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Sufyani Prabawanto, Sufyani

Indonesia University Of Education

Author-ID : 580979

Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Increasing Students' Self-Efficacy Through A Realistic Mathematical Education Rama Nida Siregar; Sufyani Prabawanto
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, JUNE 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v4i2.p63-74

This research is motivated by problems, the low level of students' self-efficacy abilities. One alternative learning that can be applied to improve students' self-efficacy abilities is a realistic mathematical education. The purpose of this study was to determine the increase in students self-efficacy abilities with a realistic mathematical education in mathematics learning, and to determine students' responses to mathematics learning by using a realistic mathematics education. The design used in this study was a pretest-posttest control group research design, with a quasi-experimental method. The population in this study were all class VII students of Al-Ulum Private Junior High School Medan, while the sample in this study were students of class VII 3 as the experimental class and class VII 5 as the control class who were randomly selected class. The instrument used is a self-efficacy questionnaire to see the ability of self-efficacy that has been tested and a questionnaire to see student responses. In this study, data was obtained to see the increase in students 'self-efficacy abilities with a realistic mathematics education in mathematics learning and to see students' responses to mathematics learning using a mathematical education which was analyzed using a Likert attitude scale. Based on the analysis of the results of the self-efficacy questionnaire obtained from the improvement of students' self-efficacy abilities with a realistic mathematics education.

Didactical Design Development of Two Variables Linear Equation Hani Nurhasanah; Sufyani Prabawanto; Encum Sumiaty
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 2, No 4 (2019): VOLUME 2 NUMBER 4, DECEMBER 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v2i4.p186-193

The learning process students must be trained to understand concepts well, not only memorize the material. Learning will be effective if students understand the mathematical concepts being studied. It was found learning difficulties especially in learning linear equations caused by a lack of understanding of the concepts and the way the teacher taught. The most common difficulties were in presenting mathematical concepts, understanding information about questions, and interpreting data in the design requested. Based on the problem, Author developed didactical design of two-variable linear equations material that aims to minimize the difficulties that occur. The research method used qualitative method that was Didactical Design Research (DDR). The subjects of the study were Bandung junior high school students, class VIII even semester who got the material of two-variable linear equations using Curriculum 2013. In general, didactical design implemented need to be maintained. Didactical design developed can minimize the obstacles of student learning difficulties. However, the researcher recommends the existence of a research on the development of didactical design of the concept of two-variable linear equations with various improvements, both in terms of deeper concepts, presentation, and predictions of student responses.

Students’ Self-Regulated in Learning Mathematics using Realistic Mathematical Education Model Rama Nida Siregar; Didi Suryadi; Sufyani Prabawanto; Abdul Mujib
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v5i4.15059

To study at school, students must have soft skills such as self-regulated learning, namely the ability of students to manage their own learning. The significance of students' self-regulated learning is what inspired this study. This study sought to ascertain the rise in students' self-regulated learning when learning mathematics using a realistic mathematics education model, as well as the students' reactions to learning mathematics using a realistic mathematics education model. This kind of study uses questionnaire analysis to do descriptive research. A self- regulated learning questionnaire and a questionnaire for students' responses made up the tool used to assess the self-regulated learning abilities that had been put to the test. Data were collected for this study to examine the rise in realistic mathematics education students' ability to learn mathematics independently, as well as the students' attitudes toward learning mathematics through mathematics education, which were assessed using a Likert attitude scale. The self-regulated learning scale is made up of four parts: the students' evaluations of how well they (1) use and locate pertinent learning resources in mathematics, (2) select and determine their learning strategies in mathematics, (3) assess and evaluate their learning outcomes in mathematics, and (4) have a positive view of themselves as mathematicians. By utilizing realistic mathematics education, the findings of this study about self-regulated learning in mathematics can be viewed as a whole. Based on the results of data analysis it is known that students' responses to realistic mathematics education models are positive which are adapted to real-life contexts or everyday life which will arouse students' self-regulated learning in solving problems because they are related to real life. This demonstrates that 98.18% of students respond positively.

The Effectiveness of Powerpoint-Assisted Contextual Teaching and Learning on Students’ Critical Thinking Skills: A Case on Geometry Material Murni, Sukma; Suryadi, Didi; Prabawanto, Sufyani; Herman, Tatang; Gumpita, Melly Terry
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.27463

Based on the problems faced in schools from the results of interviews with the lack of student learning outcomes on the circumference and area of flat shapes this is due to the lack of media and approaches used by classroom teachers, so researchers want to improve students' critical thinking skills by developing power point learning media assisted by the Canva application that can help students understand the material and various questions with critical thinking skills, as well as a contextual teaching and learning approach that makes students find out and be active in learning. The research method used is Research and Development from Borg and Gall with the following stages: 1) Research, 2) planning, 3) product development, 4) limited test, 5) Revision, 6) wider test, 7) final product . For the results of the teacher's response, 84% are in good category and 73% are in good enough category. For the results of improving students with the n-gain test, the limited trial was 0.65 and the broad trial was 0.66, including the medium category. The normality test in the limited test is 0.200 and 0.068 while for the broad test it is 0.256 and 0.813 so that the distribution is normal. Paired simples test in limited trials and wide trials 0.000 <0.05 then H0 is rejected, Ha is accepted. So there are significant and effective differences in learning.

Co-Authors A.A. Ketut Agung Cahyawan W Abdul Mujib Aflich Yusnita Fitrianna Agung Wicaksono Ahmad Arifuddin Ahmad Nizar Rangkuti Ahmad Tafsir Ahmad Tafsir, Ahmad Ahmad Zulfa Khotimi Ahmatika, Deti Aiyub Aiyub Alfitri, Putri Armania Agustina Alman Alman Alman Alman, Alman Ambarsari Kusuma Wardani Aneu Pebrianti Anwar, Agus Saeful Asep Syarif Hidayat Asfar, A.M.Irfan Taufan Asfar, Andi Muhamad Iqbal Akbar Aswin Aswin Atep Sujana Augie, Kintan Tyara Bambang Eko Susilo Bambang Hariyomurti Cece Kustiawan Cecep Anwar Hadi Firdos Santosa Cecep Anwar Santosa Dadan Dasari Dadan Hermawan, Dadan Dadang Juandi Dadang Juandi Darhim Darhim Dela Ambarwati Dian Cahyawati Dian Nopiyani Dian Usdiyana Didi Suryadi Didi Suryadi Didi Suryadi Didi Suryadi Dilham Fardian Doni, Petrus Kanisius Nama Edi Irawan Ejen Jenal Mutaqin Eka Novarina EKO YULIANTO Eko Yulianto Eko Yulianto Elah Nurlaelah Elizanti, Desi Encum Sumiaty, Encum Endang Cahya M.A Endang Istikomah Eyus Sudihartinih Fardian, Dilham Fathiyah, Ifa Fatimah, Siti Febriani, Winarti Dwi Fitri Ayu Febrianti Fitriana Lestari Fitriani Fitriani Fujiarti, Ari Ginda M.A.Siregar Ginda Maruli Andi Siregar Gita Rani Putri Mangiri Gumpita, Melly Terry Gunadi, Farid Hadi Haeruddin, Haeruddin Hani Nurhasanah Hayuningrat, Silfia Herizal Herizal Hutkemri Zulnaidi Iden Rainal Ihsan Ifa Fathiyah Inayah, Sarah Indiana Marethi Indiana Marethi, Indiana Indra Nurhidayat Irena Puji Luritawaty Itoh Masitoh, Itoh Jarnawi Afgani Dahlan Jozua Sabandar Jurpri, Al Jusniani, Nia Kartika Yulianti Kholipah, Nuzuliah Khotimah, Wonadesma Dwi Kintan Tyara Augie Kurniati, Nurdiyah Laelasari Laelasari Lina Siti Nurwahidah Lukman Lukman M Akbar Gulvara Mangiri, Gita Rani Putri Masitoh, Lisda Fitriana May Nisa Istiqomah Mefiana, Syifa Ananda Meicindy Jeny Klorina Meilani, Rini Melani, Rini Mimi Hariyani Mohamad Gilar Jatisunda Mustika Fauziah, Hilma Nabila Cynthia Rayhan Nadya Syifa Utami Nanang Priatna Nandang Arif Saefuloh Nazla Nurul Aulia Panggabean Nelvita Febrina Hasan ningrum, yunia jumita Nopiyani, Dian Novi Andri Nurcahyono Nuaini, Intan Nuke Fitri Yanuari Nur Qamariah Nurannisa, Andi Nurdiyah Kurniati Nusrotul Bariyah Permani, Kania Dewi Pertiwi, Saffanah PRASETYAWAN, ENGGAR Prihandhika, Aditya Putri, Amelia Defrianti Raisya Hizkiya Syabina Rama Nida Siregar Rama Nida Siregar Rama Nida Siregar Ramli Ramli Rani Sugiarni Rini Sulastri Riny Arviana Riza Fatimah Zahrah Rizky Rosjanuardi Rohimah, Siti Maryam Rosmayasari Rosmayasari Rosmayasari, Rosmayasari Saefuloh, Nandang Arif Saefuloh, Nandang Arif Samosir, Christina Monika Sandra Sukmaning Adji Santi, Eneng Sanusi Sanusi Saputra, Samnur Sarassanti, Yumi Sarnav Ituga, Almuhaimin Sendi Ramdhani Septian, Ari Simanjuntak, Sinitta Marito Siregar, Rama Nida Sitanggang, Damra Ali Siti Fatimah Sofa, Rostika Nurlaela Nova Maya Suhendra, S Sukma Murni Sukri Sukri suparni Syamsuri Syamsuri Syarifah, Mufarrahatus Syifa Ananda Mefiana Tata Frarisia Tatang Herman, Tatang Tin Lam, Toh Trisna Nugraha Trisnowali MS, Andi Turmudi Umbara, Uba Umbara, Uba Usep Kosasih Utami, Nadya Syifa Wafa Islamiyah Wahyu Hidayat Wahyu Sopandi Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wenda Alifulloh Widdy Sukma Nugraha Yasin, Muhamad Yaya S. Kusumah Yeni Dwi Kurino Yeni dwi Kurino

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