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Nurfadilah Siregar

Mathematics Education Study Program, FKIP, Universitas Tanjungpura, Prof. Dr. H. Hadari Nawawi Street, Pontianak

Author-ID : 703508

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Analisis Kemampuan Pemecahan Masalah Ditinjau dari Self-Efficacy Matematis: Studi pada Siswa Kelas VIII SMP SMP Negeri 16 Sungai Raya Wahyu Anggraini; Ahmad Yani T; Nurfadilah Siregar; Nadya Febriani Meldi
Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora Vol. 11 No. 1 (2025): Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora
Publisher : Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/alwatzikhoebillah.v11i1.3222

Problem solving skill is an essential component of mathematics learning. However, in reality, students's problem-solving skills are still low. Internal factors are among the causes that affect students in learning mathematics. One of these internal factors is mathematical self-efficacy. This study aims to examine mathematical problem solving skill in relation to the mathematical self-efficacy of eight-grade students at SMP Negeri 16 Sungai Raya on the topic of linear equations in two-variable. The method used in this research is qualitative descriptive, with data collection techniques including questionnaires, written tests, and interviews. The subjects of study consisted of 6 students representing each category of mathematical self-efficacy. The results indicate that students with high mathematical self-efficacy have very good problem-solving skills. Students with moderate mathematical self-efficacy demonstrate good problem-solving skills, although they have not maximally met all problem-solving indicators. Meanwhile, students with low mathematical self-efficacy exhibit less satisfactory problem-solving skills.

Pembelajaran Berdiferensiasi pada Pembelajaran Matematika: Sebuah Kajian Literatur Tomo Tomo; Ahmad Yani T; Nurfadilah Siregar; Nadya Febriani Meldi
Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora Vol. 11 No. 1 (2025): Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora
Publisher : Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/alwatzikhoebillah.v11i1.3238

This study discusses the understanding of differentiated learning in mathematics learning and its essence. The research method used is library research. Based on the results of the study, it was found that differentiated learning by paying attention to learning readiness, learning profiles, interests and talents of students is implemented to improve mathematical creative thinking skills. In addition, differentiated learning design as a solution to problems because it accommodates every student's needs and characteristics. In addition, the planned learning already includes differentiation of content, process, product, and learning environment so that efforts that can be made to overcome difficulties in learning mathematics, namely teachers can apply differentiated learning optimally.

The Effect of PBL Integrated Education for Sustainable Development on Students' Mathematical Communication and Problem Solving Skills Puput Puput; Ahmad Yani T; Nurfadilah Siregar; Verminus Verminus
Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi Volume 14 Issue 1 April 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/euler.v14i1.37346

This research adopted a pretest–posttest control group experimental design. The primary objective was to investigate the impact of implementing Problem-Based Learning (PBL) integrated with the Education for Sustainable Development (ESD) approach on students’ mathematical problem-solving abilities and mathematical communication skills within the context of matrix learning. The population consisted of all 11th-grade students at SMAN 8 Pontianak (N=280), with two classes selected through probability sampling as the experimental and control groups. Data were collected using essay tests, observations, and documentation, then analyzed using independent samples t-tests, Mann-Whitney tests, and effect size analyses. The findings indicated statistically significant differences between the experimental and control groups (p0.05). Specifically, the experimental group achieved a mean post-test score 20.21% higher than the control group in problem-solving and 36.41% higher in mathematical communication. Strong effect sizes (d=1.84 and r=1.34) further demonstrate that ESD-oriented PBL substantially improved students’ competencies compared to conventional methods.

Analysis of reflective thinking skills from the perspective of Gregorc’s thinking style Eko Santoso; Ahmad Yani T; Nurfadilah Siregar; Ade Mirza; Dede Suratman
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 32 No. 2 (2025)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

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

Reflective thinking skills are very important because they are a major part of achieving mathematics learning objectives. However, the reality in the field found problems in students, such as their difficulty in connecting new knowledge with what they already know before. The research conducted aims to describe the ability of reflective thinking in terms of Gregorc thinking style of class XI students at SMA Negeri 8 Pontianak. Descriptive qualitative is the method used in this research with instruments in the form of thinking style tests, reflective thinking ability tests, and interview guidelines. This research involved 4 students of class XI C SMA Negeri 8 Pontianak as subjects. Based on the research results, it was found that subjects with SK thinking style fulfilled all indicators of reflective thinking, subjects with SA thinking style only fulfilled two indicators of reflective thinking, subjects with AK thinking style only fulfilled one indicator of reflective thinking, and subjects with AA thinking style only fulfilled one indicator of reflective thinking. Teachers are advised to consider students thinking styles in learning, while other researchers are advised to examine the comparison of reflective thinking abilities based on differences in thinking styles

Developing AR-based mathematics learning media on curved-surface solids using Assemblr Edu Ilham Hafizt; Ade Mirza; Nurfadilah Siregar; Dede Suratman; Revi Lestari Pasaribu
International Journal on Emerging Mathematics Education IJEME, Vol. 10 No. 1, March 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v10i1.31205

This study addresses the lack of student interest in curved-surface solids and the limited use of instructional media in mathematics classrooms. It aimed to develop valid and engaging Augmented Reality-based learning media using Assemblr Edu specifically for this topic. Employing a Research and Development (R&D) approach following the ADDIE model, the study evaluated through two separate validations, which consisted of expert validation sheets completed by media expert and subject-matter experts, while student responses were collected using a response questionnaire. The validation results showed that three media experts produced an average score of 90% (highly valid), and three content experts provided an average of 91.43% (highly valid). Student responses from 30 participants showed a positive rate of 82.60% (very positive). These findings indicate that the AR-based media developed with Assemblr Edu is valid and received very positive responses from students. It is recommended that future studies apply this AR media to broader instructional topics while considering technical and accessibility factors.

PEMBELAJARAN DISCOVERY TERBIMBING BERBANTUAN GEOGEBRA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP FUNGSI EKSPONENSIAL DIKAJI DARI MOTIVASI BELAJAR Eka Pratiwi; Dede Suratman; Evi Noviani; Hamdani Hamdani; Nurfadilah Siregar
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.9181

This study aims to analyze the effect of guided discovery learning assistes by the GeoGebra application on students’ conceptual understanding of exponential functions, examined from the perspective of learning motivation in grade XI at SMA Santo Paulus Pontianak. The study employed a quantitative method with a pre-experimental design of the one group pretest-posttets. The subjects of this study consisted of 56 eleventh-grade students who were grouped into high, medium, dan low learning categories.The instruments used were a conceptual understanding test, a learning motivation questionnaire, and an interview guidelines. The results showed that 9 students were categorized as having high motivation, 35 students as medium motivation, and 12 students as low motivation. The test data indicate in increase in conceptual understanding score of exponential functions by 47,62 for the high-motivation group, 48,85 for the medium-motivation group, and 21,23 for the low-motivation group. Furthermore, the test data were analyzed using the Wilcoxon test for the overall data as well as for the high- and medium-motivation groups, while the paired sample t-test was applied for the low-motivation group. The results indicated that guided discovery learning assisted by GeoGebra had a significant effect on students’ conceptual understanding of exponential functions, with effect sizes categorized as very strong across all levels of learning motivation.

MARKET PLACE ACTIVITY (MPA): THE EFFECTS ON STUDENTS' LEARNING MOTIVATION AND COGNITIVE LEARNING OUTCOMES IN MATHEMATICS Olla Nurhayati; Edy Yusmin; Agus Winarji; Ade Mirza; Nurfadilah Siregar
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 2 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i2.18383

Penelitian ini bertujuan untuk menguji penerapan model pembelajaran kooperatif tipe Aktivitas Pasar (MPA) dalam meningkatkan motivasi dan hasil belajar kognitif siswa dalam matematika pada materi statistik. Penelitian ini bersifat kuantitatif dengan menggunakan desain studi kasus satu kali. Sebanyak 30 siswa kelas VIII E SMP Negeri 1 Sungai Kakap dipilih melalui pengambilan sampel acak berkelompok sebagai sampel penelitian. Instrumen penelitian ini berupa kuesioner untuk mengukur hasil belajar kognitif dalam matematika yang terdiri dari tiga pertanyaan dan kuesioner motivasi belajar matematika. Rata-rata motivasi belajar yang diperoleh dari perhitungan kuesioner setelah implementasi MPA adalah 71,90, dengan 26,67% siswa dalam kategori tinggi, 56,67% dalam kategori sedang, dan 16,66% dalam kategori rendah. Rata-rata skor posttest untuk hasil belajar kognitif adalah 81,11 dengan 10% siswa dalam kategori tinggi, 66,7% dalam kategori sedang, dan 23,3% dalam kategori rendah. MPA memiliki pengaruh signifikan dengan kontribusi sebesar 65,91% dalam meningkatkan motivasi belajar dan pengaruh signifikan sebesar 82,12% terhadap hasil belajar kognitif. Hasil ini menunjukkan bahwa MPA efektif dalam meningkatkan motivasi dan hasil belajar kognitif siswa pada materi statistika.

Pelatihan penguatan asesmen melalui penyusunan soal berbasis HOTS untuk mewujudkan pembelajaran bermakna Dona Fitriawan; Ahmad Yani T; Nurfadilah Siregar; Agung Hartoyo; Kurnia Ningsih; Afandi Afandi; Ruqiah Ganda Putri Panjaitan; Venny Karolina; Endar Sulistyowati
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 4 (2026): August (In Progress)
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i4.39064

AbstrakKegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam menyusun asesmen pembelajaran berbasis Higher Order Thinking Skills (HOTS) guna mewujudkan pembelajaran yang bermakna. Permasalahan yang dihadapi mitra adalah masih dominannya penggunaan soal berbasis Lower Order Thinking Skills (LOTS) sehingga belum optimal dalam mengukur kemampuan berpikir kritis peserta didik. Metode pelaksanaan menggunakan pendekatan pelatihan dan pendampingan melalui tahapan persiapan, pelaksanaan, evaluasi, dan tindak lanjut. Kegiatan dilaksanakan di Aula SMAN 1 Mempawah dengan melibatkan guru MGMP SMA. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap konsep HOTS, kemampuan menyusun soal pada level kognitif C4-C6, serta peningkatan kualitas instrumen asesmen yang lebih kontekstual dan bermakna. Luaran kegiatan berupa modul pelatihan, produk soal HOTS, dan artikel ilmiah. Kegiatan ini memberikan konstribusi positif terhadapa peningkatan kualitas pembelajaran berbasis Kurikulum Merdeka. Kata kunci: asesmen pembelajaran; HOTS; pembelajaran bermakna; kompetensi guru. Abstract This community service activity aims to enhance teachers’ competencies in developing learning assessments based on Higher Order Thinking Skills (HOTS) to foster meaningful learning. The challenge faced by the partner institution is the continued dominance of questions based on Lower Order Thinking Skills (LOTS), which has not yet optimally measured students’ critical thinking abilities. The implementation method employed a training and mentoring approach through the stages of preparation, implementation, evaluation, and follow-up. The activity was conducted in the auditorium of SMAN 1 Mempawah, involving teachers from the High School Teachers’ Working Group (MGMP). The results of the activity demonstrated an increase in teachers’ understanding of the HOTS concept, their ability to develop questions at cognitive levels C4–C6, as well as an improvement in the quality of assessment instruments that are more contextual and meaningful. The outputs of the activity include training modules, HOTS question banks, and scientific articles. This activity makes a positive contribution to improving the quality of learning based on the Merdeka Curriculum. Keywords: learning assessment; HOTS; meaningful learning; teacher competencies.

Teachers' Ability to Develop Mathematics Teaching Modules: Study of the Implementation of the Independent Curriculum in Pontianak City Yulis Jamiah; Marianus Hengki; Nurfadilah Siregar; Nadya Febriani Meldi
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.1475

Penelitian ini bertujuan untuk mengukur kemampuan guru matematika SMP/SMA/SMK di Pontianak dalam mengembangkan perangkat pembelajaran berdasarkan Kurikulum Merdeka. Tujuan spesifiknya adalah: 1) mendeskripsikan kemampuan guru dalam menjabarkan kriteria perangkat pembelajaran Kurikulum Merdeka, dan 2) mendeskripsikan kemampuan guru dalam menjabarkan komponen perangkat pembelajaran Kurikulum Merdeka. Penelitian ini mencakup beberapa tahap: analisis teori kemampuan guru, eksplorasi karakteristik perangkat pembelajaran, identifikasi masalah, kajian perangkat pembelajaran hasil pengembangan guru, serta pengumpulan data melalui angket, wawancara, dan observasi. Metode yang digunakan adalah metode deskriptif dengan analisis data kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa kemampuan guru dalam mengembangkan perangkat pembelajaran, khususnya dalam menjabarkan tiga komponen dan empat kriteria perangkat pembelajaran Kurikulum Merdeka, berada pada kategori baik. Namun, kemampuan dalam menjabarkan item setiap komponen dan kriteria perangkat pembelajaran berada pada kategori cukup baik.This study aims to assess the abilities of junior high, senior high, and vocational school mathematics teachers in Pontianak in developing learning tools based on the Merdeka Curriculum. Specifically, it seeks to: 1) describe teachers' abilities in detailing the criteria for Merdeka Curriculum learning tools, and 2) describe teachers' abilities in detailing the components of Merdeka Curriculum learning tools. The study includes several stages: theoretical analysis of teachers' abilities, exploration of learning tool characteristics, problem identification, review of learning tools developed by teachers, and data collection through questionnaires, interviews, and observations. The research employs a descriptive method with both qualitative and quantitative data analysis. Results indicate that teachers' abilities in developing learning tools, particularly in detailing three components and four criteria of the Merdeka Curriculum learning tools, are categorized as good. However, their ability to detail each item of the components and criteria is categorized as fair good.

Pengaruh Model Pembelajaran Inquiry Learning dengan Pendekatan Deep Learning Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Rasio Kelas VII SMP Intan Sakinah; Zubaidah Zubaidah; Agus Winarji; Ade Mirza; Nurfadilah Siregar
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 10 No 3 (2026): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 10 Nomor 3 Tahun 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v10i3.5134

Berpikir kritis termasuk kemampuan berpikir tingkat tinggi yang idealnya terus diasah melalui pembelajaran matematika. Kenyataannya, kemampuan tersebut pada materi rasio masih tergolong rendah, sehingga dibutuhkan model pembelajaran yang mendorong siswa aktif menyusun pengetahuannya sendiri secara bermakna. Riset ini dilakukan untuk melihat sejauh mana model Inquiry Learning yang dipadukan dengan pendekatan Deep Learning memengaruhi kemampuan berpikir kritis siswa kelas VII SMP pada materi rasio. Desain yang dipakai adalah eksperimen semu (quasi experimental) dengan nonequivalent control group design. Melalui teknik cluster random sampling, ditetapkan kelas VII A sebagai kelompok eksperimen dan kelas VII B sebagai kelompok kontrol, masing-masing beranggotakan 32 siswa. Hasilnya, rata-rata skor post-test kemampuan berpikir kritis kelompok eksperimen mencapai 30,16, dengan nilai effect size 1,04 yang berada pada kategori besar menunjukkan bahwa penerapan Inquiry Learning dengan pendekatan Deep Learning memberi dampak kuat terhadap peningkatan kemampuan berpikir kritis siswa. Temuan ini mengisyaratkan bahwa pembelajaran yang memadukan proses inkuiri dengan pembelajaran bermakna, sadar, dan mendalam dapat meningkatkan kemampuan berpikir kritis siswa pada materi rasio. Dengan kata lain, model Inquiry Learning dengan pendekatan Deep Learning terbukti berpengaruh besar terhadap kemampuan berpikir kritis siswa kelas VII SMP.

Co-Authors Ade Mirza Afandi Afandi Afni, Nur Agatha Rinta Suhardi Agung Hartoyo Agus Winarji ahmad yani Ahmad Yani Ahmad Yani T Andi Besse Tenriawaru Apriliyanti, Ignasia Aripin Arnandi, Fikri Asep Nursangaji Asri, Sari Devi Awaluddin, Muhammad Risky Nur Bistari Cahya Gita Camila Damayanti Lestari, Wiwit Dede Suratman Deviana Deviana Dian Ahmad BS Dian Rahmawati Dona Fitrawan Dona Fitriawan Dwi Apriyani Dwi Apriyani, Dwi Edy Yusmin Eka Pratiwi Eka Pratiwi Eka Sariyanti Eka, Firmina Eka, Firmina Eko Santoso Endar Sulistyowati Erlinawaty Simanjuntak, Erlinawaty Evi Noviani Farida Hendriani Febriani Meldi, Nadya Fikri Arnandi Fransiska Fransiska Fredi Ganda Putra Gunawan, Fransiskus Hendra Halini - Hamdani Hamdani . Hamdani Hamdani Hardiany, Desi Hendratmoko, Yayan Hendratmoko, Yayan Herlinda, Mega Herni Indriastuti Iis Aisyah Iis Aisyah Iis Krisdiyanti Ilham Hafizt Intan Sakinah Juwita, Viva Khomsatun Ni’mah Lestari Pasaribu, Revi Luhur Wicaksono Mardian, Fauzy Marianus Hengki Marianus Hengki Marlinda Marlinda Mega Herlinda Meldi, Nadia Febriani Meldi, Nadya Febriani Metia Novianti Mohamad Rif'at Mohamad Rif'at mohamad rifat Mohamad Rif’at Mohamad Rif’at Much Nasyrullah Muhammad Afif Munaldus Munaldus . Nabila Muthia Ayu Nani Ratnaningsih Ni'mah, Khomsatun Ningsih, Kurnia Nur Afni Nur Awaluddin, Muhammad Risky Nuratifah, Stefania Nurhasanah siregar Nurhasanah Siregar . Nurhayati Nurhayati Olla Nurhayati Pasaribu, Revi Lestari Permanda, Saul Prayoga, Ananda Puput Puput Rachmat Sahputra Rachmat Saputra Rahmawati, Dian Ri'fat, Mohamad Rianto, Vina Muthmainna Rif'at, Mohammad Rifat, Mohammad Rif’at, Mohammad Rinda Kusmayanti Rostina Rostina Runisah, Runisah Ruqiah Ganda Putri Panjaitan Rustam Rustam S, Nadiyah Amanati Saetban, Iche Imelda Saputra, Rachmat Septiza Shinta Herawati, Lely silvia sayu - Sudiansyah, Sudiansyah Sugiatno . Sugiatno Sugiatno Sumarno, Mahmuda Syaras, Arfina Sukma T, Ahmad Yani T, Ahmad Yani T., Ahmad Yani Tambunan, Muhammad Al Azhari Tegar Ramadiansyah Putra Theresia Theresia Tomo Tomo Tomo, Tomo Venny Karolina Verminus Verminus Wahyu Anggraini Wahyu Anggraini, Wahyu Widia Anggraini Winarji, Agus Wiwit Artika Yani T, Ahmad Yani. T, Ahmad Yulis Jamiah Yulita Molliq Rangkuti Yuni Apriani Zaiturrahmah, Zaiturrahmah Zubaidah R Zubaidah R Zubaidah R, Zubaidah Zubaidah Zubaidah Zubatasari, Ayu Puspita

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