Garuda - Garba Rujukan Digital

Increasing Learning Result of Pythagoras Material through Geogebra Application Media of VIII4 Grade Students at SMP Negeri 12 Parepare Mustafa, Sriyanti; Sulvianti, Sulvianti; Saputra, Adiwinata
MEJ (Mathematics Education Journal) Vol 2, No 1 (2018)
Publisher : Study Program of Mathematics Education University of Muhammadiyah Malang

This research was a classroom action research that aims to know that theused of geogebra application media could improved the learning outcomesof phytagoras material of VIII.4 grade students at SMP Negeri 12Parepare.The subjects of this research were students of class VIII.4 at JuniorHigh School 12 Parepare which amounted to 20 people. This research wasconducted in two cycles, each of which was three meetings of the learningprocess and one meeting in conducted the result of learning test ofphytagoras material. The data collection techniques used in this researchwere test techniques and observation techniques.Based on the results of theresearch and discussion for two cycles, it can be concluded that the resultsof learning materials phytagoras on students of class VIII.4 SMP Negeri 12Parepare increased from cycle I to cycle II. This was indicated by: (1)Average score of learning result of phytagoras material of student that was77,65 in cycle I increase to 91,54 in cycle II. (2) The achievement ofstudents' learning mastery from cycle I was 70% increased to 100% in cycleII, or completely classical. (3) The increased of percentage of studentactivity average in learning process that was 43,33% in cycle I become53,33% in cycle II.

The Ability To Calculate Mathematical Multiplication Using Cross Line Method Sriyanti Mustafa; Amaluddin Amaluddin; Riska Riska
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 9, No 2 (2021): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v9i2.20266

Elementary school students generally consider mathematics learning difficult, especially in the matter of multiplication, so a method is needed to develop and improve mathematical calculation skills. One method that can be used is the cross line method. This research aims to improve the ability to calculate multiplication using the cross line method. This type of research is Classroom Action Research (CAR) with the subject of research on third grade students of SD Negeri 9 Tanrutedong, South Sulawesi. Techniques of data collection were test and observation. The instruments used were test sheets and observation sheets. The collected data were analyzed using descriptive statistics. The results showed that the use of the cross line method could improve students' ability to calculate multiplication. This is indicated by the increase in: (1) The average score of the ability to count in the first cycle of 67.39 increased in the second cycle to 92.00, (2) The achievement of student learning completeness from the first cycle of 65.22% increased in the second cycle to 100%, and (3) the increase in the average percentage of student activity in the learning process by 77.78% in the first cycle to 94.68% in the second cycle

Fun Learning Method in Effecting the Students’ Interest Learning Mathematics Sriyanti Mustafa; Amaluddin Amaluddin; Nurhaeda Nurhaeda; Vernita Sari; Nur Amalia Zulfatul Jannah
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 1 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i1.40588

This study is based on the low interest of students in learning mathematics. The phenomenon was indicated by the activities of students who are often outside the classroom during mathematics learning, the students do not ask when there is confusing material, the students do not complete the task given, and some students are sleepy during the learning process. These conditions indicated a low level of learning interest. At the same time, interest is crucial in learning mathematics because it affects students' learning achievement. Regarding the condition, the teacher's role is to increase the student's learning interest by applying appropriate methods. One of the learning methods that is assumed to be able to attract students' learning interest is the fun learning method. The fun learning method in this study was applied through classroom action research with two learning cycles. This study aims to know the effect of fun learning methods on students' interest in mathematics. This study was conducted at VII.7 grade of SMP Negeri 1 Pinrang, South Sulawesi. The research instrument used was a questionnaire and an observation sheet. The data was collected through a questionnaire and observation, then the data collected was analysed using descriptive statistics. Indicators of increased interest obtained from questionnaires show an increase in the average percentage of student interest in learning from the moderate category of 2.88 to the good category of 4.08, which meets the average indicator of students' interest in learning mathematics of 3.50 in the good category. In contrast, other indicators are shown through the results of observations of student activity, namely an increase in the percentage of student activity from 44.2% to 75.4%, which met the success indicator of 75%. The result showed that the fun learning method could increase the student's interest in mathematics.Penelitian ini berawal dari rendahnya minat siswa belajar matematika. Gejala ditunjukkan adanya aktivitas siswa yang sering berada di luar kelas pada saat pembelajaran matematika berlangsung, siswa tidak bertanya ketika ada hal yang tidak diketahui pada materi yang diajarkan guru, siswa tidak mengerjakan soal-soal yang diberikan, serta beberapa siswa mengantuk saat pembelajaran matematika berlangsung. Kondisi ini mengindikasikan minat belajar yang rendah. Padahal peran minat sangat penting dalam pembelajaran matematika, karena merupakan faktor yang berpengaruh terhadap hasil belajar siswa. Dengan kondisi tersebut, maka dibutuhkan peran guru dalam meningkatkan minat belajar siswa dengan menerapkan metode yang tepat. Salah satu metode pembelajaran yang diasumsikan dapat menarik minat belajar siswa adalah metode fun learning. Metode fun learning dalam penelitian ini diterapkan melalui penelitian Tindakan kelas sebanyak dua siklus pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan metode fun learning yang dapat meningkatkan minat belajar matematika siswa. Penelitian dilakukan dikelas VII7 SMP Negeri 1 Kabupaten Pinrang, Sulawesi Selatan. Instrumen penelitian yang digunakan berupa lembar angket dan lembar observasi. Data dikumpulkan melalui teknik angket dan teknik observasi, selanjutnya dianalisis secara statistic deskriptif. Indikator peningkatan minat yang diperoleh dari angket menunjukkan meningkatnya persentase rata-rata minat belajar siswa dari kategori cukup sebesar 2.88 menjadi kategori baik sebesar 4.08, memenuhi indikator rata-rata minat belajar matematika siswa sebesar 3,50 berada pada kategori baik, sedangkan indikator lain ditunjukkan melalui hasil observasi aktivitas siswa, yaitu meningkatnya persentase aktivitas siswa sebesar 44.2% menjadi 75.4%, memenuhi indikator keberhasilan sebesar 75%. Hasil penelitian menunjukkan bahwa metode Fun learning dapat meningkatkan minat siswa belajar matematika.

Exploring the Impact of Adversity Quotient on Students' Mathematics Achievement in Junior High School Mustafa, Sriyanti; Sulvianti, Sulvianti; Rasmi, Rasmi; Yunus, A. Andriani
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp1068-1085

Adversity Quotient (AQ) is an individual’s ability to face and overcome obstacles and has been found to be an important non-cognitive factor in student learning outcomes, especially in mathematics, a subject often perceived as difficult and stressful. This study aimed to examine the effect of AQ on grade VIII students’ mathematics learning achievement at SMP Negeri 2 Parepare. A quantitative approach was used with 36 students selected through cluster random sampling. Data was collected using a validated AQ questionnaire based on Stoltz’s CO2RE model, consisting of Control, Origin and Ownership, Reach, and Endurance, as well as students’ mathematics learning achievement scores. Descriptive analysis showed that students generally had moderate AQ, with the highest dimension score in endurance, which means optimism and persistence, while the control dimension was the weakest. This means that although students are motivated to face challenges, they still struggle to manage their responses to learning pressure. The study applied Spearman’s rho correlation analysis. This finding implies that non-cognitive skills such as AQ in mathematics education will improve their academic outcomes. A high AQ in students will tend to be able to overcome difficulties and problems well it has a good impact on their learning achievement. This study has limitations. Small sample size (N=36) limits generalizability beyond a specific school context. This study only focused on AQ as an internal factor without considering external factors such as socioeconomic status, parental support, or classroom atmosphere. Future research will expand the sample and include additional variables to understand the multifactorial nature of academic success. Keywords: adversity quotient; achievement; learning; mathematics.

Innovative Strategies in Math Education: The Impact of PBL and TaRL on Concept Mastery and Classroom Dynamics Mustafa, Sriyanti; Ilmi, Nur; Suliati, Suliati
Jurnal VARIDIKA Volume 36 No 1, June 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i1.5150

In scrutinizing the amalgamation of Problem-Based Learning (PBL) and Teaching at the Right Level (TaRL) approach within mathematics pedagogy, extant scholarship scarcely offers a holistic evaluation of their synergistic efficacy. Prior research predominantly accentuates scholastic outcomes, frequently neglecting the ramifications of these models on classroom dynamics, including the nuances of student-teacher interactions and student engagement and participation levels. This study probes the integration of PBL and TaRL models to augment students' comprehension of mathematical principles, employing a mixed-methods research design encompassing qualitative and quantitative methodologies. The investigation centered on seventh-grade students in junior high school, utilizing test instruments to evaluate mathematical comprehension and observational protocols to document student and teacher engagement for enriched insights. Comprehensive qualitative and quantitative data analyses were executed. The findings disclosed significant advancements in students' grasp of mathematical concepts, with observations revealing heightened student engagement and more favorable teacher-student interactions. Statistical analyses evidenced substantial disparities between pre-test and post-test scores (p < 0.05). The results proffer recommendations and pragmatic implications for enhancing mathematics education, underscoring the imperative for teacher professional development in deploying this integrative pedagogical model to elevate the quality of mathematics instruction at the secondary school echelon.

Adversity Quotient as a Predictor of Creative Thinking Skills in Solving Algebraic Problems among Junior High School Students Hariyani, Sri; Mustafa, Sriyanti; Musa, Muzirah
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2153-2170

This study emphasizes the importance of creative thinking skills as a key 21st-century student competency. Observations at a junior high school in Malang City revealed that 68% of 31 students could not solve simple algebra problems. This inability could be caused by several factors, one of which is low creative thinking skills. There is still limited research on creative thinking skills. Therefore, this study aimed to assess pupils’ original ideas and abilities in algebra questions based on AQ (Adversity Quotient) categories. In this qualitative descriptive research, 33 students were selected based on various AQ categories. The AQ data were collected through a questionnaire and categorized as follows: 11 students in the Climbers category, 17 in the Campers category, and five in the Quitters category. Three subjects were selected based on the highest scores in each category: AQ, representative, and communicative. The subjects were further analyzed using a creativity component test (fluency, flexibility, and originality). The data collection methods in this investigation were the AQ questionnaire, a creative thinking ability test, and semi-structured interviews. The interviews aimed to gather more in-depth information about students’ thought processes while solving algebra problems. The study’s results indicate that the majority of students are in the Campers category (51.51%), followed by Climbers (33.33%) and Quitters (15.15%). Students with AQ Climbers profiles meet the fluency, flexibility, and originality criteria. Students with AQ Campers appear confident, but their solutions did not meet the fluency component (fulfilling the components of flexibility and originality). Meanwhile, pupils who are AQ Quitters cannot meet the requirements for creative thinking. The conclusion of this study is that the higher the level of resilience (AQ) of students, the higher their ability to think creatively and solve mathematical problems fluently, flexibly, and originally. This research can inspire teachers to use the open-ended problem-solving method by considering students’ AQ levels, helping students enhance their creative thinking skills. Keywords: adversity quotient, creative thinking skills, algebra.

Can Problem Based Learning Models Improve Students' Mathematical Problem-Solving Ability? Asdar, Fajriani; Yusuf, St. Fatimah; Wijaya, Nirwan Arif Indah; Mustafa, Sriyanti
Proceeding International Conference on Mathematics and Learning Research 2023: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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

This research was motivated by the low problem-solving abilities of students, especially on the indicators of understanding the problem and checking back on the answers obtained. This research is classroom action research, which aims to improve students' mathematical problem-solving abilities through the Problem Based learning model. The subjects of this research were 35 students in class X 4 of SMAN 1 Sinjai, SMP Negeri 1 Patampanua class VII.5, totaling 26 people, and SMP Negeri 1 Mattirosompe class VIII.1, totaling 22 people. This research was carried out in two cycles. The research work procedure for each cycle takes place in four stages, namely: (1) planning, (2) implementing actions, (3) observing, and (4) reflecting. Data collection was carried out by giving problem solving tests to students. The data was analyzed using quantitative and qualitative analysis. Based on the results of the research and discussion, it can be concluded that the application of the Problem Based Learning learning model in two different phases in three schools can improve students' mathematical problem-solving abilities. After carrying out 2 learning cycles using Problem learning, it was found that the level of mathematical problem-solving ability for each indicator met the minimum criteria of 65%, and students' classical problem-solving completeness reached 100%.

Bridging the Learning Gap: Implementing Teaching at the Right Level in Secondary School Mathematics Sari, Vernita; Mustafa, Sriyanti; Dollo, Asdar; Ali, Ayu Rahyuni
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2453-2473

The study evaluates whether and to what extent the Teaching at the Right Level (TaRL) intervention improves students’ learning in mathematics across cognitive, affective, and psychomotor domains. This study employed a pre-experimental one-group pre-test/post-test design, in which a single cohort of 35 Grade XI students at Senior High School I, Takalar, South Sulawesi, Indonesia, was assessed before and after the implementation of the TaRL approach. Data were gathered using pre- and post-tests to measure cognitive improvement. The cognitive, affective, and psychomotor domains were assessed with structured observation sheets using a five-point Likert scale, which were then transformed to a 0-100 scale for clarity of interpretation. The result showed a significant increase in students’ cognitive achievement, with the pre-test and post-test means of 83.42 and 93.22, respectively. Although the initial score was relatively high due to students’ prior exposure to similar mathematical content, the statistical results confirmed a meaningful improvement beyond the baseline understanding. Observations of the affective domain revealed notable positive shifts; students demonstrated higher motivation, increased confidence in problem-solving, and more active participation during class activities, as reflected in an average converted score of 95.31. In the psychomotor domain, the mean score of 93.21 demonstrated students’ enhanced ability to apply mathematical concepts in practical contexts through active engagement. These findings suggest that the Teaching at the Right Level (TaRL) approach effectively enhances students’ learning outcomes within the studied context by promoting active, differentiated, and student-centered learning experiences. Since the study was conducted at a single institution with a small sample, additional research with larger populations and diverse educational contexts is necessary to substantiate and generalize these findings. Keywords: affective, cognitive, mathematics, psychomotor, teaching at the right level (TaRL).

Title

Found 8 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 8 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 8 Documents
Search