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All Journal Jurnal Peluang AKSIOMA: Jurnal Program Studi Pendidikan Matematika Numeracy : Jurnal Ilmiah Pendidikan Matematika Jurnal Sains Riset Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Akrab Juara : Jurnal Ilmu-ilmu Sosial STUDI PELAKSANAAN SELFMEDICATION PADA PENDERITA DIARE BERDASARKAN TINGKAT PENGETAHUAN MASYARAKAT PESISIR KECAMATAN SOROPIA KABUPATEN KONAWE Asimetris: Pendidikan Matematika dan Sains Jurnal Real Riset COVIT AGRI-SOSIOEKONOMI Tematik: Jurnal Konten Pendidikan Matematika Amalgamasi: Journal of Mathematics and Applications
Zulfa Razi
Universitas Jabal Ghafur
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences

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The Effect of Emotional Intelligence and Student Learning Independence on Learning Outcomes Mislianti Mislianti; Zulfa Razi; Fona Fitry Burais; Junaidi Junaidi
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i1.4174

Abstract

To determine the effect of emotional intelligence and learning independence on mathematics learning outcomes. This study uses a quantitative approach, with a correlational design of ex-post facto research type. Sampling in this study was done by purposive sampling. Data collection techniques in this study were questionnaires and documentation of learning outcomes. The questionnaire used in this study was divided into two, namely the emotional intelligence questionnaire and the learning independence questionnaire. Even semester exam results will be used as data on mathematics learning outcomes. The data analysis technique used the F-test. The results of the research data analysis showed that emotional intelligence had an effect on student learning outcomes by 12.2%. Independent learning of students also affects the learning outcomes of mathematics by 10.5%. This shows that emotional intelligence and learning independence have a low relationship with learning outcomes
Analysis of High School Students 'Mathematic Critical Thinking Ability with Graded Response Models Mirunnisa Mirunnisa; Zulfa Razi
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 4, No 1 (2021): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i1.1719

Abstract

The ability to think critically in mathematics, especially high-level mathematical critical thinking, is needed by students so that students are able to face changing circumstances or challenges that exist in life that is always developing. Graded response models (GRM) are used in order to display the estimated item parameters and students' abilities. This research is a descriptive study with a qualitative approach. Subjects in this study using SMA Simpang Tiga in terms of their mathematical critical thinking skills. Subjects were taken using a mathematical critical thinking ability test, then processed through Microsoft Excel to obtain a Graded Response Models (GRM) graph.Based on data analysis Students can be categorized as highly skilled, in general students can determine the concept of the problem correctly, are able to formulate problems in solving problems, are able to provide reasons and arguments clearly, but students are less able to evaluate problems in solving problems. Students who are categorized as having moderate ability, students can determine the concept of the problem correctly, are able to formulate problems, but students are less clear in providing reasons and arguments clearly, and are less able to evaluate the problems contained in solving problems. Students who are categorized as low, students are able to determine the concept correctly, but students are less able to formulate problems, and students are unable to provide clear reasons.
Analysis of High School Students 'Mathematic Critical Thinking Ability with Graded Response Models Mirunnisa Mirunnisa; Zulfa Razi
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 4, No 1 (2021): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i1.1719

Abstract

The ability to think critically in mathematics, especially high-level mathematical critical thinking, is needed by students so that students are able to face changing circumstances or challenges that exist in life that is always developing. Graded response models (GRM) are used in order to display the estimated item parameters and students' abilities. This research is a descriptive study with a qualitative approach. Subjects in this study using SMA Simpang Tiga in terms of their mathematical critical thinking skills. Subjects were taken using a mathematical critical thinking ability test, then processed through Microsoft Excel to obtain a Graded Response Models (GRM) graph.Based on data analysis Students can be categorized as highly skilled, in general students can determine the concept of the problem correctly, are able to formulate problems in solving problems, are able to provide reasons and arguments clearly, but students are less able to evaluate problems in solving problems. Students who are categorized as having moderate ability, students can determine the concept of the problem correctly, are able to formulate problems, but students are less clear in providing reasons and arguments clearly, and are less able to evaluate the problems contained in solving problems. Students who are categorized as low, students are able to determine the concept correctly, but students are less able to formulate problems, and students are unable to provide clear reasons.
Co-Authors Agnes E. Loho Apriani, Wiwin Fona Fitry Burais Hayatun Nufus hery saputra Husaini Husaini Husaini Husaini Istara Nadia Juliana Ruth Mandei Junaidi Junaidi Junaidi Salat Khairul Ismi Laila Qadriah Maryanti , Maryanti Maryanti Maryanti Mastura, Winta Maulina, Suci Mirna Ananda Putri Mirunnisa Mirunnisa Mirunnisa, Mirunnisa Mislianti Mislianti Muhsin Muhsin Nisa Imania Nurhayati Nurhayati Rahmad Rizki Sari, Nabila Winta Mastura Zulfikar Zulfikar