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All Journal AKSIOMA Unnes Science Education Journal Indonesian Journal of Science and Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika Imajiner: Jurnal Matematika dan Pendidikan Matematika Edumatika
Laswadi Laswadi
Institut Agama Islam Negeri Kerinci
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Penerapan pendekatan saintifik berbantuan geogebra dalam upaya meningkatkan pemahaman konsep matematis siswa Ratni Yanti; Laswadi Laswadi; Febria Ningsih; Aan Putra; Nelpita Ulandari
AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 10, No 2 (2019): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/aks.v10i2.4399

Abstract

Pemahaman konsep matematis merupakan kemampuan dasar yang sangat penting bagi siswa, namun kenyataan yang terjadi di lapangan pemahaman konsep matematis siswa masih rendah. Secara teori, pendekatan saintifik berbantuan Geogebra dapat meningkatkan pemahaman konsep matematis siswa. Penelitian ini bertujuan untuk mengetahui peningkatan dan perbedaan pemahaman konsep matematis siswa yang menggunakan pendekatam saintifik berbantuan Geogebra dan yang menggunakan pembelajaran biasa. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen pada populasi siswa kelas XI MIA MA Negeri 1 Kerinci. Sampel penelitian ini adalah kelas XI MIA 1 sebagai kelas eksperimen dan kelas XI MIA 2 sebagai kelas kontrol yang dipilih melalui teknik random sampling. Instrumen yang digunakan adalah tes untuk mengukur pemahaman konsep matematis siswa. Untuk mengetahui peningkatan pemahaman konsep siswa digunakan rumus N-gain, sedangkan untuk mengetahui perbedaaan pemahaman konsep matematis siswa kelas eksperimen dan kontrol dilakukan uji-t. Hasil analisis data menunjukkan bahwa terdapat perbedaan signifikan peningkatan pemahaman konsep matematis siswa yang menerapkan pendekatan saintifik berbantuan Geogebra dan yang menggunakan pembelajaran biasa.The mathematical concepts understanding was a basic ability that must mastered by students. In the fact, the students’ mathematical concepts understanding was still low. By the thoery, the scientific approach assisted Geogebra can improve students' mathematical concept understanding. This research aims to determine the improvement and differences in mathematical concepts understanding of students who used scientific approaches assisted Geogebra and the students’ who used ordinary learning. This research was a quantitative research with experimental methods and eleventh-grade of science students (MIA) in MA Negeri 1 Kerinci as population. The sample of this study was XI MIA 1 students  as an experimental group and XI MIA 2 students as a control group that selected through random sampling technique. The instrument used was test to mesaure the students’ mathematical concepts understanding. To determine the increasing of students’ mathematical concepts, N-gain formula was used. While t-test was used to determine the differences in mathematical concepts understanding of students in experimen and control group. The result of data analysis shown that there is the significant difference in students’ mathematical concepts understanding who used scientific approaches assisted Geogebra and the students’ who used ordinary learning.  
Pengembangan Media Pembelajaran Matematika Berbasis YouTube Pada Materi Perbandingan Trigonometri Shintia Yudela; Aan Putra; Laswadi Laswadi
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 2, No 6 (2020): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v2i6.7089

Abstract

The use of technology in education is becoming increasingly common. So that in its development, educators must be able to take advantage of information and communication technology in the learning process. Efforts to use it are to increase the attractiveness of a learning process, one of which is by using the help of learning media. Because of this, this study aims to produce YouTube-based learning media on trigonometric comparison material, find out expert opinions and student responses to YouTube-based mathematics learning media on trigonometric comparison material from an angle. This research is a research development or Research and Development (R & D) using the Sugiyono procedure. This research was conducted at MAS Nurul Haq Semurup with the research subjects being students of class X. Data collection was carried out using interviews and questionnaires. The instrument used was a questionnaire using a Likert scale. Based on the results of the validation carried out by material experts and media experts, the percentage results were respectively 71% and 77% with valid criteria. Then the learning media was tested through 2 stages, namely small group trials and field trials. The average results obtained were 87.22% for small group trials and 88.16% for field trials with very practical interpretation criteria, so it can be concluded that YouTube-based mathematics learning media on trigonometric comparison material from an angle is valid and practical to use in learning. Overall the results of the study indicate that the learning media developed are suitable for use by students.
Gallery of Learning with Geogebra: Does it Affect Students’ Learning Motivation? Aan Putra; M Hafis; Laswadi Laswadi; Mesi Oktafia
Indonesian Journal of Science and Mathematics Education Vol 3, No 2 (2020): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (463.791 KB) | DOI: 10.24042/ijsme.v3i2.6506

Abstract

This study aimed to determine the effect of Gallery of Learning with Geogebra as active learning strategies on students’ learning motivation. This research was a quantitative study with the one grup pretest-posttest design. The population of this study was all eight-grade students of SMP Negeri 27 Kerinci. The sample consisted of 27 students which selected by saturated sampling techniques. Student motivation data were obtained from motivation questionnaires that given before and after the application of the Gallery of Learning with Geogebra as active learning strategy. Data processing of student motivation was done by comparing students' motivation scores before and after treatmen by, using the t-test. The t-test results indicated that there was influence on the implementation of the active learning strategy of Gallery of Learning with Geogebra on students' learning motivation.
Pengembangan Bahan Ajar E-Book Interaktif Berbantuan 3D Pageflip Profesional Pada Materi Aritmetika Sosial Maila Sari; Sri Rizki Murti; Mhmd Habibi; Laswadi Laswadi; Nur Rusliah
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 5 No 1 (2021): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 5 Nomor 1 Tahun 2021
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v5i1.490

Abstract

Penelitian ini merupakan penelitian pengembangan yang mengadaptasi model pengembangan ADDIE. Ada 5 tahapan utama dalam penelitian ini terdiri dari tahap, analisis (analysis), desain (design), pengembangan (development), penerapan (implementation), dan evaluasi (evaluation). Instrumen penelitian yang digunakan adalah lembar observasi, wawancara dan angket. Produk hasil pengembangan divalidasi oleh tim ahli media dan materi selanjutnya dinilain oleh guru mata pelajaran matematika dan kemudian diujicobakan pada kelompok kecil pada siswa kelas VII. Hasil dari penelitian ini adalah sebuah bahan ajar e-book interaktif yang operasikan menggunakan software 3D PageFlip Profesional. Produk tersebut divalidasi oleh ahli media dan ahli materi. Hasil validasi ahli media diperoleh skor dengan rata-rata 0,86 dan ahli materi diperoleh skor dengan rata-rata 0,802 dikategorikan valid. Selanjutnya, untuk tanggapan guru diperoleh skor persentase 83,33% (sangat baik) sehingga bahan ajar e-book interaktif yang dikembangkan layak untuk diujicobakan. Hasil respon siswa kelas VII diperoleh persentase 85,18% (sangat baik). Berdasarkan proses pengembangan mulai dari validasi media maupun materi dan hasil penelitian, secara keseluruhan disimpulkan bahwa bahan ajar e-book ini sangat baik digunakan sebagai bahan ajar atau media yang dapat digunakan secara interaktif dalam pembelajaran matematika
The Mathematics Learning Aided by Android Applications and Its Impact: A Mixed Methods Study Laswadi Laswadi
Edumatika : Jurnal Riset Pendidikan Matematika Vol. 5 No. 2 (2022): November 2022, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v5i2.2481

Abstract

The rapid development of technology in various fields requires us to adapt and incorporate it into our daily lives and the world of education. However, it is necessary to conduct research and identify appropriate applications to ensure technology is used effectively in learning. This study aims to uncover junior high school students' experiences using an Android-based application, namely Algebra Tiles, and determine the impact of using such applications on the students’ learning outcomes in mathematics. The students reflected on their experiences while participating in mathematics classes in eleventh-grade at one of the junior high schools in Kerinci, Jambi, Indonesia. An embedded design of a mixed methods approach, combining qualitative and quantitative methods, was employed to understand students' experiences and learning effectiveness. Interviews and observations were conducted to reveal how the students interacted with the application during the learning process. In addition, a concept comprehension test was administered to students who learned with the assistance of the Android application and to a comparison group who learned without it. The data obtained through observations and interviews were subjected to thematic analysis. On the other hand, the data from the student's comprehension test results were analyzed using statistical methods. The research findings indicate that students who learned with the assistance of the Android application achieved higher concept comprehension scores than those who learned without it. Multi-directional communication between students and teachers, as well as between students themselves, was observed to be very active. There was a transition in the focus of discussions from technical issues with the application during the initial meetings to issues related to learning materials in subsequent meetings. However, signs of boredom were observed in the final two meetings. Overall, the students expressed enthusiasm and felt challenged to explore what could be learned using the Android-based application. The active interactions among students through verbal communication during the learning process indicate that the application can potentially enhance students' engagement in mathematics learning.
Enhancing Student Learning Motivation: A Problem-Based Learning Approach with Flipped Classroom Model in Distance Learning Design M. Eval Setiawan; Laswadi Laswadi; Candra Hermawan; Wilda Purnawati
Unnes Science Education Journal Vol 12 No 2 (2023): August 2023
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v12i2.70301

Abstract

This research aims to increase students' learning motivation by developing a Problem-Based Learning learning design using the flipped classroom model. This research uses an approach that is part of non-experimental quantitative research. The sampling technique used purposive sampling. This research was measured using a learning motivation observation sheet in the form of a motivation rubric. Increased motivation was analysed based on a questionnaire based on the ARCS rubric. This research shows increased motivation in the learning process with the flipped classroom model and problem-based learning design. At the attention stage, there was an increase in student motivation by 13% from the first meeting to the second meeting and a rise of 6% from the second meeting to the third meeting. In the relevance aspect, there was an increase of 26% from meeting one to meeting two and 3% from meeting two to meeting three. Then, part of confidence, from the first to the second meeting, there was an increase of 9%, and from the second to the third meeting, it increased by 10%. Finally, in the aspect of satisfaction from meeting one to meeting two, there was an increase of 9%. Moreover, from meeting two to meeting three, there was an increase of 12%. It was concluded that the average increase in student motivation from the first lesson to the third lesson was 3% to 13%. In the future, further attention is needed on the affective and psychomotor aspects.
Co-Authors Aan Putra Candra Hermawan Febria Ningsih M Hafis M. Eval Setiawan Maila Sari Mesi Oktafia Mhmd Habibi Nelpita Ulandari Ratni Yanti Rusliah, Nur Shintia Yudela Sri Rizki Murti Wilda Purnawati