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All Journal Humano: Research Journal Delta-Pi : Jurnal Matematika dan Pendidikan Matematika EDUKASI QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Indonesia Berdaya IJORER : International Journal of Recent Educational Research Bima Abdi: Jurnal Pengabdian Masyarakat Edumatica: Jurnal Pendidikan Matematika Jurnal Pendidikan Guru Matematika Jurnal Pendidikan Terapan JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Ardiana, Ardiana
Universitas Khairun
Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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KEEFEKTIFAN PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE PADA MATERI TRIGONOMETRI DITINJAU DARI KEMAMPUAN REPRESENTASI MATEMATIS SISWA Kamri Ibrahim; Ardiana Ardiana; Nurma Angkotasan
Delta-Pi: Jurnal Matematika dan Pendidikan Matematika Vol 5, No 1 (2016): Periode Bulan April
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.712 KB) | DOI: 10.33387/dpi.v5i1.170

Abstract

Penelitian inibertujuan untuk mengetahui: 1)kemampuan representasi matematis siswa setelah diterapkannya model pembelajaran problem solving dan model pembelajaran kooperatif tipeTTW; 2) model pembelajaran problem solving efektif ditinjau dari kemampuan representasi matematis siswa; 3)model pembelajaran kooperatif tipe TTW efektif ditinjau dari kemampuan representasi matematis siswa. Jenis penelitian ini adalah eksperimen semu. Penelitian ini menggunakan dua kelas eksperimen yaitu kelas yang  diterapkan model pembelajaran problem solving dan model pembelajaran kooperatif tipe TTW. Populasi pada penelitian ini adalah siswa kelas XI SMAN 8 Kota Ternate dengan jumlah populasi 60 siswa. Dari dua kelas yang ada, secara keseluruhan dijadikan sebagai sampel penelitian yaitu kelas XI A yang akan diberi perlakuan model pembelajaran problem solving dan kelas XI B diberikan perlakuan model pembelajaran kooperatif tipe TTW. Instrumen yang digunakan untuk mengumpulkan data adalah tes kemampuan representasi matematis siswa. Untuk mengetahui kemampuan representasi matematis siswa setelah diterapkannya model pembelajaran problem solving dan model pembelajaran kooperatif tipe TTW, data dianalisis setiiap indikator dan keseluruhan menggunakan analisis deskriptif yaitu menggunakan Penilaian Acuan Patokan (PAP) skala 5. Untuk mengetahui efektif tidaknya model pembelajaran problem solving dan model pembelajaran kooperatif tipe TTW pada variabel kemampuan representasi matematis siswa, data dianalisis dengan analisis inferensial yaitu menggunakan uji one sample t-test. Hasil  analisis  data  menunjukkan   bahwa:  1)  kemampuan  representasi matematis siswa  setelah diterapkannya model pembelajaran problem solving secara keseluruhan dapat dilihat dari kualifikasinya yakni kualifikasi memuaskan, baik, cukup dan kurang. Sedangkan kemampuan representasi matematis siswa setelah  diterapkannya  model  pembelajaran  kooperatif  tipe  TTW   secara keseluruhan dapat dilihat dari kualifikasinya yakni kualifikasi cukup,kurang dan gagal,2) model pembelajaran problem solving efektif ditinjau dari kemampuan representasi matematis siswa,3)model pembelajaran kooperatif tipe TTW tidak efektif ditinjau dari kemampuan representasi matematis siswa. 
PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ACCELERATED INSTRUCTION (TAI) Firda Ayu; Hery Suharna; Ardiana Ardiana
Humano: Jurnal Penelitian Vol 8, No 1 (2017): Periode Juni
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (385.018 KB) | DOI: 10.33387/hjp.v8i1.506

Abstract

ABSTRAK. Tujuan dari penelitian ini adalah untuk mengetahui: 1) apakah ada peningkatan pemahaman siswa terhadap konsep matematika melalui model pembelajaran kooperatif tipe TAI, dan 2) peningkatan pemahaman konsep matematika siswa melalui model pembelajaran kooperatif tipe TAI. Penelitian ini merupakan penelitian eksperimental dengan desain penelitian One Group Pretest-Posttest Design. Sampel diambil secara cluster sampling, sehingga diperoleh satu kelas yaitu kelas VIII G dan dijadikan kelas eksperimen. Teknik analisis data adalah analisis statistik inferensial dan deskriptif. Untuk pengujian hipotesis menggunakan uji statistik parametrik karena data posttest terdistribusi normal, adalah Uji t-test satu arah. Sedangkan untuk statistik deskriptif digunakan N-Gain. Berdasarkan analisis data, ditemukan bahwa; 1) Hasil Uji t-test satu arah dengan SPSS.23 menunjukkan nilai sig (1-tailed) = 0,0325 <α = 0,05 dan secara manual menunjukkan nilai t-hitung = 2, 0874 > ttabel = 1,753 Sehingga H0 adalah ditolak dan Ha diterima yang berarti bahwa ada peningkatan kemampuan pemahaman konsep matematika siswa melalui model pembelajaran tipe koperasi TAI pada material persamaan garis lurus; 2) Analisis deskriptif dengan menggunakan N-Gain, diperoleh dengan meningkatkan pemahaman konsep matematika siswa melalui model pembelajaran kooperatif tipe TAI yaitu 0,71 termasuk dalam kategori tinggi. Kata kunci: Team Accelerated Instruction; Kemampuan Pemahaman Konsep Matematika Siswa  ABSTRACT. The purpose of this research is to know: 1) whether there is improvement of students 'understanding of mathematical concept through cooperative learning model type TAI, and 2) improvement of students' mathematical concept understanding through cooperative learning model of TAI type. This research is an experimental research with One Group Pretest-Posttest Design research design. Samples were taken by cluster sampling, so that obtained one class that is class VIII G and serve as experiment class. Technique of collecting data using test technique. Data analysis techniques are inferential statistical analysis and descriptive. For hypothesis testing using parametric statistic test because posttest data is normally distributed, is One Sample T-test. As for descriptive statistics used N-Gain. Based on data analysis, it is found that; 1) One Sample T-test result with SPSS.16 for windows program shows sig value (1-tailed) = 0,0325 < α = 0,05 and manually shows taccount value = 2, 0874> ttable = 1,753 So that H0 is rejected and Ha accepted which means that there is improvement of students' mathematical concept comprehension ability through cooperative type learning model TAI on straight-line equation material; 2) Descriptive analysis using N-Gain, obtained by improving students' mathematical concept comprehension through TAI type cooperative learning model is 0,71 and high interpreted. Key Words: Team Accelerated Instruction; Ability of Understanding Student Mathematical Concept
Pelatihan Pembuatan Soal Numerasi Berbasis Asesmen Kompetensi Minimum (AKM) Bagi Guru SD Di Kota Ternate Ahmad Afandi; In Hi Abdullah; Marwia Tamrin Bakar; Ariyanti Jalal; Ardiana Ardiana
Indonesia Berdaya Vol 4, No 2 (2023)
Publisher : UKInstitute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/ib.2023451

Abstract

Minimum Competency Assessment (AKM) is an activity that is routinely carried out every year.  The question used in AKM activities is the Numeracy Problem. However, the ability and skills of elementary school teachers in Ternate city in making numeracy questions are still low. The purpose of the service activity is to improve the ability and skills of teachers in Ternate city in making AKM-based numeracy questions. The partners of this activity are UPTD Ternate Selatan, UPTD Ternate Tengah, and UPTD Ternate Utara. The number of participants in this activity is 50 teachers. The method carried out lectures, discussions, assignments, and questions and answers with data retrieval techniques using questionnaires. The result of the service activity is an increase in the ability and skills of teachers in Ternate city in making AKM-based numeracy questions. Making AKM-based numeracy questions is effectively carried out by training methods.
Keefektifan Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) Ditinjau dari Motivasi Dan Hasil Belajar Siswa SMP Djarifa Bulawa; Nurma Angkotasan; Ardiana Ardiana
Jurnal Pendidikan Guru Matematika Vol 3, No 3 (2023): September
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/jpgm.v3i3.6590

Abstract

Jenis penelitian yang digunakan  adalah Penelitian eksperimen. Penelitian ini dilakukan dengan tujuan untuk mengetahui: (1). Motivasi belajar siswa dengan model pembelajaran kooperatif tipe STAD. (2). Hasil belajar siswa yang diajarkan dengan model  pembelajaran kooperatif tipe STAD .(3). Pembelajaran kooperatif tipe STAD efektif ditinjau dari motivasi dan hasil belajar siswa. Penelitian ini dengan rancangan two groups pretest-posttest design. Instrument yang digunakan berupa soal tes dan angket siswa. Sampel yang diambil adalah siswa  kelas VII-1 berjumlah 24 siswa dan VII-2 berjumlah 24 siswa. Teknik pengumpulan data dalam penelitian ini diperoleh dengan cara melihat skor yang diperoleh dari masing-masing kelas. Analisis data menggunakan Analisis deskriptif Pedoman Acuan Patokan (PAP) skala 5 dan analisis inferensial. Hasil analisis deskriptif menunjukan bahwa, motivasi belajar siswa dengan model pembelajaran kooperatif tipe STAD terdapat 11 siswa yang berkriteria tinggi dan 13 siswa berkriteria sedang. Hasil belajar siswa yang diajarkan dengan model pembelajaran kooperatif tipe STAD terdapat 7 siswa yang berkualifikasi memuaskan, 9 siswa berkualifikasi baik, dan 8 siswa berkualifikasi cukup. Sedangkan hasil analisis inferensial menunjukan bahwa uji normalitas motivasi belajar siswa berdistribusi normal dan hasil belajar siswa tidak berdistribusi normal. Pengujian hipotesis motivasi belajar siswa mengunakan uji independent sampel t test sedangkan hasil belajar siswa mengunakan uji non parametrik yaitu uji tanda. Hasil independent sampel t test, diperoleh thitung = 3,70 pada taraf signifikan 0,05 dan dk 23. ttabel = 3,01 sehingga Ha diterima dan Ho ditolak artinya pembelajaran kooperatif tipe STAD efektif ditinjau dari motivasi belajar siswa. Hasil uji tanda diperoleh Zh = 22,04 dan Zt = 3,84, sehingga Ho ditolak dan H1 diterima, artinya Pembelajaran kooperatif tipe STAD efektif pada hasil belajar siswa. Dengan demikian model pembelajaran kooperatif tipe STAD efektif ditinjau dari motivasi dan hasil belajar siswa.
Peningkatan Tingkat Kesiapan Teknologi SEMAR (Statistical Multimedia Based on Multi Representation and Augmented Reality) Santia, Ika; Ardiana, Ardiana; Pai’pinan, Matius; Palayukan, Hersiyati; Zayyadi, Moh.
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 10 No 2 (2024): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v10i2.23823

Abstract

Abstract: SEMAR (Statistical Multimedia Based on Multi-representation and Augmented Reality) is a digital innovation in the form of learning multimedia that can improve numeracy literacy in statistics learning. SEMAR is a prototype developed from an integrated statistical e-module of multi-representation and augmented reality with Technology Readiness Level (TKT 3) with increased innovation from website-based media to android-based multimedia (TKT 4). The purpose of improving TKT is intended to achieve the novelty of SEMAR products in supporting independent learning of statistics in Indonesia. The TKT improvement method used is through expert validation test techniques and national-scale public tests. Both tests were carried out at seven universities in Indonesia, including Nusantara PGRI University Kediri, PGRI University Madiun, Nahdatul Ulama University Blitar, Madura University, Khairun University Ternate, Cendrawasih University, and Indonesian Christian University Toraja. The results of the validation test show that the average SEMAR feasibility value is 90.92% with a very feasible category, and the average SEMAR user response is 77.87% with a good user response category.
Analysis of Students’ Learning Obstacles in The Differential Equations Course Reviewed from Their Problem-Solving Ability Hasriani Ishak; Ardiana Ardiana; Marwia Tamrin Bakar; Lamanisa Rasid Saputra
IJORER : International Journal of Recent Educational Research Vol. 6 No. 1 (2025): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i1.738

Abstract

Objective: This study examines the obstacles students may encounter when learning to solve differential equations with mathematical problem-solving. Method: A qualitative study with observation and interviews was conducted on the 5th-semester students of the Mathematics Education Study Program, Khairun University, Ternate, who took the Differential Equations course to explore students' mathematical problem-solving abilities. Samples were selected by purposive sampling by selecting two students each from the low, medium, and high problem-solving ability categories. Results: Based on the results of this study, the obstacles that students faced in studying differential equations were ontogeny obstacles, didactic constraints, and epistemological constraints. Several efforts can be made to help students overcome these barriers, such as improving students' collaborative skills, providing constructive feedback, strengthening students' learning motivation through contextual learning, and reflecting on students' learning processes. Novelty: The result of this research contributes to helping lecturers design learning that makes it easy to learn differential equation courses.
Examining prospective mathematics teachers’ computational thinking through the lens of cognitive style Maharani, Swasti; Ardiana, Ardiana; Andari, Tri
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 2 April 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i2.10442

Abstract

The advancement of technology and the demands of the 21st century require prospective mathematics teachers not only to be proficient in content knowledge but also to possess adaptive computational thinking (CT) skills. This study aims to explore the CT abilities of prospective mathematics teachers based on their cognitive styles, namely field-independent (FI) and field-dependent (FD). A descriptive qualitative approach was employed, involving four prospective mathematics teachers selected through purposive sampling based on the results of the Group Embedded Figures Test (GEFT) and their initial CT abilities. Data were collected through CT problem-solving tasks, think-aloud protocols, semi-structured interviews, and direct observations, and were analyzed thematically. The findings reveal that all participants demonstrated competencies in the four dimensions of CT: decomposition, abstraction, pattern recognition, and algorithmic thinking. FI participants (S1 and S2) tended to exhibit CT with symbolic and reflective characteristics, such as symbolic-structural and reflective-tactical thinking. In contrast, FD participants (S3 and S4) displayed concrete-procedural and exploratory-conceptual CT, emphasizing numerical and contextual strategies. These differences highlight the influence of cognitive styles on the CT tendencies of prospective teachers. This study underscores the importance of developing CT training programs that are adaptive to students’ cognitive styles in order to optimize their potential in mathematical problem-solving. The practical implications support the implementation of differentiated CT instruction that accommodates individual thinking preferences within mathematics teacher education.
GESTUR SISWA SMP BERDASARKAN TAHAPAN BERPIKIR VAN HIELE Mustafa A.H Ruhama; Hasan Hamid; Ardiana Ardiana
EDUKASI Vol 24 No 1 (2026): Article in Press
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v24i1.11949

Abstract

The aim of the research is to describe the pointing gestures, representational gestures and writing gestures of students of SMP Negeri 1 Kota Ternate based on  Van Hiele's level of thinking. This research uses a case study. The subjects of this research are 2 students of SMP Negeri 1 Kota Ternate and 2 students have gone through the subject selection stage. The researcher was the main instrument and recording tool, the VHGT question sheet and interview guide as supporting instruments. The data collection procedure was carried out by recording students while completing the VHGT, interviews and recording the details of students' answers using a handycam/android phone. Qualitative data analysis was carried out exploratively and continuously until complete or no new data was obtained about students' gestures based on Van Hiele's level of thinking. Students used pointing gestures at Van Hiele's level of thinking 0, 1 and 2 to focus attention on certain visual objects or geometric shapes, focus attention on objects related to the properties of the shapes, and focus attention on objects related to the properties of geometric shapes and connect them with the properties of other geometric shapes. Students used representational gestures at Van Hiele's level of thinking 0, 1 and 2 to describe or visualize geometric shapes concretely, describe or simulate the properties or rules that fulfill geometric shapes, and describe or simulate the properties or rules that fulfill geometric shapes. Students use their respective writing gestures at Van Hiele's level of thinking 0, 1 and 2 based on the visual characteristics or appearance of geometric shapes, when writing relationships in a geometric shape and to understand the relationship between one geometric shape and another.
Retractive Thinking Characteristics of Mathematics Education Students in Solving Differential Equation Problems: Evidence from a Qualitative Case Study Ardiana Ardiana; Hasriani Ishak; Ida Kurnia Waliyanti
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1266

Abstract

Purpose: This study aims to identify and describe the characteristics of students’ retractive thinking in solving differential equation problems. The research focuses on how students recognize errors, evaluate solution procedures, and revise their mathematical reasoning during the problem-solving process. Methods: This qualitative study employed a case study design involving eight mathematics education students who had completed a Differential Equations course. Participants were selected through purposive sampling. Data were collected using think-aloud protocols, semi-structured interviews, and documentation of students’ written work. Data were analyzed through data condensation, data display, and conclusion drawing, supported by triangulation and member checking to ensure credibility. Findings: The findings reveal three main characteristics of retractive thinking. First, students demonstrate error recognition, shown by their ability to identify inconsistencies in their solution steps during or after problem solving. Second, students exhibit procedural re-examination, where they return to earlier steps to verify formulas and computational processes. Third, students apply solution revision strategies, ranging from correcting algebraic errors to restructuring entire solution procedures. However, retractive thinking is not consistently supported by conceptual understanding, as many revisions remain procedural rather than conceptual. This indicates a gap between procedural fluency and conceptual awareness in differential equation problem solving. Research Implications: The findings suggest the importance of integrating metacognitive strategies in teaching differential equations, particularly activities that promote self-monitoring, error analysis, and reflective revision. These strategies can strengthen students’ retractive thinking abilities. However, this study is limited by its small sample size and case study design, which restrict generalization. The findings are therefore context-bound and intended to provide analytical insight rather than statistical generalization. Originality: This study contributes to the literature by specifically identifying and describing retractive thinking characteristics in the context of differential equation problem solving, offering a process-oriented perspective beyond procedural error analysis
Keefektifan Model Discovery Learning Terhadap Kemampuan Literasi Statistik Siswa Pada Materi Statistika Charisma Amilia; Nurma Angkotasan; Ardiana Ardiana
Jurnal Pendidikan Guru Matematika Vol 6 No 1 (2026): Januari
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/jpgm.v5i3.10730

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan literasi statistik siswa dalam pembelajaran matematika, khususnya pada materi statistika. Penelitian ini bertujuan untuk mengetahui model discovery learning efektif terhadap kemampuan literasi statistik siswa kelas VIII-3 SMP Negeri 5 Kota Ternate. Jenis penelitian yang digunakan adalah kuantitaif dengan pendekatan pre-eksperimental desaign dan desain one grup pretest-posttest. Teknik pengumpulan data dilakukan melalui tes, sedangkan analisis data meliputi analisis deskriptif dan inferensial. Hasil penlitian menunjukkan bahwa terjadi pengingkatan signifikan pada nilai rata-rata kemampuan literasi statistik siswa dari 63,05 (pretest) menjadi 85,63 (posttest). Selain itu kategori kemampuan literasi statistik siswa berpindah dari kategori rendah menjadi kategori tinggi setelah diterapkan model Discovery Learning. Kesimpulan dari penelitian ini adalah model discovery learning efektif dalam meningkatkan kemampuan literasi statistik siswa.
Co-Authors Ahmad Afandi Ariyanti Jalal Charisma Amilia Djarifa Bulawa Firda Ayu Hasan Hamid Hasriani Ishak Hersiyati Palayukan Hery Suharna Ida Kurnia Waliyanti Ika Santia In Hi Abdullah Kamri Ibrahim Lamanisa Rasid Saputra Marwia Tamrin Bakar Mustafa A. H. Ruhama, Mustafa A. H. Nurma Angkotasan, Nurma Pai’pinan, Matius Romandoni, Hendrisa Rizqie Soleman Saidi Swasti Maharani, Swasti Tri Andari Zayyadi, Moh