Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal JURNAL EDUCATION AND DEVELOPMENT JURNAL PENDIDIKAN TAMBUSAI JPLED
Yanti, Indres Novri
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
IMPLEMENTASI GEOGEBRA UNTUK PEMAHAMAN KONSEP MATEMATIKA SEKOLAH DASAR Yanti, Indres Novri; Habibi, Mhmd.
JURNAL EDUCATION AND DEVELOPMENT Vol 13 No 1 (2025): Vol 13 No 2 Mei 2025
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v13i1.6811

Abstract

Pembelajaran matematika berbasis GeoGebra membantu siswa berpikir matematis. Siswa mendapatkan pengalaman langsung dalam belajar matematika dengan bantuan GeoGebra, yang memungkinkan mereka memahami konsep matematika melalui visualisasi dan representasi. Penelitian ini menggunakan metode ini untuk merancang pembelajaran matematika berbasis GeoGebra pada luas dan keliling persegi. Tujuan dari penelitian ini adalah untuk memberikan pengalaman belajar yang bervariasi dan menarik, mendukung kemampuan siswa untuk berpikir matematis terhadap konsep-konsep matematika, dan memberikan mereka kesempatan untuk memecahkan masalah matematika dengan benar dan lancar. Uji coba dilakukan kepada empat siswa kelas 6 sekolah dasar, dalam kegiatan pembelajaran yang menggunakan bantuan GeoGebra untuk mempelajari area dan keliling persegi ini. Hasil menunjukkan bahwa siswa mulai memahami konsep luas dan keliling persegi secara logis, meskipun beberapa masih ragu saat menjawab pertanyaan.
Hakekat Epistemologi Kritisisme dan Pragmatisme tentang Ilmu Pengetahuan Yanti, Indres Novri; Mansur, Amril
Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Selama bertahun-tahun, konsep pengetahuan telah menjadi topik yang sangat penting dan menarik untuk dibahas. Sejarah penuh dengan perdebatan penting tentang bagaimana lembaga pendidikan harus menggunakan berbagai strategi untuk membantu peserta didik. Namun, gaya pengajaran perlu ditingkatkan secara mendasar dan bertahap, tidak hanya di bidang pendidikan tetapi juga di filsafat. Oleh karena itu, beberapa filsuf terkenal menyampaikan pemikiran mereka yang luar biasa tentang nilai pengetahuan dalam pendidikan yang sebenarnya dan bagaimana pendidikan dapat memberikan metode pengajaran yang tepat untuk menjaga keberadaan setiap siswa. Kant dan Dewey adalah dua yang paling terkenal di antara mereka. Metode komparatif digunakan untuk memahami konsep pendidikan Kant dan Dewey. Penelitian menunjukkan bahwa Kant dan Dewey menyatu pada cara filosofi pengetahuan pada hakekat pengetahuan, Kriteria kebenaran serta metode memperoleh pengetahuan.
Implementasi Pembelajaran PKn Berbasis Proyek untuk Menumbuhkan Sikap Disiplin dan Tanggung Jawab Siswa SDIT AL Azhar Pekanbaru Hasibuan, Nurkhadizah; Yanti, Indres Novri; Rahayu, Fuji
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1084

Abstract

Civics Education (PKn) plays a strategic role in shaping students' character, particularly in terms of discipline and responsibility, which are currently key requirements for students' social development in the digital age. However, PKn teaching in elementary schools tends to be informative in nature, meaning that students lack direct experience in applying these values. This study aims to describe the implementation of project-based PKn learning as an effort to foster discipline and responsibility among students at SDIT AL Azhar Pekanbaru. The research approach uses a qualitative method with a case study design. Data were collected through learning observations, interviews with teachers and students, and documentation of project activities carried out in the PKn learning process. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results showed that project-based civic education learning was able to improve student discipline through time management, commitment to work schedules, and completion of tasks according to deadlines, while responsibility grew through the division of group tasks, completion of individual parts, and active involvement until the final product of the project. In addition, project-based learning fosters motivation, cooperation, and active participation. Thus, this model is effective when applied in civic education learning to strengthen character building among students in elementary school.
Desain Didaktis Berbasis GeoGebra pada Materi Bangun Ruang Sederhana Yanti, Indres Novri; Risnawati; Hamdani, M. Fikri
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1023

Abstract

This study aims to develop a GeoGebra-based didactic design for simple spatial figures to overcome learning obstacles experienced by elementary school students. The method used is Didactical Design Research (DDR), which consists of three main stages: analysis of the didactic situation before learning, metapedagogical observation, and retrospective analysis of the suitability of the design with the learning process that occurs. Data were obtained through diagnostic tests of learning obstacles, observations, and interviews with teachers and fifth-grade students at SDN 007 Bonai Darussalam. The results showed that students experienced epistemological obstacles in understanding spatial figure networks, identifying spatial figure elements, and distinguishing the properties of blocks and cubes. Traditional learning that only uses static images makes it difficult for students to visualize three-dimensional shapes as a whole. The initial didactic design was then revised by integrating concrete, semi-concrete, and digital activities using GeoGebra. The implementation of the revised didactic design showed an increase in students' understanding in connecting 2D and 3D representations, recognizing spatial elements, and understanding the concept of similarity through interactive visual exploration. Overall, the GeoGebra-based didactic design proved effective as a learning innovation that strengthened students' understanding of geometry and improved the quality of the teaching and learning process.
Co-Authors Amril Mansur Hamdani, M. Fikri Hasibuan, Nurkhadizah Mhmd. Habibi Rahayu, Fuji Risnawati