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All Journal Journal of Mathematics Education and Application (JMEA) Journal Informatic, Education and Management (JIEM) Jurnal Jendela Pendidikan Lentera
Khairunnisak Khairunnisak
Universitas Islam Kebangsaan Indonesia
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Teori Belajar Vygotsky Pada Materi Aljabar Linier Terhadap Self-Efficacy Mahasiswa Prodi Informatika Nurul Asma; Noviyanti Noviyanti; Khairunnisak Khairunnisak
JURNAL JENDELA PENDIDIKAN Vol. 2 No. 04 (2022): Jurnal Jendela Pendidikan: Edisi November 2022
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v2i04.305

Abstract

Pembelajaran kooperatif yang diajarkan dengan menerapkan tahapan teori belajar Vygotsky dapat mengkondisikan mahasiswa pada proses berpikir teman sebaya mereka. Metode ini diharapkan tidak hanya membuat hasil belajar terbuka untuk seluruh mahasiswa, tetapi juga proses berpikir mahasiswa lain terbuka untuk seluruh mahasiswa, sehingga mampu meningkatkan self efficacy mahasiswa. Tujuan penelitian ini adalah untuk mengetahui bagaimana pengaruh teori belajar Vygotsky pada materi aljabar linier terhadap self efficacy mahasiswa prodi Informatika. Metode penelitian yang dilakukan merujuk pada desain penelitian kualitatif yang dikemukakan oleh Davison dengan menggunakan beberapa instrumen penelitian, yaitu observasi, lembar angket, tes hasil belajar, dan wawancara. Hasil penelitian menunjukkan bahwa pembelajaran tersebut berpengaruh terhadap self-efficacy mahasiswa, sehingga mereka mampu memahami matematika dengan baik, yakin dapat memahami matematika dengan berbagai tingkat kesulitan, yakin dapat mencapai target yang ditetapkan terhadap matematika, hingga tidak merasa putus asa kendatipun memperoleh nilai matematika yang kurang memuaskan.
Kemampuan Berpikir Matematis Siswa Dalam Pembelajaran Fisika Menggunakan Aplikasi Tiktok Noviyanti; Khairunnisak
Lentera : Jurnal Ilmiah Sains, Teknologi, Ekonomi, Sosial, dan Budaya Vol 7 No 3 (2023): Lentera, Agustus 2023
Publisher : LPPM Universitas Almuslim

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Abstract

Pendidikan fisika tingkatan Sekolah Menengah Awal( SMP) banyak menggunakan media sosial selaku media pendidikan, salah satunya merupakan aplikasi TikTok. Riset ini bertujuan buat mengevaluasi akibat pemakaian aplikasi TikTok dalam pendidikan fisika terhadap keahlian berpikir matematis siswa. Metode yang digunakan pengumpulan informasinya lewat sebagian tahap pendidikan fisika yang dicoba oleh siswa SMA dengan memakai perlengkapan TikTok. Informasi tersebut diperoleh lewat metode class action yang mengaitkan siswa SMP Negeri 1 Juli. Hasil penelitian menampilkan kalau pemakaian TikTok dalam pendidikan fisika bisa menginspirasi siswa buat lebih proaktif serta kreatif dalam mengasah keahlian berpikir matematisnya. Dengan aplikasi ini, siswa bisa menghubungkan konsep- konsep fisika dengan pemecahan permasalahan matematika, tingkatkan keahlian berpikir analitis, serta tingkatkan uraian terhadap modul fisika. Penemuan ini membagikan pengetahuan berharga tentang kemampuan pemakaian media sosial semacam TikTok dalam tingkatkan daya guna pendidikan fisika dengan fokus pada pengembangan keahlian berpikir matematis siswa.
Bridging Campus and Classroom: Interactive Science Media Developed by Elementary Teacher Education Students to Foster Inspiring Science Khairunnisak; Kiki Fajariani
Journal Informatic, Education and Management (JIEM) Vol 7 No 2 (2025): AUGUST
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v7i2.129

Abstract

This study aims to describe the process and impact of developing interactive science media by students of the Elementary School Teacher Education (PGSD) program in primary school science learning. A descriptive qualitative approach with a collaborative-participatory research design was employed. The research subjects consisted of sixth-semester PGSD students and fourth- and fifth-grade students of SD Negeri 8 Juli. Data were collected through observation, interviews, documentation, and students’ reflective journals, and analyzed using descriptive qualitative methods. The findings reveal that the media developed by the students - such as a solar system miniature, an electrical conductivity tester, and a science-themed board game - effectively enhanced students' engagement and understanding of science concepts. Moreover, the direct involvement of PGSD students in classroom media implementation strengthened their pedagogical and professional competencies as future teachers. Collaboration with school teachers also played a pivotal role in creating contextual, creative, and enjoyable learning experiences. These findings highlight the tangible contribution of student-developed media projects to improving the quality of science education in primary schools.
Nutritional Numeracy: An Integrated Science-Numeracy Curriculum Model to Shape Healthy Eating Behavior in Early Childhood Nurul Asma; Khairunnisak Khairunnisak; Irda Rafika
JMEA : Journal of Mathematics Education and Application Vol 5, No 3 (2026): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i3.32214

Abstract

This study developed and examined the effectiveness of Nutritional Numeracy, an integrated science-numeracy curriculum model that uses nutrition-related contexts—such as observing and classifying food groups, counting food portions, and comparing nutritional values—to build early childhood science process skills, numeracy competence, and healthy eating behavior. Using a research and development (RD) design with a simplified Define-Design-Develop model, the curriculum was tested through a quasi-experimental one-group pretest-posttest design involving 32 children aged 5–6 years in Group B of TKIT Peusijuk Hatee, Kabupaten Bireuen. Data were collected using a validated nutritional numeracy test and a healthy eating behavior observation checklist. Paired t-test results showed significant improvements in both variables: nutritional numeracy scores rose from 58.4 to 84.1 (p 0.001, Cohen's d = 1.32), and healthy eating behavior scores rose from 60.2 to 81.7 (p 0.001, Cohen's d = 1.21), both with large effect sizes. Qualitative findings from classroom observations and teacher focus group discussions supported these results, showing increased enthusiasm among children in identifying healthy foods and greater willingness to try vegetables and fruits. These findings extend early childhood curriculum literature by positioning food-related contexts as a practical vehicle for integrating science and numeracy learning, with pedagogical implications for embedding food-based observing, classifying, counting, and comparing activities into daily instruction to cultivate healthy eating habits from an early age.
Co-Authors Asma, Nurul Irda Rafika Kiki Fajariani Noviyanti Noviyanti Nurul Asma