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Jurnal Amal Pendidikan
Published by Universitas Halu Oleo
ISSN : 27464725     EISSN : 27213668     DOI : https://doi.org/10.36709/japend
Core Subject : Education,
Education
Jurnal Amal Pendidikan has an ISSN that is P-ISSN: 2746-4725 (printed version) and E-ISSN: 2721-3668 (electronic version). Jurnal Amal Pendidikan is published by the Faculty of Teacher Training, and education Universitas Halu Oleo with a period of three times a year in April, August and December. Articles that can be considered for publication in the Jurnal Amal Pendidikan are the results of the implementation of research activities that are in accordance with the focus and scope of the journal including: Learning models/methods/strategies, Education Management, Learning Media, Curriculum Development, Learning ICT, Learning Materials/Sources, Ethnopedagogics, Learning Assessment and Evaluation, Learning Psychology, Thinking Skills in Learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 76 Documents
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The Effect of Scissors on Children's Fine Motor Skills Aini, Nurul; Pradana, Pascalian Hadi; Ali , A. Zulkarnain
Jurnal Amal Pendidikan Vol. 5 No. 2 (2024): August 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i2.80

Abstract

The aim of this research is to determine the effect of scissors on fine motor skills in young children. The cutting activity is designed to train children's fine motor skills, especially their fingers. Motor skills are a person's ability to perform coordinated movements using a combination of different muscle activities. The research method used is quantitative research using a single pre-test and post-test group as the research design. The data analysis technique uses a paired sample t-test, one of the test methods used to evaluate the effectiveness of treatment, which characterizes the difference in average values before and after the start of treatment. Based on the research results, in the mandatory test using the normality test and homogeneity test, the sign value for the normality test was 0.200 and the sign value for the homogeneity test was 0.400. In the paired sample test, after the test was carried out, it was found that the sign value was 0.000, where this sign value was less than 0.05, which means that there is a significant influence of cutting activities on the fine motor skills of young children.
Application Of Student Team Achievement Division Learning Model Assisted Teaching Props On Problem Solving Fadilah, Nurul; Wijayanti , Rica
Jurnal Amal Pendidikan Vol. 5 No. 3 (2024): December 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i3.103

Abstract

The lack of students' ability to solve math problems often occurs in various schools, both at the elementary until even high school / vocational level. Through interviews conducted with one of the math teachers at SMK Ibnu Cholil stated that this also happened to class X students. This is due to the lack of use of facilities such as learning media during the learning process and the learning model applied still uses the guided inquiry model at each meeting, resulting in students becoming bored. The purpose of this study is to prove whether the STAD assisted by Trigonometric Finger Board Props can help students solve math problems or not. The experimental research used in this research is True Experimental Design with the form of Pretest-Posttest Control Group Design, this test is carried out twice, namely before research (Pretest) and after research (Posttest). The application of the STAD type cooperative learning model assisted by trigonometric fingerboard props can help students in problem solving. This can be seen from the students' learning outcomes in the form of pretest and posttest which experienced a significant increase at α = 0.000 than students who received conventional learning models.
The Geogebra Learning Media for Students' Mathematical Problem Solving Ability Munawwarah, Wa Ode Shofiatul; Saleh; Salim
Jurnal Amal Pendidikan Vol. 5 No. 2 (2024): August 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i2.140

Abstract

The low mathematical problem-solving ability of students and technological advances became the beginning of this research, with the aim of finding out the influence of geogebra  learning media for students' problem-solving ability. A quasi-experiment design was employed, specifically a Post-Test Only Control Group design. The population of this research is all 10th grade students, with classes X.1 and X.2 selected as the sample. Data were collected through observation sheets and tests of mathematical problem-solving skills. The collected data were analyzed both descriptively and inferentially. Descriptive analysis showed that the average mathematical problem-solving ability of students taught using GeoGebra media was 80.185, with 44.44% rated as very good, 37.04% as good, and 18.52% as adequate. In contrast, the average problem-solving ability of students taught without GeoGebra media was 72, with 28% rated as very good, 28% as good, 28% as adequate, and 16% as poor. Inferential analysis yielded a . Based on these results, it can be concluded that there is a significant influence of the GeoGebra learning media for students’ mathematical problem solving ability
Problem-Based Learning Model Assisted by GeoGebra for Students' Mathematical Conceptual Understanding Jazuli, La Ode Ahmad; Kodirun; Zahra, Fiqra Purnama
Jurnal Amal Pendidikan Vol. 5 No. 2 (2024): August 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i2.144

Abstract

This study is motivated by the challenges many students face in understanding abstract concepts in mathematics, which negatively impacts their learning outcomes and critical thinking skills, making it difficult for them to follow lessons effectively. The instructional models commonly used are often ineffective in fostering a deep understanding of concepts among students. Therefore, the application of the Problem Based Learning (PBL) model, supported by GeoGebra, is considered capable of enhancing students’ conceptual understanding through interactive visualization. This study aims to examine the influence of the Problem Based Learning (PBL) model assisted by GeoGebra on the ability to understand mathematical concepts of grade X students of SMA Negeri 1 Tongauna. This type of research is a quasi-experiment with a Posttest-Only Control Design research design. The population of this study is all students of class X of SMA Negeri 1 Tongauna. With two sample classes selected, namely class X.3 and class X.4. Sample selection uses a simple random class technique. The data of the research results were collected through observation sheets and tests of students' ability to understand mathematical concepts. The data analysis techniques in this study are descriptive and inferential analysis. Based on the results of the descriptive analysis, it is known that the values and classifications in the experimental class are superior to the control class. The results of the inferential analysis obtained the values of   and  with  Because , then  is rejected, leading to the conclusion that this study demonstrates a significant effect of the GeoGebra-supported PBL model on the mathematical conceptual understanding ability of tenth-grade students at SMA Negeri 1 Tongauna.
Formal Reasoning and Self-Confidence, Their Influence on Students' Mathematical Problem-Solving Abilities Damayanti, Nur Ismi; Misu, La; Anggo, Mustamin
Jurnal Amal Pendidikan Vol. 5 No. 2 (2024): August 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i2.146

Abstract

Students' ability to solve mathematical problems is influenced by several factors, such as their reasoning approach to problems, which helps them understand and solve mathematical problems. Another factor is the level of self-confidence possessed by the students, which can motivate them to be more driven in solving mathematical problems. This study aims to examine the influence of formal reasoning and self-confidence on students' mathematical problem-solving abilities. The research design used is ex-post facto. The population and sample consist of 180 students. Data on formal reasoning and mathematical problem-solving ability were obtained through tests, while self-confidence data were collected using a questionnaire. The data analysis techniques used in this study are descriptive analysis and inferential analysis. Based on the results of the descriptive analysis and discussion, it was concluded that the majority of students' formal reasoning levels were in the proportional reasoning stage (61.1%), students' self-confidence was in the high category (34.1%), and students' mathematical problem-solving ability was in the low category (34.4%). The results of regression analysis concluded that there is a significant influence of formal reasoning and self-confidence on students' mathematical problem-solving abilities, both individually and jointly.
Open Ended Approach for Students' Mathematical Creative Thinking Ability Senita Adelia; Suhar; Saleh
Jurnal Amal Pendidikan Vol. 5 No. 2 (2024): August 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i2.149

Abstract

The purpose of this study was to determine the effect of open ended approach on students' mathematical creative thinking ability. This research is based on the importance of mathematical creative thinking skills to solve mathematical problems in a more flexible and innovative way, which in turn can develop students' abilities in various aspects of life, both in academic and non-academic fields. This type of research is a quasi-experiment and uses a quantitative approach with a Posttest Only Control Design. The study population included all VIII grade students, using cluster random sampling technique, two classes were obtained, namely class VIII-7 as the experimental class and class VIII-10 as the control class. Data were collected through observation sheets and tests of students' mathematical creative thinking skills. Data analysis was conducted using descriptive and inferential methods. The results of descriptive analysis showed that the average mathematical creative thinking ability of students taught with an open ended approach was 70.89 higher than that of students taught with a scientific approach of 62.57. The results of inferential analysis with Independent Sample T-Test showed sig value. 0,038 < 0,05. The conclusion of this study is that the open ended approach has an influence on students' mathematical creative thinking skills.
Smartphones and Changes in Interest in Learning: Perspective of Mts Attaufiq Padaelo Learners Atty; Amin, Sitti Jamilah; Dalle, Ambo; Marhani; Aminah, St
Jurnal Amal Pendidikan Vol. 5 No. 3 (2024): December 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i3.152

Abstract

The rapid development of technology has made smartphones an integral part of daily life, offering various benefits such as communication, information access, and educational support. However, excessive use of smartphones among students has raised concerns about its negative impact on academic performance and interpersonal skills. This study aims to analyze the effects of smartphone usage on students' academic achievement and learning interests by identifying both positive and negative implications. The research employs a mixed-method approach, combining surveys and interviews with students to understand their smartphone usage patterns and their influence on their educational outcomes. Results indicate that while smartphones facilitate access to learning materials and foster peer collaboration, their overuse of social media and gaming negatively affects concentration and academic performance. The study concludes that balanced and purposeful use of smartphones can enhance learning experiences, while excessive reliance may hinder students' personal and academic growth.
The Use of Audio-Visual Media in Increasing Students' Motivation to Learn Islamic Religious Education Arisman; Usman; D, Muh. Akib; Kamaruddin; Jufri, Muhammad
Jurnal Amal Pendidikan Vol. 5 No. 3 (2024): December 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i3.153

Abstract

This study examines the use of audio-visual media in enhancing students' motivation to learn Islamic Religious Education (IRE) at UPTD SMPN 5 Barru. Education plays a crucial role in shaping individuals' cognitive and character development, with innovative teaching methods being essential to improve engagement and outcomes. The research employs a qualitative, descriptive approach, collecting data through interviews and observations to explore the impact of audio-visual media on motivation and learning. The findings reveal that audio-visual media, such as videos, significantly increases students' interest and comprehension of IRE topics, fostering creativity, confidence, and active participation. Supporting factors include the availability of facilities, teacher skills, and parental involvement, while barriers include limited technological resources and variability in students' abilities. The study concludes that audio-visual media effectively addresses learning challenges, enhances student focus, and improves academic performance, though its optimal use requires teacher expertise and sufficient resources.
Metacognition Analysis of Students' Problem-Posing Process for Group Homomorphism Material Nugraheni, Liknin; Ladyawati, Erlin; Maftuh, Moh Syukron
Jurnal Amal Pendidikan Vol. 5 No. 3 (2024): December 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i3.159

Abstract

Group homomorphism, a complex topic in the Algebra Structure 1 course at Universitas PGRI Adi Buana Surabaya, requires high-level thinking, creativity, and the integration of ideas. Metacognition plays an important role in helping students have the problem-posing process, which includes understanding, translating, editing, and selecting information. This study aimed to analyze the metacognitive processes of students with low and high abilities in creating problems related to group homomorphism. The findings show that 83.33% of low-ability students operate at the tacit use level, where they do not consciously consider their decisions or thinking processes. In contrast, high-ability students obtained 100% of the reflective use level during the planning and monitoring stages, meaning that they have reflected thought processes before, during, and after problem-posing, while also identifying improvements and next steps. Furthermore, 100% of high-ability students achieve the strategic use level in the evaluation stage, showing their ability to consciously regulate their thought processes and apply targeted strategies to improve the accuracy of their evaluations when creating problems related to group homomorphism.
The Influence of Self-Confidence on Mathematics Final Exam Scores of Students Ndumadi, La; Bey, Anwar; Arvyaty; Zulfaidil
Jurnal Amal Pendidikan Vol. 5 No. 3 (2024): December 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i3.121

Abstract

Self-confidence plays a significant role in students' academic performance, particularly in subjects such as mathematics, which can be challenging for many. Previous studies suggest that students who feel more confident in their abilities tend to perform better, as they are more likely to engage with the material, approach problems positively, and persist through difficulties. However, the relationship between self-confidence and academic achievement, especially in mathematics, remains inconclusive, with some studies reporting strong correlations and others finding minimal impact. This study aims to explore the levels of self-confidence among Class X Science students and examine how it relates to their mathematics exam scores. Using an Ex Post Facto method, 173 students were selected through purposive sampling. Descriptive analysis showed an average exam score of 73.28, with significant variation in student performance. Pearson correlation results indicated a low positive correlation between self-confidence and mathematics exam scores, though it was not statistically significant at the 0.05 level. The coefficient of determination (R Square) of 4.2% suggests that self-confidence contributes only slightly to the variance in mathematics results. In conclusion, while many students exhibit high self-confidence and perform reasonably well in mathematics, its impact on their academic performance is limited. Further research with a larger sample size and additional factors is recommended to gain a deeper understanding of this relationship

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