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All Journal JMPM: Jurnal Matematika dan Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Asatiza: Jurnal Pendidikan Jurnal Paradigma Jurnal Jendela Pendidikan
Ferri Ardianzah
STAI Ma'arif Magetan
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penerapan Teori Beban Kognitif dalam Pengajaran Matematika Dalam Mengurangi Beban Kognitif Tak Esensial Rahmawati, Arum Dwi; Ardianzah, Ferri; Novitasari, Pratiwi
JURNAL JENDELA PENDIDIKAN Vol. 4 No. 04 (2024): Jurnal Jendela Pendidikan: Edisi November 2024
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v4i04.1112

Abstract

Meminimalkan beban kognitif siswa, terutama beban kognitif ekstrinsik yang tidak perlu, merupakan hal yang sangat penting agar materi yang disampaikan oleh guru dapat dengan baik diolah oleh siswa menjadi pengetahuan yang bermakna. Oleh karena itu, penelitian ini bertujuan untuk menggali informasi tentang cara mengembangkan dan merancang strategi pembelajaran yang dapat mengurangi beban kognitif siswa. Metode penelitian ini adalah studi kepustakaan, dan data diperoleh melalui pencarian online menggunakan sumber seperti Google Scholar, Science Direct, dan Education Resources Information Center (ERIC). Artikel-artikel yang ditemukan kemudian dianalisis dengan metode analisis isi. Hasil dari penelitian ini mengidentifikasi berbagai strategi yang dapat digunakan dalam merancang pembelajaran matematika berdasarkan prinsip Cognitive Load Theory, seperti efek tanpa tujuan (goal-free effect), efek contoh kerja (worked example effect), efek perhatian terpecah (split-attention effect), efek redundansi (redundancy effect), efek modalitas (modality effect), efek interaktivitas elemen (element interactivity effect), efek imajinasi (imagination effect), dan efek redupnya panduan (guidance fading effect).
Pre-Service Elementary Teachers’ Difficulties in Solving Mathematical Problems Containing Contradictory Information Hadi, Fida Rahmantika; Ardianzah, Ferri
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 10 No 2 (2025): September 2025 - February 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v10i2.5936

Abstract

This study investigates the difficulties experienced by pre-service elementary teachers in solving mathematical problems containing contradictory information. Such problems require reflective reasoning and verification beyond procedural fluency. Using a qualitative descriptive case study, 33 fifth-semester students from the Elementary Teacher Education program at Universitas PGRI Madiun participated. Data were collected through problem-solving tests, think-aloud protocols, and interviews, and analyzed through reduction, display, and conclusion drawing with triangulation. The findings revealed three interrelated types of difficulties: cognitive, metacognitive, and affective. Cognitive difficulties dominated as students relied on formulas without validating data accuracy; metacognitive difficulties appeared in poor regulation and limited strategy adjustment; while affective difficulties involved anxiety and low confidence. The study highlights that students’ challenges extend beyond conceptual understanding and suggests integrating contradictory-information tasks and metacognitive scaffolding to promote reflection and resilience in teacher education.
The Relationship between Student Attitudes and Mathematics Learning Achievement in the PKBM Raharjo Maospati Magetan Learning Community Ardianzah, Ferri
Jurnal Paradigma Vol 15 No 1 (2023): April
Publisher : STAI MA'ARIF MAGETAN, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53961/paradigma.v15i01.23

Abstract

Belajar matematika dianggap sangat penting bagi setiap negara di dunia. Siswa diminta untuk belajar matematika yang dianggap sebagai pendidikan dasar, karena keterampilan perhitungan matematika sangat penting dalam setiap langkah kehidupan. Keberhasilan siswa dalam matematika tergantung pada sikap terhadap matematika. Sikap terhadap matematika memainkan peran penting dalam pengajaran dan proses pembelajaran matematika. Dapat disimpulkan bahwa sikap positif terhadap matematika mengarahkan siswa untuk keberhasilan dalam.matematika. Sikap merupakan salah satu faktor yang memHubungani proses pembelajaran. Tujuan penelitian pada penelitian ini adalah Untuk mengetahui sikap siswa, Untuk mengetahui prestasi belajar matematika siswa, Untuk mengetahui adakah dan berapa besar Hubungan sikap siswa terhadap prestasi belajar matematika siswa. Jenis penelitian yang dilakukan adalah penelitian kuantitatif. Statistik uji yang digunakan dalam penelitian ini menggunakan teknik statistik dengan rumus kolerasi product moment. Setelah kolerasi product moment selanjutnya menggunakan uji signifikasi atau disebut dengan uji t dengan rumus sebagai berikut. Berdasarkan perhitungan koefisien korelasi product moment di atas, mendapatkan hasil nilai 0,72 maka tingkat hubungan antara variabel X (Sikap Siswa) dengan variabel Y (Prestasi Belajar) termasuk baik. Selanjutnya, untuk mengetahui adakah Hubungan Sikap siswa terhadap prestasi belajar Matematika siswa dengan menggunakan rumus uji-t dengan hasil t 0,05;98= 1,658 1 (t table) DK= {t | t > 1,658) ; dan tobs = 10,33 € DK. Dari hasil analisis di atas diketahui t hitung sebesar 10,33 dan t tabel 1,658. Maka dapat disimpulkan bahwa t hitung lebih besar dari t tabel yaitu sebesar 10,33 >1,658. Ini berarti terdapat hubungan yang signifikan antara Sikap Siswa dengan Prestasi belajar Matematika. Diperoleh KD = ( 0,72)². 100 % = 0,52 X 100 % = 52 %. Dengan demikian dapat disimpulkan hubungan Sikap Siswa terhadap prestasi belajar mata pelajaran Matematika sebesar 52%, sedangkan sisanya diHubungani oleh faktor lain.
PENGEMBANGAN MEDIA PEMBELAJARAN ISPRING SUITE MATERI RUKHSAH UNTUK MENINGKATKAN HASIL BELAJAR PAI SISWA Hadi, Fida Rahmantika; Ardianzah, Ferri; Chaterina, Desida Bella
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42052

Abstract

Innovation in the field of education and learning increasingly involves the use of electronic technology, both in the form of media and methods. To make learning more engaging and improve students’ learning outcomes, it is necessary to develop innovative learning media, specifically the development of Islamic Education (PAI) learning media using iSpring Suite. This study aims to examine the development process, feasibility, and effectiveness of using iSpring Suite-based learning media on the topic of rukhsah in improving students’ PAI learning outcomes. This research employed a Research and Development (R&D) design using the Borg and Gall development model. The sample consisted of 26 students from class VII A. Data collection techniques included questionnaires, tests, and interviews, while data analysis was conducted using descriptive analysis and t-test analysis to determine differences in learning outcomes before and after the implementation of iSpring Suite-based PAI learning media on the topic of rukhsah. The results of the development process showed that the validation scores were 92.5% from media experts, 95% from material experts, and 90% from learning experts, all of which fall into the “very feasible” category. Student responses yielded a score of 82%, indicating a “very good” category. The normality test indicated that the data were not normally distributed; therefore, non-parametric statistical analysis using the Wilcoxon test was applied. The Wilcoxon test results showed a significance value of <0.05, indicating that the hypothesis was accepted and that the iSpring Suite-based learning media on rukhsah is effective in improving students’ learning outcomes. Keywords: Learning Media Development, iSpring Suite, Rukhsah, Learning Outcomes
Seblak edukasi: Integrating gamification and local culinary culture to enhance students' behavioral engagement in Islamic religious education Alawi, Hanna Syahida; Ardianzah, Ferri
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.3910

Abstract

Islamic Religious Education (IRE), particularly instruction on patriotism and religious moderation, continues to face challenges in fostering students’ behavioral engagement in classroom learning. Although previous studies have demonstrated the potential of gamification to enhance participation, most have relied on digital quiz platforms and have rarely incorporated local culinary culture as a contextual learning medium. This study aimed to develop and evaluate Seblak Edukasi, a gamification-based learning medium integrating local culinary culture to enhance students’ behavioral engagement in IRE. A convergent mixed-method design was employed with 35 twelfth-grade students at SMAN 1 Karas. Qualitative data were obtained through structured classroom observations, while quantitative data were analyzed descriptively by comparing students’ engagement before and after implementation. Behavioral engagement was operationalized through students’ participation in asking and answering questions, expressing opinions, engaging in discussions, and completing learning tasks. The Seblak theme was selected as a familiar local culinary heritage that provided a culturally meaningful context for exploring national identity, unity, patriotism, and religious moderation. The findings indicated positive student responses and increased active participation, from 7 students (20%) before implementation to 33 students (94%) afterward. Observations further showed greater willingness to participate in discussions, ask and answer questions voluntarily, and complete learning challenges. These findings suggest that integrating gamification with culturally relevant local culinary elements can foster engaging and contextually meaningful IRE learning experiences. However, given the single-class setting and limited implementation period, the findings should be interpreted cautiously. Further research involving larger samples and more rigorous designs is warranted.
Co-Authors Alawi, Hanna Syahida Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Budi Usodo Chaterina, Desida Bella Fida Rahmantika Hadi Novitasari, Pratiwi Tri Atmojo Kusmayadi