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<![CDATA[Analisis Kesulitan Belajar Mahasiswa Pendidikan Matematika Pada Pembelajaran Daring Ditinjau Dari Efikasi Diri ]]>
<![CDATA[Putri, Radianing Anggita]]>;
<![CDATA[Dwi Cahyani Nur Apriyani]]>;
<![CDATA[Hari Purnomo Susanto]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 3 No 02 (2022): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/jurnaledumatic.v3i02.1127
<![CDATA[Penelitian ini dilatar belakangi oleh adanya kesulitan belajar daring yang dialami oleh mahasiswa pendidikan matematika. Tujuan dari penelitian ini adalah untuk mengetahui : 1) Apa saja kesulitan belajar mahasiswa pendidikan matematika pada pembelajaran daring ditinjau dari efikasi diri tinggi, 2) apa saja kesulitan belajar mahasiswa pendidikan matematika pada pembelajaran daring ditinjau dari efikasi diri sedang, 3) apa saja kesulitan belajar mahasiswa pendidikan matematika pada pembelajaran daring ditinjau dari efikasi diri rendah. Jenis penelitian ini adalah penelitian kualitatif dengan teknik pengumpulan data menggunakan angket secara online dan wawancara secara online serta dokumentasi. Sampel penelitian adalah semua mahasiswa prodi pendidikan matematika semester II, IV dan VI sebanyak 40 mahasiswa. Dikarenakan adanya pandemi covid-19, sehingga penelitian yang dilakukan menjadi terbatas. Instrumen yang digunakan dalam penelitian ini adalah angket kesulitan belajar daring, angket efikasi diri, dan wawancara. Teknik analisis data menggunakan model Miles and Huberman. Hasil penelitian ini menunjukkan bahwa mahasiswa pendidikan matematika STKIP PGRI Pacitan dengan efikasi diri tinggi mengalami kesulitan belajar pada aspek kesulitan teknis. Kemudian mahasiswa dengan efikasi diri rendah mengalami kesulitan belajar juga pada aspek kesulitan adaptasi mahasiswa dan aspek ketidaksiapan pengajar atau dosen. Sedangkan mahasiswa dengan efikasi diri sedang mengalami kesulitan mahasiswa kesulitan teknis, kesulitan adaptasi mahasiswa dan ketidaksiapan pengajar atau dosen.]]>
<![CDATA[Pengaruh adversity quotient terhadap kemampuan metakognitif siswa kelas x SMKN Kebonagung ]]>
<![CDATA[Lestari, Yuvendri Dwi]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 5 No 2 (2024): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/edumatic.v5i2.1156
<![CDATA[This study aims to determine the effect of the adversity quotient (high, medium, and low) on students' metacognitive abilities. This is an ex post facto study with a quantitative approach. The sample for this study was 76 students in class X of Kebonagung State Vocational School, taken with the Simple Random Sampling technique. Data collection techniques in this study use questionnaires and tests. Questionnaires are used to measure students' adversity quotients, and tests are used to measure metacognitive abilities on trigonometric material. The data analysis technique in this study uses a non-parametric test, namely the Kuskall-Wallis H. Based on the calculation results using a non-parametric test (Kuskall Wallis H) and obtaining sig. = 0.329> = 0.05, then is accepted. This means that there is no difference between adversity quotient (high, low, low) and students' metacognitive abilities. whereas based on then is accepted. This means that there is no difference between adversity quotient (high, low, low) and students' metacognitive abilities. This shows that adversity quotient (high, medium, low) has no effect or effect on students' metacognitive abilities.]]>
<![CDATA[Motivasi berprestasi pada mata pelajaran matematika siswa kelas x SMK Negeri Kebonagung ]]>
<![CDATA[Elfita, Sari]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 5 No 2 (2024): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/edumatic.v5i2.1235
<![CDATA[Achievement motivation is an encouragement and goal from the individual to achieve something that is intended as well as possible. In this study, the achievement motivation studied was in mathematics. This study aims to determine how high the achievement motivation of students in class X mathematics at Kebonagung State Vocational School. This research is a type of descriptive quantitative research. The population in this study was all of class X at Kebonagung State Vocational School, a sample of 100 students was taken using the simple random sampling method. The instrument in this study used an achievement motivation questionnaire which was taken directly. The data analysis was used a quantitative descriptive analysis with percentages. The results showed that achievement motivation in class X mathematics at Kebonagung State Vocational School had a percentage value in the very low category of 5%, the low category of 23%, the medium category of 44%, the high category of 19%, and the very high category 9%.]]>
<![CDATA[Literasi matematis dan mathematical habits of mind peserta didik dalam menyelesaikan soal matematika berorientasi kemampuan 4C ]]>
<![CDATA[Rahmawati, Imma Rokhima]]>;
<![CDATA[Apariyani, Dwi Cahyane Nur]]>;
<![CDATA[Susanto, Hari Purnomo]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 5 No 2 (2024): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/edumatic.v5i2.1236
<![CDATA[This study aims to determine the mathematical habits of students and students' mathematical literacy skills in solving 4c ability-oriented math problems. This research was a descriptive research with a qualitative approach. Data collection techniques were questionnaires, tests, and interviews. The sample of this research was eight grade students of MTs Negeri 1 Pacitan in academic year of 2021/2022. The total samples were 32 students by using purposive sampling technique. The instrument that used in this research were a mathematical habits of mind's questionnaire and 4c ability-oriented mathematical literacy test. The data analysis technique used the Miles and Huberman model. The results of this study indicate that students of MTs Negeri 1 Pacitan produce data, namely 31% of students have high mathematical habits of mind, 31% of students have average mathematical habits of mind and 38% of students have low mathematical habits of mind, then the total number of participants in the low category was higher than in the high and medium categories. Based on the analysis of the results of the answers and interviews, it can be concluded that one sentence has not accomplished by the students were mathematical literacy to interpret the situation mathematically, the use of variables, and symbols, mathematical concepts, facts, procedures, and the reason in answering questions correctly. At low Mathematical habits of mind students were able to use communication skills and collaboration skills. Sstudents with average and high mathematical habits of mind were able to use critical thinking skills, mathematical communication skills and collaboration skills]]>
<![CDATA[Implementasi pembelajaran berdiferensiasi pelajaran matematika metode PBL (Problem Based Learning) dengan media worksheet ]]>
<![CDATA[Faizatun, Dwita]]>;
<![CDATA[Sasomo, Budi]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 5 No 2 (2024): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/edumatic.v5i2.1254
<![CDATA[Differentiated learning in this research aims to increase interest and enthusiasm in learning mathematics with the help of worksheets. The use of differentiation learning strategies aims to provide activities that suit students' initial needs or abilities so that learning needs can be met. Mathematics is often considered difficult and confusing for students. In research regarding the implementation of PBL using worksheet media in Class VII Mathematics at SMPN 2 Bringin Ngawi, qualitative descriptive methods were used through observation, interviews with teachers, and documentation. Data analysis was carried out using a thematic approach developed by Huberman and Miles to understand how PBL was implemented and its impact on students' understanding and skills. The results of this research are that the implementation of Problem Based Learning (PBL) at SMPN 2 Bringin Ngawi increases students' active participation and collaboration abilities, supported by the use of technology, and increases their problem solving abilities and motivation.]]>
<![CDATA[The Analisis Kemampuan Numerasi Siswa SMA Berdasarkan Hasil Laporan Pendidikan Kabupaten Pacitan : Analisis Kemampuan Numerasi Siswa SMA Berdasarkan Hasil Laporan Pendidikan Kabupaten Pacitan ]]>
<![CDATA[Yuniarti, Dwi Ariani]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 5 No 2 (2024): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/edumatic.v5i2.1268
<![CDATA[This research examines the numeracy skills of high school students in Pacitan Regency based on the 2024 education report. The analysis results indicate a significant improvement in overall numeracy scores, reaching 83.62%, which is a 22.05% increase from the previous year. Numeracy proficiency distribution shows that a majority of students (61.64%) have met or exceeded competency standards. Further analysis reveals enhancements across all mathematical competency domains, including numbers, algebra, geometry, and data. These findings reflect the effectiveness of educational strategies implemented in Pacitan Regency in enhancing students' understanding of diverse mathematical concepts. The implications of this study underscore the importance of reinforcing evidence-based educational strategies to improve mathematics education quality at the high school level. Thus, this research not only provides a comprehensive overview of students' numeracy skills in Pacitan Regency but also lays the groundwork for developing more effective educational policies in the future.]]>
<![CDATA[Efektivitas Model Pembelajaran Search, Solve, Create, Share (SSCS) Terhadap Prestasi Matematika ]]>
<![CDATA[Wicaksono, Bintang]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 5 No 2 (2024): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/edumatic.v5i2.1277
<![CDATA[The low learning achievement of students is likely caused by students' difficulties in understanding the material and lack of motivation in learning. This can occur due to the learning being implemented not being in accordance with the characteristics of the students in the class. So it is necessary to look for new learning solutions that suit student characteristics. This research aims to determine the effectiveness of the Search, Solve, Create, and Share (SSCS) learning model on student learning achievement in class X of Al-Furqon Sanden IT Vocational School. The samples used were class X Culinary Arts with 25 students (Control class) and class The type of research used is quasi-experimental with a research design in the form of a Posttest Control Group Design. In this design, a posttest is given to both groups after being given treatment. Based on posttest data analysis, the results of the sig t-test value (2-tailed) show that the sig. (0.152/2) > 0.05, then ????0 is accepted and ????1 is rejected. So it can be concluded that the SSCS model has no effect on the effectiveness of mathematics learning. The results of the statistical group hypothesis test show that the average value in the control class is higher than the average value in the experimental class. However, the results of hypothesis testing using statistics showed that the SCSS learning model had no effect (significantly) on students' mathematics learning achievement. Keywords: Effectiveness; Search Solve Create and Share (SSCS) learning model; learning achievement.]]>
<![CDATA[Implementasi Media Pembelajaran E-Flipbook Pada Materi Vektor Kelas X SMK ]]>
<![CDATA[Ruanda, Rizky]]>;
<![CDATA[Susanto, Hari Purnomo]]>;
<![CDATA[Qudsiyah, Khoirul]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 6 No 1 (2025): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/edumatic.v6i1.1424
<![CDATA[This study aims to explore and analyze the implementation of e-flipbook learning media on vector material in 10th-grade students at SMK Negeri 1 Pacitan. The research method used is qualitative with a case study approach. Data were collected through observation, interviews, and documentation. The findings indicate that the use of e-flipbook as a learning medium can enhance students' understanding of vector concepts, motivate them in the learning process, and provide variety in teaching methods that are more interactive and engaging. However, there are some technical challenges that need to be addressed, such as limited access to technology and the digital media skills of teachers and students. Overall, the implementation of e-flipbook has great potential to support an effective and efficient learning process.]]>
<![CDATA[Pengaruh Efikasi Diri Dan Disposisi Matematis Terhadap Kemampuan Komunikasi Matematis Siswa Kelas X Smk ]]>
<![CDATA[Wulan, Dewi]]>;
<![CDATA[Meifiani, Nely Indra]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 6 No 1 (2025): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/edumatic.v6i1.1425
<![CDATA[The study aims to determine the effect of self-efficacy and mathematical disposition on students' mathematical communication skills at SMK N 2 Pacitan. Self-efficacy and mathematical disposition as independent variables. While the dependent variable is mathematical communication ability. The data collection instruments consisted of questionnaires and tests. The study used a quantitative approach with ex-post facto method, with a population of all class X students of SMK N 2 Pacitan totalling 480 students. Data analysis used the 3S-AR application. The regression analysis results showed that self-efficacy has a significant influence on mathematical communication ability with a correlation coefficient of 0.31 and a coefficient of determination of 9.8%. In contrast, mathematical disposition also had a significant but smaller effect, with a correlation coefficient of 0.26 and a coefficient of determination of 6.6%. When both variables were tested together, only self-efficacy showed a significant effect, while mathematical disposition was not significant. This study confirms the importance of self-efficacy in improving students' mathematical communication ability, although mathematical disposition also contributes in a limited way.]]>
<![CDATA[Hambatan Implementasi Kurikulum Merdeka : Studi Kasus Sekolah Penggerak Jenjang SD Kabupaten Bulungan ]]>
<![CDATA[noviantari, ika]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 6 No 1 (2025): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/edumatic.v6i1.1441
<![CDATA[Pelaksanaan program prioritas nasional kurikulum merdeka melalui program sekolah penggerak, tersebar di seluruh Indonesia, salah satunya di Provinsi Kalimantan Utara, dan sudah berjalan kurang lebih 2 tahun. Sebagai bentuk monitoring dan evaluasi perlu diidentifikasi hambatan yang dialami sekolah penggerak secara rinci khususnya jenjang sekolah dasar di Kabupaten Bulungan yang paling banyak terdapat sekolah penggerak, sehingga memperoleh gambaran tentang bagian/area yang perlu diperbaiki/diintervensi dalam pendampingan agar lebih tepat sasaran dan sesuai dengan tujuan program. Penelitian yang dilakukan berjenis penelitian kualitatif dengan model studi kasus. Partisipan 2 kepala sekolah, dan 3 orang guru yang merupakan komite pembelajar. Pengumpulan data dilakukan melalui wawancara, angket dan observasi. Lalu analisis data melalui coding dan diperoleh 6 kategori dengan 10 tema. Setelah dilakukan analisis keterhubungan diperoleh hambatan dalam implementasi kurikulum merdeka antara lain hambatan dalam 1) penyusunan kurikulum merdeka/KOSP, 2) memahami dan menyusun modul ajar sendiri, 3) pemanfaatan dan penggunaan PMM, 4) keterbatasan sarana dan prasarana sekolah, 5) pelaksanaan projek penguatan profil pelajar pancasila, 6) komunitas belajar. Dengan diperolehnya aspek hambatan dalam implementasi kurikulum merdeka di sekolah penggerak ini, diharapkan dapat dicari solusi untuk mengatasi hambatan tersebut serta menyusun kebijakan terkait yang dijadikan pedoman dalam perbaikan terkait implementasi kurikulum merdeka khususnya untuk jenjang SD sekolah penggerak.]]>
