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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Ideguru: Jurnal Karya Ilmiah Guru Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Jurnal Ilmia Widya Pustaka Pendidikan
Khadijah, Mutiara
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Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EKSPLORASI PROSES BERPIKIR SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL: STUDI KASUS KELAS X SMA ISLAM AL-ULUM TERPADU MEDAN Siregar, Ahmad Rifai; Sirait, Agnes Alfi Khairuni; Siahaan, Asrifah; Rahmah, Della Permata; Siregar, Elma Batasia; Nabilah, Khairunnisa'; Khadijah, Mutiara; Matondang, Nur Halimah; Br. Karo, Nur Hidayah
Widya Pustaka : Jurnal Ilmiah Pendidikan Vol 12 No 1: Edisi Januari - Juni 2024
Publisher : Jurusan Ilmu Pendidikan FKIP Universitas Mataram

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

Abstract

The ability to solve contextual mathematical problems is a crucial skill that students need to possess. However, students often encounter difficulties in solving problems presented in real-life contexts. Understanding students' thought processes in solving contextual problems can provide valuable insights for teachers to design more effective learning strategies. This research aims to explore and gain a deep understanding of students' thinking processes when solving contextual mathematical problems, focusing on how students comprehend the problems, the strategies they employ in problem-solving, and the difficulties they encounter during the process. This study will employ a qualitative approach using a case study method, where data will be collected through observations, in-depth interviews, and analysis of students' work. The collected data will be thematically analyzed to identify patterns, strategies, and difficulties experienced by students, with data analysis conducted progressively and iteratively to ensure the depth and validity of findings. The research findings are expected to provide valuable insights into students' thinking processes in solving contextual mathematical problems, which can be utilized by teachers to design more effective learning strategies, assist students in developing problem-solving skills, and enhance students' ability to apply mathematics in everyday life.
Analysis Of Mathematical Problem Solving Errors Reviewed From Students' Learning Independence After Implementing The Guided Discovery Learning Model Using Digital Books Khadijah, Mutiara; Mulyono; Fauzi, Kms. M. Amin; Lumbantobing, Happy
Jurnal Riset Sosial Humaniora dan Pendidikan Vol. 4 No. 2 (2025): Juni : Jurnal Riset Sosial Humaniora, dan Pendidikan
Publisher : LPPM Universitas 17 Agustus 1945 Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56444/soshumdik.v4i2.2711

Abstract

This study looks at 1) the typical math problem-solving mistakes students make using the Newmann procedure after learning with digital books through guided discovery, 2) errors related to how independent students are in their learning, and 3) how independent students are in their learning after using the guided discovery model. Analysis is descriptive in this research. This research included SMPS Dharma Patra grade VIII students. Data analysis indicated that 1) students made the most errors in solving mathematical problems-solving problems based on the Newmann procedure after the guided discovery learning model using digital books was applied: high-category students made encoding errors, and medium-category students made process skill errors and writing errors. 2) Moderate learning independence pupils make 20% transformation mistakes, 80% process skill errors, and 90% writing errors. Students with limited learning independence make 66.67% comprehension errors, 77.78% transformation errors, 100% process skill errors, and 100% final response writing errors. In addition, 36.67% of high-learning independence kids satisfied all criteria. Moderate learning independence students meet four to five markers at 33.34%. Low learning independence students meet one to three markers at 30%.
ANALISIS “BAB 5 BERTUKAR ATAU MEMBAYAR” BUKU SISWA KELAS IV SD BERDASARKAN KELAYAKAN BUKU BSNP DAN EYD EDISI V Khadijah, Mutiara; P, Panca Dewi.; K. A, Yanuar Ananda.; A , Farikha Syahru.; N, Lathifah.; P, Sahya Artyasti.
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 2 (2025): Volume 8 No. 2 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i2.45988

Abstract

Penelitian ini bertujuan untuk mengevaluasi kelayakan isi dan penggunaan bahasa dalam Analisis Bab 5 "Bertukar atau Membayar" pada Buku Siswa Bahasa Indonesia Kelas IV SD Kurikulum Merdeka, berdasarkan pada standar yang ditetapkan oleh BSNP dan EYD Edisi V. Metode yang diterapkan adalah kualitatif dengan mengedepankan analisis konten serta mengikuti skema Krippendorff, yang meliputi proses dari unitizing hingga narrating. Temuan penelitian menunjukkan bahwa materi di bab ini telah sesuai dengan tujuan pembelajaran dan komponen kurikulum, serta mendukung perkembangan literasi siswa. Di sisi lain, ditemukan beberapa kekurangan pada aspek bahasa, seperti pemakaian istilah yang tidak tepat, kalimat yang rancu, dan struktur kalimat yang kurang efisien. Selain itu, soal latihan di bagian akhir bab belum tersusun dengan baik. Secara umum, Bab 5 ini dapat digunakan dengan catatan perlu ada perbaikan pada aspek bahasa dan kelengkapan evaluasinya.
Model Guide Discovery Learning terhadap Kemampuan Komunikasi Matematis Nabilah, Khairunnisa’; Khadijah, Mutiara; Utari, Kania
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 1 (2024): Edisi Januari 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i1.806

Abstract

Mathematics plays an important role in developing a systematic, rational, and critical mindset, as well as the development of contemporary science, science, and technology. This study discusses the importance of the ability to communicate mathematically in the context of mathematics learning and to find errors in mathematical communication in everyday situations, especially in terms of understanding the concept of fractional numbers. The purpose of this study is to improve the understanding of mathematical communication skills by using Guided Discovery Learning model. Secondary data were collected from articles and journals related to the Guided Discovery Learning model in this study. This model is considered as a solution to improve students' mathematical communication skills by actively involving them in discovering and understanding mathematical concepts. The literature method was used in this study. Understanding the concept of fractions, measuring mathematical communication skills, and analyzing mathematical communication errors in daily conversations are the topics of discussion. This research shows that mathematical communication skills are very important in learning mathematics, and the Guided Discovery Learning model can help students discover things by themselves. In conclusion, this study highlights the importance of mathematical communication skills in mathematics learning and suggests Guided Discovery Learning model as an effective method to improve mathematical communication skills.
Co-Authors A , Farikha Syahru. Ahmad Rifai Siregar, Ahmad Rifai Br. Karo, Nur Hidayah Fauzi, Kms. M. Amin Happy Lumbantobing, Happy K. A, Yanuar Ananda. Matondang, Nur Halimah Mulyono N, Lathifah. Nabilah, Khairunnisa' Nabilah, Khairunnisa’ P, Panca Dewi. P, Sahya Artyasti. Rahmah, Della Permata Siahaan, Asrifah Sirait, Agnes Alfi Khairuni Siregar, Elma Batasia Utari, Kania