Garuda - Garba Rujukan Digital

DISSECTING STUDENT MISCONSTRUCTION IN TRANSFORMATIONAL ACTIVITIES SOLVES PROBLEMS THAT ALLOW COGNITIVE CONFLICT TO OCCUR Rosimanidar Rosimanidar; Purwanto Purwanto; Erry Hidayanto; I Made Sulandra
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.9457

The transformative activity was crucial for problem-solving. In resolving problems, cognitive conflicts could arise, characterized by construction errors marked by deviations or differences from scientific concepts. Eight of the 106 students who experienced cognitive conflicts made construction errors in transformative activities. These errors were categorized into four groups. This research aimed to describe students' construction errors in transformative activities when solving problems that might lead to cognitive conflicts. The research design was phenomenological, with four subjects selected and one student from each group. Student responses and interview results served as research data, analyzed through narrative text analysis. The research findings revealed four forms of construction errors in students during transformative activities in problem-solving that might lead to cognitive conflicts: (1) pseudo construction "correct," occurring when students provide a correct answer to a problem, but upon closer examination, it was found that the clarification of the answer was incorrect; (2) pseudo construction "incorrect," happening when students gave an incorrect answer to a problem, but upon closer examination, the students had a correct thought process and could provide the right answer; (3) hole construction errors, occurring when there were inconsistencies in the construction process of concepts in students' minds; and (4) mis-analogical construction errors, occurring when students made errors in analogizing a problem with representations of other concepts. These four construction errors occurred in transformative activities based on incomplete rule-based systems. Examining these construction errors allowed instructors to improve students' transformative thinking activities according to linear equations with one variable.Aktivitas transformasional sangat penting dalam menyelesaikan masalah. Dalam penyelesaian masalah kemungkinan terjadi konflik kognitif, yaitu kesalahan konstruksi yang ditandai ada penyimpangan atau perbedaan dengan konsep ilmiah. Mahasiswa mengalami konflik kognitif sebanyak 106 orang dan 8 mahasiswanya telah melakukan kesalahan konstruksi dalam aktivitas transformasional. Penelitian ini bertujuan untuk mendeskripsikan kesalahan konstruksi mahasiswa dalam aktivitas transformasional menyelesaikan masalah yang memungkinkan terjadi konflik kognitif. Jenis penelitian ini adalah fenomenologi dengan dipilih 4 subjek penelitian yang masing-masing 1 mahasiswa dari setiap kelompok tersebut. Jawaban mahasiswa dan hasil wawancara digunakan sebagai data penelitian. Data penelitian dianalisis melalui analisis teks naratif. Temuan penelitian diperoleh bahwa ada empat bentuk kesalahan konstruksi mahasiswa yang dibedah dalam aktivitas transformasional menyelesaikan masalah yang memungkinkan terjadi konflik kognitif, yaitu (1) pseudo construction “benar” yang terjadi saat mahasiswa memberikan jawaban benar terhadap suatu permasalahan, namun ketika ditelusuri, ternyata mahasiswa salah dalam memberikan klarifikasi jawaban; (2) Kesalahan pseudo construction “salah” yang terjadi saat mahasiswa memberikan jawaban salah terhadap suatu permasalahan, namun ketika ditelusuri mahasiswa mempunyai cara berpikir yang benar dan dapat memberikan jawaban yang benar; (3)Kesalahan lubang konstruksi (hole construction) yang terjadi saat proses konstruksi konsep dalam pikiran mahasiswa ada yang tidak sesuai; dan (4) kesalahan mis-analogical construction yang terjadi saat mahasiswa membuat kesalahan dalam menganalogikan masalah dengan representasi konsep lain. Keempat kesalahan konstruksi tersebut terjadi pada aktivitas transformasional berbasis aturan tidak lengkap (incomplete rule-based). Penelaahan kesalahan konstruksi ini dijadikan dasar bagi dosen untuk memperbaiki aktivitas berpikir transformasional mahasiswa sesuai konsep persamaan linier satu variabel

Development of Canva-Based Interactive Learning Media to Enhance MTs Students’ Understanding of Statistical Concepts Nisa, Rafika; Rosimanidar; Setiawan, Setiawan
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.6227

This research aims to develop Canva-based interactive learning media to improve students' understanding of concepts in statistics materials at the MTs level. The research method used is Research and Development (R&D) by adapting the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model). The research subjects consisted of MTs grade IX students who participated in a small trial of 5 students and a large trial of 20 students. Data collection instruments include expert validation sheets, student response questionnaires, interviews, and pretest and posttest questions to measure understanding of concepts. The validation results showed media feasibility with a score of 84% (material experts) and 86% (media experts), so it was categorized as very good. The results of the small trial test with N-Gain obtained an average result of 0.90 in the high category and the results of the large trial test with N-Gain obtained an average result of 0.81 with the high category, The results of the response questionnaire in the small trial were 95.4% of the very good category. The results of a large trial test with an N-Gain of 0.81 in the high category, It can be concluded that Canva-based interactive learning media is effective and very feasible in improving students' understanding of concepts in statistical material.

Exploring the Characteristics of Student Transformational Activities in Indonesia in Solving Cognitive Conflict-Based Problems Rosimanidar; Purwanto; Hidayanto, Erry; Sulandra, I Made
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 3 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i3.45728

This research aimed to describe the characteristics of the transformational activities of Indonesian students in resolving problems based on cognitive conflict. The research employed a phenomenological approach with five students as subjects. The research instruments included tests and interview guidelines, and the analysis was conducted using the constant comparative method. Change-based activities are a good way to solve cognitive conflict issues, including full rule-based unexpected results, full rule-based matching problem parts, incomplete rule-based unexpected results, and incomplete rule-based matching problem parts. Exploring these characteristics serves as a foundation for instructors to enhance the quality of instructional design. Practically, a profound understanding of these characteristics can provide a solid foundation for educators to enhance their instructional design quality. By exploring and comprehending how students address cognitive conflict, instructors can design more effective learning experiences that align with the student's needs.

Model Pembelajaran Concept Attainment Terhadap Kemampuan Berpikir Kreatif Pada Materi Bangun Ruang Siswa Sekolah Dasar Ananda, Firta; Rosimanidar, Rosimanidar; Akmal, Nurul
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 17 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/edukasi.v17i2.14910

The main objective of this study was to determine how the Concept Attainment learning model affects students’ creative thinking ability in learning three-dimensional geometry in Grade V at SDN 3 Geureudong Pase. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The participants consisted of 42 students, with 21 students from class V-A and 21 students from class V-B. Purposive sampling was used to select the sample. The research instrument was an essay test. Using SPSS 25, the results showed that both the experimental and control groups obtained a Sig. (2-tailed) value of 0.249 > 0.05, indicating that the Concept Attainment learning model has an effect on students’ creative thinking ability. Furthermore, the basic linear regression test revealed an R Square value of 0.348, indicating that the independent variable Concept Attainment learning model influenced the dependent variable (creative thinking ability) by 34.8%. Given that the significance value obtained was 0.005 < 0.05, it can be concluded that the Concept Attainment learning model significantly affects students’ creative thinking ability in learning three-dimensional geometry for Grade V at SDN 3 Geureudong Pase.

Development of Canva-Based Interactive Learning Media to Enhance MTs Students’ Understanding of Statistical Concepts Rafika Nisa; Rosimanidar; Setiawan Setiawan
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.6227

This research aims to develop Canva-based interactive learning media to improve students' understanding of concepts in statistics materials at the MTs level. The research method used is Research and Development (R&D) by adapting the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model). The research subjects consisted of MTs grade IX students who participated in a small trial of 5 students and a large trial of 20 students. Data collection instruments include expert validation sheets, student response questionnaires, interviews, and pretest and posttest questions to measure understanding of concepts. The validation results showed media feasibility with a score of 84% (material experts) and 86% (media experts), so it was categorized as very good. The results of the small trial test with N-Gain obtained an average result of 0.90 in the high category and the results of the large trial test with N-Gain obtained an average result of 0.81 with the high category, The results of the response questionnaire in the small trial were 95.4% of the very good category. The results of a large trial test with an N-Gain of 0.81 in the high category, It can be concluded that Canva-based interactive learning media is effective and very feasible in improving students' understanding of concepts in statistical material.

PENGARUH PENERAPAN PENDEKATAN ETNOSAINS TERHADAP PEMAHAMAN KONSEP IPA PADA SISWA SEKOLAH DASAR Rita Rita; Rosimanidar Rosimanidar; Rahmiaty Rahmiaty
JPPSD: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 5, No 4 (2026): April
Publisher : Universtas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppsd.v5i4.76559

Pemahaman kosep IPA siswa yang rendah sering kali menyebabkan hasil belajar siswa yang rendah. Apalagi ketika materi dikaitkan secara etnosains siswa terlihat kurang memahaminya akan keberadaan pelajaran PAI dalam kehidupan sosial budayanya. Tujuan penelitian yaitu Untuk mengetahui pengaruh penerapan pendekatan Etnosains terhadap pemahaman konsep IPA. Jenis penelitian yang digunakan peneliti adalah kuantitatif dengan pendekatan quasi eksperimen. Populasi yang dimiliki 50 siswa kelas IV yang terdiri dari 2 kelas, maka dengan teknik purposive sampling sampel yang terpilih adalah 25 siswa kelas IVa sebagai kelas eksperimen dan 25 siswa kelas IVb sebagai kelas kontrol. Teknik pengumpulan data yang digunakan yaitu tes awal dan tes akhir sebanyak 20 soal pilihan ganda, Teknik analisis data menggunakan SPSS Versi 21. Berdasarkan data yang telah dianalisis maka didapatkan nilai rata-rata kemampuan pemahaman konsep siswa kelas eksperimen lebih tinggi daripada siswa kelas kontrol yaitu 76.00 > 68.20. Berdasarkan hasil penelitian diperoleh thitung > ttabel = 2.124 > 1.677 pada taraf signifikansi 0.039<0,05, maka tolak H0 dan terima Ha. Dapat disimpulkan bahwa terdapat ada pengaruh pendekatan Etnosains terhadap pemahaman konsep IPA di SD Negeri 1 Syamtalira Bayu

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION TERHADAP KEMAMPUAN BERFIKIR KRITIS MATEMATIKA PESERTA DIDIK MADRASAH IBTIDAIYAH DI ACEH UTARA Ulfa Nabila; Jumat Barus; Rosimanidar Rosimanidar
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.11415

ABSTRACT Students' mathematical critical thinking skills remain low, partly due to learning practices that are still teacher-centered. In addition, studies examining the effectiveness of the learning model used in this research on students' mathematical critical thinking skills are still limited. Therefore, this study aims to determine the effect of the learning model on students' mathematical critical thinking skills..The study aimed to analyze the effect of the cooperative learning model of the group investigation type on the mathematical critical thinking skills of fifth-grade students at MIN 25 North Aceh. This research employed a quantitative approach with a quasi-experimental design. The population consisted of 85 fifth-grade students, while the sample included 27 students from class V Madinah as the experimental class and 27 students from class V Mina as the control class selected through random sampling. Data were collected through pretest and posttest techniques. The data were analyzed using an independent t-test with the assistance of SPSS version 31 at a significance level of 0.05. The results showed that the significance value was 0.001 < 0.05, indicating that Ha was accepted and Ho was rejected. Therefore, the cooperative learning model of the group investigation type had a significant effect on students’ mathematical critical thinking skills. This learning model was able to improve students’ activeness, collaboration, and ability to analyze and solve mathematical problems. ABSTRAK Kemampuan berpikir kritis matematika peserta didik masih tergolong rendah, sementara proses pembelajaran yang berlangsung cenderung berpusat pada pendidik sehingga kurang memberikan kesempatan kepada peserta didik untuk berpikir secara aktif. Meskipun berbagai model pembelajaran telah dikembangkan untuk meningkatkan kemampuan berpikir kritis, efektivitas model pembelajaran yang digunakan dalam penelitian ini masih perlu dikaji lebih lanjut. Oleh karena itu, penelitian ini penting dilakukan untuk meningkatkan kemampuan berpikir kritis matematika peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran yang diterapkan terhadap kemampuan berpikir kritis matematika peserta didik.. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran kooperatif tipe group investigation terhadap kemampuan berpikir kritis matematika peserta didik kelas V di MIN 25 Aceh Utara. Penelitian menggunakan pendekatan kuantitatif dengan jenis kuasi eksperimen. Populasi penelitian berjumlah 85 peserta didik kelas V, sedangkan sampel penelitian terdiri atas 27 peserta didik kelas V Madinah sebagai kelas eksperimen dan 27 peserta didik kelas V Mina sebagai kelas kontrol yang dipilih menggunakan teknik random sampling. Teknik pengumpulan data dilakukan melalui pretest dan posttest. Data penelitian dianalisis menggunakan uji-t independen berbantuan SPSS versi 31 pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa nilai signifikansi sebesar 0,001 < 0,05, sehingga Ha diterima dan Ho ditolak. Dengan demikian, model pembelajaran kooperatif tipe group investigation berpengaruh signifikan terhadap kemampuan berpikir kritis matematika peserta didik kelas V di MIN 25 Aceh Utara. Model pembelajaran ini mampu meningkatkan keaktifan, kerja sama, dan kemampuan peserta didik dalam menganalisis serta memecahkan permasalahan matematika.

Analisis Pengalaman Belajar Siswa Kelas 5 MIN 6 Aceh Utara Menggunakan Aplikasi Quizizz Dalam Pembelajaran IPAS Riska Farasya; Rosimanidar Rosimanidar; Rahmiaty Rahmiaty
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.1022

Penelitian ini membahas tentang analisis pengalaman belajar siswa kelas 5 di MIN 6 Aceh Utara dalam menggunakan aplikasi Quizizz pada pembelajaran IPAS (Ilmu Pengetahuan Alam dan Sosial). Latar belakang penelitian ini didasarkan pada semakin berkembangnya penggunaan media pembelajaran digital dalam proses pendidikan, khususnya aplikasi interaktif yang dapat meningkatkan keterlibatan dan motivasi siswa dalam kegiatan belajar. Penelitian ini bertujuan untuk menganalisis pengalaman belajar siswa, meliputi respon, minat, motivasi, serta kendala yang dihadapi siswa saat menggunakan aplikasi Quizizz dalam pembelajaran IPAS. Penelitian ini menggunakan metode deskriptif kualitatif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi dengan melibatkan siswa kelas 5 dan guru di MIN 6 Aceh Utara. Teknik analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penggunaan aplikasi Quizizz dalam pembelajaran IPAS memberikan pengalaman belajar yang positif bagi siswa. Siswa menjadi lebih antusias, aktif, dan termotivasi dalam mengikuti proses pembelajaran. Quizizz juga membantu siswa lebih mudah memahami materi pembelajaran melalui kuis interaktif dan fitur-fitur menarik yang tersedia. Selain itu, aplikasi ini menciptakan suasana belajar yang menyenangkan dan kompetitif. Namun, penelitian ini juga menemukan beberapa kendala, seperti keterbatasan akses internet, perbedaan kemampuan teknologi siswa, dan keterbatasan fasilitas pembelajaran.

PENGARUH PENGGUNAAN MEDIA BIG BOOK TERHADAP KEMAMPUAN LITERASI MEMBACA SISWA KELAS II MI DI KOTA LHOKSEUMAWE Yuliana; Rosimanidar; Novi Diana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17215

Reading literacy is a foundational skill that plays an essential role in supporting students’ academic development at the elementary school level. However, initial observations in second-grade students at Madrasah Ibtidaiyah in Lhokseumawe City indicated that their reading literacy skills were still relatively low. These difficulties were seen in students’ limited fluency in reading, low comprehension of text content, inability to draw simple conclusions, and lack of responsiveness during reading activities. One instructional strategy that can be used to address this issue is the implementation of Big Book media, which presents reading materials in large formats accompanied by attractive illustrations to enhance students’ attention, motivation, and understanding. This study aimed to analyze the effect of Big Book media on students’ reading literacy skills in Indonesian language learning. The research used a quantitative approach with an experimental design involving a control and experimental group. The population consisted of 50 second-grade students of MIS Banda Masen Lhokseumawe, with 25 students assigned to each group. Data were collected using oral tests in the form of pretest and posttest. The data were analyzed using normality and homogeneity tests, followed by hypothesis testing using the Independent Sample t-Test. The results showed an improvement in the experimental class with a posttest mean score of 87.32 compared to the control class with 77.60. The statistical test resulted in a t-value of 4.148 with a significance value of 0.000 < 0.05, indicating that Big Book media had a significant effect on improving students’ reading literacy skills. In conclusion, the use of Big Book media is effective in enhancing students’ reading literacy by increasing reading interest, comprehension, and learning engagement. Keywords: Big Book, reading literacy, elementary students.

Title

Found 9 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 9 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 9 Documents
Search