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All Journal EMTEKA: Jurnal Pendidikan Matematika Berajah Journal Journal of Advanced Sciences and Mathematics Education
Etika Khaerunnisa
Universitas Sultan Ageng Tirtayasa, Indonesia
Chemistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences

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PENGARUH MATHEMATICAL HABITS OF MIND TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN DARING Ani Suryani; Sukirwan Sukirwan; Etika Khaerunnisa
Berajah Journal Vol. 3 No. 3 (2023): August
Publisher : Penerbit Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/bj.v3i3.261

Abstract

The lack of student understanding causes many students to have very low critical thinking skills, this is the background in this study. Therefore, students must be given various opportunities to develop mathematical critical thinking habits. Mathematical habits of mind can help students independently solve various problems in all aspects of life, from the very simple to the very complex. Mathematical habits of mind can help because they consist of various aspects, namely skills, attitudes, experiences, habits, and critical thinking. The type of research used is Ex-post facto or causal using a quantitative approach. While the research instruments used in this study are 2, namely non-tests, namely a mathematical habits of mind questionnaire consisting of 28 questions and tests, namely critical thinking ability test questions consisting of 4 description test questions. The objectives in this study are: (1) to find out whether students' mathematical habits of mind have a significant influence on their ability to think critically when learning online; and (2) to find out how much influence students' mathematical habits of mind have on their ability to think critically when learning online.
THE IMPACT OF MATHIGON MEDIA ON STUDENTS' LEARNING OUTCOMES IN INTEGER OPERATIONS: A QUASI-EXPERIMENTAL STUDY Tantri Indriani; Ihsanudin Ihsanudin; Etika Khaerunnisa
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.10931

Abstract

Mathematics learning on integer topics often faces challenges, such as low learning outcomes due to abstract teaching methods and limited student engagement. To address this, interactive digital learning media like Mathigon may be used. This quasi-experimental study aims to assess the impact of Mathigon media on students' mathematics learning outcomes in integer operations. The study used a nonequivalent control group design with 64 seventh-grade students selected through purposive sampling. One class (n=32) was assigned as the experimental group, receiving instruction using Mathigon media, while the control group (n=32) was taught using traditional methods. A validated learning outcomes test was used as the instrument. The results, analyzed using an independent sample t-test, indicated a significant difference in learning outcomes between the experimental and control groups (p<0.05). The experimental group had an average score of 75.71, while the control group had an average of 65.00. Thus, Mathigon media significantly improved students' learning outcomes on integer topics. Pembelajaran matematika pada materi bilangan bulat masih menghadapi berbagai tantangan, seperti rendahnya hasil belajar siswa akibat metode pembelajaran yang abstrak dan keterbatasan keterlibatan siswa. Salah satu solusi untuk mengatasi permasalahan ini adalah dengan menggunakan media pembelajaran digital interaktif seperti Mathigon. Penelitian kuasi-eksperimental ini bertujuan untuk menilai pengaruh penggunaan media Mathigon terhadap hasil belajar matematika siswa pada materi operasi bilangan bulat. Penelitian ini menggunakan desain kelompok kontrol pretest-posttest yang tidak setara dengan sampel sebanyak 64 siswa kelas VII yang dipilih menggunakan purposive sampling. Satu kelas (n=32) dijadikan sebagai kelompok eksperimen yang diajarkan menggunakan media Mathigon, sedangkan kelompok kontrol (n=32) menggunakan metode pembelajaran tradisional. Instrumen yang digunakan adalah tes hasil belajar yang telah divalidasi. Hasil analisis menggunakan uji t sampel independen menunjukkan adanya perbedaan signifikan pada hasil belajar antara kelompok eksperimen dan kelompok kontrol (p<0.05). Rata-rata hasil belajar kelompok eksperimen adalah 75,71, sementara kelompok kontrol 65,00. Dengan demikian, dapat disimpulkan bahwa media pembelajaran Mathigon memiliki pengaruh signifikan terhadap hasil belajar matematika siswa pada materi operasi bilangan bulat.
A bibliometric and systematic review of case-based learning research on critical thinking in preservice teachers Etika Khaerunnisa; Heni Pujiastuti; Cecep Anwar Hadi Firdos Santosa
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1075

Abstract

Background: The growing emphasis on higher-order thinking skills has positioned case-based learning (CBL) as a prominent pedagogical approach in contemporary education. Although prior studies highlight its potential to enhance critical thinking, research trends and thematic focus particularly involving preservice teachers remain insufficiently synthesized. Aims: This study aims to identify research trends, bibliometric characteristics, and gaps related to the effectiveness of CBL in improving critical thinking skills, with a specific focus on preservice teachers. The scope includes Scopus-indexed publications from 2015 to 2025. The use of Scopus is considered by taking into account several factors, including quality assurance standards (peer-reviewed publications), reputation and credibility indicators (Scimago Journal Rank/SJR), and its broad multidisciplinary coverage. However, certain limitations remain, such as publication bias related to language and geographical representation, the presence of grey literature, and bias associated with publication types. Methods: A Systematic Literature Review (SLR) combined with bibliometric analysis was conducted. Articles were selected based on predefined inclusion criteria and analyzed by country, subject area, journal quartile, SJR, and H-index. Keyword co-occurrence mapping was performed using VOSviewer. Results: A total of 86 articles met the inclusion criteria, predominantly published in Q1 and Q2 journals within the Social Sciences domain. Bibliometric visualization shows that CBL and critical thinking are widely explored topics; however, studies focusing on preservice teachers and their relationship with decision making (CBL and critical thinking) remain limited. Conclusion: The findings indicate strong scholarly interest in CBL while revealing a clear research gap concerning preservice teachers populations. Future research should prioritize the development of standardized instruments and expand empirical investigations to strengthen evidence-based practices in teacher education.
Co-Authors Ani Suryani Cecep Anwar Hadi Firdos Santosa Heni Pujiastuti Ihsanudin Ihsanudin Sukirwan Sukirwan Tantri Indriani