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All Journal Jurnal Paedagogy Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Ngala, Januarius Clief
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Ethnomathematics Walewangko House in Project-Based Learning to Enhancing Students’ Creative Thinking and Mathematical Disposition Ngala, Januarius Clief; Marsigit, Marsigit
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.13243

Abstract

This research aims to examine the effectiveness of Project-based Learning (PjBL) method based on ethnomathematics of Walewangko house on students' creative thinking skills and mathematical disposition. This study employed a quantitative approach with a quasi-experimental design. The sample consists of one experimental class with 34 eighth-grade students. The research instruments included pretests and posttests on creative thinking skills as well as a mathematical disposition questionnaire, both of which have been validated for reliability and validity. Data analysis comprised descriptive and inferential statistical analyses. The inferential statistical methods used were paired sample t-tests and one-sample t-tests. The results of this study indicated that: (1) there is an improvement in students' creative thinking skills and mathematical disposition before and after the learning method was applied, (2)  the posttest results for creative thinking skills and mathematical disposition meet the respective standard scores, (3) the percentage of classical completeness in the posttest results for both creative thinking skills and mathematical disposition exceeds 85%. It can be concluded that the Project-Based Learning method based on the ethnomathematics of Walewangko house is effective in improving students' creative thinking skills and mathematical disposition. Integration of ethnomathematics as a basis for learning, in addition to acting as a contextual learning innovation, teachers are also expected to introduce and instill in students cultural values related to the ethnomathematics used.
Accuracy of Self-Assessment and Peer Assessment in Learning : A Systematic Literature Review Sinaga, Yohana Dwi Kristiani; Arliani, Elly; Ngala, Januarius Clief; Agustina, Ni Luh Ika Tri
Jurnal Paedagogy Vol. 11 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i2.9417

Abstract

This study aims to explore the influence of self-assessment and peer assessment in learning, the factors affecting the accuracy of self-assessment and peer assessment, and efforts to enhance the accuracy of self-assessment and peer assessment. This research was a qualitative approach with a systematic literature review method. The data collected are from national and international scholarly journals related to self-assessment and peer assessment in learning, which were then analyzed using content analysis. According to the study's findings, using peer and self-evaluation to evaluate students' learning had a very beneficial effect. Thus, it should be put into practice. Additionally, a number of factors, such as self-confidence, emotional intelligence, self-perception of abilities, prior experience, feedback quality, assessment instrument clarity, assessor agreement, and trust in peer assessment, affect how accurately learners assess themselves and each other. Clear assessment criteria and procedures, which provide students direction for both their own and their peers' evaluations, can increase the accuracy of peer and self assessments. Good feedback is essential to improving both assessment techniques' accuracy. In addition, sufficient instruction for pupils is required to guarantee that evaluations are more precise, impartial, and beneficial.
Ethnomathematics Walewangko House in Project-Based Learning to Enhancing Students’ Creative Thinking and Mathematical Disposition Ngala, Januarius Clief; Marsigit, Marsigit
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 4 (2024): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.13243

Abstract

This research aims to examine the effectiveness of Project-based Learning (PjBL) method based on ethnomathematics of Walewangko house on students' creative thinking skills and mathematical disposition. This study employed a quantitative approach with a quasi-experimental design. The sample consists of one experimental class with 34 eighth-grade students. The research instruments included pretests and posttests on creative thinking skills as well as a mathematical disposition questionnaire, both of which have been validated for reliability and validity. Data analysis comprised descriptive and inferential statistical analyses. The inferential statistical methods used were paired sample t-tests and one-sample t-tests. The results of this study indicated that: (1) there is an improvement in students' creative thinking skills and mathematical disposition before and after the learning method was applied, (2)  the posttest results for creative thinking skills and mathematical disposition meet the respective standard scores, (3) the percentage of classical completeness in the posttest results for both creative thinking skills and mathematical disposition exceeds 85%. It can be concluded that the Project-Based Learning method based on the ethnomathematics of Walewangko house is effective in improving students' creative thinking skills and mathematical disposition. Integration of ethnomathematics as a basis for learning, in addition to acting as a contextual learning innovation, teachers are also expected to introduce and instill in students cultural values related to the ethnomathematics used.
Co-Authors Agustina, Ni Luh Ika Tri Elly Arliani Marsigit Marsigit Sinaga, Yohana Dwi Kristiani