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Rendi Hadian A. Tamagola
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Efektifitas Pembelajaran Matematika Melalui Penerapan Model Learning Cycle Pada Siswa Kelas XI SMA Negeri 6 Surabaya Wiwid Suryono; Rendi Hadian A. Tamagola; Dina Mayadiana Suwarma; Hersiyati Palayukan; Joni Wilson Sitopu; Baso Intang Sappaile
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

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Abstract

This study aims to determine the effectiveness of applying the Learning Cycle model in learning mathematics in class XI students of SMA Negeri 6 Surabaya in the odd semester of the 2022/2023 academic year with the experimental unit being class XI IPA 2 with a total of 28 students consisting of 11 boys and 17 woman. This type of research is a pre-experimental study with The One Group Pretest-Posttest Design. The sampling technique in this study was by means of Multistage Sampling. The research instruments used were learning achievement tests, student activity observation sheets, and student response questionnaires. Data analysis used is descriptive analysis and inferential analysis. Analysis of the results of the study showed that: (1) the average score of students' mathematics learning outcomes before the Learning Cycle model was applied was 23.75 and was in a very low category with a standard deviation of 8.204. Meanwhile, the average score of students' mathematics learning outcomes after the model was applied Learning Cycle was 77.21 with a standard deviation of 9.359 where the lowest score was 54 and the highest score was 92. From these results it was found that 25 students or 89.29% achieved individual mastery and 3 students or 10.71% did not achieve individual mastery. This means that classical mastery is achieved with a normalized gain value of 0.70 in the high category. (3) student activity is in the good category. (4) the student response questionnaire shows that the student response to learning through the Learning Cycle model is positive. Based on the results of this study it can be concluded that the application of the Learning Cycle model is effective in learning mathematics in class XI IPA 2 SMA Negeri 6 Surabaya.
Pendidikan Karakter Berbasis Kearifan Lokal Untuk Menghadapi Isu-Isu Strategis Terkini di Era Digital Lenny Nuraeni; Rendi Hadian A. Tamagola; Nur Hafida; Septinus Wonggor; Khairunnisa Khairunnisa; Asep Abdul Aziz
Journal on Education Vol 6 No 2 (2024): Journal on Education: Volume 6 Nomor 2 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i2.5322

Abstract

Character education is an important aspect in forming quality individuals, especially amidst the complex challenges that arise in the digital era. In this context, a character education approach based on local wisdom offers relevant and holistic solutions in dealing with current strategic issues. This research explores the importance of integrating local values ​​into character education as a way to strengthen cultural identity, improve social and moral skills, and face complex social challenges in the digital era. Through in-depth interviews, participant observation, and document analysis, this research identified that local wisdom-based character education requires strong support from various stakeholders, including teachers, parents, schools, and local communities. Collaboration between educational institutions and local communities is key to ensuring the relevance of local values ​​to current social and economic needs. The results of this research provide insight into how character education based on local wisdom can be an effective strategy in preparing the younger generation to face the challenges of the times and build a better future.
Analisis Keberhasilan Implementasi Model Flipped Classroom dalam Pembelajaran Matematika Tingkat Perguruan Tinggi Loria Wahyuni; Suhartini Salingkat; Rendi Hadian A. Tamagola; Hersiyati Palayukan; Irajuana Haidar; Joni Wilson Sitopu
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.5877

Abstract

The Flipped Classroom model has become an intriguing topic in the context of mathematics education at the tertiary level. This literature review article aims to analyze the success of implementing the Flipped Classroom model in mathematics education at the tertiary level by exploring influencing factors. In-depth literature review was conducted to identify patterns and trends in evaluating the success of this model, including challenges faced and recommendations for further development. The results indicate that technological readiness, teacher involvement, student engagement, institutional support, and continuous evaluation are key factors in the success of implementing the Flipped Classroom model. This article provides valuable insights for educators and researchers in designing and implementing effective teaching models in tertiary education.
Analisis Keberhasilan Implementasi Model Pembelajaran Berbasis Proyek dalam Pembelajaran Matematika Tingkat Perguruan Tinggi Yenny Anggreini Sarumaha; Al Ikhlas; Rendi Hadian A. Tamagola; Hetty Elfina; Singgih Prastawa; Joni Wilson Sitopu
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.6310

Abstract

This study aims to analyse the successful implementation of project-based learning model in mathematics learning at university level. Literature studies and field observations were conducted to evaluate the implementation of project-based learning models in several higher education institutions. The results showed that the implementation of project-based learning model in mathematics learning in higher education has positive impacts, among others: 1) increasing students‘ active involvement and motivation in the learning process, 2) developing mathematical competence, critical thinking skills, and other 21st century skills, 3) encouraging meaningful and contextualised learning, and 4) improving students’ collaboration and communication skills. However, there are some challenges in its implementation, such as: lecturer readiness, resource availability, and curriculum adjustment. The implication of the results of this study is the need for innovative mathematics curriculum development, increased lecturer competence, and adequate institutional support to optimise the implementation of project-based learning in higher education. This study provides valuable insights for mathematics education practitioners in designing and implementing student-centred learning oriented towards the development of 21st century competencies.
Dampak Kecerdasan Buatan dalam Pembelajaran Matematika dan IPA: Pengembangan Kurikulum yang Responsip terhadap Era Digital Nurmaliati; Rendi Hadian A. Tamagola; Al Ikhlas; Efriana Jon; Novy Trisnani; Ira Wulan Sari
Academy of Education Journal Vol. 17 No. 1 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i1.3374

Abstract

The rapid development of Artificial Intelligence (AI) has significantly influenced various sectors, including education, particularly in Mathematics and Science learning. The integration of AI into instructional processes presents both opportunities and challenges, especially regarding curriculum readiness in responding to the demands of the digital era. The main problem addressed in this study is how AI impacts the learning of Mathematics and Science and how a responsive curriculum can be developed to accommodate these technological advancements. This study aims to analyze the role of AI in enhancing the effectiveness of Mathematics and Science learning, identify emerging competencies required by students, and formulate principles for curriculum development that align with AI integration. The research employs a systematic literature review method by examining scholarly articles, research reports, and educational policy documents relevant to AI and curriculum development. The results indicate that AI contributes positively to personalized learning, improved understanding of abstract concepts, enhanced problem-solving skills, and increased digital literacy among students. Furthermore, AI encourages a shift in the teacher’s role from information transmitter to learning facilitator and mentor. However, effective implementation requires curriculum adjustments that emphasize critical thinking, digital ethics, and human–technology collaboration. In conclusion, developing a curriculum that is responsive to the digital era necessitates the pedagogical, sustainable, and ethical integration of artificial intelligence, with a strong focus on fostering 21st-century competencies.
Co-Authors Al Ikhlas Asep Abdul Aziz Baso Intang Sappaile Dina Mayadiana Suwarma Efriana Jon, Efriana Hersiyati Palayukan Hetty Elfina Ira Wulan Sari Irajuana Haidar Joni Wilson Sitopu Khairunnisa Khairunnisa Lenny Nuraeni, Lenny Loria Wahyuni Nur Hafida Nurmaliati Septinus Wonggor Singgih Prastawa Suhartini Salingkat Trisnani, Novy Wiwid Suryono Yenny Anggreini Sarumaha