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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.
Co-Authors Hardi Suyitno Kartono, Kartono Santri Chintia Purba Scolastika Mariani Yohana Aplonia Pahanael