Article Per Year (5 Year)
p-Index From 2020 - 2025
0.562
P-Index
This Author published in this journals
All Journal Jurnal S2 Pendidikan Matematika Journal of Mathematics and Mathematics Education Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Jurnal Ilmiah Matematika (JIMAT)
Faradila Thalib, Faradila
Unknown Affiliation
Education Materials Science & Nanotechnology Mathematics

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
KSPERIMENTASI PENDEKATAN PEMBELAJARAN RECIPROCAL TEACHING DENGAN ALAT PERAGA PADA POKOK BAHASAN LINGKARAN DITINJAU DARI KREATIVITAS SISWA Thalib, Faradila; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.565 KB)

Abstract

Abstract: This research aims at revealing:(1) which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach; (2) which one has better mathematics learning achievement among students with high, average, or low creativity; (3) at each of creativity levels (high, average, and low), which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional apprroach; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), which group of students has better learning achievement among groups with high, average, or low creativity. This research was quasi-experimental research which employs 3 x 3 factorial design. The population of this research was all of the eleventh grade students of State Junior High Schools in Ternate. The sampling technique used was stratified cluster random sampling. There were 178 students selected as the sample of this research. Based on the research findings, it can be concluded that: (1) students taught by Reciprocal Teaching with Learning Tools have better mathematics learning achievement than those taught by Reciprocal Teaching, students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional approach, and students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional teaching; (2) students with high, average, and low creativity have the same mathematics learning achievement; (3) at each of creativity levels (high, average, and low), Reciprocal Teaching with Learning Tools results better mathematics learning achievement than Reciprocal Teaching and conventional approach do, and Reciprocal Teaching results better mathematics learning achievement than conventional approach does; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), students with high, average, and low creativity have the same mathematics learning achievement.Keywords: Reciprocal Teaching with Learning Tools, Reciprocal Teaching, Conventional Approach, Creativity, Mathematics Learning Achievement.
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN RECIPROCAL TEACHING DENGAN ALAT PERAGA PADA POKOK BAHASAN LINGKARAN DITINJAU DARI KREATIVITAS SISWA Thalib, Faradila; Mardiyana, Mardiyana; Sutrima, Sutrima
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.759 KB)

Abstract

Abstract: This research aims at revealing:(1) which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach; (2) which one has better mathematics learning achievement among students with high, average, or low creativity; (3) at each of creativity levels (high, average, and low), which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional apprroach; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), which group of students has better learning achievement among groups with high, average, or low creativity. This research was quasi-experimental research which employs 3 x 3 factorial design. The population of this research was all of the eleventh grade students of State Junior High Schools in Ternate. The sampling technique used was stratified cluster random sampling. There were 178 students selected as the sample of this research. Based on the research findings, it can be concluded that: (1) students taught by Reciprocal Teaching with Learning Tools have better mathematics learning achievement than those taught by Reciprocal Teaching, students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional approach, and students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional teaching; (2) students with high, average, and low creativity have the same mathematics learning achievement; (3) at each of creativity levels (high, average, and low), Reciprocal Teaching with Learning Tools results better mathematics learning achievement than Reciprocal Teaching and conventional approach do, and Reciprocal Teaching results better mathematics learning achievement than conventional approach does; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), students with high, average, and low creativity have the same mathematics learning achievement.Key words: Reciprocal Teaching with Learning Tools, Reciprocal Teaching, Conventional Approach, Creativity, Mathematics Learning Achievement.
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN RECIPROCAL TEACHING DENGAN PROBLEM SOLVING PADA MATERI STRUKTUR ALJABAR II DITINJAU DARI KREATIVITAS Faradila Thalib
Delta-Pi: Jurnal Matematika dan Pendidikan Matematika Vol 3, No 1 (2014): Periode Bulan April
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.342 KB) | DOI: 10.33387/dpi.v3i1.124

Abstract

This research aims at revealing:(1) which one results better learning achievement on the subject of circle among Reciprocal Teaching with Problem solving, Reciprocal Teaching, and conventional approach; (2) which one has better mathematics learning achievement among students with high, average, or low creativity; (3) at each of creativity levels (high, average, and low), which one results better learning achievement on the subject of circle among Reciprocal Teaching with Problem Solving, Reciprocal Teaching, and conventional apprroach; (4) at each of teaching approaches (Reciprocal Teaching with Problem Solving, Reciprocal Teaching, and conventional approach), which group of students has better learning achievement among groups with high, average, or low creativity. This research was quasi-experimental research which employs 3 x 3 factorial design. The population of this research was all of the eleventh grade students of Khairun University in Ternate. The sampling technique used was stratified cluster random sampling. There were 112 students selected as the sample of this research. Based on the research findings, it can be concluded that: (1) students taught by Reciprocal Teaching with Problem Solving have better mathematics learning achievement than those taught by Reciprocal Teaching, students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional approach, and students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional teaching; (2) students with high, average, and low creativity have the same mathematics learning achievement; (3) at each of creativity levels (high, average, and low), Reciprocal Teaching with Problem Solving results better mathematics learning achievement than Reciprocal Teaching and conventional approach do, and Reciprocal Teaching results better mathematics learning achievement than conventional approach does; (4) at each of teaching approaches (Reciprocal Teaching with Problem Solving, Reciprocal Teaching, and conventional approach), students with high, average, and low creativity have the same mathematics learning achievement.
Keterampilan Berpikir Kritis Matematis Siswa Ditinjau dari Gaya Kognitif Pada Materi Bangun Ruang Thalib, Faradila; Tegamuni, Suhaimi
JIMAT: Jurnal Ilmiah Matematika Vol 5 No 1 (2024): Januari-Juni 2024
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63976/jimat.v5i1.506

Abstract

Penelitian ini awalnya didasarkan pada minat peneliti dalam kasus yang ditemukan pada siswa ketika menyelesaikan persoalan matematika yang diberikan dalam bentuk keterampilan berpikir terhadap suatu masalah. Penelitian ini bertujuan untuk mengeksplorasi pola berpikir siswa untuk menggambarkan keterampilan berpikir kritis siswa saat mereka memberikan solusi penyelesaian secara kritis terhadap sebuah masalah matematika. Penelitian ini adalah penelitian kualitatif dalam studi kasus yang melibatkan satu siswa sebagai subjek penelitian. Temuan menunjukkan bahwa (1) kemampuan siswa menyelesaikan masalah dengan strategi yang tepat sesuai dengan pengetahuan awalnya dengan gaya kognitif yang dimiliki oleh siswa tersebut; (2) pengalaman pribadi dari pengetahuan awal yang disimpan dalam memori jangka panjang; (3) aktivitas kebenaran dalam bernalar.
Pengaruh Penggunaan Aplikasi Photomath Untuk Meningkatkan Pemahaman Siswa Dalam Pembelajaran Sistem Persamaan Linear Dua Variabel Thalib, Faradila; Jaya, Risal Abu; Sudiman, Asmira
JIMAT: Jurnal Ilmiah Matematika Vol 5 No 2 (2024): Juli - Desemeber 2024
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63976/jimat.v5i2.623

Abstract

Penelitian ini bertujuan untuk mengetahui konsep pemahaman siswa dalam memamahi matematika berdasarkan pemakaian aplikasi. Penelitian ini adalah penelitian kuantitatif eksperimen dengan menggunakan metode True Experimental Design yaitu Posttest-Only Control Design. Berdasarkan hasil penelitian yang telah diolah dari nilai posttest diketahui bahwa terjadi perbedaan rata-rata pemahaman konsep matematis siswa dengan yang menggunakan Aplikasi Photomath dan yang tanpa menggunakan Aplikasi Photomath melainkan Powerpoint pada Sistem Persamaan Linear Dua Variabel. Dari hasil yang telah diperoleh pengaruh penggunaan Aplikasi Photomath memberikan pengaruh sebesar 93,3% dengan kategori tinggi.
Co-Authors Jaya, Risal Abu Mardiyana, Mardiyana Sudiman, Asmira Sutrima, Sutrima Tegamuni, Suhaimi