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All Journal EMTEKA: Jurnal Pendidikan Matematika ELIPS: Jurnal Pendidikan Matematika
Emalia, Elena Sandra
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Education Mathematics

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ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI JENIS PROGRAM MTSN 1 LAMONGAN Fitria Salsabilla Irzayana; Oktiana, Puja Erwinda; Emalia, Elena Sandra; Suparto, Suparto; Susanto, Heri
EMTEKA: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2024)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v5i2.5865

Abstract

In learning mathematics, there are several abilities that must be possessed in learning it, one of which is problem solving ability. The problem solving ability at MTsN 1 Lamongan is still not optimal. This was demonstrated through interviews conducted with mathematics teachers at MTsN 1 Lamongan. Therefore, the aim of this research is to describe the mathematical problem solving abilities of MTsN 1 Lamongan students in terms of the type of MTsN 1 Lamongan program. The method used by the author is a qualitative descriptive method. The data collection techniques used were through tests and interviews. The instrument used in this research is the problem solving ability instrument according to Polya. The data analysis technique is through analyzing student test results and then adjusting them to indicators of problem solving abilities. Based on the results of the research that has been carried out, the following results are obtained, in the SKS class program students are still unable to identify problems and implement strategies and are unable to formulate strategies and verify solutions. Meanwhile, in the superior program, students have been able to implement strategies but have not been able to identify problems and formulate strategies, and have not verified solutions. Lastly, regular program students have been able to formulate strategies but have not been able to identify problems and implement strategies, and have not verified solutions.
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENGUBAH POLA PIKIR PESERTA DIDIK Emalia, Elena Sandra; Arrifadah, Yuni; Suparto, Suparto
ELIPS: Jurnal Pendidikan Matematika Vol 6 No 2 (2025): ELIPS, September 2025
Publisher : Universitas Pancasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47650/elips.v6i2.1819

Abstract

Terdapat dua jenis pola pikir, yakni fixed mindset dan growth mindset. Penelitian ini mengembangkan perangkat pembelajaran matematika model Problem Based Learning (PBL) untuk mengubah pola pikir peserta didik. Perangkat pembelajaran yang dikembangkan terdiri dari modul ajar dan LKPD. Tujuan penelitian ini ialah untuk mendeskripsikan proses pengembangan, kevalidan, kepraktisan, dan keefektifan perangkat pembelajaran matematika model PBL untuk mengubah pola pikir peserta didik. Penelitian merupakan jenis penelitian pengembangan yang dilaksanakan di MTs Negeri 1 Lamongan pada semester ganjil tahun ajaran 2024/2025. Subjek penelitian dipilih menggunakan teknik purposive sampling dengan tujuan memperoleh peserta didik dengan fixed mindset. Penelitian dikembangkan menggunakan model pengembangan Plomp yang terdiri dari tiga fase. Teknik pengumpulan data yang digunakan ialah teknik catatan lapangan, teknik validasi, kepraktisan dan teknik angket pola pikir peserta didik. Teknik analisis data kevalidan dan kepraktisan menggunakan metode Aiken’s, analisis data keefektifan menggunakan persentase hasil angket pola pikir sebelum dan sesudah pembelajaran. Hasil penelitian menunjukkan bahwa pada fase investigasi awal telah dilakukan analisis masalah, kurikulum, karakteristik peserta didik dan materi ajar. Perangkat pembelajaran disusun pada fase pembuatan prototipe. Pada fase penilaian, perangkat pembelajaran dinilai dan divalidasi, diujicobakan. Modul ajar dan LKPD memiliki tingkat validitas “sangat tinggi” , nilai rata-rata kevalidan modul ajar sebesar 0,9 dan nilai rata-rata kevalidan LKPD sebesar 0,8. Modul ajar dan LKPD juga memiliki tingkat kepraktisan “sangat tinggi”, nilai rata-rata kepraktisan modul ajar sebesar 0,8 dan nilai rata-rata kepraktisan LKPD sebesar 0,8. Keefektifan perangkat pembelajaran dikatakan efektif berdasarkan hasil penelitian yang menunjukkan angka keefektifan yakni sebesar 85,71%.
Co-Authors Fitria Salsabilla Irzayana Heri Susanto Oktiana, Puja Erwinda Suparto Suparto Yuni Arrifadah, Yuni