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All Journal Edumatsains Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Tan Hian Nio
Universitas Kristen Indonesia
Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Education Library & Information Science Mathematics Physics Social Sciences Other

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THE INFLUENCE OF LEARNING INTEREST AND MOTIVATION ON MATHEMATICS LEARNING ACHIEVEMENT IN CLASS VII STUDENTS OF SMP NEGERI 80 JAKARTA Yohana Aplonia Pahanael; Santri Chintia Purba; Tan Hian Nio
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 8 No 2 (2024): Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v8i2.5592

Abstract

This study aims to determine: (1) The relationship between interest and learning motivation on mathematics learning achievement among seventh-grade students at SMP Negeri 80 Jakarta; (2) The relationship between learning interest and mathematics learning achievement at SMP Negeri 80 Jakarta; (3) The relationship between learning motivation and mathematics learning achievement among seventh-grade students at SMP Negeri 80 Jakarta. The research method employed is a quantitative approach with a type of quantitative descriptive research. The research population includes all seventh-grade students at SMP Negeri 80 Jakarta. Meanwhile, the research sample consists of 75 students. The data collection technique in this research involves the use of instruments, namely: (1) learning interest questionnaire, (2) learning motivation questionnaire, and (3) even semester final exam scores. The obtained data were analyzed using descriptive statistical analysis techniques and inferential statistical analysis techniques. The results of descriptive statistical analysis indicate that students' learning interest scores reached 77.3%, falling into the moderate category. Meanwhile, learning motivation reaches 73.3%, categorized as high, and learning achievement at 89.3% is in the category of beginning to develop.
Efektivitas Pembelajan Daring melalui Pendekatan Activity, Class Discussion, dan Exercice (ACE) Menggunakan Rancangan Tugas Terstruktur Mahasiswa Pendidikan Matematika Nio, Tan Hian
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 4 No. 1 (2024): Januari - Juni 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v4i1.1441

Abstract

Isolasi Pendidikan pada masa Pandemi COVID-19 tahun 2020-2022 menyebabkan terjadinya krisis pembelajaran pada satuan Pendidikan, masalah yang dihadapi adalah pembelajaran tatap muka di ruang kelas digantikan dengan pembelajaran online class di ruang maya yang berakibat kepada proses pembelajaran kurang terpantau, interkasi belajar, kinerja belajar, dan mutu akademik menurun. Sehingga, pembelajaran daring menjadi salah satu alternatif perkuliahan yang mendorong penerapan pendekatan Activity, Class Discussion, dan Exercice (ACE) menggunakan Rencana Tugas Terstruktur (RTT) dalam pembelajaran. Penelitian ini bertujuan untuk mendeksripsikan sejauhmana efektivitas dan pengaruh pendekatan ACE menggunakan RTT terhadap pembelajaran Struktur Aljabar dalam konteks pembelajaran daring. Kami melibatkan mahasiswa pendidikan matematika Universitas Kristen Indonesia Semester 4 tahun 2022 di. Jumlah respoden sebanyak 29 orang. Data yang dikumpulkan dianalisis denga analisis statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa pendekatan ACE menggunakan RTT berpengaruh positif dan efektif digunakan dalam perkuliahan daring.
Practicality and Effectiveness of the COMESC Learning Model in Fostering Statistical Thinking Skills Nio, Tan Hian; Suyitno, Hardi; Kartono, Kartono; Mariani, Scolastika
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.1184

Abstract

The COMESc learning model is a specialized instructional approach developed through research and development to address university students’ weaknesses in statistical thinking. These weaknesses include challenges in problem identification, hypothesis formulation, selection of appropriate statistical methods, interpretation of statistical relationships, application of significance testing, execution of calculations, comparison of sample and critical values, decision-making, and result interpretation. This study aimed to evaluate the practicality and effectiveness of the COMESc model in improving students’ statistical thinking skills. A limited field trial was conducted with 27 participants over 10 class sessions. Qualitative data were collected through open-ended questionnaires and in-depth interviews, while quantitative data were obtained from closed-ended questionnaires and tests. Results indicated that the COMESc model is highly practical (95.65%) and effective, with 100% of participants achieving a minimum average test score of 73. The model also improved learning outcomes, enhanced performance, and stimulated active learning dynamics. Its strengths lie in ease of implementation, structured problem-solving syntax, and capacity to foster deeper statistical reasoning, while its main limitation is the need for instructor patience during initial implementation.
The Effect of Numbered Head Together Learning Model Assisted by Learner Worksheets on Mathematical Problem-solving Ability Jefry Samuel; Tan Hian Nio; Kerdid Simbolon
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7011

Abstract

The purpose of this study is to determine whether there is a difference in problem-solving ability assisted by worksheets between students who apply the NHT and Expository learning models. To determine whether or not there is an increase in problem-solving skills assisted by worksheets between students who apply the NHT and expository learning models. This research involved VII-A and VII-B classes of SMP Negeri 50 Jakarta with Quasi Experimental Design. Data obtained from posttest scores, where the data is normal and homogeneous while the data from the gain is normal and inhomogeneous then using the Independent Sample T-Test test, the results: (1) There is no difference in the mathematical problem-solving ability of students with the treatment of NHT and expository learning models. The average posttest value of mathematical problem-solving ability that gets the NHT learning model treatment reaches 58.72 while with the expository learning model treatment reaches 49.57. (2) There is a difference in the improvement of mathematical problem-solving ability between students who apply the NHT and expository learning models. The average gain data value of the Experiment class reached 46.56 and n - gain reached 0.5660 while the Expository class data gain reached 31.58 and n - gain reached 0.4126.
Development of Learning Styles based Mathematics E-module to Enhance Student’s Numeracy Skills Richard; Stevi Natalia; Tan Hian Nio
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7483

Abstract

This research’s purpose is to develop an e-module based on students learning style to increase the numeracy skills of students. The research method used is Research and Development (RnD) method. The RnD model used in this research is ADDIE model. The result of this research is an e-module based on student’s learning style and validated with material validation mean score of 3,770 within very valid category, media validation mean score of 3,631 within very valid category, and language validation mean score of 3,167 within valid category. The validated module is then implemented and is tested based on effectivity and the N-gain score of 0,44 is gotten with the increase category of medium. Hence, it is concluded that the e-module based on students learning style can increase student’s numeracy skills.
Co-Authors Hardi Suyitno Jefry Samuel Kartono , Kerdid Simbolon Richard Santri Chintia Purba Scolastika Mariani Stevi Natalia Yohana Aplonia Pahanael