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All Journal Journal of Learning Improvement and Lesson Study Jurnal Edukasi dan Penelitian Matematika Mathematics Education Journal Journal on Mathematics Education
Dwina, Fitrani
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Education Mathematics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN CONNECTING ORGANIZING REFLECTING EXTENDING (CORE) TERHADAP PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK FASE F SMA NEGERI 5 PADANG Roza, Elfira; Dwina, Fitrani
Jurnal Edukasi dan Penelitian Matematika Vol 13, No 1 (2024): Maret
Publisher : Departemen Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pmat.v13i1.15771

Abstract

- Students want to master math topics. The conceptual knowledge of Phase F students at SMA Negeri 5 Padang is poor. CORE helps children learn math. This study compares the CORE learning paradigm to normal learning methods to increase arithmetic comprehension. The study examined SMA Negeri 5 Padang Grade XI students' arithmetic knowledge. The study used a posttest-only non-equivalent control group. Final essay tests tested experimental and control groups' mathematical understanding. Data analysis yielded 0.000 P-value. Strong evidence rejects the null hypothesis () with a P-value below α. The CORE learning technique helped SMA Negeri 5 Padang Class XI IPA students understand arithmetic better than the traditional strategy.Keywords– Connecting Organizing Reflecting Extending  Model, Understanding Mathematical Concepts, Conventional Learning
PENGARUH MODEL PEMBELAJARAAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER BERBANTUAN GEOGEBRA TERHADAP HASIL BELAJAR MATEMATIS PESERTA DIDIK DI KELAS VIII SMP NEGERI 43 PADANG Hastuti, Yuliana Fitriani; Dwina, Fitrani
Jurnal Edukasi dan Penelitian Matematika Vol 13, No 1 (2024): Maret
Publisher : Departemen Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pmat.v13i1.15770

Abstract

Getting good learning outcome is an important thing for the student Because it can be stated as achievement indicators in developing knowledge according to what they have been studied. In the reality mathematics learning outcomes that was obtained by class VIII students at SMP Negeri 43 Padang are still very low. Many of them have not been active involved in mathematics learning. To overcome this problem, the model of Numbered Heads Together (NHT) learning was implemented by the purpose to finding out whether the outcomes of learning in mathematics by students who studied with the NHT model supported by Geogebra were better than learning which conventional. The research type  is quasi-experiment with a nonequivalent posttest-only control group design. The research were student in class VIII of  SMP Negeri 43 Padang for the 2023/2024 learning year. Based on data analysis, the student learning outcomes using the NHT model assisted by Geogebra are better than conventional learning.keywords- Numbered Heads Together, Learning Outcomes, Cooperative Learning Model
Three Unique Facts About Lesson Study-Based Micro Teaching in Mathematics Learning Media Courses Aziz, Saddam Al; Suherman; Dwina, Fitrani; Meutia Rani, Maulani; Silvia, Elvi; Irwandi
Journal of Learning Improvement and Lesson Study Vol. 4 No. 2 (2024): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v4i2.126

Abstract

Mathematics Learning Media courses prepare students to design and use effective media. This research aims to describe unique facts that emerge during lesson study-based microteaching, which is carried out in the context of mathematics learning. This method involves three stages: Plan, Do, and See, which allows students to collaborate and get feedback. Even though micro-teaching is proven to contribute to student skills, observations show that there are challenges, such as low critical and creative thinking skills and errors in carrying out apperception. The research results show that ineffective apperception activities, a lack of creativity in designing media, and students' ability to analyze information critically during learning are obstacles to learning objectives. This research recommends the need for more intensive guidance from lecturers to improve the quality of learning in the future.
Lecturer professionalism: Local problems with the help of teaching aids to make students understand Prim’s, Cruscal’s, and Djiksra’s algorithms Harisman, Yulyanti; Dwina, Fitrani; Tasman, Fridgo
Journal on Mathematics Education Vol. 13 No. 3 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i3.pp479-498

Abstract

This study aims to design case-based learning with lesson study learning trajectory with the help of teaching aids to make students understand Prim’s, Cruscal’s, and Djiksra’s Algorithms. The validation study was selected because it is a suitable method for this research. The research subjects were 41 Mathematics Education Study Program Students at Universitas Negeri Padang.  This research data were collected using Interview guidelines, journals, and observation sheets. Data analysis was carried out by transcribing interviews, reducing, presenting, and drawing conclusions from the data. A lesson study was chosen as an alternative to improve and reflect on the learning process. Moreover, two expert lecturers supervised the groups during the learning process. A proper design of case-based learning with lesson study learning trajectory with the help of teaching aids development process is obtained. Using a case-based learning method can make students understand Prim’s, Cruscal’s, and Djiksra’s Algorithms. This design can be used by the other lecturers to provide a learning process of Prim’s, Cruscal’s, and Djiksra’s Algorithms or other topics.
Analysis of Concept Construction and Student Errors on the Topic of Double Integral Based on APOS Theory Yarman, Yarman; Yerizon, Yerizon; Dwina, Fitrani; Murni, Dewi; Hevardani, Kelly Angelly
Mathematics Education Journal Vol. 18 No. 3 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i3.pp367-386

Abstract

Integral learning is particularly challenging for students, primarily due to misconceptions predominantly caused by students' lack of understanding about functions, limits, and derivatives. Therefore, this research aims to investigate students’ thinking processes when solving double integral using Action, Process, Object, and Schema (APOS) theory, with a focus on past errors. In order to achieve the objective, a descriptive qualitative method was adopted. Data was collected from tests, interviews, and relevant documentation, and tested for validity using triangulation methods. The obtained results showed that high-ability students understood APOS stages in solving double integral. However, at the object stage, a lack of thoroughness in simplifying algebra led to misunderstandings. Medium-Ability Student (MS) was observed to successfully reach APOS stages when solving double integral using polar coordinates. Low-Ability Student (LS), on the other hand, showed inadequate understanding at the process stage, as evidenced by the failure to correctly draw the area and set integral boundaries. During the course of this investigation, process errors were found to be commonly associated with the calculations of double integral. In order to address these issues, Genetic Decomposition (GD) should be designed for other calculus topics, and error classification expanded to enhance the effectiveness of lectures.
Co-Authors Dewi Murni Fridgo Tasman Hastuti, Yuliana Fitriani Hevardani, Kelly Angelly Irwandi Maulani Meutia Rani Roza, Elfira Saddam Al Aziz Silvia, Elvi Suherman Yarman Yarman, Yarman Yerizon Yerizon Yulyanti Harisman