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All Journal Delta: Jurnal Ilmiah Pendidikan Matematika Math Educa Journal
Fitria Mardika
UIN Imam Bonjol Padang
Education Mathematics

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EFEKTIVITAS PEMBELAJARAN KOLABORATIF DENGAN STRATEGI GOAL-FREE PROBLEMS DITINJAU DARI KEMAMPUAN TRANSFER, REASONING, DAN COGNITIVE LOAD SISWA Sity Rahmy Maulida; Endah Retnowati; Fitria Mardika; Rozi Fitriza
Math Educa Journal Vol 6, No 2 (2022)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v6i2.4564

Abstract

This research examined: (1) the effectiveness of learning through a goal-free problem strategy compared with learning through a goal-given problem strategy with regard to transfer ability, reasoning, or cognitive load; (2) the effectiveness of learning collaboratively compared with learning individually with regard to transfer ability, reasoning, or cognitive load; and (3) interaction between learning strategy (goal-free or goal-given) and setting (collaborative or Individual) in terms of transfer ability, reasoning, or cognitive load. The experiment was conducted using a 2 (setting: collaborative vs. Individual) x 2 (strategy: goal-free vs. goal-given) factorial design; posttest-only control-group. The results of the data analysis supported hypothesis that the students who learned by goal-free problems strategy led to be better in terms of near and far transfer scores than students who learned by the goal-given strategy. The goal-free problems strategy was also proved to be more effective in terms of students' reasoning in near and far transfer tests rather than the goal-given problems strategy. Collaborative learning more effectively minimizes cognitive load during acquisition and near transfer test phase than students learn individually, also effectively facilitating students in terms of the near transfer only than students in individual learning. There was a significant interaction effect between the learning setting factor and strategy factor in terms of near transfer ability and reasoning in the near transfer test. Simple effect test showed that learning collaboratively by goal-given strategy was significantly more effective in terms of near transfer ability and students’ reasoning in the near transfer test, and learning individually by goal-free strategy was significantly more effective in terms of near transfer ability and students’ reasoning in near transfer test.
Penerapan Model Pembelajaran Guided Discovery Learning Berbantuan Video Pembelajaran untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Peserta Didik Kelas VIII MTsN 4 Padang Pariaman Gusti Desmiyanti; Andi Susanto; Fitria Mardika
Delta: Jurnal Ilmiah Pendidikan Matematika Vol 11, No 2 (2023): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v11i2.2927

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemahaman konsep matematis peserta didik kelas VIII MTsN 4 Padang Pariaman. Salah satu cara yang dapat dilakukan untuk mengatasi masalah tersebut adalah dengan menggunakan model pembelajaran berbasis penemuan berbantuan video pembelajaran. Tujuan penelitian ini untuk mengetahui kemampuan pemahaman konsep matematis peserta didik kelas VIII MTsN 4 Padang Pariaman yang diajarkan dengan menggunakan model pembelajaran penemuan terbimbing berbantuan video pembelajaran lebih tinggi dari pada kemampuan pemahaman konsep matematis peserta didik yang menggunakan pembelajaran konvensional. Jenis penelitian ini adalah quasy experiment dengan rancangan randomized control group only design. Populasi penelitian adalah seluruh peserta didik kelas VIII MTsN 4 Padang Pariaman sebanyak 157 peserta didik, teknik pengambilan sampel dengan random sampling maka sampel yang terpilih adalah peserta didik kelas VIII.5 sebagai kelas eksperimen dan peserta didik kelas VIII.1 sebagai kelas kontrol. Instrumen yang digunakan berupa tes kemampuan pemahaman konsep matematis yang dianalisis dengan uji-t. Berdasarkan hasil tes yang telah dilakukan, diperoleh nilai rata-rata tes kemampuan pemahaman konsep matematis di kelas eksperimen 83,32 dan nilai rata-rata kelas kontrol 66,16. Setelah dilakukan uji hipotesis menggunakan uji-t, dengan ???? = 0,05 pada taraf kepercayaan 95% pada kemampuan pemahaman konsep matematis diperoleh ???? ℎ i ???????????? g(2,8 > ???? ???????????????????? (1,67) maka keputusannya adalah ???? 0 ditolak dan ???? 1 diterima, artinya kemampuan pemahaman konsep matematis peserta didik kelas VIII MTsN 4 Padang Pariaman dengan menggunakan model pembelajaran guided discovery learning berbantuan video pembelajaran lebih tinggi dari pada kemampuan pemahaman konsep matematis peserta didik kelas kontrol yang tidak menggunakan model pembelajaran penemuan terbimbing belajar berbantuan video pembelajaran. 
EFFECTIVENESS OF “BERHITUNG CEPAT” TRAINING ON THE FOUNDATIONAL MATHEMATICS COMPETENCE OF MADRASAH IBTIDAIYAH TEACHER’S Andi Susanto; Fitria Mardika; Ibnul Anies
Math Educa Journal Vol 10, No 1 (2026)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v10i1.13848

Abstract

This study investigates how effective rapid calculation training is in improving the basic math skills of Madrasah Ibtidaiyah (MI) teachers in West Sumatra. This research was conducted because teachers rarely use effective calculation strategies and there are no professional development programs specifically aimed at enhancing their basic math skills. A quantitative method was used with a single pretest-posttest group. The study involved 125 teachers from four Madrasah Ibtidaiyah located in West Sumatra, and 96 participants were selected using purposive sampling. Data were collected through rapid calculation tests administered before and after the training intervention. Paired-sample t-tests and the N-Gain index were used to analyze the collected data. The results showed a statistically significant improvement in participants' performance after the training, with a significance value of 0.000 (p < 0.05). In the posttest, the average score increased from 36.00 in the pretest to 67.27 in the posttest. In addition, the level of participant competence improvement is shown by an N-Gain value of 0.49. The results indicate that calculation training is effective in quickly improving the basic mathematics competence of MI teachers. These results also show that this type of training can serve as a feasible professional development program to enhance teachers' mathematics skills and improve the quality of mathematics learning in Madrasah Ibtidaiyah.
Co-Authors Andi Susanto Endah Retnowati Gusti Desmiyanti Ibnul Anies Rozi Fitriza Sity Rahmy Maulida