%. This means that the level of student learning mastery has not been achieved in accordance with the predetermined learning mastery standards. In this cycle, the classical learning completeness did not meet the specified criteria, namely 85%. Based on the results of the second cycle analysis, the average student score was 85.10, and the classical mastery level of students was 95%. This means that student mastery is based on the level of mastery that has been determined in accordance with the provisions that have been determined. Thus, it can be concluded that the TGT type of cooperative learning model can improve student achievement. This happens because in this learning model students are given the opportunity to learn while playing, learn to discuss groups, ask questions, make conclusions, share knowledge by guiding members. the group if there are those who do not understand the material well and students are also not shy to ask questions and discuss with the teacher during the group guidance procession.]]>
<![CDATA[Kemampuan komunikasi matematis mahasiswa berdasarkan gender dan gaya kognitif ]]>
<![CDATA[Santosa, Farah Heniati]]>;
<![CDATA[Kurniawati, Kiki Riska Ayu]]>;
<![CDATA[Bahri, Samsul]]>
<![CDATA[ Jurnal of Math Tadris Vol 3 No 1 (2023): Journal of Math Tadris (jMt) ]]>
Publisher : <![CDATA[Mathematic Education Departement, State Islamic University of Mataram ]]>
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DOI: 10.55099/jmt.v3i1.75
<![CDATA[Abstract This study aims to analyze and describe students' mathematical communication skills based on gender and cognitive style. Researchers involved 97 students at one of the tertiary institutions in the city of Mataram. The instruments used consisted of a test of mathematical communication skills in the form of an essay consisting of 4 questions and a Group Embedded Figure Test (GEFT) to identify students' cognitive styles. Data analysis used two-way ANOVA. The results showed that the mathematical communication skills of female students outperformed the abilities of male students. Regular and thorough characteristics as well as better verbal skills support female students in conveying back mathematical concepts in solving problems. Differences in cognitive styles provide different mathematical communication abilities to students. Students who have a field independent cognitive style have better mathematical communication skills compared to students who have a field dependent cognitive style. Different characteristics in managing information and identifying it are aspects of cognitive style. The results of this study are expected to be one of the references in considering the internal factors that influence mathematical abilities, especially mathematical communication skills.]]>
<![CDATA[Hasil dan Motivasi Belajar Siswa Menggunakan Pembelajaran Kooperatif Tipe STAD ]]>
<![CDATA[Lalu Hasgar Simaguna]]>;
<![CDATA[Kristayulita Kristayulita]]>;
<![CDATA[Kiki Riska Ayu Kurniawati]]>
<![CDATA[ Jurnal Tadris Matematika Vol 3 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2020.3.1.67-76
<![CDATA[This research aims to determine the impact of the Student Teams Achievement Division (STAD) learning model on learning outcomes and students’ motivation for learning. This type of experimental research with quasi design methods, i.e. using design research nonequivalent control group design. The subject in this research was students from class VII at MTs Islam Selaparang Putra by sampling the VII A class as an experimental class and class VII B as the control class. The research instruments are test and questionnaires. The results of the research showed that there was an impact of the STAD type learning model towards learning outcomes and students’ motivation. The average scores of learning outcomes on students using the STAD model are higher than students taught with conventional models and the students’ motivation for learning with the STAD model is higher than those with conventional models. Implications for teachers with learning STAD model learning are more organized, so that teachers can be more optimal in the learning process. Students become more active and confident because of the help of the group members and the provision of reward at the end of learning to support motivation for students in learning.]]>
<![CDATA[Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw dan NHT Ditinjau dari Kecerdasan Interpersonal Siswa pada Pokok Bahasan Bangun Ruang Sisi Datar ]]>
<![CDATA[Kurniawati, Kiki Riska Ayu]]>;
<![CDATA[Budiyono]]>;
<![CDATA[Saputro, Dewi Retno Sari]]>
<![CDATA[ Mathematics Education Journal Vol. 11 No. 1 (2017): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[The aims ofthis research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry.The research was quasi experimental with 3×3 factorial design. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence, and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.]]>
<![CDATA[Pengaruh Penggunaan Teknologi Pembelajaran Terhadap Motivasi Belajar Matematika Siswa SMP ]]>
<![CDATA[Wikasari, Reni]]>;
<![CDATA[Negara, Habibi Ratu Perwira]]>;
<![CDATA[Kurniawati, Kiki Riska Ayu]]>;
<![CDATA[Syaharuddin, Syaharuddin]]>;
<![CDATA[Negara, Habib Ratu Perwira]]>
<![CDATA[ Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 19, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/mpp.v19i1.19029
<![CDATA[This study aims to examine the relationship between the use of learning technology and motivation for learning mathematics among junior high school students. The participants included 51 junior high school students from grades VII, VIII, and IX, who responded to a questionnaire as the research instrument. The utilization of learning technology was measured through classroom usage frequency, duration of use, and student engagement levels. Meanwhile, motivation for learning mathematics was assessed based on interest in mathematics, confidence in completing tasks, and the desire to acquire additional knowledge. The research findings indicate a positive correlation between the use of learning technology and motivation, as well as academic achievement in mathematics among students.Thus, it is recommended to integrate technology into teaching strategies to enhance students' learning enthusiasm. However, further research is necessary to better understand the influencing factors of this relationship. This study is expected to provide deeper insights for the development of effective teaching strategies aimed at improving the academic performance of junior high school students.]]>
<![CDATA[Analisis Persepsi Calon Guru Matematika Terhadap Pembelajaran Berorientasi STEM (Studi Pada Prodi Tadris Matematika UIN Mataram) ]]>
<![CDATA[Mansurah, Rakim]]>;
<![CDATA[Andriani, Parhaini]]>;
<![CDATA[Kurniawati, Kiki Riska Ayu]]>;
<![CDATA[Negara, Habib Ratu]]>
<![CDATA[ JSN : Jurnal Sains Natural Vol. 1 No. 3 (2023): Agustus ]]>
Publisher : <![CDATA[Puslitbang Sekawan Institute Nusa Tenggara ]]>
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DOI: 10.35746/jsn.v1i3.390
<![CDATA[Tujuan dari penelitian ini adalah untuk mendeskripsikan persepsi calon guru terhadap pembelajaran berorientasi STEM pada program studi Tadris Matematika. Penelitian ini menggunakan pendekatan kualitatif dengan jenis kualitatif deskriptif. Subjek penelitian sebanyak 30 orang. Selain peneliti sebagai instrument utama peneliti juga menggunakan instrumen wawancara semi terstruktur dan angket. Adapun angket yang berisi 24 pernyataan positif dan negatif. Berdasarkan hasil penelitian didapat bahwa subjek dengan kategori persepsi positif beranggapan bahwa pembelajaran STEM sangat memiliki banyak manfaat seperti meningkatkan pengetahuan, mengasah kemampuan berpikir kritis, mengasah kreatifitas dan menumbuhkan kepekaan peserta didik terhadap lingkungan disekitarnya yang bisa dirasakan oleh peserta didik serta sesuai dengan perkembangan abad ke-21. Selain itu, peserta didik juga akan lebih cepat memahami beberapa konsep matematika yang diterapkan pada proyek STEM seperti konsep geometri, kesebangunan, dan operasi hitung. Walaupun kemungkinan masalah yang muncul bisa saja terjadi akan tetapi itu semua tidak menjadi penghalang. Sedangkan menurut subjek dengan kategori persepsi negatif beranggapan bahwa walaupun pembelajaran STEM memiliki banyak manfaat akan tetapi tidak semua siswa dapat merasakan manfaatnya secara langsung. Selain itu, tidak semua peserta didik bisa langsung memahami semua konsep matematika yang diterapkan dalam proyek STEM. Seperti penerapan konsep geometri dan operasi hitung peserta didik lebih dominan memahami konsep operasi hitung di bandingkan dengan konsep geometri. Kemudian kemungkinan masalah yang muncul dalam pembelajaran STEM bisa saja dicari solusinya tetapi hanya pembelajaran STEM yang sederhana.]]>
<![CDATA[Analisis Kemampuan Spasial Matematis Ditinjau dari Perbedaan Gender Siswa Kelas VIII ]]>
<![CDATA[Ismi, Kamila]]>;
<![CDATA[Al, Kusaeri]]>;
<![CDATA[Kurniawati, Kiki Riska Ayu]]>;
<![CDATA[Negara, Habib Ratu Perwira]]>
<![CDATA[ Journal Focus Action of Research Mathematic (Factor M) Vol. 4 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil Kediri ]]>
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DOI: 10.30762/factor_m.v4i1.3327
<![CDATA[This study aims to describe the students' mathematical spatial abilities based on gender differences in the VIII grade Mathematics subject. The population in this study were eighth grade students of SMP Negeri 2 Praya. The subjects of this study were 4 students from 27 students of class VIII with the provisions of 2 male gender subjects and 2 female gender subjects who had the highest mathematical spatial ability of all students. The instruments used in this study were tests of mathematical spatial abilities and interviews. Technical data analysis is done by reducing data, presenting data, and drawing conclusions. Checking the validity of the data using triangulation techniques. The results showed that the spatial visualization ability of male subjects and female subjects had the same ability as indicated by the ability to determine the composition of an object after being manipulated in its position and shape. Meanwhile, in solving problems related to spatial orientation and spatial relations, male subjects are more dominant in using their spatial abilities than female subjects.]]>
<![CDATA[A framework for Assessing Translation among Multiple Representations ]]>
<![CDATA[Andriani, Parhaini]]>;
<![CDATA[Kurniawati, Kiki Riska Ayu]]>;
<![CDATA[Afriyani, Dona]]>
<![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.v6i2.7193
<![CDATA[Translation among multiple representations is one of the important abilities to be possessed by prospective mathematics teachers. The mathematics learning curriculum ranging from elementary to college level needs to emphasize the ability to translate mathematical ideas in a form of representation to different mathematical representation structures. Assessing of this ability is important because it can be used as a basis for developing other mathematical literacy skills. The purpose of this study is to describe the level of translation between mathematical representations of prospective mathematics teachers. A descriptive qualitative study was conducted to fourty prospective mathematics teachers in State Islamic University of Mataram. The selection of research subjects was carried out in a purposive sampling. Data were obtained from mathematical translational thinking task in the form of an assignment sheet consisting of 2 questions related to quadratic equations and task-based interviews. Data were analyzed using fixed comparison analysis, which is comparing incidents (phenomena) with the aim of classifying data. The study found five levels of translational ability between mathematical representations, which were named: level 0, level 1, level 2, level 3 and level 4. The characteristics of each level are built based on four mathematical translational thinking processes: unpacking the source of representations, coordinating initial stage, design the target representation and determine the equivalence between the source and target representations. The findings in this study could be used as a guide to develop an instrument to assess mathematical translation ability.]]>
