Article Per Year (5 Year)
p-Index From 2021 - 2026
1.607
P-Index
This Author published in this journals
All Journal Jurnal Pelangi LEMMA: Letters Of Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Curricula : Journal of Teaching and Learning JPIn : Jurnal Pendidik Indonesia Curricula : Journal of Teaching and Learning Lemma: Letters of Mathematics Education Pedagogy Review Jurnal Penelitian Pendidikan Indonesia
Nofyta Arlianti, Nofyta
STKIP Muhammadiyah Sungai Penuh
Education Mathematics Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Improving geometry transformation thinking skills using student activity sheets based on discovery-contextual learning based on Van Hiele's theory Nofyta Arlianti; Kamid Kamid; Jefri Marzal; Muhammad Haris Effendi Hasibuan
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020254836

Abstract

Geometry thinking ability is the ability of students in terms of observing objects, building definitions based on the characteristics inherent in the object, recognizing the relationship between one object with other objects, and applying it in solving geometry problems. However, the ability to think geometry students are still low. This is because students are still dependent on lecturers in receiving information and learning that occurs in the classroom has not facilitated the ability to think geometry, especially geometry transformation. For this reason, a student activity sheet based on Discovery- Contextual Learning based on van hiele theory was developed which is effective in improving the geometry thinking ability of mathematics education students of STKIP Muhammadiyah Sungai Penuh. The subjects of this study were 5th semester students of mathematics education. The development model used is adapted from the Plomp model. There are three stages in this model, namely preliminary research, prototype phase, and assessment. This study focused on seeing the effectiveness of the product at the assessment stage. The assessment phase was carried out on a field test consisting of 13 students for 9 meetings. The syntax of this learning model includes: 1) Stimulation, 2) Constructivism, 3) Problem Statement, 4) Data Collection, 5) Learning Community, 6) Modeling, 7) Data Processing, 8) Verification, 9) Reflection, and 10) Authentic Assessment.
IMPROVING STUDENTS' MATHEMATICAL COMMUNICATION SKILLS AND LEARNING OUTCOMES USING GEOGEBRA- ASSISTED THINK PAIR SHARE LEARNING MODEL Nofyta Arlianti; Efriana Jon
Curricula: Journal of Teaching and Learning Vol. 9 No. 2 (2024): Curricula : Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was motivated by the observation of students' low mathematical communication skills, which consequently led to poor mathematics learning outcomes. The primary aim of this research is to investigate the enhancement of students' mathematical communication skills and learning outcomes through the implementation of the Think Pair Share (TPS) learning model, supplemented with GeoGebra software, in the context of Grade VIII students at SMP Negeri 24 Kerinci. The research employed Classroom Action Research (CAR) methodology, structured into two cycles. In the first cycle, the findings indicated an average student score improvement to 68.35 with a learning completeness rate of 65%, while the students' average mathematical communication skills were rated at 73.65. In the second cycle, there was a further increase in the average score to 77.55, with a learning completeness rate of 85%, and the students' mathematical communication skills averaged 77.1. These results demonstrate that the application of the Think Pair Share learning model, enhanced by GeoGebra, significantly improves both mathematical communication skills and overall mathematics learning outcomes for Grade VIII students at SMPN 24 Kerinci. This study underscores the effectiveness of integrating collaborative learning strategies and technological tools in enhancing students' academic performance in mathematics.
Co-Authors Al Ikhlas, Al Ikhlas Efriana Jon, Efriana Jefri Marzal Kamid, Kamid Muhammad Haris Effendi Hasibuan