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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Gema Wiralodra Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Asimetris: Pendidikan Matematika dan Sains
Ulfa Nabila, Siti
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Agriculture, Biological Sciences & Forestry Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Physics Other

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Project Based Learning (PjBL) and Gender Roles: Impact on Creativity and Environmental Literacy Zahro, Firda Fitriani; Anggoro, Bambang Sri; Ulfa Nabila, Siti
Gema Wiralodra Vol. 16 No. 1 (2025): Gema Wiralodra
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/gw.v16i1.782

Abstract

The ability to think creatively and environmental literacy of students in mathematics learning is a skill that needs to be mastered by students. The purpose of this research is to examine the influence of the PjBL learning model on creative thinking skills and environmental literacy, considering gender differences. This research is a quantitative study of the Quasi-Experimental Design type where in this study there are two classes, namely the experimental class which will use the PjBL learning model and the control class with the expository learning model. The subjects of this research are eighth-grade students at SMP IT Budi Luhur, with a total population of 58 students. The sample in this study is class VIII A as the experimental class and class VIII B as the control class using the expository model. The data collection techniques were in the form of tests and observations. Hypothesis testing in this study used a two-way Manova test. (Two way manova). the results of the research and discussion concluded that the ability to think creatively and environmental literacy using the PjBL learning model is better compared to using the expository learning model.
students' analysis and evaluation skills in mathematics learning using the RADEC learning model Aneva Meilandari; Ulfa Nabila, Siti; Mujib, Mujib; Mardiyah, Mardiyah
Asimetris: Jurnal Pendidikan Matematika dan Sains Vol. 5 No. 2 (2024): Asimetris: Jurnal Pendidikan Matematika dan Sains
Publisher : Pendidikan Matematika Universitas Almuslim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51179/asimetris.v5i2.2895

Abstract

Kemampuan analisis dan evaluasi dalam pelajaran matematika adalah keterampilan penting yang harus dimiliki siswa untuk mendukung proses pembelajaran dan membantu memecahkan berbagai masalah matematika. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran RADEC terhadap keterampilan analisis dan evaluasi matematis siswa. Jenis dan desain penelitian yang digunakan adalah metode kuantitatif dengan pendekatan eksperimen, yaitu desain quasy eksperimen. Desain yang digunakan yaitu desain posttest only group untuk menganalisis pengaruh model pembelajaran RADEC. Adapun teknik pengumpulan data yang digunakan yaitu tes keterampilan analisis dan keterampilan evaluasi matematis siswa. Data diolah menggunakan uji Tests of Between-Subjects Effects dan uji multivariat. Hasil uji keterampilan analisis menunjukkan nilai p-value sebesar 0,014, yang berarti terdapat pengaruh signifikan dari model RADEC terhadap kemampuan analisis siswa. Hasil untuk keterampilan evaluasi dengan p-value 0,002 juga menunjukkan pengaruh signifikan. Uji multivariat dengan taraf signifikansi 0,05 menghasilkan p-value 0,009, sehingga hipotesis nol ditolak dan disimpulkan bahwa menggunakan model pembelajaran RADEC berpengaruh pada keterampilan analisis dan evaluasi siswa SMP Negeri 23 Bandar Lampung.  
PENGARUH KEMAMPUAN PENALARAN DAN KEMAMPUAN BERPIKIR REFLEKTIF TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS DITINJAU DARI SELF CONFIDENCE Syafitri Rahma Suci, Ifada; Sri Anggoro, Bambang; Ulfa Nabila, Siti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42394

Abstract

This study aims to analyze the direct and indirect influence between reasoning skills and reflective thinking skills on mathematical critical thinking skills through students' self-confidence. This study uses a quantitative approach with correlational methods and path analysis. The research population is grade VIII students of State Junior High School in Sukarame District with a sample of 288 students selected using stratified random sampling techniques. The research instruments include reasoning ability tests, reflective thinking ability tests, mathematical critical thinking ability tests, and self-confidence questionnaires that have met valid and reliable criteria. The results showed that reasoning skills and reflective thinking skills had a positive and significant effect on self confidence by 0.247 and 0.186, respectively. In addition, reasoning skills, reflective thinking skills, and self-confidence have a positive and significant effect on mathematical critical thinking skills with a path coefficient of 0.183 each; 0,188; and 0.224. The results of the mediation test showed that self confidence did not significantly mediate the influence of reasoning ability and reflective thinking ability on mathematical critical thinking ability. Simultaneously, the three variables contributed 43.0% to the ability to think critically mathematically.
The Influence of the Children Learning in Science (CLIS) Learning Model and Students' Learning Styles on Improving Students' Conceptual Understanding and Motivation to Learn Mathematics Dewi Prastika Putri, Ayu; Wahyu Yunian Putra, Rizky; Ulfa Nabila, Siti
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1687

Abstract

The Children Learning in Science (CLIS) learning model emphasizes the process of reconstructing students' understanding by directing changes in initial misconceptions towards a more accurate scientific understanding. This study aims to: (1) analyze the influence of the CLIS learning model on improving conceptual understanding and mathematical learning motivation simultaneously; (2) analyze the influence of students' learning styles on improving conceptual understanding and mathematical learning motivation simultaneously; (3) analyze the influence of the CLIS learning model and students' learning styles simultaneously on improving conceptual understanding and mathematical learning motivation; (4) determine the influence of the CLIS learning model on improving conceptual understanding and mathematical learning motivation partially; (5) determine the influence of students' learning styles on improving conceptual understanding and mathematical learning motivation partially; and (6) determine the influence of the interaction between the CLIS learning model and students' learning styles on improving conceptual understanding and mathematical learning motivation partially. This study uses a quantitative approach with a quasi-experimental research type. The research population was all eighth grade students of SMP Negeri 2 Abung Semuli, North Lampung, with sample determination using cluster random sampling technique. The data collection instruments included a learning motivation questionnaire, a learning style questionnaire, and a mathematical concept comprehension ability test. The data obtained were analyzed using a MANOVA test with a significance level of 5%. The results of the study showed that: (1) the CLIS learning model had a significant effect on students' conceptual understanding and mathematical learning motivation, with the highest achievement in conceptual understanding; (2) learning styles had a significant effect on students' conceptual understanding and mathematical learning motivation, where in conceptual understanding the auditory learning style showed the best results compared to visual and kinesthetic learning styles, while in learning motivation the kinesthetic learning style obtained the highest results compared to visual and auditory learning styles; (3) the CLIS learning model and students' learning styles simultaneously had an effect on improving students' conceptual understanding and mathematical learning motivation; (4) the CLIS learning model partially had an effect on improving students' conceptual understanding and mathematical learning motivation; (5) learning styles partially had an effect on improving students' conceptual understanding and mathematical learning motivation; and (6) there is an influence of the CLIS learning model and students' learning styles on increasing conceptual understanding abilities, but there is no influence on mathematical learning motivation partially.
Co-Authors Aneva Meilandari Bambang Sri Anggoro Dewi Prastika Putri, Ayu Mardiyah Mardiyah Mujib Mujib, Mujib Syafitri Rahma Suci, Ifada Wahyu Yunian Putra, Rizky Zahro, Firda Fitriani