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All Journal Jurnal Riset Pendidikan Matematika Suska Journal of Mathematics Education E-Dimas: Jurnal Pengabdian kepada Masyarakat NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Pendas : Jurnah Ilmiah Pendidikan Dasar JKPM (Jurnal Kajian Pendidikan Matematika) Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Delta: Jurnal Ilmiah Pendidikan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Khairiani
IAIN Lhokseumawe
Arts Humanities Decision Sciences, Operations Research & Management Education Mathematics Social Sciences Other

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Fun learning Matematika: Pendampingan Guru Matematika untuk Menciptakan Pembelajaran Menyenangkan Zulmaulida, Rahmy; Idris, Khairiani; Akmal, Nurul; Fauziana, Fauziana; Sari, Mutia; Erlidawati, Erlidawati
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 15, No 3 (2024): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v15i3.18451

Abstract

Kemampuan menciptakan suasana pembelajaran yang menyenangkan sangat penting untuk meningkatkan minat peserta didik dalam belajar matematika. Salah satu alternatif pembelajaran yang dapat digunakan adalah fun learning. Artikel ini mendeskripsikan kegiatan pengabdian kepada masyarakat yang dilakukan oleh tim FTIK IAIN Lhokseumawe pada guru di Madrasah Ibtidaiyah Terpadu (MIT) Al-Muslimun, Aceh Utara dalam menerapkan fun learning dalam pelajaran matematika, yaitu pada materi operasi penjumlahan dan pengurangan bilangan bulat dengan metode permainan maju-mundur. Kegiatan dilakukan dengan metode participatory action research yang dibagi dalam 4 tahap, yaitu pengenalan fun learning, latihan praktik fun learning, implementasi fun learning, dan evaluasi implementasi fun learning. Kegiatan ini diikuti oleh 20 orang guru MIT Al-Muslimun yang dibagi dalam 5 kelompok. Kegiatan pengabdian kepada masyarakat ini telah memberikan keterampilan bagi guru-guru di MIT Al-Muslimun dalam menerapkan fun learning di kelas. Beberapa kendala yang dihadapi dalam implementasi fun learning adalah terkait persepsi guru tentang kesesuaian materi dengan tingkat kemampuan peserta didik dan tingkat pemahaman guru tentang konsep materi yang disampaikan. Guru yang akan menerapkan pembelajaran ini sebaiknya memiliki kesiapan dan penguasaan konsep yang baik untuk menghindari kesalahan penyampaian di kelas. Hal ini perlu dipastikan sebelum guru mengimplementasikan fun learning di kelas.
Motivasi dan Minat Belajar Matematika Siswa Madrasah Tsanawiyah Dan Pengaruhnya terhadap Hasil Belajar Matematika Yolanda, Firly Adizah; Mismar, Sari Novia; Idris, Khairiani
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 12 No. 2 (2024): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v12i2.3488

Abstract

Motivation and interest in learning mathematics have been acknowledged as among factors affecting mathematics learning outcomes. This is a quantitative study aims to investigate the effect of mathematics learning motivation and interest on mathematics learning outcomes of students. Study population was all of students of MTsN 2 Lhoksemawe, Aceh Province, while study samples involved 30 students from Class VII. Study data involved scores of mathematics learning motivation and mathematics learning interests which were collected by using quistionnaires, while mathematics learning outcomes were measured by using mathematics scores on students’ semester report cards. Data was analyzed statistically using descriptive, correlation, and regression analyses. Results showed that: (1) students’ mathematics learning motivation and interest were in the sufficient category, with motivation mean score was 72.24% and interest mean score was 70.45%; (2) mathematics learning motivation and mathematics learning interest were significantly and positively correlated with mathematics learning outcomes in the moderate category; (3) The effect of learning motivation (X1) and learning interest (X2) on learing outcomes (Y) was presented by regression model Y=78,287+0,066X1+0,037X2. The model could explain 22% of variations within the learning outcomes variable, while the reminder of 78% could be affected by other variables outside the model.
PENGARUH MODEL PjBL BERBANTUAN WORDWALL TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA PEMBELAJARAN IPAS KELAS IV MI Yulia Aufa; Sarah Fazilla; Khairiani Idris
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.44037

Abstract

This study aims to examine the effect of the Project-Based Learning (PjBL) model, supported by the Wordwall platform, on students’ creative thinking skills in science education regarding grafting in fourth-grade elementary school. This quantitative study employed a quasi-experimental method using a nonequivalent control group design. Data collection was conducted through pretests and posttests in two groups: the experimental class (PjBL and Wordwall intervention) and the control class (conventional method). The measurement of creative thinking skills was based on four main indicators, namely fluency, flexibility, originality, and elaboration. Analysis results indicate a significant difference in achievement between the two groups. The average posttest scores of the experimental class were found to be superior to those of the control class. Additionally, the creativity profiles of students in the experimental class showed a significant increase toward the “creative” and “highly creative” categories. It is concluded that the implementation of PjBL supported by Wordwall has a positive and significant impact on enhancing students’ creative thinking skills. Consequently, this model is highly recommended as an innovative learning strategy to optimize student engagement and higher-order thinking skills in elementary schools.
Co-Authors Agustina Agustina Erlidawati Erlidawati Fauziana, Fauziana Fitri, Rizki Hidayati, Irhami Khazila Khazila Lisa Lisa Mella Septiana Mismar, Sari Novia Morrisca, Julia Musnaini Nuraini Nuraini Nurul Akmal Rahmatika Sarah Fazilla, Sarah Sari, Mutia Setiawan Setiawan Setiawan, Setiawan Silfa Balqis M Yolanda, Firly Adizah Yulia Aufa