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All Journal Journal of Education and Learning (EduLearn) FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam
Fatmiyati, Novita
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Humanities Education Library & Information Science Mathematics Social Sciences Other

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UPAYA PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI PENERAPAN MODEL PEMBELAJARAN PROBLEM-BASED LEARNING Isnawati, Rahmah; Fatmiyati, Novita; Hartini, Sri
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 10, No 1 (2024): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.10.1.121-130

Abstract

This research aims to improve the mathematics learning outcomes of seventh-grade students in SMP Negeri 2 Polokarto for the academic year 2022/2023 through the implementation of Problem-Based Learning (PBL) model. The study involved 23 students from class VII A of SMP Negeri 2 Polokarto for the academic year 2022/2023, using a Classroom Action Research (CAR) method conducted over 2 cycles, with each cycle consisting of 1 session. Each cycle consisted of 4 stages: planning, action, observation, and reflection. Data was collected through evaluation tests conducted at the end of each cycle and analyzed descriptively and quantitatively (by calculating the average scores and students' learning mastery) to compare the results between cycles and observe any improvements. From the data analysis conducted, it was found that the implementation of the Problem-Based Learning model could enhance students' learning outcomes. This is evident from the average learning outcomes of students in cycle 1, which were 69.65, with a percentage of students who achieved the Minimum Completion Criteria (KKM) being 56.5%, and the average learning outcomes of students in cycle 2, which were 82.78, with a percentage of students who achieved the KKM being 82.6%. There was an increase in the average learning outcomes and the percentage of students who achieved the KKM.
Investigasi Desain Pengajaran untuk Penalaran Matematis Fatmiyati, Novita; Prasetyo, Freddy; Ambarwati, Dela; Dasari, Dadan
Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 11 No. 1 (2023): Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam
Publisher : Prodi Pendidikan Matematika FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jpmipa.v11i1.3428

Abstract

Abstract:Learning mathematics requires students to have various abilities and skills, including mathematical reasoning ability. This study aims to identify any matters related to teaching design in mathematics education toward students' mathematical reasoning abilities. The method used was Systematic Literature Review (SLR) and the collection of literature used as research subjects were carried out by searching the Scopus database and using inclusion criteria in the form of (1) written in English, (2) published in the last ten years (2013-2022), and (3) indexed by Scopus. There are 24 articles identified that meet the inclusion criteria and were analyzed based on teaching design categorization by van der Akker that has been modified by Lithner. The results found that there are learning designs that affect various mathematical reasoning abilities, namely the Zone of Proximal Development (ZPD), Realistic Mathematics Education (RME), and Theory of Didactical Situation (TDS), where various claims in the form of interventions such as learning models, learning instructions and teaching media or materials, which have been seen to effectively improve students' mathematical reasoning abilities. Abstrak:Pembelajaran matematika menuntut kemampuan dan keterampilan siswa, salah satunya kemampuan penalaran matematika. Penelitian ini bertujuan mengindentifikasi desain pembelajaran matematika terkait kemampuan penalaran matematis siswa. Metode yang digunakan yaitu Systematic Literature Review (SLR) dengan mengidentifikasi database Scopusdengan kriteria inklusi berupa (1) ditulis dalam Bahasa Inggris, (2) diterbitkan selama sepuluh tahun terakhir (2013-2022), dan (3) terindeks Scopus. Terdapat 24 artikel yang teridentifikasi memenuhi kriteria tersebut yang selanjutnya dianalisis berdasarkan kategorisasi desain pengajaran menurut van der Akker yang dimodifikasi oleh Lithner. Hasil penelitian ini menemukan terdapat desain pengajaran yang mempengaruhi berbagai kemampuan penalaran matematis, yaitu Zone of Proximal Development (ZPD), Realistic Mathematics Education (RME), dan Theory of Didactical Situation (TDS), dengan berbagai klaim diantaranya intervensi model pembelajaran, instruksi pembelajaran, dan media atau bahan ajar, yang secara efektif meningkatkan kemampuan penalaran matematika siswa.
Meta-analysis of flipped classroom model to promote mathematical higher-order thinking Fatmiyati, Novita; Juandi, Dadang; Fatimah, Siti
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.21669

Abstract

Numerous studies have explored how the flipped classroom affects satisfaction, learning outcomes, and attitudes of both teachers and students. However, there is a gap in research regarding its impact on higher-order thinking. This meta-analysis aims to fill this gap by assessing the effect size of the flipped classroom model on students’ mathematical higher-order thinking. Data from 30 primary studies, including journal articles, proceedings, theses, and dissertations, were analyzed using Comprehensive Meta-Analysis (CMA) Version 4 Software. These studies included 1,043 students in the experimental groups and 970 in the control groups. The analysis revealed a pooled effect size of 1.094, indicating a significant positive impact. Notably, the effect size remained consistent across various educational levels, sample sizes, years of study, types of learning media, and higher-order thinking indicators. This suggests the versatility and effectiveness of the flipped classroom model across different educational settings, including middle school, high school, and college, regardless of class size or learning media used.
Co-Authors Ambarwati, Dela Dadan Dasari Dadang Juandi Freddy Prasetyo, Freddy Isnawati, Rahmah Siti Fatimah Sri Hartini