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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) AKSIOMA JURNAL PENDIDIKAN MATEMATIKA AKSIOMA REiD (Research and Evaluation in Education) Southeast Asian Mathematics Education Journal

Jailani Jailani

Yogyakarta State University

Author-ID : 2415528

Humanities Education Library & Information Science Mathematics Social Sciences Other

Published : 6 Documents Claim Missing Document

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Articles

Ethnomathematics: Mathematical ideas and educational values on the architecture of Sasak traditional residence Lalu Muhammad Fauzi; Farida Hanum; Jailani Jailani; Jatmiko Jatmiko
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i1.21775

Sasak traditional architecture, including the shape of the structure, layout, and other supporting buildings, has references and rules in its designing and planning. Traditional residence is one of the cultural artifacts. A residence is not only built based on aesthetic values, but is also reviewed from strengths and values contained philosophically. Thus, this study aimed to describe mathematical ideas that are contained in the architecture of Sasak traditional residence as well as educational values in the culture that can be made as the initial step in designing learning processes at schools. This study was qualitative research conducted by using an ethnographic method. The informants in the study encompassed Adat figures, Adat stakeholders, and cultural experts who understand the culture of Sasak people. Participant observation, interview, documentation, and field record were the data collecting techniques used in the study. Findings showed the existence of mathematical ideas that are potential to be made as the initial step in learning mathematics contextually.

Implementasi Pendekatan Saintifik Setting Kooperatif Tipe STAD Terhadap Motivasi Belajar Dan Prestasi Belajar Matematika Wahyu Lestari; Loviga Denny Pratama; Jailani Jailani
AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 9, No 1 (2018): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/aks.v9i1.2332

Penelitian ini bertujuan untuk mendeskripsikan implementasi pendekatan saintifik setting kooperatif tipe Student Teams-Achievement Divisions (STAD) dalam meningkatkan motivasi dan prestasi belajar matematika siswa kelas VIIC SMP Negeri 2 Gamping. Penelitian ini dilatarbelakangi oleh skor motivasi belajar siswa tergolong dalam kriteria rendah (skor 66,84). Hasil tes prestasi belajar matematika juga masih kurang memuaskan, dengan tidak adanya siswa yang tuntas (nilai 75). Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam 2 siklus. Hasil siklus pertama menunjukkan persentase siswa yang tuntas dalam tes prestasi belajar meningkat menjadi 50%. Demikian juga dengan motivasi belajar juga meningkat ke kategori sedang (skor 82,81). Selanjutnya, di siklus 2 motivasi belajar kembali meningkat ke kategori tinggi (skor 92,28). Demikian juga dengan persentase siswa yang tuntas dalam prestasi belajar meningkat menjadi 78,13%.

Indonesian Continuing Professional Development Implementation: Knowledge Development Aspect of Yogyakarta Senior Secondary School Mathematics Teachers Theresia Veni Tri Nugraheni; Jailani Jailani
Southeast Asian Mathematics Education Journal Vol 8, No 1 (2018)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Continuing Professional Development (CPD) contributes to teacher competencies, teaching practice quality, and student achievement. Based on a literature review, we found that there were three aspects of CPD. The CPD aspects that we found were: knowledge development; skill development; and knowledge dissemination. In this study, we focused on describing:(1) the CPD implementation, and (2) the barriers faced by senior secondary school mathematics teachers in Kulon Progo Regency in conducting the aspect of knowledge development. This type of study is descriptive research using a mixed method with convergent parallel design. The research subjects were all senior secondary school mathematics teachers in Kulon Progo Regency who participated in The Indonesian Teacher Competency (Uji Kompetensi Guru) in 2015 and 33 teachers were selected. Data werecollected through a questionnaire, documentation, and interviews, and analysed using descriptive techniques. The results showed that the CPD implementation in the aspect of knowledge development of senior secondary school mathematics teachers in Kulon Progo Regency was poor. The greatest barriers experienced by teachers related to conducting the aspect of knowledge development were an overwhelming workload, lack of selfmotivation, and inadequate place and time. Based on these findings, we suggested that teachers needed to be helped to develop their understanding and awareness of how CPD can improve their competencies, teaching practice quality, and student achievement. We also suggested that the government and stakeholders should encourage and facilitate teachers to participate actively to CPD activities that reach out teachers’ need.

A formative assessment model of critical thinking in mathematics learning in junior high school R Rosnawati; Badrun Kartowagiran; Jailani Jailani
REID (Research and Evaluation in Education) Vol 1, No 2 (2015): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v1i2.6472

This study aims to obtain a valid and reliable formative evaluation model of critical thinking. The method used in this research was the research and development by integrating Borg Gall's model and Plomp's development model. The ten steps Borg Gall’s model were modified into five stages as the stages in the Plomp's model. The subjects in this study were 1,446 students of junior high schools in DIY, 14 mathematics teacher, and six experts. The content validity employed was expert judgment, the empirical validity and reliability used were loading factor, item analysis used PCM 1PL, and the relationship between disposition and critical thinking skill used was structural equation modeling (SEM). The developed formative evaluation model is the procedural model. There are five aspects of critical thinking skill: mathematic reasoning, interpretation, analysis, evaluation, and inference, which entirely composed of 42 items. The validity of the critical thinking skill instruments achieves a significance degree as indicated by the lowest and the highest loading factors of 0.38 and 0.74 subsequently, the reliability of every aspect in a good category. The average level of difficulty is 0.00 with the standard deviation of 0.45 which is in a good category. The peer assessment questionnaire of critical thinking disposition consists of seven aspects: truth-seeking, open-minded, analysis, systematic, self-confidence, inquisitiveness, and maturity with 23 items. The critical thinking disposition validity achieves the significance degree as indicated by the lowest and the high factor loading of 0.66 and 0.76 subsequently, and the reliability of every aspect in a good category. Based on the analysis of the structural equation model, the model fits the data.

PEMBELAJARAN TIPE NHT UNTUK MENDUKUNG KETRAMPILAN COMMUNICATION, COLLABORATION, CRITICAL THINKING, DAN PROBLEM SOLVING Hanifahtu Solichah; Jailani Jailani; Monica Tyas Handayani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 2 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Abstrak Bahasa IndonesiaTujuan dari penelitian ini adalah untuk: (1) mendeskripsikan pembelajaran model kooperatif tipe NHT untuk meningkatkan kemampuan awal siswa sebelum dan setelah pemberian treatment, (2) mendeskripsikan pembelajaran model kooperatif learning tipe NHT untuk mendukung kemampuan ketrampilan abad 21. Pendekatan penelitian ini adalah pendekatan kuantitatif, yaitu menggunakan instrumen analisis statistik yang sesuai agar hasil penelitian yang diperoleh tidak menyimpang dari keadaan yang sesungguhnya. Instrumen dalam penelitian ini adalah instrumen lembar observasi pelaksanaan kegiatan untuk mengetahui jalannya proses pembelajaran, tes pencapaian indikator kompetensi dasar untuk mengukur kemampuan pengetahuan sebelum dan sesudah pembelajaran, dan angket untuk mengukur kemampuan ketrampilan abad 21 diantaranya communication, critical thinking, collaboration, dan problem solving. Pengujian hipotesis penelitian menggunakan uji paired sample t-test. Hasil penelitian menunjukkan bahwa penelitian praktik inovasi dengan pendekatan saintifik menggunakan model NHT untuk mendukung ketrampilan communication, critical thinking, collaboration, dan problem solving siswa kelas VIII di SMP Muhammadiyah Program Khusus Gantiwarno, yaitu: 1) Pembelajaran materi koordinat kartesius dengan pendekatan saintifik menggunakan NHT dapat meningkatkan kompetensi siswa kelas VIII di SMP Muhammadiyah Program Khusus Gantiwarno dengan prosentase ketercapaian KD sebesar 84,6% dan rata-rata nilai sikap sebesar 3,46 dengan predikat B yaitu Baik, 2) Pembelajaran materi koordinat kartesius dengan pendekatan saintifik dengan model NHT mampu mendukung kemampuan communication dan sangat mendukung kemampuan collaboration, critical thinking dan problem solving siswa.Kata kunci: Collaboration; Communication; Critical Thinking; NHT; Problem SolvingAbstrak Bahasa InggrisThe aims of this study were to: (1) describe the NHT type of cooperative learning model to improve students' initial abilities before and after treatment, (2) describe the NHT type of cooperative learning model to support 21st century skills. The approach of this research is a quantitative approach. , namely using appropriate statistical analysis instruments so that the research results obtained do not deviate from the actual situation. The instruments in this study were the observation sheet for the implementation of activities to determine the course of the learning process, the achievement test for basic competency indicators to measure knowledge skills before and after learning, and a questionnaire to measure 21st century skills including communication, critical thinking, collaboration, and problem solving. Testing the research hypothesis using the paired sample t-test. The results showed that research on innovation practice with a scientific approach used the NHT model to support communication, critical thinking, collaboration, and problem solving skills for class VIII students at the Muhammadiyah Junior High School of Changewarno Special Program, namely: 1) Learning Cartesian coordinate material with a scientific approach using NHT can improve the competence of class VIII students at the Muhammadiyah Junior High School of the Changewarno Special Program with a KD achievement percentage of 84.6% and an average attitude score of 3.46 with a B predicate which is Good, 2) Learning Cartesian coordinate material with a scientific approach with the NHT model is able to support communication skills and strongly supports students' collaboration, critical thinking and problem solving abilities.Keywords: Collaboration; Communication; Critical Thinking; NHT; Problem Solving

Problem-based learning for improving problem-solving and critical thinking skills: A case on probability theory course Mathilda Susanti; Suyanto Suyanto; Jailani Jailani; Heri Retnawati
Journal of Education and Learning (EduLearn) Vol 17, No 4: November 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i4.20866

Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.

Co-Authors Badrun Kartowagiran Farida Hanum Hanifahtu Solichah Heri Retnawati Jatmiko Jatmiko Lalu Muhammad Fauzi Loviga Denny Pratama Mathilda Susanti Monica Tyas Handayani R Rosnawati Suyanto Suyanto Theresia Veni Tri Nugraheni Wahyu Lestari

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