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All Journal International Journal of Evaluation and Research in Education (IJERE) Edutech Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Elemen JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Journal of Medives Juring (Journal for Research in Mathematics Learning) Proceedings of the 1st UR International Conference on Educational Sciences Dinamisia: Jurnal Pengabdian Kepada Masyarakat International Journal on Emerging Mathematics Education Malikussaleh Journal of Mathematics Learning (MJML) Jurnal Basicedu JMIE (Journal of Madrasah Ibtidaiyah Education) ANARGYA: Jurnal Ilmiah Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JURNAL PENDIDIKAN MIPA Instructional Development Journal Mosharafa: Jurnal Pendidikan Matematika Mathematics Research and Education Journal Jurnal Basicedu
Zubaidah Amir MZ
Universitas Islam Negeri Sultan Syarif Kasim Riau
Education Mathematics Social Sciences Other

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Development of Students’ Worksheet with Realistic Mathematic Education on Subject Triangel Atika, Nur; MZ, Zubaidah Amir
Proceedings of the 1st UR International Conference on Educational Sciences Vol 1, No 1 (2017)
Publisher : Proceedings of the 1st UR International Conference on Educational Sciences

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Abstract

The research aims to produce students’ worksheet validly and practically with Realistic Mathematic Education (RME) approach on the triangle lesson. This research was conducted at Junior High School 7 Bengkalis. The subject of this research are the experts and students class VII which 6 among them taken as small group trial and 30 students taken as big group trial. The development usedthe ADDIE method, namely: (A) analysis, including the curriculum analysis and the needs analysis; (D) design, including the preparation of students’ worksheet; (D) development, to develop students’ worksheet with Realistic Mathematics Education (RME); (I) implementation, in the small and big group; (E) evaluation, to analyze the data. The scores of results through the inquiry conducted by the media, the material, the small group trial, and the big group trialare90%,84,45%,90,08%, and 89,14% respectively. The data shows that the development of the students’ worksheet is appropriate and does not have to be revised, but needs to follow up on comments and suggestions to complete.
Adversity Quotient in Mathematics Learning (Quantitative Study on Students Boarding School in Pekanbaru) MZ, Zubaidah Amir; Risnawati, Risnawati; Kurniati, Annisah; Prahmana, Rully Charitas Indra
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (273.801 KB) | DOI: 10.12928/ijeme.v1i2.5780

Abstract

The aim of this study is to analyze students’ Adversity Quotient (AQ) in mathematics learning viewed from gender aspect. This study is quantitative survey study on students in MTs Al-Munawarah Boarding School, Pekanbaru. The subjects of study are 8th grade students consisting of  75 girls and 63 boys. Data are collected by AQ scale and analyzed with statistic descriptive and inferential (test-t). The indicator of AQ consist of control, origin, ownership, reach and endurance.  The result of descriptive analysis shows that there is difference in mean of each indicator for two groups, but analysis of test-t  shows that there is no difference in students’ mathematical AQ for two group of gender. Through variance test, students’ mathematical AQ in two groups is homogeneous. The indicator of AQ in boys which is categorized as high are endurance and reach. While, the indicator in girls is aspect of control. This study contributes to literature study in identifying students’ AQ and the effort done to enhance students’ AQ in mathematics learning.
Kemampuan Penalaran Matematis Melalui Pembelajaran Contextual Teaching and Learning (CTL) Pada Siswa SMP Nurfadhilah, Nurfadhilah; MZ, Zubaidah Amir
Jurnal Elemen Vol 4, No 2 (2018): Jurnal Elemen
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (882.119 KB) | DOI: 10.29408/jel.v4i2.714

Abstract

The purpose of this research is to know the difference of mathematical reasoning ability between students using Contextual Teaching and Learning model (CTL) with students using direct learning model. Research type is experiment with quasi experiment research method and research design used is Posttest-Only Control Group Design. The sample technique used is purposive sampling. To see the results of the study, the data normality test, and homogeneity test using standard deviation and the mean of the sample class, then t-test  to determine the difference between two classes. Based on the   results of data analysis, it can be concluded that: There are differences in students mathematical reasoning ability to learn using Contextual Teaching and Learning (CTL) learning   model with students who learn to use direct learning with an average experimental class of 93,75 higher than the control class of 81,90.
Kemampuan Pemecahan Masalah Matematis dengan Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) ditinjau dari Kemampuan Awal Matematis Siswa Riska, Riska; MZ, Zubaidah Amir
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 2 No 2 (2018): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Institut Keguruan dan Ilmu Pendidikan Veteran Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medives.v2i2.643

Abstract

Penelitian ini bertujuan untuk menyelidiki ada tidaknya perbedaan kemampuaan pemecahan masalah matematis antara siswa yang mengikuti pembelajaran Cooperative Integrated Reading and Composition (CIRC) dengan siswa yang mengikuti pembelajaran langsung jika ditinjau dari kemampuan awal siswa Sekolah Menengah Pertama Negeri 2 Singingi. Penelitian ini merupakan penelitian quasi eksperimen yang bertujuan untuk menyelidiki hubungan sebab akibat dengan cara memberikan perlakuan pada salah satu kelas dan membandingkan hasilnya dengan salah satu kelas yang diberikan perlakuan yang berbeda. Subjek dalam penelitian ini adalah siswa kelas VIII-2 dan kelas VIII-3 Sekolah Menengah Pertama Negeri 2 Singingi  dan objek penelitian ini adalah pengaruh penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC)  terhadap kemampuan pemecahan masalah matematis siswa yang ditinjau dari kemampuan awal. Teknik analisis data yang digunakan peneliti yaitu uji-t dan anova dua jalan (two way anova). Instrumen yang digunakan adalah tes uraian untuk mengukur kemampuan pemecahan masalah matematis siswa dan untuk mengukur kemampuan awal matematis siswa. Berdasarkan hasil penelitian disimpulkan bahwa (1) terdapat perbedaan kemampuan pemecahan masalah antara siswa menggunakan model pembelajaran Cooperative Integrated Reading and Composition (CIRC)  dengan siswa menggunakan model pembelajaran langsung (2) terdapat perbedaan kemampuan pemecahan masalah matematis antara siswa yang mengikuti pembelajaran CIRC dengan pembelajaran langsung jika ditinjau dari kemampuan awal matematis (KAM) (3) tidak terdapat pengaruh interaksi antara pembelajaran menggunakan model pembelajaran dengan kemampuan awal dalam meningkatkan kemampuan pemecahan masalah matematis siswa. Oleh karena itu, secara umum model pembelajaran Cooperative Integrated Reading and Composition (CIRC) berpengaruh terhadap pemecahan masalah matematis yang ditinjau dari kemampuan awal pada siswa smp.
STRATEGI METAKOGNITIF DALAM PEMBELAJARAN MATEMATIKA (Analisis Kuantitatif pada Siswa dan Guru Matematika MTs Pekanbaru) mz, Zubaidah Amir
Jurnal Penelitian dan Pembelajaran Matematika Vol 10, No 1 (2017): Jurnal Penelitian dan Pembelajaran Matematika Volume 10 Nomor 1 Februari 2017
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (55.439 KB) | DOI: 10.30870/jppm.v10i1.1087

Abstract

This study aims to investigate the use of metacognitive strategies in the learning of mathematics by students and teachers. The study population is students and teachers of mathematics Private MTs Al-Muttaqin accredited and MTs Al-Fajar Pekanbaru accredited B. Samples were eighth grade students and teachers in Mathematics at both school. Quantitative data collected through questionnaires given to students and teachers. The average student still seldom used metacognitive strategies in teaching mathematics with the average 2.73. So also for teachers, in general is still rarely use metacognition strategies, as seen from the average value of only 2.54. Strategy highest or frequently used by students in general are peer tutors averaging 3.1, and most rarely used were Evaluating the way of thinking and acting with the average of 2.4. Through the difference test (t-test) can be concluded that in general there is no difference in the use of metacognitive strategies in teaching mathematics at both school students. For teachers, the strategy most commonly used in mathematics learning is cooperative learning with the average 3.33, and most rarely use is to ask students berthink-aloud either by themselves or in pairs with the average value of 1.5 and 1.667. These findings contribute to reinforce the importance of training in mathematics learning metacognitive strategy, in particular think-aloud in a cooperative setting.
Pengaruh Penerapan Strategi Metakognitif terhadap Kemampuan Pemecahan Masalah Matematis Berdasarkan Kemandirian Belajar Siswa Meisura, Anisa; Risnawati, Risnawati; MZ, Zubaidah Amir
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 2, No 1 (2019)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (613.685 KB)

Abstract

Tujuan penelitian ini adalah untuk menyelidiki ada tidaknya perbedaan kemampuan pemecahan masalah matematis siswa yang mengikuti strategi metakoginitif dengan siswa yang mengikut pembelajaran konvensional, mengetahui ada tidaknya perbedaan kemampuan pemecahan masalah matematis antara siswa yang memiliki kemandirian belajar tinggi, sedang dan rendah serta melihat ada tidaknya interaksi antara strategi metakognitif dan kemandirian belajar dalam mempengaruhi kemampuan pemecahan masalah matematis siswa. Penelitian ini merupakan penelitian Quasi Eksperimental dengan desain  The Nonequivalent Posttest Only Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas X semester genap MAN 1 Pekanbaru tahun ajaran 2018/2019. sampel diambil secara purposive sampling adalah kelas X MIA 1 dan X MIA 2. Analisis data yang digunakan untuk hipotesis 1 menggunakan uji-t sedangkan untuk hipotesis 2 dan 3 menggunakan anova dua arah. Hasil analisis data dengan menggunakan uji-t hipotesis 1 menunjukkan t hitung = 3.309 t tabel = 1.9977. sehingga dapat disimpulkan  terdapat perbedaan kemampuan pemecahan masalah matematis antara siswa yang mengikuti pembelajaran strategi metakognitif dengan siswa yang mengikuti pembelajaran konvensional. Hasil analisis data dengan menggunakan anova dua arah menunjukkan F(B)hitung = 40.45 lebih dari F(B)table = 3.15 dengan demikian dapat diambil kesimpulan bahwa terdapat perbedaan kemampuan pemecahan masalah matematis antara siswa yang memiliki kemandirian belajar tinggi, sedang dan rendah. Sedangkan interaknsi F(A×B)hitung = 0.47 lebih dari F(A×B)tabel = 3.15  sehingga dapat ditunjukan bahwa tidak terdapat interaksi antara strategi metakognitif dan kemandirian belajar dalam mempengaruhi kemampuan pemecahan masalah matematis siswa
PENGARUH PENERAPAN MODEL PEMBELAJARAN AUDITORY INTELECTUALLY REPETITION (AIR) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI MOTIVASI BELAJAR SISWA Sinta, Dewi; MZ, Zubaidah Amir
EDUTECH Vol 18, No 3 (2019)
Publisher : Prodi Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/e.v18i3.17894

Abstract

The ability to solve mathematical problems in students is known to still not meet the expected standards, therefore the Auditory Intelectually Repetition (AIR) Model is one of the models to improve students' Mathematical Problem Solving Ability. This study aims to determine whether the use of the Auditory Intelectually Repetition (AIR) model can improve the ability of students to solve mathematical problems compared to conventional learning in terms of student learning motivation. This study is a literature review study. The results of this study can be concluded that the Mathematical Problem Solving Ability of students who study with the Auditory Intelectually Repetition Learning Model (AIR) is better than students who learn with conventional learning in terms of student learning motivation.Kemampuan Pemecahan masalah matematis siswa diketahui masih belum memenuhi standar yang diharapkan, oleh karena itu Model Auditory Intelectually Repetition (AIR) adalah salah satu model untuk meningkatkan Kemampuan Pemecahan Masalah Matematis siswa. Penelitian ini bertujuan untuk mengetahui apakah penggunaan model Auditory Intelectually Repetition (AIR) dapat meningkatkan kemampuan Pemecahan Masalah matematis siswa dibandingkan dengan pembelajaran konvensional ditinjau dari motivasi belajar siswa. Penelitian ini adalah penelitian literature review. Hasil penelitian ini dapat disimpulkan bahwa Kemampuan Pemecahan Masalah Matematis siswa yang belajar dengan Model Pembelajaran Auditory Intelectually Repetition (AIR) lebih baik dari pada siswa yang belajar dengan pembelajaran Konvensional ditinjau dari Motivasi Belajar siswa.
Studi Eksploratif Problematika Pembelajaran Matematika Di Sekolah Dasar Di Tanah Datar Al Husna, Lathifah; MZ, Zubaidah Amir; Rian Vebrianto
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol 6 No 1 (2021): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v6i1.159

Abstract

Penelitian ini bertujuan untuk mengidentifikasi informasi mengenai problematika pembelajaran Matematika di Sekolah Dasar. Penelitian ini merupakan penelitian studi kasus. Penelitian ini melibatkan tujuh orang responden yang terdiri dari dua guru, dua siswa dan tiga orang tua siswa di sekolah dasar di Tanah Datar. Untuk tujuan kerahasiaan, responden diberi inisial R1, R2, R3, R4, R5 , R6, dan R7. Teknik pengumpulan data menggunakan google form dan diperkuat oleh artikel terkait. Hasil dari penelitian ini yaitu adanya banyak problematika yang dialami oleh guru, siswa dan orang tua siswa dalam pembelajaran matematika di sekolah dasar, yaitu siswa tidak memahami materi yang disampaikan oleh guru, guru hanya menjelaskan materi sebentar saja, guru ikut serta memantu siswa mengerjakan latihan yang diberikannya, guru tidak menanyakan pemahaman siswa terhadap materi yang diajarkan, guru tidak menggunakan media pembelajaran yang baik, siswa tidak bisa berpikir matematis meskipun telah duduk di kelas tinggi, ide-ide siswa tidak keluar dan jadi terpendam, siswa yang tidak bertanya terhadap materi yang dijelaskan oleh guru, metode yang digunakan oleh guru masih metode lama, serta minat dan kemampuan siswa yang kurang meningkat.
Literature Review: Mathematical Creative Thinking Ability, and Students’ Self Regulated Learning to Use an Open Ended Approach Ali, Damsir; Amir MZ, Zubaidah; Kusnadi, Kusnadi; Vebrianto, Rian
Malikussaleh Journal of Mathematics Learning (MJML) Vol 4, No 1 (2021): May
Publisher : Universitas Malikussaleh, Aceh Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/mjml.v4i1.3095

Abstract

The ability to think creatively and self regulated learning is very important in learning mathematics, in order to train students to develop their creativity. But in reality, mathematics learning that is currently happening has not been able to develop mathematical creative thinking skills and increase students’ self-regulated learning. The purpose of this study is to examine the relationship between the open-ended approach and the ability to think creative mathematically and self-regulated learning and how to implement it in school in the perspective of literature review. The type of research used is literature review, where articles are collected using search engines such as EBSCO, Science direct, and Scopus. Based on the articles collected, the results show that: 1. Mathematics learning to use an open-ended approach has an effect on increasing students ‘creative thinking skills and self-regulated learning, 2. The open-ended approach is higher in increasing students’ creative thinking abilities compared to using a conventional approach, 3. The open-ended approach to learning has the following steps: a) the teacher organizes students in learning activities; b) the teacher exposes students to open problems; c) the teacher guides and directs students in solving problems with various solutions and various answers; d) students present their work and compare with the work of other students in front of the class; and e) students conclude the subject matter, which is guided by the teacher. 4. To apply open-ended learning, it is necessary to prepare learning that requires high creativity for a teacher.
Let your students cheat on mathematics online exams: students’ perspectives Nurdin, Erdawati; MZ, Zubaidah Amir; Nufus, Hayatun; Thakur, Deepti; Shah, Firdous A.; Dube, Rakesh; Wijaya, Tommy Tanu
Malikussaleh Journal of Mathematics Learning (MJML) Vol 4, No 2 (2021): October
Publisher : Universitas Malikussaleh, Aceh Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/mjml.v4i2.3286

Abstract

The Covid-19 outbreak has an impact on the provision of education. One of them is the process of online assessment or examination. Difficulties occur during online exams; weak supervision can increase cheating behavior among students. Generally, teachers or lecturers think about how to prevent this behavior. However, what if they are allowed to "cheat" on the exam? What do they think? This paper discusses students' perceptions when they were allowed to access various sources during online math exams. What benefits do they get?. The survey was conducted on 78 students of the Mathematics Education Study Program of UIN Sultan Syarif Kasim Riau. The data obtained through a questionnaire were analyzed descriptively. The results of the descriptive analysis showed that the students gave a positive response. The results of this study are expected to be a positive view of the weakness of supervision during online math exams, an idea/way to prevent cheating. In its application, both online learning and assessment, it is necessary to strengthen the character and self-concept of students.
Co-Authors Abd. Rasyid Syamsuri Afdal, Zul Al Husna, Lathifah Aldiyanti, Dilla Putri alfiah alfiah Ali, Damsir Andrian, Dedek Anggraini, Fitria ANNISAH KURNIATI Atika, Nur Audhiha, Miftah Chindy Ariska Dacara, Editha Dube, Rakesh febliza, asyti Hamdani, M. Fikri Hasanuddin Hasanuddin Hayatun Nufus Kurniati, Annisah Kusnadi Laminah, Laminah Loska, Febri masrianti fadilah Meisura, Anisa Mimi Hariyani Muhandas, Ramon Nurdin, Erdawati Nurfadhilah, Nurfadhilah Nurhasanah Bakhtiar NURHASNAWATI NURHASNAWATI Nurul Jannah Putri Permata Sari rena revita, rena Reni Susanti Riska Riska Risnawati Risnawati Ahmad, Risnawati Risnawati Risnawati Risnawati Risnawati Riyan Hidayat Rully Charitas Indra Prahmana Shah, Firdous A. Sinta, Dewi Siti Maisaroh Siti Nurhalimah Subhan Subhan Susilawati, Susilawati Syahwela, Mayu Thahir, Musa Thakur, Deepti Tri Mulya Vebrianto, Rian Wahyuni, Reni Wijaya, Tommy Tanu Zarkasih Zarkasih