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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Akademik Pendidikan Matematika
Nuha, Muhammad Azmi
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Computer Science & IT Education Mathematics

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Analisis Kemampuan Numerasi Siswa SMP dalam Menyelesaikan Soal Asesmen Kompetensi Minimum (AKM) ditinjau dari Adversity Quotient (AQ) Setiaji, Heru Agni; Nuha, Muhammad Azmi; Nuron, Waskita Ahmad
Jurnal Akademik Pendidikan Matematika Volume 10, Nomor 2, November 2024
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Dayanu Ikhsanuddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55340/japm.v10i2.1658

Abstract

This research aims to determine the effect of Adversity Questions (AQ) on junior high school students' numeracy abilities in solving Minimum Competency Assessment (AKM) questions and analysis of students' numeracy abilities in terms of their Adversity Quotient. The research was carried out at SMP Negeri 4 Semarang with a sample size of 157 class VIII students. This research is a combination research (mix method) type The Explanatory Sequential Design. The research results show that there is a significant influence between AQ on junior high school students' numeracy abilities in solving AKM questions. This is proven by testing two variables which shows that the significance value of the AQ variable is less than α with a value of 0.000 (0.000 ≤ 0.05). The simple linear regression equation obtained is Ŷ = 20.731 + 0.318X. This states that for every additional unit of AQ value (X), the student's numeracy ability value (Y) increases by 0.318. The coefficient of determination obtained was 0.342, which means that the influence of AQ on students' numeracy abilities was 34.2%, while survival was 65.8% influenced by other variables. The numeracy abilities of students in solving AKM questions in each AQ category obtained the following results: 1) The numeracy abilities of students in the Quitter category only reached the cognitive understanding process well, but the standard cognitive process was not optimal, so Quitter students did not reach the on cognitive reasoning processes. 2) The numeracy abilities of students in the Camper category have reached the understanding process well, as well as the cognitive process of application, but the reasoning process has not been maximized. 3) The numeracy abilities of students in the Climber category in the understanding, application and reasoning process are maximal.
Integration of Sustainable Development Goals in university STEM courses: A case study Nuha, Muhammad Azmi; Sangco, Retchelle P.
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17196

Abstract

The objectives of this study are: (1) to provide an overview of the validity of learning tools for STEM Method courses based on the Sustainable Development Goals Curriculum, (2) to assess the practicality of these learning tools, and (3) to evaluate their effectiveness in enhancing students' problem-solving abilities. This research employs the Research and Development (R&D) methodology. Data collection methods include interviews, product validation, questionnaires, and tests. Data analysis techniques encompass qualitative analysis, product validity testing, practicality testing, and effectiveness testing. The findings indicate that: (1) learning tools for STEM Method courses based on the Sustainable Development Goals curriculum comprise a Learning Plan and teaching materials, both of which are highly valid (scores of 3.4 and 3.5 respectively), (2) the practicality test of the teaching materials scored 3.73, indicating high practicality, and (3) these tools effectively improve students' problem-solving abilities, as evidenced by the experimental class outperforming the control class. In conclusion, the study demonstrates that the designed learning tools aligned with the Sustainable Development Goals Curriculum not only show strong validity and practicality but also significantly enhance students' problem-solving skills in STEM education contexts.
Co-Authors Nuron, Waskita Ahmad Sangco, Retchelle P. Setiaji, Heru Agni