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All Journal Jurnal S2 Pendidikan Matematika Journal of Mathematics and Mathematics Education Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika JMPM: Jurnal Matematika dan Pendidikan Matematika 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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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA DAN PEMBELAJARAN MATEMATIKA SMP NE Ardianzah, Ferri; Kusmayadi, Tri Atmojo; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (517.36 KB)

Abstract

Abstract: The aim of the research was to determine the effect of cooperatif learning models viewed from the attitude of students. The learning model compared were TAI-CTL, TAI and direct instruction. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of junior high school even semester academic year 2013/2014 in Magetan regency. The sample was taken by using stratified cluster random sampling. Total sample was 231 students, consisted of 77 students as TAI-CTL class, 78 students as TAI class, and 76 students as direct instruction class. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing, it is concluded that: (1) students learns using TAI-CTL and TAI had better achievement than students learnt using direct instruction, students learnt using TAI-CTL had better achievement than students learnt using TAI  (2) positive attitude students had better achievement than those of neutral and negative attitudestudents, neutral attitude students had better achievement than negative attitude students (3) for TAI-CTL and TAI, students with positive attitude had better achievement than neutral and negative attitude, however neutral attitude students had the same achievement as negative attitude students, for direct instruction, positive attitude students had the same achievement as neutral attitude students, meanwhile positive attitude students had better achievement than negative attitudeand students with neutral attitude had the same achievement as negative attitude students (4) for  positive attitude students, students learnt using TAI-CTL had the same achievement as students learnt using TAI, meanwhile students learnt using TAI-CTL and TAI had better achievement than students learnt using direct instruction, for neutral and negative attitude students, students learnt using TAI-CTL, TAI, and direct instruction had the same achievement.Keywords: TAI-CTL, TAI, Direct Instruction, Attitude
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA DAN PEMBELAJARAN MATEMATIKA Ardianzah, Ferri; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.071 KB)

Abstract

Abstract: The aim of the research was to determine the effect of cooperatif learning models viewed from the attitude of students. The learning model compared were TAI-CTL, TAI and direct instruction. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of junior high school even semester academic year 2013/2014 in Magetan regency. The sample was taken by using stratified cluster random sampling. Total sample was 231 students, consisted of 77 students as TAI-CTL class, 78 students as TAI class, and 76 students as direct instruction class. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing, it is concluded that: (1) students learns using TAI-CTL and TAI had better achievement than students learnt using direct instruction, students learnt using TAI-CTL had better achievement than students learnt using TAI  (2) positive attitude students had better achievement than those of neutral and negative attitudestudents, neutral attitude students had better achievement than negative attitude students (3) for TAI-CTL and TAI, students with positive attitude had better achievement than neutral and negative attitude, however neutral attitude students had the same achievement as negative attitude students, for direct instruction, positive attitude students had the same achievement as neutral attitude students, meanwhile positive attitude students had better achievement than negative attitudeand students with neutral attitude had the same achievement as negative attitude students (4) for  positive attitude students, students learnt using TAI-CTL had the same achievement as students learnt using TAI, meanwhile students learnt using TAI-CTL and TAI had better achievement than students learnt using direct instruction, for neutral and negative attitude students, students learnt using TAI-CTL, TAI, and direct instruction had the same achievement.Keywords: TAI-CTL, TAI, Direct Instruction, Attitude 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA DAN PEMBELAJARAN MATEMATIKA Kusmayadi, Tri Atmojo; Usodo, Budi; Ardianzah, Ferri
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The aim of the research was to determine the effect of cooperatif learning models viewed from the attitude of students. The learning model compared were TAI-CTL, TAI and direct instruction. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of junior high school even semester academic year 2013/2014 in Magetan regency. The sample was taken by using stratified cluster random sampling. Total sample was 231 students, consisted of 77 students as TAI-CTL class, 78 students as TAI class, and 76 students as direct instruction class. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing, it is concluded that: (1) students learns using TAI-CTL and TAI had better achievement than students learnt using direct instruction, students learnt using TAI-CTL had better achievement than students learnt using TAI  (2) positive attitude students had better achievement than those of neutral and negative attitudestudents, neutral attitude students had better achievement than negative attitude students (3) for TAI-CTL and TAI, students with positive attitude had better achievement than neutral and negative attitude, however neutral attitude students had the same achievement as negative attitude students, for direct instruction, positive attitude students had the same achievement as neutral attitude students, meanwhile positive attitude students had better achievement than negative attitudeand students with neutral attitude had the same achievement as negative attitude students (4) for  positive attitude students, students learnt using TAI-CTL had the same achievement as students learnt using TAI, meanwhile students learnt using TAI-CTL and TAI had better achievement than students learnt using direct instruction, for neutral and negative attitude students, students learnt using TAI-CTL, TAI, and direct instruction had the same achievement.Keywords: TAI-CTL, TAI, Direct Instruction, Attitude 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA DAN PEMBELAJARAN MATEMATIKA SMP NE Ardianzah, Ferri; Kusmayadi, Tri Atmojo; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i2.9982

Abstract

Abstract: The aim of the research was to determine the effect of cooperatif learning models viewed from the attitude of students. The learning model compared were TAI-CTL, TAI and direct instruction. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of junior high school even semester academic year 2013/2014 in Magetan regency. The sample was taken by using stratified cluster random sampling. Total sample was 231 students, consisted of 77 students as TAI-CTL class, 78 students as TAI class, and 76 students as direct instruction class. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing, it is concluded that: (1) students learns using TAI-CTL and TAI had better achievement than students learnt using direct instruction, students learnt using TAI-CTL had better achievement than students learnt using TAI  (2) positive attitude students had better achievement than those of neutral and negative attitudestudents, neutral attitude students had better achievement than negative attitude students (3) for TAI-CTL and TAI, students with positive attitude had better achievement than neutral and negative attitude, however neutral attitude students had the same achievement as negative attitude students, for direct instruction, positive attitude students had the same achievement as neutral attitude students, meanwhile positive attitude students had better achievement than negative attitudeand students with neutral attitude had the same achievement as negative attitude students (4) for  positive attitude students, students learnt using TAI-CTL had the same achievement as students learnt using TAI, meanwhile students learnt using TAI-CTL and TAI had better achievement than students learnt using direct instruction, for neutral and negative attitude students, students learnt using TAI-CTL, TAI, and direct instruction had the same achievement.Keywords: TAI-CTL, TAI, Direct Instruction, Attitude
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.
Co-Authors Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Budi Usodo Fida Rahmantika Hadi, Fida Rahmantika Novitasari, Pratiwi Tri Atmojo Kusmayadi