Articles
<![CDATA[Model Pembelajaran Collaborative Creativity dalam Mengoptimalkan Keterampilan Berpikir Kreatif Siswa ]]>
<![CDATA[Rija Tasya Salsabila]]>;
<![CDATA[Rahmi Rahmi]]>;
<![CDATA[Hafizah Delyana]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 3, No 2 (2023) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/plusminus.v3i2.2974
<![CDATA[Keterampilan berpikir kreatif pada pembelajaran matematika yang masih rendah menjadi latar belakang penelitian ini. Tujuan penelitian yaitu untuk mengetahui kemampuan berfikir kreatif siswa dengan menggunakan model pembelajaran Collaborative Creativity (CC). Penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif. Pengambilan subjek penelitian menggunakan Purposive Sampling. Teknik pengumpulan data yang digunakan adalah metode tes, wawancara, dan dokumentasi. Analisis data yang digunakan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa kemampuan berpikir kreatif siswa lebih dominan pada kategori kreatif dan cukup kreatif. Jadi, keterampilan berfikir kreatif siswa di kelas IX 1 adalah kreatif dan cukup kreatif. Creative thinking skills in learning mathematics which are still low are the background of this research. The research objective is to determine students' creative thinking abilities using the Collaborative Creativity (CC) learning model. This research uses descriptive research with a qualitative approach. Taking research subjects using purposive sampling. Data collection techniques used are test methods, interviews, and documentation. Data analysis used is data reduction, data presentation, and drawing conclusions. The results showed that students' creative thinking skills were more dominant in the creative and moderately creative category. So, the creative thinking skills of students in class IX 1 are creative and quite creative.]]>
<![CDATA[The Effect of Model Discovery Learning on Students’ Self-Efficacy and Student Learning Outcomes ]]>
<![CDATA[Rina Febriana]]>;
<![CDATA[Prihastini Oktasari Putri]]>;
<![CDATA[Hafizah Delyana]]>
<![CDATA[ AlphaMath : Journal of Mathematics Education Alphamath: Vol. 9, No. 2, November 2023 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30595/alphamath.v9i2.19498
<![CDATA[One of the factors that influences a person's level of success in the learning process is self-efficacy. Low self-efficacy and student learning outcomes in the learning process are the background for this research. In order for student self-efficacy and learning outcomes to increase, there needs to be a learning process that makes students learn meaningfully, one of which is the model discovery learning. The purpose of writing the article is to see whether there is an increase in student self-efficacy after implementing the discovery learning model and whether there are differences in learning outcomes between the application of the model discovery learning and student learning outcomes using the scientific approach. The method in this research uses experimental research methods with research instruments in the form of questionnaires given to students before and after the learning process using discovery learning models and learning outcomes tests. Based on the calculations, it was found that there is an increase in students' self-efficacy after applying the model discovery learning, with a value of 0.43 categorized as a "moderate" improvement. This indicates that the discovery learning model positively contributes to enhancing students' self-confidence. This means that there is an increase in student self-efficacy by implementing the model discovery learning. For student learning outcomes, the calculation results obtained are ????ℎ???????????????????? = 2.38 and ???????????????????????? = 1.67. This means that student learning outcomes by applying the model discovery learning are better than by applying learning using the scientific approach.]]>
<![CDATA[Pemanfaatan Sigil untuk Meningkatkan Keterampilan Guru dalam Mengembangkan Media Pembelajaran Berbasis Android ]]>
<![CDATA[Ainil mardiyah]]>;
<![CDATA[Radhya Yusri]]>;
<![CDATA[Hafizah Delyana]]>
<![CDATA[ JNANADHARMA Vol. 1 No. 2 (2023): Juli 2023 ]]>
Publisher : <![CDATA[Fakultas Sains Terapan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34151/jafst.v1i2.4274
<![CDATA[Students' lack of motivation and independence to learn is a major factor in their low desire and interest in participating in the learning process. One form of Indonesia's rapid technological advancement is the use of smartphones. Moreover, smartphones are currently a very important necessity, even in the field of education, which has a huge impact and benefits on human life. Therefore, teachers play an important role in creating learning media by utilizing smartphone technology to support student learning activities. This training activity aims to prepare teachers to be more creative and innovative in developing teaching materials or learning media that use technology to motivate and facilitate students' learning at any time and from any location. The method used in this activity is by means of socialization and training, discussion, and questions and answers conducted at MTSN 1 Padang for MTSN 1 Padang teachers. Based on the activities carried out, the results obtained showed that the understanding and skills of teachers in making learning media using SIGIL software increased. As many as 75% of teachers are proficient in using SIGIL software to create e-modules that already contain audio, text, and video. So it can be concluded that the training provided is able to improve the knowledge and skills of teachers in designing digital-based teaching materials for the learning process.]]>
<![CDATA[Model Pembelajaran Collaborative Creativity dalam Mengoptimalkan Keterampilan Berpikir Kreatif Siswa ]]>
<![CDATA[Salsabila, Rija Tasya]]>;
<![CDATA[Rahmi]]>;
<![CDATA[Delyana, Hafizah]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 3 No. 2 (2023): Juli ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/plusminus.v3i2.1341
<![CDATA[Keterampilan berpikir kreatif pada pembelajaran matematika yang masih rendah menjadi latar belakang penelitian ini. Tujuan penelitian yaitu untuk mengetahui kemampuan berfikir kreatif siswa dengan menggunakan model pembelajaran Collaborative Creativity (CC). Penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif. Pengambilan subjek penelitian menggunakan Purposive Sampling. Teknik pengumpulan data yang digunakan adalah metode tes, wawancara, dan dokumentasi. Analisis data yang digunakan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa kemampuan berpikir kreatif siswa lebih dominan pada kategori kreatif dan cukup kreatif. Jadi, keterampilan berfikir kreatif siswa di kelas IX 1 adalah kreatif dan cukup kreatif. Creative thinking skills in learning mathematics which are still low are the background of this research. The research objective is to determine students' creative thinking abilities using the Collaborative Creativity (CC) learning model. This research uses descriptive research with a qualitative approach. Taking research subjects using purposive sampling. Data collection techniques used are test methods, interviews, and documentation. Data analysis used is data reduction, data presentation, and drawing conclusions. The results showed that students' creative thinking skills were more dominant in the creative and moderately creative category. So, the creative thinking skills of students in class IX 1 are creative and quite creative.]]>
<![CDATA[PENGARUH KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA MELALUI PENERAPAN PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE ]]>
<![CDATA[Afriyola, Fingki]]>;
<![CDATA[Rahmi, Rahmi]]>;
<![CDATA[Delyana, Hafizah]]>
<![CDATA[ Al-Khawarizmi Vol 4, No 2 (2020): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/jppm.v4i2.7912
<![CDATA[Student learning independence is still lacking and student learning outcomes are still low is the background of this research. This study aims to determine the effect of students' mathematics learning independence after applying the Think Pair Share type cooperative learning model in class X SMKN 1 Ranah Ampek Hulu, Pesisir Selatan Regency. This study uses the One Shot Case Study research design. The data analysis technique used simple linear regression analysis. The questionnaire score regression coefficient (b) is 0.823 with a significant level of 0.05. Because the regression coefficient (b) is positive (+). So there is a positive influence between independent learning (X) on learning outcomes (Y). The closeness of the linear relationship between X and Y can be seen from the correlation coefficient r = 0.135 which means it is close to 0, so the linear relationship between X and Y is weak. The conclusion is that independent learning has an effect on student mathematics learning outcomes by using cooperative learning type Think Pair Share.]]>
<![CDATA[Pelatihan Pemanfaatan Aplikasi Liveworksheet untuk Meningkatkan Keterampilan Guru dalam Mengembangkan Bahan Ajar ]]>
<![CDATA[Delyana, Hafizah]]>;
<![CDATA[Mardiyah, Ainil]]>;
<![CDATA[Yusri, Radhya]]>;
<![CDATA[Zainal, Hardani Mardiana]]>;
<![CDATA[Isra, Rilla Juni]]>
<![CDATA[ ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 5 No 1 (2024): ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Bumigora ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30812/adma.v5i1.3996
<![CDATA[Tantangan yang dihadapi oleh para guru dalam mengadaptasi teknologi dalam proses pembelajaran, serta pentingnya upaya berkelanjutan untuk meningkatkan ketrampilan mereka, menjadi dasar utama pelaksanaan kegiatan pelatihan ini. Pelatihan ini bertujuan untuk mengembangkan ketrampilan para guru melalui penggunaan aplikasi Liveworksheet sebagai alat untuk menciptakan bahan ajar yang inovatif. Metode yang digunakan melibatkan perencanaan program pelatihan yang terstruktur, persiapan, sosialisasi dan pelatihan, serta evaluasi program pelatihan. Pelatihan disusun dengan penekanan pada penguasaan Liveworksheet, integrasi dalam pembelajaran, serta strategi pembelajaran yang inovatif. Hasil yang diperoleh dari pelatihan ini adalah para guru telah mampu menguasai penggunaan Liveworksheet dengan baik dan sebanyak 85% dari jumlah guru yang terlibat sudah mahir dalam menggunakan nya. Pelatihan yang dilakukan berkontribusi positif terhadap pemahaman dan ketrampilan para guru dalam mengadaptasi teknologi Liveworksheet. Disimpulkan bahwa program pelatihan aplikasi Liveworksheet dapat dijadikan sebagai salah satu alternatif bagi guru dalam mendesain pembelajaran dan menciptakan bahan ajar inovatif yang dapat meningkatkan kualitas pembelajaran. Kegiatan ini dapat mengembangkan profesionalisme para guru di era digital saat ini.]]>
<![CDATA[PENGEMBANGAN MODUL DIGITAL MENGGUNAKAN KODULAR PADA MATERI GARIS DAN SUDUT KELAS VII SMP NEGERI 30 PADANG ]]>
<![CDATA[Anggraini, Ayu]]>;
<![CDATA[Melisa]]>;
<![CDATA[Delyana, Hafizah]]>
<![CDATA[ Jurnal Riset Pembelajaran Matematika Vol 6 No 1 (2024) ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika Universitas PGRI Ronggolawe ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55719/jrpm.v6i1.1115
<![CDATA[This research aims to produce a digital module using a coder on lines and angles that is valid and practical for class VII students at SMP Negeri 30 Padang. This type of research is R&D (Research and Development) development research with a 4-D development model. The results of the digital module validation test using codular were 81.73% with a very valid category. The practicality results for digital modules using codular are 94.95% in the very practical category. Based on the research results, it can be concluded that the digital module using codular material on lines and angles in class VII SMP Negeri 30 Padang is suitable for use and is in the valid and practical category.]]>
<![CDATA[PENGEMBANGAN E-LKPD BERDIFERENSIASI BERBASIS PROBLEM BASED LEARNING PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL KELAS X DI SMKN 1 LINGGO SARI BAGANTI ]]>
<![CDATA[Anggun Vitaloka]]>;
<![CDATA[Alfi Yunita]]>;
<![CDATA[Hafizah Delyana]]>
<![CDATA[ JIP: Jurnal Ilmu Pendidikan Vol. 2 No. 9 (2024): September ]]>
Publisher : <![CDATA[CV. Adiba Aisha Amira ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research is motivated because the LKPD used as a companion to mathematics learning activities at SMKN 1 Linggo Sari Baganti is less interesting for students and has not utilized technology. The purpose of the study was to determine the validity and practicality of Problem Based Learning based differentiated E-LKPD on SPLTV class X material at SMKN 1 Linggo Sari Baganti. The type of research used is research and development (R&D) using the ADDIE development model. The stages in this study include analysis, design, development, implementation, and evaluation. The research instruments used are validation questionnaire and practicality questionnaire which are useful to see the validity and practicality of E-LKPD. Based on the validator's assessment, the validity of the Problem Based Learning-based differentiated E-LKPD was 76.97% with a valid category. The final score of the practicality of the one-on-one trial with the math teacher obtained a final score of 91.67% in the very practical category. The final score of the practicality of the one-on-one trial with students obtained a final score of 98.81% with a very practical category. The final value of the practicality of the small group trial by students was obtained at 96.83% with a very practical category. Based on the results of the study, it can be concluded that the Problem Based Learning-based differentiated E-LKPD on SPLTV material at SMKN 1 Linggo Sari Baganti is known to be valid and practical for use by teachers and students.]]>
<![CDATA[E-LKPD BERBASIS INQUIRY PADA MATERI ARITMATIKA SOSIAL ]]>
<![CDATA[Amnah]]>;
<![CDATA[Aima, Zulfitri]]>;
<![CDATA[Delyana, Hafizah]]>
<![CDATA[ EMTEKA: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24127/emteka.v5i2.7008
<![CDATA[This research is based on the lack of technology and communication in the mathematics learning process and the teaching materials used at SMP Negeri 8 Natal, namely package books, but the package books still cannot guide students in the learning process. The purpose of this study is to produce inquiry-based E-LKPD on social arithmetic material. This type of research is development research using R&D (Research & Development). The development model used is the Plomp development model. The instruments used in the preliminary research stage are student characteristics questionnaires, interview guidelines and observation questionnaires while the instruments in the prototyping phase stage are self-evaluation questionnaires, validity questionnaires and interview guidelines for the use of inquiry-based E-LKPD. Based on the validator's assessment, the validity of the E-LKPD by Mathematicians and Technologists was obtained at 90.3% with the category of very valid. Based on the results of the study, it can be concluded that inquiry-based E-LKPD on social arithmetic material is declared valid for use by teachers and students.]]>
<![CDATA[Implementation of The Calistung Program For Increasing Literacy and Numeracy in Early Childhood ]]>
<![CDATA[Delyana, Hafizah]]>;
<![CDATA[Melisa, Melisa]]>;
<![CDATA[Febriana, Rina]]>;
<![CDATA[Ramadoni, Ramadoni]]>
<![CDATA[ KOLOKIUM Jurnal Pendidikan Luar Sekolah Vol 12, No 2 (2024): Kolokium : Publishing October 2024 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/kolokium.v12i2.905
<![CDATA[The aim of this research is to describe numeracy literacy in learning themes in early childhood and strategies for learning numeracy literacy in early childhood. This research was conducted through literature study. The object of this research is numeracy and thematic literacy in early childhood. Numeracy literacy is not the same as mathematics competency, both are based on the same knowledge and skills, but there are differences that lie in the empowerment of knowledge and skills. The data collection tool in this research is by searching for journals in several electronic media such as digital libraries, the internet, via Google Scholar. The data analysis technique used in this research is annotated bibliographic analysis. The results of the research show that numeracy literacy in thematic learning in early childhood can be done by providing stimuli to children. This aims to stimulate students' curiosity supported by the availability of facilities and infrastructure, the capacity of the school community, and the capacity of stakeholders. There needs to be a policy related to the literacy work program on numeracy twice a week before learning time takes place where mathematics and non-mathematics teachers are trained, so that it fosters a love of reading in students and a learning experience that is both fun and stimulates the imagination.]]>
