Articles
<![CDATA[Pengaruh Efikasi Diri terhadap Kreativitas Guru ]]>
<![CDATA[Ahmad Jauhari Hamid Ripki]]>;
<![CDATA[Nurlaelah Nurlaelah]]>;
<![CDATA[Ageng Triyono]]>
<![CDATA[ EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[LP. Ma'arif Janggan Magetan ]]>
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DOI: 10.62775/edukasia.v4i2.527
<![CDATA[The purpose of this research is to determine the influence of self-efficacy on teacher creativity in the learning process. The research used is a type of quantitative research using a causality approach. The instrument used to collect data was a questionnaire. Questionnaires were given to 210 teachers who were the research sample using a survey method with one-way analysis. The collected data was analyzed using the Pearson Product Moment (PPM) statistical test which was then used as a basis for drawing conclusions regarding the hypothesis used. The results of hypothesis testing show that self-efficacy has a direct and significant effect on teacher creativity. The self-efficacy indicator that has the most influence on teacher creativity is the Personal Skills indicator.]]>
<![CDATA[The Influence of Instagram on Fomo Syndrome (Fear of Missing Out) ]]>
<![CDATA[Ananda, Shelly Dike]]>;
<![CDATA[Khadijah, Luthfia Amira]]>;
<![CDATA[Lissa, Fransiska]]>;
<![CDATA[Triyono, Ageng]]>
<![CDATA[ APLIKATIF: Journal of Research Trends in Social Sciences and Humanities Vol. 2 No. 1 (2023): APLIKATIF: Journal of Research Trends in Social Sciences and Humanities ]]>
Publisher : <![CDATA[Lembaga Junal dan Publikasi, Universitas Muhammadiyah Buton ]]>
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DOI: 10.59110/aplikatif.v2i1.121
<![CDATA[FoMO (Fear of Missing Out) which means fear of being left behind in any case, for example the newer trends and fashions. Someone who has FoMo syndrome tends not to be himself, and it's easy to follow others. One of the reasons is the frequent access to Instagram social media. Therefore, the purpose of this study was to determine whether there is influence of Instagram social media on FoMo syndrome. This type of research is quantitative research with survey methods. The population in this study were all students of the Faculty of Communication and Multimedia, Mercu Buana University Yogyakarta class of 2021. The instruments used were a questionnaire on the use of social media and the FoMO syndrome. The data analysis used is the Pearson Product Moment correlation to determine the relationship between Instagram social media use and FoMO syndrome, and simple linear regression analysis to determine whether there is an influence of Instagram social media on FoMO syndrome. The results showed that there was a strong positive relationship between Instagram social media and student FoMO syndrome. Furthermore, there is a 60% influence between the use of social media on FoMO syndrome in college students. So that the other 40% is influenced by other variables not examined.]]>
<![CDATA[Meningkatkan Kemampuan Berpikir Siswa Kelas V dalam Menyelesaikan Soal Cerita Matematika Melalui Pendekatan Pembelajaran Problem Solving ]]>
<![CDATA[Triyono, Ageng]]>;
<![CDATA[Murdiasih, Dyan]]>
<![CDATA[ BASICA Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah INSURI Ponorogo ]]>
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DOI: 10.37680/basica.v3i1.3667
<![CDATA[Penelitian ini bertujuan untuk meningkatkan kemampuan siswa kelas V dalam menyelesaikan soal cerita matematika. Tujuan penilitian dicapai melalui Penelitian Tindakan Kelas (PTK) dengan 2 siklus. Tindakan kelas yang dimaksud berupa penerapan pendekatan problem solving pada pembelajaran operasi pecahan kelas V. Prosedur tindakan kelas pada setiap siklusnya mengadaptasi dari Kemmis & Taggart. Penelitian ini melibatkan 16 siswa kelas V SD Negeri 2 Mlaran Purworejo, 1 orang guru, 1 orang rekan sejawat, dan kepala sekolah sebagai observer. Data penelitan diambil menggunakan instumen tes dan non tes. Instrumen tes berupa tes ketuntasan hasil belajar yaitu soal cerita operasi pecahan, dan isntrumen non tes berupa Lembar Observasi Kegiatan Siswa (LOKS) dan Lembar Observasi Keterlaksanaan Pembelajaran (LOKP). Peningkatan kemampuan siswa dalam menyelesaikan soal cerita terlihat dari adanya peningkatan persentase ketuntasan hasil belajar pada setiap siklusnya. Hasil analisis data menunjukkan adanya peningkatan ketuntasan hasil belajar, yaitu ketuntasan hasil belajar siswa dari kondisi awal hanya 31,25% dengan rerata kelas sebesar 52,5 dapat meningkat setelah dilakukan tindakan pada siklus I menjadi 50% dengan rerata kelas menjadi 59,06. Selanjutnya meningkat kembali setela dilakukan tindakan pada siklus II menjadi 81,25% dengan rerata kelas mencapai 65. Adanya peningkatan persentase tersebut menunjukkan bahwa pelaksanaan tindakan kelas dalam penelitian ini telah mencapai tujuan yang ditetapkan. Jika mengacu pada Kriteria Ketuntasan Minimal (KKM) yang ditetapkan pihak sekolah yaitu sebesar 60 dan kriteria keberhasilan pembelajaran sebesar 75%, maka tingkat keberhasilan permbelajaran dengan pendekatan problem solving yang dilaksanakan oleh telah tercapai.]]>
<![CDATA[Systematic literature review: implementation of savi learning model (somatic, auditory, visual, and intellectual) to improve students' ability to understand concepts and actively learn mathematics ]]>
<![CDATA[Triyono, Ageng]]>;
<![CDATA[Fatmawati, Alfi]]>;
<![CDATA[Nuryadi, Nuryadi]]>
<![CDATA[ Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 9 No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jm.v8i2.4519
<![CDATA[Conceptual understanding and active participation are two essential elements in establishing a high-quality mathematics learning process. Unfortunately, conventional teaching methods that do not accommodate diverse learning styles often hinder the achievement of both aspects. This study aims to evaluate the effectiveness of the SAVI (Somatic, Auditory, Visual, and Intellectual) learning model through a Systematic Literature Review (SLR) approach in enhancing students' conceptual understanding and engagement. Analysis of fifteen scientific articles reveals that the implementation of the SAVI model consistently produces positive outcomes in achieving learning objectives, both in the cognitive and affective domains. This model has been proven to accommodate various student learning styles, improve classroom interaction, and deepen students’ meaningful understanding of mathematical concepts. Therefore, the SAVI learning model is recommended as an alternative strategy for designing more effective and relevant mathematics instruction.]]>
<![CDATA[Analisis Kemampuan Literasi Matematika Siswa Berdasarkan Indikator PISA dan Kemampuannya Memecahkan Masalah Deret Aritmatika ]]>
<![CDATA[Triyono, Ageng]]>;
<![CDATA[Kusuma, Arie Purwa]]>;
<![CDATA[Istiani, Dede]]>;
<![CDATA[Yusuf, Maulana]]>
<![CDATA[ Hexagon: Jurnal Ilmu dan Pendidikan Matematika Vol. 3 No. 1 (2025): April ]]>
Publisher : <![CDATA[LPPM Universitas Terbuka ]]>
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DOI: 10.33830/hexagon.v3i1.11396.
<![CDATA[Tujuan penelitian adalah untuk menganalisis kemampuan literasi matematika siswa kelas X yang didasarkan pada indikator PISA (Level 1-6) dan kemampuannya memecahkan masalah deret aritmatika. Tujuan penelitian dicapai menggunakan metode penelitian deskriptif kualitatif. Sampel terdiri dari 3 siswa yang dipilih secara cluster random sampling dari populasi siswa dalam satu kelas yang berjumlah 21 siswa. Setiap sampel mewakili kelompok siswa dengan kategori kemampuan matematika tinggi (tinggi (S1); sedang (S2), dan; rendah (S3). Data diambil menggunakan instrumen Tes Kemampuan Literasi Matematis dan melalui wawancara. Indikator untuk mengukur kemampuan literasi matematis siswa mengajc pada indikator dalam PISA. Tahapan penelitian yang dilakukan: (1) proses pembelajaran; (2) tes kemampuan literasi matematis; (3) analisis jawaban tes dan wawancara, dan; (4) analisis data dan penarikan kesimpulan. Analisis data dilakukan mengikuti prosedur dari Milles & Hubberman. Kesimpulan yang didapatkan: siswal (S1) mencapai indikator level 1-6; siswa (S2) memenuhi level 1-4, dan; siswa (S3) hanya mencapai indikator Level 1-2]]>
<![CDATA[Penerapan Pembelajaran Berbasis Masalah untuk Meningkatkan Pemahaman Siswa terhadap Konsep Dasar Probabilitas ]]>
<![CDATA[Triyono, Ageng]]>;
<![CDATA[Maruf, Abdul Hakim]]>
<![CDATA[ Jurnal Padegogik Vol 8 No 2 (2025): Jurnal Padegogik, Juli 2025 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v8i2.4054
<![CDATA[The purpose of this study was to improve the understanding of class X students towards the concept of probability. The purpose of the study was achieved using a classroom action research method whose action cycle follows the Kemmis & Taggart Model. The classroom action given was the application of a problem-based learning model for 3 cycles. The subjects involved were 12 class X students, the researcher as a teacher, 1 senior teacher as a validator of learning devices and test instruments, and 1 principal as an observer. The research data was taken using a probability concept understanding test instrument in the form of 5 descriptive questions, which were given at the end of each cycle. Learning outcome data were analyzed by calculating the average score and percentage of learning completion. Other data in the form of observer notes were taken using an observation sheet. After the classroom action was carried out, the average score of learning outcomes increased from each cycle, which increased by 33 from cycle I to cycle II, and increased again by 9 from cycle II to cycle III. The application of the problem-based learning model in this study was said to be successful because the achievement of student completion had exceeded 75%, namely in cycles II and III. Thus, the results of this study can be a recommendation for teachers who want to teach the concept of probability.]]>
<![CDATA[Diseminasi Media Pembelajaran Berbasis Flippbook untuk Mendukung Asyncrhonous Learning di SMP-SMA Bunda Kandung Jakarta ]]>
<![CDATA[Ageng Triyono]]>;
<![CDATA[Nurimani Nurimani]]>;
<![CDATA[Rusdi Hamdany Nuary]]>;
<![CDATA[Teguh Wibowo]]>
<![CDATA[ Jurnal Pengabdian UNDIKMA Vol. 3 No. 2 (2022): August ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jpu.v3i2.5555
<![CDATA[The purpose of this community service is to develop teaching materials to meet the learning needs of asynchronous learning. The teaching materials developed are in the form of electronic modules and electronic worksheets based on flipbooks. The service method carried out is in the form of a dissemination program whose stages are carried out in a hybrid manner. The service stages consist of the stage of developing teaching materials which are carried out offline and is followed by the stage of socializing and monitoring which is carried out online. The target of this service is the mathematics teacher at Bunda Kandung Middle and High School, Jakarta. The activity evaluation instrument is in the form of a questionnaire. The results of the questionnaire showed that the teacher as the party receiving the benefits stated that he was satisfied with the media developed and the media could be used as an alternative solution to the current needs of teaching materials. The results of the monitoring phase indicated that the teaching materials developed have begun to be implemented and have succeeded in meeting the needs of teaching materials needed by schools. So, it can be concluded that this activity has succeeded in achieving the expected goals.]]>
<![CDATA[The Impact of Implementing Guided Inquiry-Based Mathematics E-Worksheets Using the Blended Learning Method on Increasing Students' Critical Thinking ]]>
<![CDATA[Triyono, Ageng]]>;
<![CDATA[Kusuma, Arie Purwa]]>;
<![CDATA[Alghadari, Fiki]]>;
<![CDATA[Wibowo, Teguh]]>;
<![CDATA[Marhaeni, Nafida Hetty]]>;
<![CDATA[Adnan, Mazlini]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v7i1.1391
<![CDATA[The development of mathematics e-worksheets focused on forming critical thinking skills for class VII students is still very minimally carried out by teachers. This research is critical to test the effectiveness of guided inquiry-based e-worksheets implemented using the blended learning method in improving students' critical thinking abilities. The type of research was a quasi-experiment with a nonequivalent pretest-post-test control group design involving two subjects: the experimental group that applied guided inquiry-based e-worksheets and the control group that used other e-worksheets. Each subject group consisted of 18 students from one of the Yogyakarta boarding schools, which became the research population. Research data came from pretest and post-test results collected using critical thinking test instruments developed based on indicators from Facione (2018). Data analysis was conducted using a paired sample t-test followed by an independent sample t-test. The results of data analysis show: (1) there is a significant difference between the pretest and post-test results in the experimental group; (2) there is a significant difference between the results of students' critical thinking tests in the experimental and control groups; and (3) the difference in increasing critical thinking skills of students in the experimental group is higher than students in the control group. These results conclude that applying guided inquiry-based e-worksheets using the blended learning method is more effective than other e-worksheets when viewed from the aspect of increasing students' critical thinking abilities.]]>
<![CDATA[Analisis Kebutuhan Media untuk Meningkatkan Motivasi Belajar Matematika Kelas V Dan Mendukung Implementasi Blended Learning ]]>
<![CDATA[Zahro, Asyifa Aulia]]>;
<![CDATA[Triyono, Ageng]]>;
<![CDATA[Ma'ruf, Abdul Hakim]]>;
<![CDATA[Nurimani, Nurimani]]>
<![CDATA[ MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika Vol. 4 No. 1 (2023): MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/mathlocus.v4i1.3182
<![CDATA[Motivasi belajar matematika siswa kelas V masih rendah. Salah satu alternatif solusi yang dapat ditawarkan adalah dengan menggunakan media pembelajaran tertentu yang terintegrasi dengan proses pembelajaran saat ini. Maka penelitian ini bertujuan untuk menganalisis kebutuhan media pembelajaran yang dapat memfasilitasi peningkatan motivasi belajar matematika siswa kelas V dan dapat diintegrasika dengan model pembelajaran abad 21 yang sedang trend. Jenis penelitian deskriptif kualitatif ini ditempuh melalui observasi, wawancara, pengisian kuisioner, dan studi literatur. Data yang didapatkan dicek keabsahannya melalui wawancara ulang (follow up inteview) dengan subjek penelitan yang terlibat dan dicek reliabilitasnya dengan jalan mendiskusikan dan membandingkannya dengan data-data hasil penelitian sejenis. Data yang terkumpul selanjutnya dianalisis menggunakan metode Milles dan Huberman. Subjek penelitian terdiri dari 2 guru matematika dan 33 siswa kelas V Madrasah Ibtidaiyah. Hasil analisis kriteria media menunjukkan bahwa diperlukan media pembelajaran matematika yang dapat mendukung proses blended learning. Hasil analisis ketersediaan perangkat penunjang blended learning menunjukkan bahwa perangkat yang dimiliki sekolah dan siswa tersedia dalam jumlah yang cukup. Hasil analisis jenis media menyimpulkan terdapat 3 jenis media yang sesuai kebutuhan sekolah yaitu e-modul, e-LKPD, dan video animasi. Hasil analisis kebutuhan media berdasarkan perspektif siswa menunjukkan bahwa 94% siswa lebih menyukai media pembelajaran berupa video animasi dibandingkan media jenis lainnya. Hasil analisis jenis aplikasi video animasi menunjukkan bahwa aplikasi Powtoon dapat direkomendasikan untuk memenuhi kebutuhan pengembangan media yang sedang dibutuhkan. Maka dapat disimpulkan bahwa media yang perlu dikembangkan lebih lanjut sebagai alternatif pemecahan masalah yang dialami pihak sekolah adalah berupa video animasi berbasis aplikasi Powtoon.]]>
<![CDATA[Analisis Kemampuan Berpikir Kreatif Matematis Siswa SMP dalam Menyelesaikan Masalah Statistika ]]>
<![CDATA[Permatasari, Nisa]]>;
<![CDATA[Nuary, Rusdi Ramdany]]>;
<![CDATA[Triyono, Ageng]]>
<![CDATA[ MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika Vol. 4 No. 2 (2023): MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/mathlocus.v4i2.4241
<![CDATA[Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kreatif matematis siswa dalam menyelesaikan masalah statistika. Metode penelitian yang digunakan adalah metode penelitian kualitatif deskriptif. Sebanyak 43 siswa kelas VIII Sekolah Menengah Pertama (SMP) yang telah melaksanakan pembelajaran statistika dilibatkan sebagai subjek penelitian. Instrumen penelitian berupa tes kemampuan berpikir kreatif matematis yang telah dinyatakan valid dengan muatan indikator: (1) fluency, (2) flexibility, (3) originality, dan (4) elaboration. Pengumpulan data dilakukan melalui metode tes tertulis yang diikuti proses wawancara. Data yang terkumpul dianalisis dengan cara diinterpretasikan berdasarkan pencapaian indikator kemampuan berpikir kreatif matematis, yang selanjutnya dihitung jumlah persentase siswa yang berhasil mencapai indikator-indikator tersebut. Siswa dikatakan memiliki kemampuan berpikir kreatif matematis jika dapat mencapai keempat indikator yang digunakan. Hasil analisis data menunjukkan 83,72% siswa mencapai indikator fluency, 84,50% mencapai indikator flexibility, 63,64% mencapai indikator originality, dan 83,72% mencapai indikator elaboration.]]>
