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All Journal Journal on Education Journal of Mathematics Instruction, Social Research and Opinion Jurnal Pendidikan West Science
Nurdalilah Nurdalilah
Universitas Muslim Nusantara Al-Washliyah
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Peningkatan Hasil Belajar Matematika Menggunakan Model Pembelajaran Teams Game Tournament (TGT) di Kelas XI IPA 2 SMAN 10 Medan Cindy Amelia Sitorus; Haryati Ahda Nasution; Nurdalilah Nurdalilah; Ummi Aulia; Dinda Qori Wahyuni
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.6245

Abstract

In order to find out whether the Teams Game Tournament (TGT) style of learning may help students in class XI IPA 2 at SMA Negeri 10 Medan learn more about algebraic function derivatives in the 2023–2024 school year, this study was conducted. This study follows a two-cycle format typical of PTK, or Classroom Action Research. Twelve male and twenty female students from class XI IPA 2 at SMA Negeri 10 Medan made up the total of thirty-two participants in this research. The researchers in this study relied on observation and testing to compile their data. This study found that students in class XI IPA 2 at SMA Negeri 10 Medan learned more about the derivative of algebraic functions than in previous years. Both the percentage of teachers seeing student activities and the percentage of teachers observing teacher activities rose to 89.06% and 86.62%, respectively, in cycle II. Furthermore, student learning outcomes improved by 86.22 percent. Class XI IPA 2 students at SMA Negeri 10 Medan improved their performance in the 2023–2024 school year after using the Teams Game Tournament (TGT) style of instruction.
Implementasi Pendekatan TPACK Dalam Pembelajaran Pada Muatan PKn Kelas V SD IT Darussalam Delitua Dinda Yarshal; Dina Hidayati Hts; Nurdalilah Nurdalilah; Ulfa Sari Rezeki
Jurnal Pendidikan West Science Vol 2 No 02 (2024): Jurnal Pendidikan West Science
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/jpdws.v2i02.1498

Abstract

Technological pedagogical content knowledge (TPACK) adalah pengetahuan tentang pentingnya integrasi antara teknologi dan pedagogik dalam pengembangan konten di dunia pendidikan. Penelitian ini bertujuan untuk mengetahui (1) implementasi pendekatan TPACK dalam proses pembelajaran (2) Kendala implementasi pendekatan TPACK dalam proses pembelajaran. Jenis penelitian ini adalah penelitian deskriptif kualitatif yang mana nantinya akan mendeskripsikan implementasi pendekatan TPACK dalam pembelajaran. Sampel penelitian ini seluruh jumlah populasi di 1 kelas yaitu 35 orang siswa. Berdasarkan hasil penelitian implementasi pendekatan TPACK dilakukan dengan menyelaraskan proses pembelajaran dalam hal pentrasferan ilmu pengetahuan melalui teknologi dimana pendidik mengimplementasikan pendekatan TPACK ini dengan memanfaatkan video pembelajaran pada muatan PKn yang interaktif dan menampilkannya dengan berbagai perangkat teknologi, namun masih terdapat kendala yang dialami pendidik bila menggunakan pendekatan TPACK ini yaitu masalah pemadaman arus listrik, kendala lainnya ditemukan bila video pembelajaran yang ingin ditampilkan harus membutuhkan jaringan internet maka pendidik membutuhkan sinyal yang stabil pada saat proses pembelajaran.
Worked Example-Based Instruction to Reduce Cognitive Load and Academic Boredom in Mathematics Learning Syahrina Anisa Pulungan; Ainul Marhamah Hasibuan; Nurdalilah Nurdalilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1233

Abstract

This study investigates how cognitive load influences learning outcomes by considering the role of academic boredom, while also examining the effectiveness of worked example-based instruction in reducing both cognitive load and academic boredom in mathematics learning. The research employed a quasi-experimental design involving experimental and control groups with a total of 120 participants (n = 120). Data were collected using questionnaires measuring cognitive load and academic boredom, along with tests assessing learning outcomes. The relationships among variables, both direct and indirect, were examined using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that an increase in cognitive load tends to be associated with higher levels of academic boredom and a decline in learning outcomes. Academic boredom negatively predicts learning outcomes and acts as a mediating variable between cognitive load and achievement. Worked example-based instruction demonstrates a stronger ability to regulate cognitive and emotional processes compared with traditional instructional approaches. These results underscore the need to maintain an appropriate balance between cognitive demands and students’ emotional engagement in mathematics learning. The study offers a contribution by combining cognitive and affective aspects within a unified analytical perspective and presents practical recommendations for developing instructional strategies that foster cognitive-emotional balance.
Co-Authors Cindy Amelia Sitorus Dina Hidayati Hts Dinda Qori Wahyuni Dinda Yarshal, Dinda Haryati Ahda Nasution Hasibuan, Ainul Marhamah Syahrina Anisa Pulungan Ulfa Sari Rezeki Ummi Aulia