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All Journal JTAM (Jurnal Teori dan Aplikasi Matematika) PARAMUROBI JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS)
Alkusaeri Alkusaeri, Alkusaeri
IAIN Mataram
Education Mathematics

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Model Auditory Intellectually Repetition (AIR) terhadap Pemahaman Konsep Matematis: Sebuah Meta Analisis Azmi, Intan; Ibrahim, Malik; Alkusaeri, Alkusaeri
JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Vol 7, No 2 (2021)
Publisher : Fakultas Keguruan dan Ilmu pendidikan (FKIP) Universitas Labuhan Batu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jpms.v8i1.2704

Abstract

Untuk mencapai tujuan pembelajaran dalam matematika, kemampuan pemahaman konsep matematis sangat diperlukan, oleh karena itu para ahli banyak merumuskan strategi atau model pembelajaran, salah satu model pembelajaran yang sering digunakan untuk meningkatkan kemampuan pemahaman konsep matematis siswa adalah model Auditory intellectually Repetition (AIR). Oleh sebab itu, tujuan dari penelitian meta-analisis ini adalah menganalisis kembali hasil-hasil penelitian atau publikasi ilmiah tersebut yang berkaitan dengan model Auditory intellectually Repetition (AIR) terhadap pemahaman konsep matematis. Penelitian ini merupakan penelitian meta analisis, data penelitian dikumpulkan dari database pengindeks seperti Google Scholar, PubMed, Core, OneSearch, dan SINTA. Data yang difilter adalah hasil penelitian yang memuat nilai uji fisher (F), uji student (t), uji korelasi (r), dan jumlah peserta didik (N), kemudian dianalisis menggunakan meta-analisis melalui nilai effect size dan standart error untuk melihat summary effect size. Dikatahui nilai rata-rata effect size (ES) 0,7185995 dan standart error (SE) 0,1354281. Hasil analisis data menggunakan software JASP menunjukkan bahwa terdapat pengaruh yang signifikan model Auditory Intellectually Repetition dalam meningkatkan pemahaman konsep matematis peserta didik sebesar 71% yang termasuk kategori kuat. Nilai ini menunjukan bahwa model Auditory Intellectually Repetition (AIR) memberikan pengaruh sebesar 71% terhadap kemampuan pemahaman konsep matematis peserta didik dan 29% nya dipengaruhi oleh factor internal maupun eksternal lainnya yang dihadapi selama proses pembelajaran di kelas.
ANALISIS PENERAPAN PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN PAI DI SMA SEKECAMATAN TALIWANG KABUPATEN SUMBAWA BARAT Toyibi, Dzurriyun; Suhirman, Suhirman; Alkusaeri, Alkusaeri; Setiawan, Yudhi
PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM Vol 6 No 2 (2023): PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UNSIQ Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/paramurobi.v6i2.5997

Abstract

The K-13 curriculum has been implemented since 2013, and the government has adopted a scientific approach to achieve the desired outcomes of the curriculum. However, after ten years of implementing this scientific approach, the learning process and outcomes, including in PAI (Islamic Education), have not shown the expected results. This research aims to: (1) analyze the implementation of the scientific approach in PAI learning in high schools in the Taliwang District, and (2) analyze the supporting factors and barriers to the implementation of the scientific approach in PAI learning in high schools in the Taliwang District. This study is a qualitative research using a narrative inquiry approach. The research was conducted at SMAN 01, SMAN 02, and SMKN 01 Taliwang, with the research subjects being the school principals, PAI teachers, and students. Data were collected through observation, interviews, and documentation using observation sheets, interview guides, and documentation guidelines as instruments. The data were analyzed through data display, data reduction, and verification stages. The results of the study indicate that: (1) the implementation of the scientific approach in PAI learning in high schools in the Taliwang District is carried out in various ways, depending on the availability of media, learning resources, and the creativity of PAI teachers, and (2) the implementation of the scientific approach in PAI learning in SMAN 01, SMAN 02, and SMKN 01 Taliwang is supported by: K-13 training, a good understanding of the scientific approach, lesson plan preparation by PAI teachers, availability of media, learning resources, and the creativity of PAI teachers. However, the implementation of the scientific approach is hindered by factors such as the limited number of PAI class hours, which is only two hours per week, and the lack of enthusiasm among students.
Mathematics and Mathematics Education Values: An Analysis of Implementability in Mathematics Learning at Madrasah Pardi, M. Habib Husnial; Alkusaeri, Alkusaeri
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 8, No 4 (2024): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v8i4.26633

Abstract

Integrating values into all aspects of the learning process for a particular subject is an important part of education. Students must not only develop cognitively, but the formation of attitudes and characters must also be in line with the overall educational goals. Mathematics, as one of the core subjects that students must learn, must also reflect the values embedded in it. The success of mathematics education can be assessed through the values conveyed during the learning process. This study aims to explore and analyze teachers' understanding of Mathematical Values and Values in Mathematics Education, as well as how these values are conveyed in the classroom. This study aims to explore and analyze teachers' understanding of Mathematical Values and Values in Mathematics Education, as well as how these values are conveyed in the classroom. This study uses a qualitative approach with a case study design. Data were collected through interview techniques from 4 mathematics teacher informants determined by percussive sampling techniques. Data analysis uses an intractic model in line with the data collection process through three activities simultaneously; (1) data condensation; (2) data display, and (3) drawing conclusions/verification. The results of the study indicate that teachers' understanding of Mathematics values [rational values] and Mathematics education values are very important in improving students' logical thinking skills, and providing a comprehensive understanding of mathematics in developing their problem-solving skills. In mathematics teaching practices, teachers convey mathematical values during problem-solving activities, where students must understand various mathematical equations, concepts, and methods. While Mathematics education values (MEV) are conveyed during the problem-solving phase and reinforced at the end of the teaching and learning activities.
Co-Authors Azmi, Intan Malik Ibrahim Pardi, M. Habib Husnial SUHIRMAN SUHIRMAN Toyibi, Dzurriyun Yudhi Setiawan