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All Journal Union: Jurnal Ilmiah Pendidikan Matematika COMPTON: Jurnal Ilmiah Pendidikan Fisika
Bergman, Luc
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Education Mathematics Physics

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Design Of Automatic Lighting Instructions Based On Pir Gen 3 Sensors for Physics Learning in The Electronics Skills Course Saputro, Handoyo; Winingsih, Puji Hariati; Saputri, Ratna; Erlangga, Sony Yunior; Bullingga, Nils; Bergman, Luc; Bergman, Patrick
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 11 No 1 (2024): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v11i1.17942

Abstract

This research produces an automatic light physics demonstration tool based on a PIR sensor in the Electronics Skills course. This type of research is development research which refers to the 4-D model according to Thiagarajan with 4 stages including the definition, design, development and dissemination stages. This research was tested in the Physics Education Study Program. Data collection techniques in this research include observation, interviews, and questionnaires. The data analysis technique used is descriptive statistical analysis. The results of this research obtained several findings including: (1). The product is a PIR sensor-based automatic light electrical circuit demonstration tool; (2). The feasibility test of teaching aids with an average rating of 33.33% Agree (S) and 66.67% Strongly Agree (SS), and the feasibility test of teaching aids with an average rating of 51.85% Agree (S) and 48.15% Strongly Agree (SS). Test the readability of students' responses to teaching aids and teaching aid guides with an average rating of 3% Disagree (TS), 43% Agree (S) and 54% Strongly Agree (SS). Based on the test results, it can be concluded that the PIR sensor-based automatic light electrical circuit teaching aids and guides are suitable for use in physics learning
The role of peer interaction in fostering student motivation in mathematics education Wulandari, Amima; Kusumaningrum, Betty; Istiqomah, Istiqomah; Arigiyati, Tri Astuti; Bergman, Luc
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19481

Abstract

Mathematics is often seen as a challenging subject that demands not only cognitive ability but also sustained motivation. This study investigates how peer interaction can act as a catalyst for enhancing students’ motivation to learn mathematics. Adopting a qualitative approach with a survey design, data were collected from 40 high school and vocational students in Gunungkidul, Indonesia. Thematic analysis of open-ended questionnaire responses revealed that 72% of students reported higher motivation when learning alongside peers. Key motivational drivers included emotional support, collaborative problem-solving, and peer-driven encouragement. Interestingly, the study also highlighted potential setbacks such as interpersonal conflicts, which may reduce motivation. These findings affirm the transformative role of peer relationships in academic contexts and suggest that fostering supportive peer networks can be a strategic tool in improving students’ engagement with mathematics. This study contributes to educational psychology and mathematics education by demonstrating that peer interaction not only fosters emotional well-being but also improves students’ cognitive engagement with complex mathematical concepts. The findings offer practical insights into how structured peer collaboration can be integrated into instructional design to support diverse learner needs. By highlighting the dual role of peer interaction, as both an academic and affective resource, the study provides a foundation for developing socially responsive and student-centered learning environments aimed at improving mathematical achievement.
The relationship between mathematical anxiety and learning motivation on mathematics learning outcomes of seventh-grade students in Tamansiswa environment Logho, Elisabeth Ina Wee; Istiqomah, Istiqomah; Kusumaningrum, Betty; Bergman, Luc
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.18944

Abstract

This study investigates the relationship between mathematical anxiety, learning motivation, and mathematics learning outcomes among seventh-grade students in the Tamansiswa environment. Employing a quantitative ex-post facto method, data were collected from 56 students across two schools using questionnaires and academic performance records. The results revealed a significant and negative correlation between mathematical anxiety and learning outcomes, highlighting the detrimental effects of heightened anxiety on students' academic performance. Conversely, learning motivation demonstrated a significant positive influence, emphasizing its crucial role in fostering engagement and persistence in mathematics learning. The combined analysis of these variables showed that 52.2% of the variance in mathematics learning outcomes could be explained by the interaction between anxiety and motivation. Interestingly, despite high levels of anxiety, some students achieved strong learning outcomes, suggesting the presence of mitigating factors such as resilience or effective coping strategies. These findings underscore the importance of reducing anxiety and enhancing motivation through targeted educational interventions, such as supportive teaching practices and motivational strategies, to optimize mathematics learning outcomes. In conclusion, mathematics learning outcomes are shaped by a complex interaction between emotional and motivational factors. Reducing mathematical anxiety while simultaneously strengthening learning motivation is crucial for optimizing students’ achievement in mathematics. The study contributes empirically by providing evidence of the combined influence of anxiety and motivation within the Tamansiswa context, and practically by offering insights for educators to design instructional strategies that are both emotionally supportive and motivationally engaging. These findings reinforce the importance of integrating psychological considerations into mathematics instruction to promote more effective and inclusive learning environments.
Co-Authors Bergman, Patrick Bullingga, Nils Handoyo Saputro, Handoyo istiqomah istiqomah Kusumaningrum, Betty Logho, Elisabeth Ina Wee Puji Hariati Winingsih, Puji Hariati Saputri, Ratna Sony Yunior Erlangga Tri Astuti Arigiyati, Tri Astuti Wulandari, Amima