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All Journal Journal of Education and Learning (EduLearn) AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan AKSIOMA JURNAL PENDIDIKAN MATEMATIKA Delta-Pi : Jurnal Matematika dan Pendidikan Matematika AlphaMath: Journal of Mathematics Education PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Journal of Research and Advances in Mathematics Education JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA Journal of ICSAR AL-ISHLAH: Jurnal Pendidikan Dinamisia: Jurnal Pengabdian Kepada Masyarakat Jurnal Basicedu ANARGYA: Jurnal Ilmiah Pendidikan Matematika Jurnal Riset Pembelajaran Matematika J-PiMat : Jurnal Pendidikan Matematika Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) AKM: Aksi Kepada Masyarakat Jurnal Pendidikan Dasar Jurnal Pengabdian Sosial
Mu'jizatin Fadiana
Universitas PGRI Ronggolawe
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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Journal : AL-ISHLAH: Jurnal Pendidikan

 1 
The Development of Semiotic Based Contextual Mathematics Learning Videos to Support Learning from Home Mu'jizatin Fadiana; Yulaikah Yulaikah; Diah Kusumawati
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (901.865 KB) | DOI: 10.35445/alishlah.v13i1.372

Abstract

This study aims to develop a contextual mathematics learning video based on semiotics that supports learning from home. This type of research is development research using a 4-D model, which is modified into three stages, namely define, design, and develop. The research subjects were grade 6th elementary school students in Tuban, East Java. In the defined stage, a needs analysis is carried out as a reference for development. The design stage produces research instruments and instructional video designs. The development stage states that based on the results of the validation of media experts by 85% and material experts by 87%, each of which comes from 21 points of assessment indicators, it shows that it meets the valid criteria as well as positive responses of 85.3% of 28 students. The right-hand t-test obtained t-count t-table, namely 3.886 1.675. It indicates that the learning outcomes of students who use semiotic-based contextual mathematics learning videos on the perimeter of circle material are better than students who do not use them. This learning video has reached effective criteria.
Metacognition Profile of Vocational High School Students in Mathematics Problem Solving Based on Logical Thinking Skills Mu'jizatin Fadiana; Andriani Andriani
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (686.387 KB) | DOI: 10.35445/alishlah.v13i2.376

Abstract

This study describes the profile of vocational high school students' metacognitive abilities in mathematics problem solving based on their logical thinking abilities. This research was conducted using descriptive research methods with a qualitative approach. The data was collected using a logical thinking ability test and problem-solving test and. Three students were selected who met different logical thinking stages: the abstract operation stage, the transition stage, and the concrete operational stage. The results showed the subject of the abstract operation stage fulfilled the metacognition stage by re-describing the given problem, knowing the relationship between what was known and what was asked, working on the problem by writing down what was known and asked and entering into the formula and also checking the answer. Transition stage subjects fulfill the metacognition stage by describing initial information and instructions, performing problem-solving steps, and counting to check completed work. The subject of concrete operations fulfills the metacognition stage by stating information and instructions that are non-specific and detailed. The subject has not been able to state the proper steps to ensure the information's conformity with the problem, and the subject sees what is done by calculating.
Co-Authors Abdul Hasan Afdiyatul Mutamainah Afifaftun Nikmah Agung Lukito Andriani Andriani Andriani Andriani Arif Unwanullah Citra Dewi Rosalina Desi Istiqa Yanti Desy Permana Sari Diah Kusumawati Djoko Apriono Edy Nurfalah Erly Kusuma Heny Sulistyaningrum Heny Sulistyaningrum Ifa Seftia Rakhma Widiyanti Kholishotul Hikmah Lajianto Lajianto Lia Listiana Wati Lilis Setianingsih Midya Hertanti Moh Mu'minin Nanda Sintia Rosa Indah Puji Rahayu Rachmalia Vinda Kusuma Rita Yuliastuti Saeful Mizan, Saeful Siti Amin Siti M Amin Suantoko Suantoko Sumadi Sumadi Tatih Medha Prahartiningrum Tika Nurhalisa Warli Warli Yulaikah Yulaikah Yulaikah Yulaikah Yuniar Astiyani Zenny Taufikurrizal Zilma Ainin Alghofiati