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All Journal Jurnal Gantang INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE)
Risnawati Risnawati
Universitas Islam Negeri Sultan Syarif Kasim
Religion Education Mathematics Social Sciences

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Pengaruh Pembelajaran Model Creative Problem Solving (CPS) terhadap Kemampuan Berpikir Kritis ditinjau dari Kemampuan Awal Matematis Siswa Sekolah Menengah Atas Erdawati Nurdin; Desti Daragita Nayan; Risnawati Risnawati
Jurnal Gantang Vol 5 No 1 (2020): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (551.162 KB) | DOI: 10.31629/jg.v5i1.2151

Abstract

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya perbedaan kemampuan berpikir kritis siswa yang mengikuti pembelajaran model Creative Problem Solving (CPS) jika ditinjau dari kemampuan awal matematis siswa. Desain yang digunakan pada penelitian kuasi eksperimen adalah the non-equivalent posttest only control group design. Populasi pada penelitian ini adalah siswa SMA N Plus Pekanbaru. Sampel pada penelitian ini dipilih secara purposif. Sampel dalam penelitian ini adalah kelas XI MS 1 sebagai kelompok eksperimen dan kelas XI MS 2 sebagai kelompok kontrol. Berdasarkan analisis data menggunakan uji anova dua arah diperoleh kesimpulan bahwa: (1) Terdapat perbedaan kemampuan berpikir kritis siswa yang belajar menggunakan pembelajaran model Creative Problem Solving (CPS) dengan siswa yang belajar menggunakan pembelajaran konvensional, (2) Terdapat perbedaan kemampuan berpikir kritis siswa yang mengikuti pembelajaran model Creative Problem Solving (CPS) dengan siswa yang mengikuti pembelajaran konvensional, jika ditinjau dari kemampuan awal matematis siswa, (3) Tidak terdapat pengaruh interaksi antara model pembelajaran yang ditinjau dari kemampuan awal matematis terhadap kemampuan berpikir kritis siswa. Dalam hal ini model Creative Problem Solving (CPS) baik digunakan pada siswa yang memiliki kemampuan awal matematis tinggi dan sedang.
The Influence of Islamic Spiritual Mindfulness on Social Emotional Maturity of Students at SMPN 9 Mandau Nunung Masruroh; Risnawati Risnawati; M. Fikri Hamdani
Indonesian Journal of Social Science Education (IJSSE) Vol 7, No 1 (2025): January
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v7i1.6808

Abstract

Emotional-social maturity is a crucial aspect of adolescent development, playing a significant role in shaping positive character and the ability to face challenges. This study focuses on adolescents aged 13–15 years, a transitional period marked by complex emotional and social dynamics influenced by internal factors such as hormonal changes and external factors including evolving relationships and societal demands. Emotional-sosial maturity, characterized by the ability to adapt to one's environment, manage emotions, and accomplish developmental tasks, is essential for academic success and social interaction. However, challenges such as emotional instability, social conflicts, and low self-efficacy often hinder this development.  This research explores the influence of Islamic spiritual mindfulness on emotional-social maturity among students in the context of Islamic Religious Education (PAI) at SMPN 9 Mandau. Mindfulness, rooted in the Islamic concept of *muraqabah*, emphasizes awareness of Allah’s constant presence, fostering self-control, gratitude, and emotional regulation. By incorporating mindfulness practices into PAI lessons, educators aim to enhance students' ability to manage emotions, reduce stress, and develop meaningful sosial interactions.   Using a quantitative approach, this study investigates the correlation between Islamic spiritual mindfulness and emotional-social maturity. Prior studies indicate that heightened mindfulness contributes to improved emotional intelligence, reduced psychological distress, and better self-management skills. The findings are expected to provide strategic insights into integrating mindfulness into education, supporting students' holistic development, and addressing challenges in emotional-social growth effectively.
Co-Authors Desti Daragita Nayan Erdawati Nurdin M. Fikri Hamdani Nunung Masruroh