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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Pendidikan Matematika
Putri, Suci Kirani Aprilia
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Education Mathematics

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Pengembangan Multimedia E-BARET Berbasis Android untuk Siswa Kelas X SMA Scesa, Laidy Aprilia; Putri, Suci Kirani Aprilia; Izzati, Nur
Jurnal Pendidikan Matematika Vol. 15 No. 2 (2024): July 2024
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v15i2.166

Abstract

Penggunaan media pembelajaran dapat membuat perubahan dalam metode pembelajaran. Media pembelajaran yang dapat diakses di mana saja dan kapan saja juga memudahkan siswa dalam memahami pelajaran dengan lebih aktif. Penelitian ini bertujuan untuk menghasilkan produk berupa multimedia pembelajaran interaktif yang layak digunakan untuk pembelajaran matematika materi barisan dan deret yang diberi nama E-BARET. Jenis penelitian ini adalah penelitian pengembangan dengan subjek penelitiannya siswa kelas X SMA. Instrument dalam penelitian ini berupa lembar validasi produk dan materi. Prosedur pengembangan dalam penelitian ini mengacu pada model pengembangan ADDIE yang terdiri dari 3 tahapan meliputi analysis, design, dan development. Hasil penelitian menunjukkan bahwa dari ahli materi mendapatkan nilai 4,29 yang termasuk dalam kategori “Sangat Layak”, dari ahli media pembelajaran mendapatkan nilai 4.09 yang termasuk dalam kategori “Layak”, dari praktisi pembelajaran matematika mendapatkan nilai 4,15 yang masuk dalam kategori “Layak”, dan dari 25 peserta didik kelas X SMA mendapatkan hasil respon positif dengan persentase yang diperoleh  Hal ini menunjukkan bahwa media yang dikembangkan layak untuk digunakan sebagai alat bantu pembelajaran matematika materi barisan dan deret, dan dapat membuat siswa lebih aktif dalam belajar.
Mathematical literacy and learning style: An analysis of students’ PISA performance using Kolb’s framework Putri, Suci Kirani Aprilia; Elvi, Mariyanti; Siregar, Nur Asma Riani
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.19101

Abstract

This study aimed to investigate the mathematical literacy of Grade VIII junior high school students based on their learning styles, as categorized by David Kolb. A qualitative approach with a descriptive research design was employed. The sample consisted of eight students, with two students representing each of the four learning styles: accommodating, assimilating, converging, and diverging. Data were collected through questionnaires, tests, and interviews. The research instruments included the Kolb Learning Style Inventory (KLSI), a mathematical literacy ability test, and an interview guide. Data analysis involved data reduction, data presentation, and conclusion drawing. The results revealed that students with accommodating and assimilating learning styles demonstrated proficiency in all three mathematical literacy indicators—formulate, employ, and interpret/evaluate—whereas students with a converging learning style met only two indicators (formulate and employ). In contrast, students with a diverging learning style fulfilled only one indicator (formulate). These findings suggest that students with accommodating and assimilating learning styles exhibited superior mathematical literacy skills compared to those with converging and diverging learning styles. This study contributes to the understanding of how different learning styles influence students' mathematical literacy and provides insights for educators to develop more effective teaching strategies tailored to diverse learning preferences.
Mathematical literacy and learning style: An analysis of students’ PISA performance using Kolb’s framework Putri, Suci Kirani Aprilia; Elvi, Mariyanti; Siregar, Nur Asma Riani
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.19101

Abstract

This study aimed to investigate the mathematical literacy of Grade VIII junior high school students based on their learning styles, as categorized by David Kolb. A qualitative approach with a descriptive research design was employed. The sample consisted of eight students, with two students representing each of the four learning styles: accommodating, assimilating, converging, and diverging. Data were collected through questionnaires, tests, and interviews. The research instruments included the Kolb Learning Style Inventory (KLSI), a mathematical literacy ability test, and an interview guide. Data analysis involved data reduction, data presentation, and conclusion drawing. The results revealed that students with accommodating and assimilating learning styles demonstrated proficiency in all three mathematical literacy indicators—formulate, employ, and interpret/evaluate—whereas students with a converging learning style met only two indicators (formulate and employ). In contrast, students with a diverging learning style fulfilled only one indicator (formulate). These findings suggest that students with accommodating and assimilating learning styles exhibited superior mathematical literacy skills compared to those with converging and diverging learning styles. This study contributes to the understanding of how different learning styles influence students' mathematical literacy and provides insights for educators to develop more effective teaching strategies tailored to diverse learning preferences.
Co-Authors Fachry Abda El Rahman Scesa, Laidy Aprilia Siregar, Nur Asma Riani