Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal International Journal of Mathematics and Science Education
Hastuti Agussalim
Unknown Affiliation
Education Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Implementation of the Cooperative Model Reviewed from Motivation Towards Learning Achievement of Class XII Students at Guppi High School Nur Aisyah; Hastuti Agussalim; Faathir Almur
International Journal of Mathematics and Science Education Vol. 2 No. 1 (2025): February : International Journal of Mathematics and Science Education
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijmse.v1i4.174

Abstract

This type of research is an experimental research involving two experimental groups. The sample in this study was class XII. 1 as experimental class 1 and class XII. 2 as experimental class 2. Data were collected using questionnaires, tests, and observation sheets. The data were then analyzed descriptively and two-way analysis of variance (ANOVA) and continued with a post hoc test. The results of the study showed that (1) the average mathematics learning achievement of students using the Talk Stick cooperative learning model was 88.7 out of an ideal value of 100 with a very high category, (2) the average mathematics learning achievement of students using the Example Non-Example cooperative learning model was 87.6 out of an ideal value of 100 with a very high category, (3) there was a significant difference in mathematics learning achievement between students with high, medium, and low learning motivation with a significance of 0.001, and (4) there was no interaction between the cooperative learning model and motivation on mathematics learning achievement with a significance of 0.306.
Effect of Mastery Learning Model Implementation on Student Learning Outcomes at Darussalam Islamic Middle School Nur Aisyah; Hastuti Agussalim; Nursamsi Nursamsi; Sukmawati Sukmawati; Indahwaty Indahwaty
International Journal of Mathematics and Science Education Vol. 2 No. 3 (2025): August : International Journal of Mathematics and Science Education
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijmse.v3i3.233

Abstract

This study aims to examine the influence of the implementation of the Mastery Learning model on the study results of seventh-grade students at Darussalam Islamic Middle School, Gowa. This research is a type of classroom action research (CAR), designed to improve the mathematics learning outcomes of seventh-grade students. The CAR approach was implemented in a cyclical form, consisting of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. Data collection techniques used in this study included observation, testing, and documentation. Data analysis was carried out using descriptive analysis to assess both the learning outcomes and the teacher and student activities during the process. The results of the first and second cycles indicate a significant improvement in student performance. In the first cycle, the study results showed a 75% improvement in student learning outcomes, and after the second cycle, student performance improved to 90%. The class's average grade also increased significantly, from 71 in the first cycle to 87 in the second cycle. This improvement demonstrates that the implementation of the Mastery Learning model can significantly enhance the mathematics learning outcomes of seventh-grade students at Darussalam Islamic Middle School, Gowa. Furthermore, this study proves that the collaborative approach in classroom action research not only improves student learning outcomes but also fosters an engaging and effective learning environment. The results suggest that the Mastery Learning model, with its emphasis on achieving mastery in learning before progressing to the next topic, is an effective strategy for improving mathematics achievement in middle school students. This study contributes valuable insights into the effectiveness of the Mastery Learning model in enhancing student performance in mathematics.
Co-Authors Faathir Almur Indahwaty Indahwaty Nur Aisyah Nursamsi Nursamsi Sukmawati Sukmawati