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<![CDATA[Pengaruh model pembelajaran Project based Learning terhadap peningkatan kemampuan self-regulated learning Mahasiswa Universitas Advent Indonesia: Penelitian Pre-experimental ]]>
<![CDATA[Nora Susilowaty]]>
<![CDATA[ Jurnal Padegogik Vol 3 No 1 (2020): Jurnal Padegogik: Februari 2020 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v3i1.2235
<![CDATA[Penelitian ini bertujuan untuk mengetahui efektifitas model pembelajaran project based learning terhadap peningkatan kemampuan self regulated learning mahasiswa UNAI. Penelitian ini merupakan pre eksperimental dengan menggunakan one group pretest-postest design sebagai desain penelitian. Sampel penelitian ini adalah satu kelas mahasiswa fakultas ekonomi yang mengambil mata kuliah statistik bisnis I di Universitas Advent Indonesia dengan menggunakan teknik purposive sampling. Pengambilan data dilakukan dengan menggunakan tes angket skala self regulated learning mahasiswa yang sudah diuji validitasnya dan melalui wawancara. Skala likert ini diubah menjadi skor baku z yang selanjutnya dianalisis dengan menggunakan uji statistik non parametrik Wilcoxon Signed Rank Test. Hasil penelitian menyatakan bahwa kemampuan self-regulated learning mahasiswa sesudah diterapkan Project Based Learning lebih baik dibandingkan sebelum diterapkan Project Based Learning. Berdasarkan hasil analisis data penelitian, disarankan bahwa model pembelajaran project based learning dapat dijadikan salah satu pilihan pembelajaran dikelas untuk mengembangkan kemampuan self regulated learning mahasiswa ataupun kemampuan kognitif, afektif, juga kemampuan lainnya. Selain itu dapat juga diterapkan pada mata kuliah lainnya. Hasil wawancara menunjukkan mahasiswa yang diwawancarai menyatakan bahwa mereka menjadi lebih mandiri dan lebih siap dalam belajar statistik di kelas.]]>
<![CDATA[MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION DAN TALKING STICK UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIKA SISWA SMP ]]>
<![CDATA[Yuni Arta Rahmawati]]>;
<![CDATA[Nora Susilowaty]]>
<![CDATA[ Jurnal Padegogik Vol 4 No 1 (2021): Jurnal Padegogik: Februari 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v4i1.2463
<![CDATA[Mathematical reasoning is one of the important abilities in mathematical learning. This study aims to determine whether there are differences in increasing mathematical reasoning abilities of junior high school students who obtain the Student Teams Achievement Division and students who receive the Talking Stick. This research was conducted on students in class VII-I obtained the Student Teams Achievement Division learning model while students in class VII-J obtained the Talking Stick learning model. The research sample consisted of 36 students of class VII-I and 36 students in class VII-J. The instrument used in this study was a test of mathematical reasoning ability on the subject of Social Arithmetic. Based on the results of the study concluded that: 1) Mathematical reasoning ability of students in the class who obtained the cooperative learning model type Student Teams Achievement Division and Talking Stick included in the medium category, 2) There was no difference in increasing mathematical reasoning ability between students who obtained learning with the Student model Teams Achievement Division and students who obtain learning with the Talking Stick model.]]>
<![CDATA[ANALISIS KEMAMPUAN KONEKSI MATEMATIS SISWA KELAS VIII DITINJAU DARI GAYA KOGNITIF REFLEKTIF-IMPULSIF ]]>
<![CDATA[Ine Febrianti Habel]]>;
<![CDATA[Nora Susilowaty]]>
<![CDATA[ Jurnal Padegogik Vol 4 No 2 (2021): Jurnal Padegogik: Juli 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v4i2.2530
<![CDATA[Mathematical connection ability is one of the most important mathematical skills for students. The ability of mathematical connections can be influenced by cognitive styles. One of the cognitive styles reviewed from conceptual tempo is reflective cognitive style and impulsive cognitive style. The purpose of this study was to find out: 1) the most dominant cognitive styles at low, medium, and high levels of mathematical connection ability and 2) analyze and describe the students' mathematical connection abilities in terms of reflective and impulsive cognitive styles. This type of research is descriptive by using qualitative approach. The subjects in this study were 6 students from grade VIII smp Advent Parongpong and grade VIII SMP Advent II Setiabudi selected based on reflective cognitive style and impulsive cognitive style. Data collection method in the form of written tests and interviews. The results showed the most dominant cognitive styles for the low category were impulsive cognitive styles while students with reflective cognitive styles were most dominant for medium and high categories. Reflective students with high mathematical connection ability are able to achieve all indicators of mathematical connection ability. Reflective students with moderate and low mathematical connection skills are less able to achieve all indicators of mathematical connection ability. Impulsive students with high, medium and low mathematical connection skills are less able achieve all indicators of mathematical connection ability.]]>
<![CDATA[ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA BERDASARKAN TIPE KEPRIBADIAN LITTAUER ]]>
<![CDATA[Stevie Flooryana]]>;
<![CDATA[Nora Susilowaty]]>
<![CDATA[ Jurnal Padegogik Vol 5 No 1 (2022): Jurnal Padegogik, January 2022 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v5i1.2728
<![CDATA[This study discusses the most dominant personality types at low, medium, and high levels of ability in mathematical problems and to describe students' problem-solving abilities in solving mathematical problems in SPLTV material based on the type appropriate to Littauer. This type of research is a descriptive study of qualitative research. The subjects in this study were 12 students from class X MIA 2 and X MIA 3 SMA Negeri 1 Parongpong. Data collection in the form of written tests and interviews. The results showed the most dominant personality type for each level of mathematical ability is phlegmatic. At a high level of mathematical ability, most of each type of student's ability can do every step of solving Polya problems well. At the moderate level of mathematical ability, each student's personality type can question the problem well, most students of each personality type have not been able to make a complete problem-solving plan, and are not careful in working on the problem, at the last stage of each type of student can be seen again his work At a low level of ability, students of each personality type are not able to make problemsolving plans well and correct the difficulty of solving problems, at the installation check only students with sanguine and choleric personality types need to return to work.]]>
<![CDATA[Meta Analisis Pengaruh Model Pembelajaran Discovery Learning Terhadap Kemampuan Matematis Siswa ]]>
<![CDATA[Nora Susilowaty]]>
<![CDATA[ Jurnal Padegogik Vol 5 No 2 (2022): Jurnal Padegogik, July 2022 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v5i2.2889
<![CDATA[Discovery Learning is a learning model used by researchers to improve students' mathematical abilities. Each discovery learning research on mathematical ability allows different results for the components of mathematical ability, each level of education and the material being taught. Nowadays there is more and more research on discovery learning so it is necessary to review previous research to get accurate conclusions. This study aims to describe the influence of the discovery learning model on the overall mathematical ability of students, based on the components of mathematical ability, based on the level of education and the material being taught. The population in this study is research on the effect of discovery learning models on students' mathematical abilities published from 2018 to 2021. By coding data, 30 studies are obtained that match the criteria. The data analysis technique uses a large effect size analysis. Research result; The implementation of the discovery learning model on students' mathematical abilities as a whole has a major influence with the effect size value of 1, 05, on the mathematical ability component has a major influence on problem solving abilities, the effect size value is 1.18, on the level of education has a major influence on the level of SMP with an effect size value of 1.08, on the material being taught has a major influence on the SPLDV material, the effect size value is 1.94. ]]>
<![CDATA[Efektifitas Pembelajaran The Power of Two Berbantuan ICT Untuk Meningkatkan Kemampuan Pemahaman dan Pemecahan Masalah Matematis Siswa SMP ]]>
<![CDATA[Nora Susilowaty]]>
<![CDATA[ Jurnal Padegogik Vol 6 No 1 (2023): Jurnal Padegogik, January 2023 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v6i1.2999
<![CDATA[A good learning strategy can improve students' abilities. This study aims to determine the effect of ICT-assisted the power of two learning on improving students' mathematical understanding and problem solving abilities, to find out whether there is a correlation or relationship between students' understanding abilities and students' mathematical problem solving abilities, and to determine student responses to learning the power of two ICT-assisted. This study used a one group pretest-posttest design with a purposive sampling technique. This study used one class, namely 24 students from class VII SMP Adventist Parongpong in West Bandung. The instruments used in this study were tests describing students' mathematical understanding and problem solving abilities on the subject of triangles and student response questionnaires. The results of this study are: an increase in the ability to understand and solve mathematical problems of students who receive ICT-assisted the power of two learning is in the moderate category, after being given treatment the ability to understand and solve mathematical problems of students is better than before it is given, there is a strong correlation between understanding abilities and mathematical problem solving abilities, students' responses to the learning given are very satisfied and give positive responses. ]]>
<![CDATA[Meta Analisis Pengaruh Model Pembelajaran Project Based Learning Terhadap Kemampuan Berpikir Kreatif Matematis Siswa ]]>
<![CDATA[Nora Susilowaty]]>
<![CDATA[ Jurnal Padegogik Vol 6 No 2 (2023): Jurnal Padegogik, July 2023 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v6i2.3139
<![CDATA[Project-based learning focuses on concepts and principles, engages students in problem-solving activities and other meaningful assignments, and provides opportunities for students to independently build their own learning models so as to produce realistic student work. Project-based learning is a learning model that can improve students' mathematical creative thinking skills. The purpose of this research is to explain how the project-based learning model affects students' mathematical and creative thinking abilities as a whole and based on their educational level. The research population is a study of the effect of the project-based learning model on students' mathematical creative thinking skills that meet the publication criteria from 2012 to 2021. Coding produced 10 studies that met the criteria. Methods of data analysis using the stage of determining inclusion criteria and using effect size analysis. The results of the application of project-based learning model learning on students' mathematical creative thinking abilities as a whole have moderate effect criteria with an average effect size value of 0.73, while based on student education levels, the effect size at the Elementary School level is the largest, namely 1.14. While 0.62 for junior high school, 0.81 for high school, and 0.81 for college]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN CORE DENGAN STRATEGI KONFLIK-KOGNITIF TERHADAP KEMAMPUAN PEMAHAMAN SISWA SMP ]]>
<![CDATA[Susilowaty, Nora]]>
<![CDATA[ Jurnal Padegogik Vol 2 No 2 (2019): Jurnal Padegogik: Juli 2019 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v2i2.874
<![CDATA[ABSTRAK Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan pemahaman matematis siswa yang menerapkan pembelajaran CORE dengan strategi konflik kognitif dan pembelajaran konvensional, serta untuk mengetahui seberapa besar pengaruh pembelajaran CORE dengan strategi konflik kognitif terhadap kemampuan pemahaman matematis siswa. Penelitian ini merupakan penelitian kuasi eksperimen atau aksperimen semu dengan desain kelompok kontrol non-ekuivalen. Pelaksanaan penelitian ini dilakukan pada siswa kelas VIII di salah satu SMP Negeri di Cimahi. Soal kemampuan pemahaman matematis pada materi bangun ruang sisi datar yang diberikan kepada siswa telah diujicobakan dan memenuhi karakteristik untuk digunakan dalam penelitian seperti validitas, reliabilitas, daya pembeda dan tingkat kesukaran. Analisis data kuantitatif dilakukan dengan menggunakan uji t, sedangkan analisis data kualitatif dilakukan secara deskriptif. Hasil penelitian ini adalah siswa yang mendapatkan pembelajaran model CORE dengan strategi konflik kognitif peningkatan kemampuan pemahaman matematisnya lebih baik secara signifikan dibandingkan dengan siswa yang pembelajarannya menggunakan pembelajaran konvensional, dan pembelajaran CORE dengan strategi konflik kognitif sangat berpengaruh terhadap kemampuan pemahaman matematis siswa. Kata kunci: Pembelajaran Model CORE, Strategi Konflik Kognitif, Pemahaman Matematis.]]>
<![CDATA[Meningkatkan Kemampuan Koneksi Matematis Siswa Smp Melalui Model Pembelajaran Accelerated Learning Cycle (ALC) Dan Probing Prompting ]]>
<![CDATA[Sahensolar, Jeklyn Aprilya]]>;
<![CDATA[Susilowaty, Nora]]>
<![CDATA[ Jurnal Padegogik Vol 3 No 2 (2020): Jurnal Padegogik: Juli 2020 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v3i2.2368
<![CDATA[Abstract. This research aimed to see how student’ mathematical connection ability, whether there are significant differences in improving students' mathematical connection ability, and how students respond to the Accelerated Learning Cycle (ALC) learning model and students who obtain the Probing Prompting learning model. This research used a comparative study design, which is a study that compares the ability of mathematical connections of two classes with different learning, namely the Accelerated Learning Cycle (ALC) learning model and Students who obtain the Probing Prompting learning model. This research involved two classes, they are 28 students from class VIII-E and 27 students from class VIII-A SMPN 2 Parongpong, Bandung Barat. The instrument used in this research are a description test of mathematical connections capability on the subject of the circle and student response questionnaire. The results showed that the improvement in mathematical connections capability who obtained the Accelerated Learning Cycle (ALC) learning model and the Probing Prompting model were relative hight. Based on the statistical tests, there was no significant difference between students who obtained the Accelerated Learning Cycle (ALC) learning model and Probing Prompting learning model. Students give responses that are "really like" of the Accelerated Learning Cycle (ALC) learning model and the Probing Prompting learning model.]]>
<![CDATA[ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA KELAS VII SMP PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DENGAN MENGGUNAKAN HANDS ON ATIVITY ]]>
<![CDATA[Saragih, Derviana Agtria]]>;
<![CDATA[Susilowaty, Nora]]>
<![CDATA[ Jurnal Padegogik Vol 7 No 1 (2024): Jurnal Padegogik, Januari 2024 ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/jpd.v7i1.3295
<![CDATA[This research aims to describe students' creative thinking abilities in learning mathematics using Hands On Activity according to their level of ability, namely high, medium and low in the material of linear equations and inequalities in one variable. This type of research is descriptive research using a qualitative approach. The sample in this study was 29 students from class VII G of Parongpong State Middle School 1. The subjects in this research were 3 students. Data collection takes the form of written tests and interviews. The results of this research show that students at a high level of mathematical creative thinking ability are able to complete four creative thinking indicators. At a moderate level of mathematical ability, students can work on questions for only 3 indicators, namely fluency, flexibility and originality, but students experience difficulties on the elaboration indicator because when working on questions the subject makes mistakes in answering the questions. And at a low level of students' creative thinking abilities, students are only able to complete 1 indicator, namely originality, while the other 3 indicators, namely fluency, flexibility and elaboration, tend to be less able to answer questions well, even though the subject has tried his best to provide answers.]]>
