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Mosharafa: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia Garut
ISSN : 20864280     EISSN : 25278827     DOI : https://doi.org/10.31980/mosharafa
Core Subject : Education,
Education Mathematics Other
Mosharafa: Jurnal Pendidikan Matematika (p-ISSN: 2086-4280 & e-ISSN: 2527-8827) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Mosharafa terbit tiga kali dalam satu tahun, yaitu pada bulan Januari, Mei, dan September. Penerbit Mosharafa adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Umum - Umum
Articles 21 Documents
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Search results for , issue "Vol. 13 No. 3 (2024): July" : 21 Documents clear
The Secret to Effective Learning: The Magic of Formative Assessment in Mathematics Class Lele, Marten Luter Ke; Marsigit, Marsigit; Retnawati, Heri
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2062

Abstract

Penelitian ini dilakukan untuk menentukan efektivitas penilaian formatif dalam pendidikan Matematika melalui metode tinjauan pustaka. Metode penelitian yang digunakan adalah studi literatur meliputi buku, tesis, disertasi, artikel, dan sumber lain yang relevan. Data dianalisis menggunakan teknik analisis integratif. Hasil penelitian menunjukkan bahwa penilaian formatif sangat penting karena memberikan pemahaman yang lebih mendalam tentang kekuatan dan kelemahan siswa dalam menguasai konsep-konsep matematika. Hal ini memungkinkan guru untuk melakukan penyesuaian strategi pengajaran secara real-time guna mendukung pemahaman siswa secara optimal. Dalam pendidikan Matematika, penilaian formatif diidentifikasi sebagai katalis yang sangat penting dalam menyediakan pengalaman belajar yang lebih mendalam dan bermakna bagi siswa. Penilaian formatif sangat efektif dalam pendidikan Matematika, membantu guru memahami sejauh mana siswa telah menguasai materi yang diajarkan, mengidentifikasi area yang memerlukan perbaikan, dan menyesuaikan pengajaran untuk memenuhi kebutuhan siswa. Selain itu, penilaian formatif lebih efektif dibandingkan penilaian sumatif dalam hal meningkatkan motivasi akademik, mengurangi kecemasan terhadap ujian, dan meningkatkan keterampilan regulasi diri.Mathematics education through the literature review method. The research method used is literature study including books, theses, dissertations, articles and other relevant sources. Data were analyzed using integrative analysis techniques. The research results show that formative assessment is very important because it provides a deeper understanding of students' strengths and weaknesses in mastering mathematical concepts. This allows teachers to adjust teaching strategies in real-time to optimally support student understanding. In Mathematics education, formative assessment is identified as a very important catalyst in providing deeper and more meaningful learning experiences for students. Formative assessment is very effective in Mathematics education, helping teachers understand the extent to which students have mastered the material being taught, identify areas that need improvement, and adapt instruction to meet students' needs. In addition, formative assessment is more effective than summative assessment in terms of increasing academic motivation, reducing test anxiety, and improving self-regulation skills.
Achievement Emotion in Matemathics Learning: Meta-Regression Zulkarnaen, Rafiq; Dewi Nur, Iyan Rosita
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2068

Abstract

Penelitian yang mensintesis temuan empiris mengenai hubungan pencapaian emosi dengan hasil belajar matematika masih terbatas. Penelitian ini bertujuan untuk meninjau literatur dan melakukan meta-regresi mengenai pencapaian emosi terkait aktivitas (senang, marah, putus asa, dan bosan), emosi prospektif (cemas dan malu), dan emosi retrospektif (bangga) terhadap hasil belajar matematika. Pemahaman hubungan ini penting untuk mengoptimalkan proses pembelajaran matematika. Metode Systematic Literature Review dan meta-analisis (PRISMA) digunakan dalam penelitian ini. Dari hasil identifikasi, penyaringan, dan penilaian kelayakan, diperoleh 18 artikel yang dipublikasikan pada jurnal Database Scopus (Q1-Q4) antara tahun 2014 dan 2024. Sampel independen mencakup emosi marah (6 sampel, N = 4376), cemas (13 sampel, N = 10006), bosan (18 sampel, N = 11311), putus asa (6 sampel, N = 3423), malu (5 sampel, N = 2204), senang (19 sampel, N = 13536), dan bangga (8 sampel, N = 5003). Analisis meta-regresi dilakukan untuk menghitung ukuran efek setiap emosi terhadap hasil belajar matematika. Hasil penelitian menyimpulkan bahwa emosi marah, malu, putus asa, dan bosan menunjukkan efek sedang (0.3 ≤ |r| < 0.5) terhadap hasil belajar matematika, sedangkan emosi senang, cemas, dan bangga menunjukkan efek kuat (|r| ≥ 0.5). Temuan ini mengimplikasikan pentingnya pengendalian emosi dalam pembelajaran matematika untuk meningkatkan pencapaian akademik siswa.Limited research synthesizes empirical findings on the relationship between achievement emotions and mathematics learning outcomes. This study aims to review literature and conduct a meta-regression on achievement emotions related to activity emotions (joy, anger, hopelessness, and boredom), prospective emotions (anxiety and Embarassed), and retrospective emotions (pride) in mathematics learning outcomes. Understanding these relationships is crucial for optimizing mathematics learning processes. A Systematic Literature Review and meta-analysis (PRISMA) were employed. From identification, screening, and eligibility assessment, 18 articles published in Scopus Database journals (Q1-Q4) between 2014 and 2024 were obtained. Independent samples included anger (6 samples, N = 4376), anxiety (13 samples, N = 10006), boredom (18 samples, N = 11311), hopelessness (6 samples, N = 3423), Embarassed (5 samples, N = 2204), joy (19 samples, N = 13536), and pride (8 samples, N = 5003). Meta-regression analysis was conducted to calculate the effect size of each emotion on mathematics learning outcomes. The results concluded that anger, Embarassed, hopelessness, and boredom showed moderate effects (0.3 ≤ |r| < 0.5) on mathematics learning outcomes, while joy, anxiety, and pride exhibited strong effects (|r| ≥ 0.5). These findings imply the importance of emotion regulation in mathematics learning to enhance students' academic achievement.
Trivium Curriculum in Traditional Game Based-Learning Construction Hariastuti, Rachmaniah Mirza; Amin, Siti Maghfirotun; Utami, Niken Wahyu
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2085

Abstract

Penelitian ini bertujuan untuk mengeksplorasi dan mengidentifikasi etnomatematika dalam permainan kuartet Using, serta menerapkan kurikulum trivium berbasis permainan tersebut dalam pembelajaran materi statistika di Sekolah Dasar kelas 3. Eksplorasi dan identifikasi etnomatematika dilakukan dalam kerangka penelitian kualitatif. Pengumpulan data dilakukan dengan wawancara, observasi, dan dokumentasi. Analisis data dilakukan secara kualitatif. Data menunjukkan permainan kuartet Using memuat konsep membilang, himpunan, perbandingan, relasi, fungsi, persegipanjang, sudut siku-siku, hubungan antar garis, kekongruenan, peluang, dan statistika. Selain itu terdapat aktivitas berhitung, bermain, dan menjelaskan dalam permainan kuartet Using. Kurikulum Trivium diterapkan dalam pembelajaran pada Sekolah Dasar kelas 3 dengan responden sebanyak 19 siswa. Pengumpulan data dilakukan dengan observasi dan tes tertulis, sedangkan analisis data dilakukan secara kualitatif dengan menentukan persentase ketercapaian konsep. Implementasi dalam pembelajaran menunjukkan bahwa pencapaian konsep literacy dan technoracy hanya 78,95%, sedangkan konsep matheracy mencapai 94,74%. Artinya implementasi kurikulum trivium dalam pembelajaran belum optimal. Hal ini terjadi karena masih ada siswa yang belum bisa membaca dan menulis dengan baik.This study aims to explore and identify ethnomathematics in the Using quartet game, as well as apply the game-based trivium curriculum in learning statistics material in grade 3 elementary schools. The exploration and identification of ethnomathematics was carried out within a qualitative research framework. Data were collected through interviews, observation and documentation. Data analysis was done qualitatively. The data shows that the Using quartet game contains the concepts of counting, sets, comparisons, relationships, functions, rectangles, right angles, relationships between lines, congruence, opportunities, and statistics. In addition, there are counting, playing, and explaining activities in the Using quartet game. Trivium curriculum was applied in learning at grade 3 elementary school with 19 students as respondents. Data collection was done by observation and written test, while data analysis was done qualitatively by determining the percentage of concept achievement. Implementation in learning shows that the achievement of literacy and technoracy concepts is only 78.95%, while the concept of matheracy reaches 94.74%. This means that the implementation of the trivium curriculum in learning is not optimal. This happens because there are still students who cannot read and write well.
Flipped Classroom Learning Model, Assisted by R&D Statistics Advanced Material Module on Learning Outcomes of viewed from Mathematical Logical Intelligence Suharianto, Joko; Thamrin, Thamrin; Andi Taufiq Umar; Mica Siar Meiriza
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2086

Abstract

Penelitian ini melibatkan faktor internal berupa kecerdasan logis matematis, dan mengontrol pengetahuan awal mahasiswa. Penelitian ini membandingkan hasil belajar mata kuliah statistik inferensial yang menggunakan flipped classroom dengan direct instraction ditinjau dari kecerdasan logis matematis dengan mengontrol pengetahuan awal. Subjek penelitian terdiri dari dua kelas prodi Pendidikan Ekonomi Unimed semester ganjil 2023/2024. Jenis penelitian adalah quasi eksperimen dengan desain posttest only group control. Pengumpulan data menggunakan soal tes berupa pilihan berganda. Teknik analisis data menggunakan analisis kovarians. Hasil penelitian menunjukan terdapat perbedaan hasil belajar mahasiswa yang signifikan, model flipped classroom dibandikan metode direct instruction, setelah mengontrol pengetahuan awal; terdapat perbedaan hasil belajar yang signifikan mahasiswa dengan kecerdasan logis matematis tinggi dibanding yang rendah, setelah mengontrol pengetahuan awal; Model flipped classroom lebih efektif dalam meningkatkan hasil belajar, terutama bagi mahasiswa dengan kecerdasan logis-matematis rendah; kedua model pembelajaran dapat memberikan hasil yang baik bagi mahasiswa dengan kecerdasan logis-matematis tinggi. This research involves internal factors in the form of mathematical logical intelligence, and controlling students' initial knowledge. This research compares the learning outcomes of an inferential statistics course that uses a flipped classroom with direct attraction in terms of mathematical logical intelligence by controlling prior knowledge. The research subjects comprised two Unimed Economic Education study program classes for the odd semester of 2023/2024. This type of research is quasi-experimental with a posttest-only control group design. Data collection uses test questions in the form of multiple choices. The data analysis technique uses covariance analysis. The research results show that there are significant differences in student learning outcomes, in the flipped classroom model compared to the direct instruction method, after controlling for prior knowledge; there is a significant difference in learning outcomes for students with high mathematical logical intelligence compared to those with low, after controlling for prior knowledge; The flipped classroom model is more effective in improving learning outcomes, especially for students with low logical-mathematical intelligence; Both learning models can provide good results for students with high logical-mathematical intelligence.
How is the Implementation of Realistic Mathematics Education on Mathematical Literacy Skills? A Systematic Literature Review Hamidah, Ida; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Pramuditya, Surya Amami
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2089

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan pendidikan matematika realistis (RME) dalam meningkatkan keterampilan literasi matematika dan mengidentifikasi kesenjangan serta rekomendasi untuk penelitian lebih lanjut dalam meningkatkan keterampilan literasi matematika. Melalui metode tinjauan pustaka sistematis, penelitian ini mengkaji 18 artikel relevan dari Scopus yang diambil dalam periode 2018-2023 menggunakan aplikasi Publish or Perish. Analisis data dalam penelitian ini dilakukan menggunakan kerangka kerja PIECES (Planning, Identifying, Evaluating, Collecting/Elaborating, Explaining, dan Summarizing). Hasil analisis menunjukkan bahwa RME dapat secara signifikan meningkatkan literasi matematika siswa dengan mendorong keterlibatan aktif, pemahaman yang mendalam, dan transferabilitas pengetahuan dalam berbagai konteks. Selain itu, penelitian ini menyoroti kesenjangan penelitian dan menawarkan wawasan untuk penelitian di masa mendatang. Temuan-temuan ini memberikan kontribusi penting bagi pengembangan metode pembelajaran matematika berbasis literasi di berbagai tingkat pendidikan.This research aims to examine the application of realistic mathematics education (RME) in improving mathematical literacy skills and identify gaps and recommendations for further research in improving mathematical literacy skills. Through a systematic literature review method, this research examines 18 relevant articles from Scopus taken in the 2018-2023 period using the Publish or Perish application. Data analysis in this research was carried out using the PIECES framework (Planning, Identifying, Evaluating, Collecting/Elaborating, Explaining, and Summarizing). The analysis results show that RME can significantly improve students' mathematical literacy by encouraging active engagement, deep understanding, and transferability of knowledge in various contexts. Additionally, this study highlights research gaps and offers insights for future research. These findings provide an important contribution to the development of literacy-based mathematics learning methods at various levels of education.
Ethno-Mathematics in Minangkabau Indigenous Society Fitriza, Rozi; Hurriyah, Hurriyah; Hadaina, Dhiya
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2154

Abstract

Minangkabau memiliki beberapa daerah desa adat yang dinamakan nagari. Studi etnomatematika pada unsur kebudayaan universal masyarakat adat diperlukan sebagai salah satu usaha pelestarian budaya sekaligus menjebatani budaya lokal dan pembelajaran matematika modern. Penelitian ini bertujuan mengkaji konsep matematis yang ada pada sistem mata pencarian, peralatan hidup dan teknologi serta penggunaannya dalam pembelajaran matematika. Penelitian menggunakan pendekatan kualitatif dengan desain penelitian etnomatematika Alangui. Penelitian dilaksanakan di Nagari Pariangan dan Nagari Sijunjung Provinsi Sumatera Barat. Informan penelitian ini adalah pemuka adat, cadiak pandai dan pelaku budaya. Teknik pengumpulan data yaitu observasi, wawancara, dokumentasi dan catatan lapangan.  Analisis data dengan tahapan reduksi data, penyajian data dan membuat kesimpulan. Hasil penelitian menunjukkan pada sistem mata pencarian, peralatan hidup dan teknologi masyarakat adat Minangkabau terdapat konsep perbandingan, pengukuran dengan satuan tradisional, geometri transformasi, bangun ruang dan kalkulus serta optimasi. Aktivitas dan peralatan hidup serta teknologi dalam masyarakat adat di Minangkabau dapat digunakan sebagai konteks dalam pembelajaran matematika.Minangkabau has several traditional village areas called Nagari. Ethnomathematics studies on universal cultural elements of indigenous peoples are needed as an effort to preserve culture as well as bridge local culture and modern mathematics learning. This research aims to examine mathematical concepts that exist in livelihood systems, living equipment, and technology and their use in mathematics learning. The research uses a qualitative approach with an Alangui ethnomathematics research design. The research was conducted in Nagari Pariangan and Nagari Sijunjung, West Sumatra Province. The informants for this research are traditional leaders, clever cadiak, and cultural actors. Data collection techniques are observation, interviews, documentation, and field notes.  Data analysis with stages of data reduction, data presentation, and conclusion. The results of the research show that in the livelihood system, living equipment, and technology of the Minangkabau indigenous people there are concepts of comparison, measurement with traditional units, transformation geometry, geometric shapes, and calculus and optimization. The activities and equipment of life and technology in indigenous communities in Minangkabau can be used as a context for learning mathematics.
Analysis of Students' Mathematical Literacy in Solving Problem-Solving Questions Based on Self-Regulated Learning M. Duskri; Afrizal; Susanti
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2180

Abstract

Sangat penting bagi siswa untuk mengembangkan kemampuan literasi matematika sehingga mereka dapat memanfaatkan matematika untuk memecahkan masalah dalam kehidupan sehari-hari dan tidak hanya memahami materi pelajaran. Tujuan dari penelitian ini adalah untuk mengevaluasi seberapa baik siswa menggunakan literasi matematika untuk memecahkan masalah yang telah ditinjau dari SRL. Penelitian ini menggunakan metodologi kualitatif deskriptif. Tiga anak dari kelas IX MTsN 3 Banda Aceh mereka yang memiliki kemampuan SRL tinggi, sedang, dan rendah menjadi subjek penelitian. Peneliti, soal tes untuk literasi matematika, kuesioner SRL, dan protokol wawancara berfungsi sebagai instrumen penelitian. pengumpulan data melalui wawancara dan penilaian tertulis. Tiga langkah prosedur analisis data adalah reduksi data, penyajian data, dan penarikan kesimpulan. Dengan memberikan STKLM-1 dan STKLM-2 pada berbagai waktu, teknik pemeriksaan validitas data menggunakan triangulasi waktu. Temuan penelitian menunjukkan bahwa peserta dengan SRL tinggi memenuhi ketiga kriteria literasi matematika: merumuskan, menggunakan, dan menafsirkan. Hanya dua indikator literasi merumuskan dan menggunakan yang dipenuhi oleh subjek dengan SRL menengah; mereka tetap tidak mampu memahami hasil mengingat tingkat kesulitannya. Hanya indikator merumuskan yaitu, mengartikulasikan masalah matematika yang dapat dipenuhi oleh subjek dengan SRL rendah; mereka tetap tidak mampu memenuhi indikator menggunakan dan menginterpretasi.It is crucial that students develop mathematical literacy abilities so that they can utilize mathematics to solve problems in their daily lives and not just understand the subject matter. The purpose of this study is to evaluate how well students use mathematical literacy to solve problems that have been reviewed from SRL. This study employs a descriptive qualitative methodology. Three kids from class IX MTsN 3 Banda Aceh those with high, medium, and low SRL abilities were the study's subjects. Researchers, test questions for mathematical literacy, SRL questionnaires, and interview protocols served as the study's instruments. collecting data through interviews and written assessments. The three steps of data analysis procedures are data reduction, data presentation, and conclusion drawing. By administering STKLM-1 and STKLM-2 at various times, the data validity checking technique employs time triangulation. The study's findings demonstrated that participants with high SRL satisfied all three criteria for mathematical literacy: formulate, employ, and interpret. Only two literacy indicators formulate and employ were met by subjects with intermediate SRL; they were nevertheless unable to understand the results in light of the difficulty. Only the formulate indikator that is, articulating mathematical problems could be met by subjects with low SRL; they were nevertheless unable to fulfill the employ and interpret indicators.
Feasibility of Opportunity Material Module with Joymath Cognitive Behavioral Method to Reduce Mathematics Anxiety and Increase Student Self-Efficacy Marhaeni, Nafida Hetty; Khuzaini, Nanang; Rizky, Muhammad Rafi Fajar; Yuniasanti, Reny; Akbar, Mutaqin; Sari, Dian Kartika; Dangin, Dangin
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2188

Abstract

Siswa memerlukan media pembelajaran yang dapat membantu siswa mengurangi kecemasan matematika dan meningkatkan efikasi diri. Tujuan penelitian yaitu mengembangkan modul untuk mengurangi kecemasan matematika dan meningkatkan efikasi diri siswa pada materi peluang. Penelitian Research and Development ini menggunakan model ADDIE dengan lima tahap pengembangan yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Sumber data dan subjek dalam penelitian ini adalah ahli materi, ahli media, guru, dan 1328 siswa dari 24 SMP di Kota Yogyakarta. Teknik pengumpulan data yang digunakan yaitu wawancara, observasi, Focus Group Discussion (FGD), dan angket. Hasil menunjukkan bahwa produk yang dikembangkan yaitu modul materi peluang untuk mengurangi kecemasan matematis dan meningkatkan efikasi diri siswa layak digunakan dalam pembelajaran matematika. Pengambilan keputusan kelayakan produk didasarkan pada hasil analisis penilaian dari validator, ahli materi, dan ahli media yang menunjukkan bahwa modul sangat valid dan berpeluang menurunkan kecemasan matematis dan meningkatkan efikasi diri siswa.Students need learning media that can help students reduce mathematics anxiety and increase self-efficacy. The aim of the research is to develop a module to reduce mathematics anxiety and increase students' self-efficacy in opportunity material. This Research and Development research uses the ADDIE model with five development stages, namely analysis, design, development, implementation and evaluation. The data sources and subjects in this research were material experts, media experts, teachers, and 1328 students from 24 junior high schools in Yogyakarta City. The data collection techniques used were interviews, observation, Focus Group Discussion (FGD), and questionnaires. The results show that the product developed, namely the opportunity material module to reduce mathematical anxiety and increase students' self-efficacy, is suitable for use in mathematics learning. Decision making on product feasibility is based on the results of assessment analysis from validators, material experts and media experts which show that the module is very valid and has the opportunity to reduce mathematical anxiety and increase student self-efficacy.
Analysis of Company Needs and Graduate Competencies from a University in Bandung in the Banking Industry Rachmaputri, Gantina; Raudhatul Zikra, Shauma
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2201

Abstract

Data yang diperoleh melalui survei pengguna dan studi pelacakan menunjukkan bahwa korelasi antara kepuasan pengguna dengan variabel seperti faktor organisasi, mata kuliah yang diambil selama dan setelah masa studi, peran institusi pendidikan tinggi, serta kompetensi alumni tidak dapat diabaikan. Berdasarkan analisis, kompetensi alumni dan kontribusi institusi pendidikan tinggi menunjukkan korelasi positif tertinggi (0,8). Kemampuan bahasa asing, pengetahuan lintas disiplin, penyelesaian masalah kompleks, negosiasi, kemampuan komunikasi, manajemen diri dan orang lain, pembelajaran aktif, serta inovasi dan/atau kreativitas merupakan keterampilan keras dan lunak yang masih perlu ditingkatkan oleh alumni ketika bekerja di sektor perbankan. Menurut pengguna, institusi pendidikan tinggi masih kurang dalam membekali lulusan dengan keterampilan seperti pemecahan masalah, pembuatan materi presentasi, praktik ilmiah, komunikasi, negosiasi, keterampilan interpersonal, sikap, dan kerja sama tim.Data obtained through user surveys and tracer studies indicate that the correlation between user satisfaction and variables such as organizational factors, courses taken during and after university, the role of higher education institutions, and alumni competencies cannot be overlooked. Based on the analysis, alumni competencies and the contribution of higher education institutions show the highest positive correlation (0.8). Foreign language skills, interdisciplinary knowledge, complex problem-solving, negotiation, communication abilities, self and people management, active learning, and innovation and/or creativity are hard and soft skills that alumni still need to enhance when working in the banking sector. According to users, higher education institutions fall short in equipping graduates with skills such as problem-solving, creating presentation materials, scientific practice, communication, negotiation, interpersonal skills, attitude, and teamwork.
Do Eligible Teacher and Student Activities in Problem-Based Mathematics Learning Impact Critical Thinking? Kusumaningsih, Widya; Kusmaryono, Imam
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2256

Abstract

Penelitian studi kasus ini dilakukan dengan cross sectional desain. Partisipan sebanyak 32 siswa kelas V dan seorang guru. Penentuan partisipan siswa dan guru menggunakan teknik sampling jenuh (non-probabilitas). Teknik pengumpulan data melalui observasi, wawancara, dan tes. Tujuan penelitian menyelidiki apakah aktivitas belajar siswa dan guru yang eligible dalam model PBL dapat berdampak positif terhadap keterampilan berpikir kritis. Analisis data meliputi analisis resiko dan analisis dampak dari PBL. Temuan penelitian menunjukkan bahwa model problem based learning (PBL) mampu mengaktifkan potensi siswa dan guru melalui penciptaan aktivitas belajar yang tinggi.  Aktivitas belajar siswa dan guru yang eligible dalam model PBL dapat berdampak positif terhadap keterampilan berpikir kritis. Dengan kata lain, kegiatan pembelajaran dalam PBL mempunyai pengaruh yang signifikan terhadap keterampilan berpikir kritis siswa. Dampak positif terhadap siswa ini tidak lepas dari peran guru sebagai fasilitator yang efektif dalam implementasi PBL.This case study research was conducted with a cross-sectional design. The participants were 32 fifth-grade students and a teacher. Determining student and teacher participants used saturated (non-probability) sampling techniques. Data collection techniques through observation, interviews, and tests. The research objective is to investigate whether the learning activities of eligible students and teachers in the PBL model can have a positive impact on critical thinking skills. Data analysis includes risk analysis and impact analysis of PBL. Research findings show that the problem-based learning (PBL) model can activate the potential of students and teachers through the creation of high-learning activities.  The learning activities of eligible students and teachers in the PBL model can have a positive impact on critical thinking skills. In other words, learning activities in PBL have a significant influence on students' critical thinking skills. This positive impact on students cannot be separated from the teacher's role as an effective facilitator in implementing PBL.

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