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All Journal International Journal on Education Insight Bima Journal of Elementary Education
Dwidelia, Nurfidhea
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Islamic contextualized HOTS problems in linear algebra Dwidelia, Nurfidhea; Sukmawati, Sukmawati; Saleh, Sitti Fithriani
International Journal on Education Insight Vol. 5 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v5i2.13681

Abstract

This study aims to develop higher order thinking skills (HOTS) problem on linear algebra with an Islamic context. This study was conducted because undergraduate students are unable to solve HOTS questions, so they need practice and questions for training. The question development process uses the Tessmer development model, which consists of preliminary, self-evaluation, prototyping (expert review, one-to-one, and small group), and field test stages. However, the field test stage was not implemented due to time constraints that prevented the researcher from conducting a comprehensive field test. The research subjects were undergraduate mathematics education students divided into three groups based on high, medium, and low ability levels. The validity of the questions was measured using CVR and CVI. The analysis results showed that the 12 developed questions had a CVI score of 1.00, categorized as highly valid. These questions not only measure undergraduate students' higher-order thinking skills but also provide stimulation in the form of Islamic values. Further research is expected to proceed to the field test stage.
Pengaruh Mindfulness-Based Learning Terhadap Fleksibilitas dalam memecahkan masalah Matematika di Sekolah Dasar Saleh, Sitti Fithriani; Mutmainnah, Mutmainnah; Dwidelia, Nurfidhea; Azzahra, Rachel Aura
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2648

Abstract

The background of this research is based on the urgency to increase flexibility of thinking in solving mathematical problems at the Elementary School level. This study aims to examine the effect of Mindfulness-Based Learning (MBL) on students' flexibility of thinking in solving mathematics problems in elementary school. The research design used was quasi-experimental with a pretest-posttest non-equivalent control group design. The research sample consisted of 60 fourth and fifth grade students who were divided into two groups: an experimental group that participated in mindfulness-based learning and a control group that participated in conventional learning. Data were collected through a mathematical thinking flexibility test, a mindfulness questionnaire, and classroom observations. The results showed that the experimental group experienced a significant increase in thinking flexibility, with a higher average posttest score (85.767) than the control group (69.733), with a p-value < 0.001. The application of Mindfulness-Based Learning is proven to be effective in improving students' ability to move between various mathematical problem-solving strategies, as well as increasing awareness and focus in the problem-solving process. These findings indicate that mindfulness intervention can be an effective approach to increasing flexibility of thinking in primary school, especially in mathematics learning.
Co-Authors Azzahra, Rachel Aura Mutmainnah Mutmainnah Saleh, Sitti Fithriani Sukmawati Sukmawati