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<![CDATA[Mathematical Problem Solving Ability on Problem Based Learning Assisted by GeoGebra in Primary School ]]>
<![CDATA[Kurniawati, Ike]]>;
<![CDATA[Joko Raharjo, Tri]]>;
<![CDATA[Khumaedi, Khumaedi]]>
<![CDATA[ Educational Management Article In Press April 2021 ]]>
Publisher : <![CDATA[Educational Management ]]>
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<![CDATA[Training students through problem solving in mathematics learning is expected to be able to equip them to solve existing problems easily in everyday life. This study aims to analyse the use of Problem Based Learning (PBL) model assisted by GeoGebra in improving students' mathematical problem solving abilities. The method of this study was quantitative experimental type using Pre-Test Post-Test in one group. The samples of the study were students of VA class from SDN Petompon 01 and students of VA class from SDN Sampangan 02 with a total of 64 students. The data were obtained through the question sheet of problem solving abilities. Then, the data were analysed using N-gain. After carrying out learning using PBL models assisted by GeoGebra, the final results showed that mathematical problem solving ability from both groups of students experienced an average increase of 0.55 with a medium category. Therefore, students need to get more learning and practice in solving the questions using problem solving. Because problem solving abilities will be more optimal if the students are given the opportunity to learn with the real world directly.]]>
<![CDATA[Mathematical Problem Solving Ability on Problem Based Learning Assisted by GeoGebra in Primary School ]]>
<![CDATA[Kurniawati, Ike]]>;
<![CDATA[Joko Raharjo, Tri]]>;
<![CDATA[Khumaedi, Khumaedi]]>
<![CDATA[ Educational Management Vol 10 No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[Educational Management ]]>
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<![CDATA[Training students through problem solving in mathematics learning is expected to be able to equip them to solve existing problems easily in everyday life. This study aims to analyse the use of Problem Based Learning (PBL) model assisted by GeoGebra in improving students' mathematical problem solving abilities. The method of this study was quantitative experimental type using Pre-Test Post-Test in one group. The samples of the study were students of VA class from SDN Petompon 01 and students of VA class from SDN Sampangan 02 with a total of 64 students. The data were obtained through the question sheet of problem solving abilities. Then, the data were analysed using N-gain. After carrying out learning using PBL models assisted by GeoGebra, the final results showed that mathematical problem solving ability from both groups of students experienced an average increase of 0.55 with a medium category. Therefore, students need to get more learning and practice in solving the questions using problem solving. Because problem solving abilities will be more optimal if the students are given the opportunity to learn with the real world directly.]]>
<![CDATA[Pengaruh Penggunaan Media Manipulatif terhadap Hasil Belajar Matematika Siswa Kelas V SDN 52 Kota Bengkulu ]]>
<![CDATA[Ike Kurniawati]]>;
<![CDATA[Victoria Karjiyati]]>;
<![CDATA[Dalifa Dalifa]]>
<![CDATA[ Jurnal PGSD Vol 12, No 2 (2019) ]]>
Publisher : <![CDATA[UNIB Press, Universitas Bengkulu ]]>
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DOI: 10.33369/pgsd.12.2.133-140
<![CDATA[This study aims to determine the effect of manipulative media on student learning outcomes in learning mathematics class V SDN 52 Kota Bengkulu. This research is a quantitative type. The research method used is Quasi Experimental with design type The Matching Only Pretest-Posttest Control Group Design. The population in this study is all students of grade V SDN Kota Bengkulu using KTSP. While the sample of class V students in SDN 52 Kota Bengkulu consists of VA, VB, VC and VD. The sampling technique uses cluster random sampling. From the scramble obtained VC class of 28 students as experiment class and VA class amounted to 29 students as control class. The research instrument used in the form of cognitive learning result test is in the form of multiple choice questions given through pretest and posttest in the experimental class and control class. Data of this research are analyzed by using descriptive analysis and inferential analysis that is t-test. Data of research result which is processed by using t-test is got tcount value 2,84 and t table value equal to 1,625. Systematically seen t count (2.84)> t table (1,625) at 5% significant level, it can be concluded that there is influence of the use of manipulative media on student learning outcomes on learning matemtika class V SDN 52 Kota Bengkulu.]]>
<![CDATA[Pengaruh Penggunaan Media Ajar IPS Berbasis Video Interaktif Terhadap Hasil Belajar Siswa Sekolah Dasar ]]>
<![CDATA[Irma Sofiasyari]]>;
<![CDATA[Ike Kurniawati]]>;
<![CDATA[Mochamad Guntur]]>
<![CDATA[ Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 6, No 2 (2022): JIPPSD ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jippsd.v6i2.119820
<![CDATA[The application of innovative and interactive learning media can encourage students to be active in learning. However, in reality social studies learning is still teacher-centered. The teachers do not use innovative learning media, and are fixated on one source book that has been provided by the school. This study is to determine the effect of using cultural map media on student learning outcomes on the material diversity of the Indonesian nation. The study used a quasi-experimental research method using one experimental group. Therefore, the design used by the researcher is a one group pretest-posttest design. The results of the statistical test showed that the average posttest results of the students were higher than the students' average pretest, which was 83.77 > 76.33 with Sig = 0.000. Therefore, the application of cultural map learning media has an effect on improving student learning outcomes on the material diversity of the Indonesian nation]]>
<![CDATA[Mathematics Problem-Solving Ability of Elementary School Students in Solving Hots Type of Mathematics Problems ]]>
<![CDATA[Ike Kurniawati]]>;
<![CDATA[Mochamad Guntur]]>;
<![CDATA[Irma Sofiasyari]]>
<![CDATA[ Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang ]]>
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DOI: 10.37303/jelmar.v3i2.91
<![CDATA[Students should be trained to solve problems in mathematics so that they can do so in their studies also so that they can solve problems in their everyday lives, especially mathematical ones, with ease. This study aimed to learn how well students in grade five at SDN 26 in Rejang Lebong solved mathematical problems requiring higher-level critical thinking (HOTS). This study is an example of content analysis as a type of qualitative descriptive research. Students from Class 26 at VA SDN SDN in Rejang Lebong comprise the research sample. Testing members are used for data collection. The test questions are five multiple-choice HOTS problems. Research findings demonstrate students' varying abilities to solve arithmetic problems. The students have a good grasp of the issues from the perspective of problem understanding. Students aren't fully utilizing concepts and procedures while analyzing problems and developing solutions with mathematical tools, which is an issue with regard to problem-solving planning. Students have not fully written solutions to problems from both the planning and implementation perspectives, and from the perspective of looking back at previous solutions, they have not written those solutions down either.]]>
<![CDATA[Eksplorasi Etnomatematika di Bengkulu sebagai Sumber Belajar Matematika pada Materi Penyajian Data Bentuk Diagram Batang ]]>
<![CDATA[Ike Kurniawati]]>;
<![CDATA[Mochamad Guntur]]>;
<![CDATA[Neza Agusdianita]]>
<![CDATA[ EduBase : Journal of Basic Education Vol 4 No 1 (2023): EduBase : Journal of Basic Education ]]>
Publisher : <![CDATA[Jurnal IAI Bunga Bangsa Cirebon ]]>
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<![CDATA[Pendidikan dan budaya adalah sesuatu yang tidak bisa dilepaskan dalam kehidupan sehari-hari. Budaya pada hakikatnya merupakan hasil olah karya, rasa, dan cipta manusia yang berlaku dalam suatu masyarakat, sedangkan pendidikan merupakan kebutuhan mendasar bagi setiap inidividu. Etnomatematika merupakan sebuah pendekatan yang dapat digunakan untuk menjembatani antara budaya dan pendidikan. Penelitian ini bertujuan untuk mendeskripsikan eksplorasi etnomatematika dibengkulu sebagai sumber belajar matematika pada materi penyajian data dalam bentuk diagram batang. Metode yang digunakan yaitu menggunakan pendekatan kualitatif deskriptif, teknik pengumpulan data dengan observasi, wawancara dan dokumentasi. Hasil eksplorasi menunjukkan bahwa dalam kebudayaan yang ada di Bengkulu terdapat unsur-unsur matematika yang dapat dijadikan sumber belajar diantaranya adalah untuk mengajarkan materi penyajian data dalam bentuk diagram batang secara konkret. Sumber belajar tidak hanya bersumber dari buku-buku pelajaran saja, namun dapat didukung dari lingkungan maupun budaya setempat yang lebih bermakna bagi peserta didik.]]>
<![CDATA[bahasa inggris: Bahasa Indonesia ]]>
<![CDATA[Rony Wirachman]]>;
<![CDATA[Ike Kurniawati]]>
<![CDATA[ INVENTA: Jurnal Pendidikan Guru Sekolah Dasar Vol 7 No 1 (2023): Inventa: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/inventa.7.1.a6996
<![CDATA[The achievement of learning objectives in forming quality educated human beings includes intelligence in cognitive, affective and psychomotor aspects. Intelligence is divided into three pillars namely Intelligence Quotient (IQ), Emotional Quotient (EQ), and Spiritual Quotient (SQ). The pillars certainly have different meanings. Individuals who have a better EQ will be more successful in the world of work later, successful learning is the achievement of national education goals. The reality in the field based on observations and interviews is the use of learning models that are not based on social learning theory, and students' creativity is not visible in learning activities. This research uses a qualitative approach with a descriptive study type with the literature study method. The purpose of this study is to contribute insightful knowledge to educational experts and educational practitioners about the concept and implementation of role playing learning models based on social learning theory]]>
<![CDATA[PENERAPAN MODEL CTL PADA MATA KULIAH KONSEP DASAR GEOMETRI DAN PENGUKURAN DALAM MENINGKATKAN LITERASI MATEMATIKA MAHASISWA ]]>
<![CDATA[Ike Kurniawati]]>;
<![CDATA[Yusnia]]>;
<![CDATA[Novianti Mandasari]]>
<![CDATA[ JP2MS Vol 7 No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jp2ms.7.1.60-67
<![CDATA[Literasi matematika merupakan kemampuan atau kecakapan dalam mengembangkan pengetahuan dan keterampilan menggunakan simbol dan angka dalam memecahkan masalah kehidupan sehari-hari. Kemampuan literasi matematika di Indonesia masih relatif rendah. Berdasarkan hasil survey Programme for International Student Assesment (PISA) di tahun 2018 tingkat numerasi Indonesia berada pada peringkat 72 dari 78 negara dengan skor 379. Penelitian ini bertujuan untuk meningkatkan kemampuan literasi matematika mahasiswa pada mata kuliah konsep dasar geometri dan pengukuran pada mahasiswa PGSD FKIP Universitas Bengkulu melalui penerapan model Contextual Teaching and Learning (CTL). Penelitian ini merupakan penelitian tindakan (action research). Subjek penelitian adalah mahasiswa semester III C PGSD FKIP Universitas Bengkulu yang mengikuti perkuliahan konsep dasar geometri dan pengukuran. Teknik pengumpulan data melalui observasi dan soal tes kemampuan literasi matematika. Hasil penelitian menunjukan model CTL dapat meningkatkan kemampuan literasi matematika mahasiswa. Hasil siklus I diperoleh sebanyak 21 mahasiswa atau sekitar 60% memiliki nilai melampaui KKM, sementara ada 14 mahasiswa atau sebesar 40.00% yang tidak tuntas. Hasil refleksi siklus II dengan pembelajaran menggunakan model CTL menunjukan terjadi peningkatan kemampuan literasi matematika yaitu sebanyak 29 mahasiswa mendapat nilai diatas KKM atau sebesar 82.86% dan hanya 6 mahasiswa yang tidak melampaui KKM atau sebesar 17.14%.]]>
<![CDATA[PELATIHAN JARIMATIKA UNTUK SISWA KELAS I SDIT INSAN MULIA KOTA BENGKULU ]]>
<![CDATA[Neza Agusdianita]]>;
<![CDATA[Resnani Resnani]]>;
<![CDATA[Ike Kurniawati]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 3 (2023): MARTABE : JURNAL PENGABDIAN MASYARAKAT ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jpm.v6i3.1092-1098
<![CDATA[SDIT Insan Mulia Kota Bengkulu merupakan sekolah yang diusulkan sebagai mitra kegiatan PPM IPTEKS. Berdasarkan hasil wawancara dengan para guru di SDIT Insan Mulia diperoleh data bahwa siswa kelas I ternyata mengalami kendala dalam menyelesaikan operasi hitung penjumlahan dan pengurangan dalam pembelajaran matematika. Siswa masih sering salah hitung dalam menyelesaikan soal matematika. Ditambah lagi jika soal berbentuk soal cerita juga akan membuat siswa semakin kesulitan untuk menyelesaikan soal. Menurut guru kelas I SDIT Insan mulia, siswa kelas I cenderung tidak senang mata pelajaran matematika karena dianggap sulit dan membingungkan. Berdasarkan permasalahan di atas, tim dosen melakukan diskusi dengan guru di SDIT Insan Mulia. Selanjutnya alternatif solusi dari permasalahan tersebut adalah menerapkan jarimatika untuk konsep operasi hitung penjumlahan dan pengurangan bilangan di kelas I SDIT Insan Mulia. Fokus masalah yang harus diselesaikan melalui kegiatan PPM ini, yaitu melatih kemampuan berhitung siswa kelas I SDIT Insan Mulia dengan menggunakan metode jarimatika. Adapun yang menjadi sasaran kegiatan PPM ini adalah guru kelas I dan siswa I di SDIT Insan Mulia. Kegiatan PPM ini menggunakan metode pendampingan dan pelatihan. Lembar tes, lembar wawancara, dan lembar observasi merupakan instrumen evaluasi kegiatan ini. Hasil kegiatan ini adalah telah dilakukan kegiatan FGD barsama guru, tim dosen dan mahasiswa mengenai metode jarimatika. Selanjutnya dilaksanakan kegiatan praktik pembelajaran metode jarimatika kepada siswa kelas I SDIT Insan Mulia Kota Bengkulu. Hasil menunjukkan bahwa siswa mampu menyelesaikan soal penjumlahan dan pengurangan bilangan cacah menggunakan teknik jarimatika dengan baik.]]>
<![CDATA[Analisis Buku Matematika Siswa Kelas V SD ditinjau dari Unsur Science, Technology, Engineering and Mathematics ]]>
<![CDATA[Dalifa]]>;
<![CDATA[Neza Agusdianita]]>;
<![CDATA[Ike Kurniawati]]>
<![CDATA[ Jurnal PGSD Vol 16 No 1 (2023) ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/pgsd.16.1.30-39
<![CDATA[STEM is an approach that combines four scientific disciplines namely, Science, Technology, Engineering and Mathematics which collaborate in helping students to collect, analyze and solve problems be able to understand the relationship between a problem and other problems in one learning process. This study aims to analyze the Mathematics textbooks of fifth grade Elementary School Students in terms of the Elements of Science, Technology, Engineering and Mathematics. This research is a descriptive qualitative research. The subject of this study was Mathematics textbook fifth grade 2013 curriculum. The results showed that in each material at KD 3.5 and 3.6 in terms of the STEM approach were (1) for elements of science (Science) emergence the indicator of 50% in KD 3.5 is 15. while in KD 3.6 there is no occurrence. (2) for Technology elements, the occurrence of 75% indicator in KD 3.5 is 31. Meanwhile, in KD 3.6, the occurrence of 50% indicator in KD 3.5 is 6. (3) for Engineering elements, the occurrence of indicator is 80% in KD 3.5 79. Meanwhile, in KD 3.6 the occurrence of 80% indicator in KD 3.6 was 34. (4) for Mathematics elements, the occurrence of 100% indicator in KD 3.5 was 183. Meanwhile in KD 3.6 the occurrence of 100% indicator in KD 3.6 was 28.]]>
