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All Journal Tarbawi : Jurnal Ilmu Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Journal Cerdas Mahasiswa
Wahid, Rahmatul
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Religion Education Mathematics Physics Social Sciences Other

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KEMAMPUAN BERPIKIR KRITIS MATEMATIS MENGGUNAKAN PENDEKATAN METAPHORICAL THINKING Wahid, Rahmatul; Eliza, Rivdya; Susanto, Andi
Journal Cerdas Mahasiswa Vol 5, No 1 (2023)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jcm.v5i1.6677

Abstract

Tulisan ini membahas tentang kemampuan berpikir kritis matematis peserta didik yang belajar dengan pendekatan metaphorical thinking di kelas VIII MTsN 6 Kota Padang. Penelitian ini adalah quasy eksperiment dengan randomized control grup only design. Populasinya adalah seluruh siswa kelas VIII MTsN 6 Kota Padang. Instrumen yang digunakan adalah tes kemampuan berpikir kritis matematis dan data dianalisis dengan uji-t. Hasil tes kemampuan berpikir kritis matematis peserta didik yaitu kelas eksperimen 77,34 dan kelas kontrol 66,94. Uji hipotesis dengan alfa sama dengan 0,05 diperoleh ttabel 1,67 dan thitung 2,53. Ini berarti bahwa kemampuan berpikir kritis matematis peserta didik pada kelas eksperimen lebih tinggi dari kelas kontrol. Dari hasil ini diharapkan guru dapat memilih metaphorical thinking sebagai alternatif pendekatan pembelajaran.
Kemampuan Koneksi Matematis Peserta Didik dengan Pendekatan Pembelajaran Metaphorical Thinking Wahid, Rahmatul; Susanto, Andi; Eliza, Rivdya; Azmir, Safinah
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 1 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i1.2543

Abstract

Tulisan ini membahas tentang kemampuan koneksi matematis peserta didik yang belajar dengan pendekatan metaphorical thinking di kelas VIII MTsN 6 Kota Padang. Penelitian ini adalah quasy experiment dengan randomized control group only design. Populasinya adalah seluruh kelas VIII MTsN 6 Kota Padang yang terdiri dari 14 kelas dengan VIII.13 dan VIII.14 sebagai kelas sampel. Instrumen yang digunakan adalah tes kemampuan koneksi matematis dan dianalisis secara statistic seperti uji normalitas, uji homogenitas dan uji hipotesis menggunakan uji-t. Hasil tes kemampuan koneksi matematis peserta didik yaitu kelas eksperimen 82.03 dan kelas kontrol 76.08. Uji hipotesis dengan = 0.05 diperoleh ttabel = 1.67 dan thitung = . Dengan demikian ditolak dan diterima. Hal ini menunjukkan bahwa kemampuan koneksi matematis peserta didik yang belajar dengan pendekatan metaphorical tinking lebih tinggi dari yang tidak menggunakan pendekatan tersebut. Dari hasil ini diharapkan guru dapat menerapkan pendekatan pembelajaran metaphorical thinking.
Communication skills and mathematical disposition in implementing geogebra-assisted problem-based learning strategies Khaidir, Christina; Fitriza, Rozi; Yumariza, Ninik; Wahid, Rahmatul
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 6 No 1 (2024): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2024.v6i1.51-62

Abstract

This paper aims to determine students' communication skills and mathematical disposition in implementing problem-based learning strategies using the Geogebra application. This type of research was a quasi-experiment with a control group design. The subjects of this research were classes A and B. The population in this research was all students in the odd semester 2023/2024 who were taking the Plane and Space Geometry course, which consists of two classes that were tested using the t-test with data from the student's final test. Based on calculations of the results of students' mathematical communication skills, specifically the experimental class 81.00 and the control class 71.16. Thus, students' mathematical communication abilities in problem-based learning assisted by Geogebra were better than those in conventional education. On the other hand, the results of students' mathematical disposition abilities were 76.59 for the experimental class and 68.16 for the control class. Thus, students' mathematical disposition abilities in problem-based learning assisted by Geogebra were better than those in conventional education.
Examining the Competences of Prospective Mathematics Teachers at Some State Islamic Universities in Sumatra Eliza, Rivdya; Utami, Nita Putri; Wahid, Rahmatul
Tarbawi : Jurnal Ilmu Pendidikan Vol. 19 No. 1 (2023): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v19i1.4260

Abstract

Prospective teachers face complex 21st-century challenges. Therefore, prospective mathematics teachers must master several competencies to support students in acquiring and applying knowledge, collaborating with others, and developing as individuals. The purpose of this study was to measure the pedagogical, social, professional, and personality competencies of mathematics education students at the state Islamic universities in Central Sumatra region. This study used a questionnaire on the pedagogical, social, professional, and personality competencies of prospective teachers filled out by 211 students as respondents from 5 state Islamic universities. The findings of the study indicate that mathematics education students at these universities have good pedagogical and social competencies, including lesson planning, assessment, communication, and collaboration, along with solid professional competencies in subject knowledge and material development. While their personality competencies are considered very good because of their ethical behavior and strong work ethic. The universities should still improve 21st-century competencies of students in the curriculum through innovative teaching, internships, social engagement, emotional intelligence workshops, and practical training to improve their competencies and readiness for effective classroom engagement. Further research can assess its effectiveness.
Co-Authors Andi Susanto Azmir, Safinah Christina Khaidir Fitriza, Rozi Rivdya Eliza Utami, Nita Putri Yumariza, Ninik