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M. Fikri Hamdani
Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Education

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Pengaruh Disiplin Belajar dan Motivasi Belajar terhadap Hasil Belajar Siswa dalam Pembelajaran Matematika di Sekolah Dasar Ika Imroatul Jamilah; Risnawati Risnawati; M. Fikri Hamdani; Muhammad Amin
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6236

Abstract

Specifically, three topics are the primary goals of this research: 1) How learning discipline impacts student learning outcomes in mathematic subjects; 2) How learning motivation impacts student learning outcomes in mathematic subjects; and 3) How learning discipline and learning motivation collaborate to influence student learning outcomes in subjects related to mathematic. This study used an ex post facto quantitative approach at SD Aulia Cendekia Islam School Pekanbaru, class V. The findings of the study indicate that: 1) T-count < t-table (-0.032 < 1.690) or sig. t > 0.05 (0.975<0.05) indicate a very weak influence between the learning discipline variables on student learning outcomes in mathematic lessons at SD Aulia Cendekia Islam School Pekanbaru. 2) The learning motivation variable at SD Aulia Cendekia Islamic School Pekanbaru has very little effect on students' learning outcomes in mathematic learning, with a t-count value of -0.421 and a significance value of 0.676. This is because t-count < t-table (-0.421 < 1.690) or sig. t < 0.05 (0.676>0.05). 3) A significant value of t-count 0.05, suggest that learning discipline and learning motivation have no effect on student learning outcomes in academic sessions. By obtaining a 0.006 R square value
Linking Adaptive Reasoning to Newman's Error Patterns in Digital Geometry Learning Ramon Muhandaz; Sugiman Sugiman; Elly Arliani; Risnawati Risnawati; M. Fikri Hamdani
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1143

Abstract

Adaptive reasoning is a fundamental component of mathematical proficiency, yet limited research has examined how students’ reasoning relates to specific stages of problem-solving failure in digital geometry learning. Existing studies on Newman’s Error Analysis (NEA) primarily classify error types, whereas research on adaptive reasoning tends to evaluate reasoning quality without explaining its relationship to problem-solving errors. This study investigated students’ adaptive reasoning profiles, identified error patterns using Newman’s Error Analysis, and examined the relationship between reasoning ability and error occurrence in solving Pythagorean theorem problems within a digital geometry learning environment. An embedded mixed-methods design was employed involving 30 eighth-grade students from a junior secondary school in Indonesia. Students learned through an interactive digital flipbook integrated with GeoGebra before completing adaptive reasoning tasks and participating in semi-structured interviews. The findings revealed that students demonstrated moderate adaptive reasoning, with transformation errors emerging as the most frequent problem-solving difficulty, followed by comprehension and process-skill errors. Students with lower adaptive reasoning experienced substantially more difficulties in transforming contextual information into mathematical representations and constructing coherent solution strategies. This study extends current research by demonstrating a systematic relationship between adaptive reasoning and Newman’s error stages, providing diagnostic insights for designing reasoning-oriented scaffolding in technology-enhanced geometry instruction.
Co-Authors Elly Arliani Ika Imroatul Jamilah Muhammad Amin Ramon Muhandaz Risnawati Ahmad, Risnawati Sugiman Sugiman