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<![CDATA[Pengaruh Kemampuan Spasial Terhadap Hasil Belajar Matematika Siswa ]]>
<![CDATA[Sarah Inayah]]>;
<![CDATA[Rani Sugiarni]]>
<![CDATA[ JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 5 No 2 (2019): Edisi Vol. 5 No. 2 Nopember ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan ]]>
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DOI: 10.33222/jumlahku.v5i2.728
<![CDATA[Topik geometri dirasakan sulit oleh siswa karena berhubungan dengan kemampuan khusus yakni kemampuan spasial. Tujuan mengetahui pengaruh kemampuan spasial terhadap hasil belajar matematika siswa. Metode yang digunakan dalam penelitian ini yaitu metode penelitian korelasi yang bersifat ekpost facto atau causal research dengan menggunakan pendekatan kuantitatif. Penelitian ini dilaksanakan di kelas XI OTKP SMK Al-Madina Cianjur yang berjumlah 22 siswa. SMK Al Madina beralamat di Jalan Caringin, Limbangan Sari, Kecamatan Cianjur, Kabupaten Cianjur. Dari hasil penelitian menunjukkan antara kemampuan spasial dan hasil belajar matematika siswa memiliki korelasi yang tinggi dan memiliki jenis hubungan yang positif dengan koefisien korelasi yang diperoleh yaitu 0,869. Kemampuan spasial memiliki pengaruh terhadap hasil belajar matematika sebesar 75,5% sedangkan 24,5% dipengaruhi faktor lain yang tidak diukur dalam penelitian ini.]]>
<![CDATA[Implementasi Flipped Classroom terhadap Pemahaman Matematis dan Kemandirian Belajar Siswa ]]>
<![CDATA[Ari Septian]]>;
<![CDATA[Sarah Inayah]]>;
<![CDATA[Risna Berliana]]>
<![CDATA[ RANGE: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2022): RANGE Juli 2022 ]]>
Publisher : <![CDATA[Pendidikan Matematika UNIMOR ]]>
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DOI: 10.32938/jpm.v4i1.2883
<![CDATA[Tujuan penelitian ini adalah untuk mengkaji peningkatan kemampuan pemahaman matematis dan menganalisis kemandirian belajar siswa yang menggunakan flipped classroom. Desain yang digunakan dalam penelitian ini adalah Pretest-Posttest Only Control Group Design. Sampel dalam penelitian ini adalah siswa kelas X Farmasi dan X TKJ SMK Tunas Harapan Bangsa, yang masing-masing berjumlah 14 dan 18 orang siswa. Proses pengambilan sampelnya dilakukan dengan menggunakan teknik purposive sampling yaitu teknik pengambilan sampel dengan pertimbangan tertentu. Instrumen yang digunakan berupa 4 butir soal kemampuan pemahaman matematis pada materi perbandingan trigonometri. Hasil penelitian ini menunjukkan bahwa peningkatan kemampuan pemahaman matematis siswa yang menggunakan pembelajaran flipped classroom lebih baik daripada siswa yang menggunakan pembelajaran konvensional. Kemandirian belajar siswa terhadap pembelajaran dengan menggunakan flipped classroom secara keseluruhan diperoleh sebesar 76,10% yang artinya pada umumnya siswa menunjukkan mandiri. Berdasarkan penelitian ini dapat disimpulkan bahwa peningkatan kemampuan pemahaman matematis siswa yang menggunakan model pembelajaran flipped classroom lebih baik daripada siswa yang menggunakan pembelajaran konvensional, serta pada umumnya siswa menunjukkan kemandirian belajar setelah memperoleh pembelajaran flipped classroom.]]>
<![CDATA[The effect of self-efficacy and mathematical anxiety on students' mathematical communication skills ]]>
<![CDATA[Ari Septian]]>;
<![CDATA[Sarah Inayah]]>;
<![CDATA[Ismi Nur Afifah]]>
<![CDATA[ RANGE: Jurnal Pendidikan Matematika Vol. 6 No. 1 (2024): Range Juli 2024 ]]>
Publisher : <![CDATA[Pendidikan Matematika UNIMOR ]]>
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DOI: 10.32938/jpm.v6i1.6484
<![CDATA[This study aims to identify and examine the effect of self-efficacy and mathematical anxiety on students' mathematical communication skills. This study used a quantitative method with a survey design. The population of this study was students of class X at SMA Negeri 2 Cianjur and the sample used was students of class X-D to X-G, totaling 34 people. The sampling technique was carried out by purposive sampling. Data regarding self-efficacy and mathematical anxiety using a questionnaire each amounted to 20 statements and data regarding students' mathematical communication abilities used a test which amounted to 5 description questions with quadratic function material. The data processing technique used is multiple linear regression tests, by fulfilling the prerequisite tests including the normality test, homoscedasticity test, linearity test and multicollinearity test. Based on the research results, it was found that the P value was 0.074, meaning > 0.05, then H0 was accepted and H1 was rejected. This means that there is no influence between self-efficacy and mathematical anxiety on students' mathematical abilities.]]>
<![CDATA[Penerapan Model Pembelajaran Visualization, Auditory, Kinesthetic (VAK) terhadap Kemampuan Pemahaman Konsep Matematika Siswa ]]>
<![CDATA[Gina Salsabila]]>;
<![CDATA[Ari Septian]]>;
<![CDATA[Sarah Inayah]]>;
<![CDATA[Nida Hanifah]]>;
<![CDATA[Elsa Komala]]>
<![CDATA[ Intellectual Mathematics Education (IME) Vol. 1 No. 1 (2023): IME ]]>
Publisher : <![CDATA[https://jurnal.ysci.or.id/IME ]]>
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DOI: 10.59108/ime.v1i1.16
<![CDATA[Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan kemampuan pemahaman konsep matematika siswa antara siswa yang mendapatkan model pembelajaran VAK dengan siswa yang mendapatkan model pembelajaran langsung, serta peningkatan di kelas eksperimen lebih tinggi dibandingkan peningkatan yang ada dikelas kontrol pada materi trasformasi geometri. Metode yang digunakan yaitu metode eksperimen dengan Desain penelitian yang digunakan dalam penelitian ini The Nonequivalent Pretest-Posttest Control Group Design. Teknik pengambilan sampel data menggunakan Purposive Sampling. Instrumen yang digunakan untuk memperoleh data dalam penelitian ini adalah tes kemampuan pemahaman konsep matematika berbentuk soal uraian sebanyak 5 butir soal. Pembelajaran pada kelas eksperimen dilaksanakan dengan menggunakan model pembelajaran VAK sedangkan pembelajaran pada kelas kontrol menggunakan model pembelajaran konvensional. Berdasarkan hasil penelitian dapat disimpulkan bahwa terdapat perbedaan peningkatan kemampuan pemahaman konsep matematika siswa antara siswa yang mendapatkan model pembelajaran VAK) dengan siswa yang mendapatkan model pembelajaran langsung, artinya peningkatan di kelas eksperimen lebih baik dibandingkan dengan kelas kontrol.]]>
<![CDATA[Analisis Kemampuan Berpikir Kritis Matematis Siswa SMP Ditinjau dari Self Efficacy Pada Materi Perbandingan ]]>
<![CDATA[Aliyah Aziz]]>;
<![CDATA[Wulan Puspita]]>;
<![CDATA[Sarah Inayah]]>
<![CDATA[ Intellectual Mathematics Education (IME) Vol. 1 No. 2 (2023): IME ]]>
Publisher : <![CDATA[https://jurnal.ysci.or.id/IME ]]>
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DOI: 10.59108/ime.v1i2.50
<![CDATA[Untuk berbagai tingkatan self efficacy, kemampuan berpikir kritis matematis merupakan kemampuan yang wajib dimiliki oleh peserta didik di abad 21. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis matematis peserta didik kelas VIII ditinjau dari self efficacy menggunakan materi perbadingan senilai dan berbalik nilai. Jenis penelitian ini adalah eksploratif dengan pendekatan deskriptif kualitatif. Subjek dalam penelitian ini adalah 27 orang peserta didik yang berasal dari kelas VIII-A SMPN 1 Cipanas. Dengan fokus utama 3 orang yaitu subjek self efficacy tinggi, sedang, dan rendah. Instrumen dalam penelitian ini menggunakan angket self efficacy, tes Kemampuan Berpikir Kritis Matematis (KBKM) serta wawancara. Pemeriksaan keabsahan data menggunakan triangulasi waktu. Berdasarkan hasil penelitian ini disimpulkan bahwa: (1) Peserta didik dengan self efficacy tinggi memiliki KBKM yang sangat baik; (2) Peserta didik dengan self efficacy sedang memiliki KBKM yang sedang; dan (3) Peserta didik dengan self efficacy rendah memiliki KBKM yang kurang baik. Dari hasil ini, guru disarankan memperhatikan aspek self efficacy peserta didik dalam upaya melatih kemampuan berpikir kritis matematis]]>
<![CDATA[Meningkatkan Kemampuan Pemahaman Konsep Matematika Siswa Melalui Model Pembelajaran Project-Based Learning ]]>
<![CDATA[Ayu Fitriyani]]>;
<![CDATA[Ari Septian]]>;
<![CDATA[Sarah Inayah]]>
<![CDATA[ Intellectual Mathematics Education (IME) Vol. 3 No. 1 (2025): IME ]]>
Publisher : <![CDATA[https://jurnal.ysci.or.id/IME ]]>
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DOI: 10.59108/ime.v3i1.102
<![CDATA[Understanding the concept is one of the important factors in determining student learning outcomes, if students have a good understanding of the concept it will be in line with good learning outcomes as well. This quantitative study aims to determine the improvement of students' ability to understand mathematical concepts and students' mathematical dispositions with Project-Based Learning models. This study involved 33 students (20 students of class X Nurse and 13 students of class X Pharmacy) who were positioned as research samples. Data on students' ability to understand mathematical concepts was collected using the essay test's mathematical concept comprehension ability rubric. The collected data were analyzed using descriptive statistics in the form of mean and analytical statistics in the form of independent sample t test. The results of this study inform that increasing students' ability to understand mathematical concepts using the Project-Based Learning model is better than increasing students' ability to understand mathematical concepts using ordinary learning models. ]]>
<![CDATA[Correlation between Emotional Intelligence and Online Gaming Addiction with Students’ Mathematical Critical Thinking Ability ]]>
<![CDATA[Septian, Ari]]>;
<![CDATA[Inayah, Sarah]]>;
<![CDATA[Adetia, Elsa]]>
<![CDATA[ PRISMA Vol 14, No 1 (2025): PRISMA ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v14i1.5075
<![CDATA[The purpose of this study was to determine the relationship between emotional intelligence and mathematical critical thinking skills with online game addiction as a control variable. This study uses a quantitative approach with a survey design. This research is research using the partial correlation method. The population in this study were students of SMA Negeri 1 Cianjur. The subjects of this study were students of class XII IPS SMA Negeri 1 Cianjur in the 2022/2023 academic year who demonstrated tendencies of online gaming addiction. The sample in this study was 32 students of class XII-IPS SMA Negeri 1 Cianjur. The sampling technique was carried out by purposive sampling. The research instrument used was a test instrument to measure mathematical critical thinking skills and a questionnaire used to measure emotional intelligence and online game addiction. The data analysis technique used is a statistical test, namely a partial correlation test using the Smart-PLS application. A partial correlation analysis was conducted using Kendall’s Tau coefficient. That is, there is no relationship between emotional intelligence and students' mathematical critical thinking skills with online game addiction as a control variable. The findings of this study imply that emotional intelligence and online gaming tendencies are significant variables that should be taken into account by educators, institutions, and researchers in efforts to enhance students’ mathematical critical thinking ability and to inform subsequent scholarly inquiry.]]>
<![CDATA[Student Procedural Fluency in Numerical Method Subjects ]]>
<![CDATA[Inayah, Sarah]]>;
<![CDATA[Septian, Ari]]>;
<![CDATA[Suwarman, Ramdhan Fazrianto]]>
<![CDATA[ Desimal: Jurnal Matematika Vol. 3 No. 1 (2020): Desimal: Jurnal Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/djm.v3i1.5316
<![CDATA[This study aims to explain the procedural fluency of students in numerical methods courses. Procedural fluency refers to knowledge of procedures, about when and how to use them appropriately, and the skills to carry out procedures flexibly, accurately, and efficiently. The method in this study uses a descriptive method with a qualitative approach and data analysis techniques for the Miles and Huberman models. In this study also performed triangulation of techniques by conducting interviews to strengthen the test result data. From the data analysis, it can be concluded that regarding the smoothness in students' procedural procedures in solving problems related to numerical methods courses, students are able to solve problems with more than one method. However, some students have not been able to streamline steps and make accurate calculations. In addition, mastery in operating a scientific calculator needs to be improved so that students can be more efficient and get more accurate answers.]]>
<![CDATA[Exploring Students Learning Difficulties in Linear Function: A Diagnosis of Grade 9 ]]>
<![CDATA[Inayah, Sarah]]>;
<![CDATA[Jupri, Al]]>;
<![CDATA[Darhim, Darhim]]>;
<![CDATA[Prabawanto, Sufyani]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 8, No 1 (2024): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jtam.v8i1.17259
<![CDATA[The aim of this research is to determine students' learning difficulties in completing diagnostic tests on linear function material. In managing data, quantitative procedures are used with the aim of reducing data. After that the data is analyzed using inductive data analysis and the processed data will be presented in narrative form. So this type of research is qualitative research. The subjects in this research were class IX students at a junior high school in Cianjur. The instruments used in this research were documentation, tests and interviews. The conclusions of the research results obtained include the types of student difficulties in straight line equation material are (1) difficulties in algorithmic abilities including a lack of planning abilities (strategy knowledge) and in solving abilities (algorithmic knowledge) which are shown from incomplete answers or lack of steps , the lack of accuracy of students in working; (2) difficulties in using the principle of linear functions, lack of mastery of the basics of algebra and lack of understanding (schematic knowledge) as indicated by difficulties in recognizing linear functions in contextual problems, errors in algebraic computations, difficulty in determining the point through which the line passes, and difficulty in apply the principle of parallel or perpendicular gradients; and (3) difficulties in using the concept including the inability to remember the concept, the inability to deduce useful information from a concept and the lack of understanding skills (schematic knowledge) which is shown by incompleteness in writing formulas. This research will be useful as a preliminary study in making learning designs to overcome student learning difficulties in linear function material based on empirical findings.]]>
