Articles
<![CDATA[Interest in Gamification Learning Based on Student Learning Styles ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Marniati Marniati]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 6, No 2 (2021): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v6i2.1586
<![CDATA[This study aims to analyze student interest in gamification-assisted learning in terms of student learning styles. This research is a type of descriptive research using a qualitative approach. The subjects are students of the Mathematics Education Study Program, Faculty of Teacher Training and Education, USN Kolaka, a research course program with 20 students. The data collection technique used in this research is to use a questionnaire. The instrument used in this study was a questionnaire of learning styles and interest in learning in gamification-assisted learning. According to Miles and Huberman, the data analysis technique used in this study is a qualitative data analysis technique, namely data reduction, data presentation, and conclusion drawing. The results showed (1) the average student interest in gamification-assisted learning with word walls was in the high category, (2) student learning styles in research subjects mostly tended to be multimodal (60%), and (3) students with unimodal learning styles have high interest, bimodal, and trimodal learning styles have a very high interest in learning with gamification-assisted learning.]]>
<![CDATA[Development of E-LKPD Using Live Worksheets for Online Mathematics Learning during Covid-19 ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Fitriyani Hali]]>;
<![CDATA[Muhammad Rawal]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 6, No 1 (2021): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v6i1.1626
<![CDATA[This study aims to obtain e-LKPD using a valid, practical, and effective live worksheet on derived material. This type of development research aims to produce a product in the form of e-LKPD. The development of live worksheet-based e-LKPD is carried out through ADDIE design development steps consisting of analysis, design, development, implementation, and evaluation. The test subjects in this study were Class XI students at SMA Negeri 8 Kendari in 2021. The data collection instruments in this study consisted of a validation sheet used to determine the validity of the e-LKPD, a response questionnaire on the use of e-LKPD was used to obtain information on the practicality of e-LKPD, and learning outcomes tests to determine the effectiveness of e-LKPD. The results showed that (1) the validation results with an average score of 4.04 which means that the live worksheet-based e-LKPD is in very valid criteria and is feasible to use (2) The results of the analysis of student responses to the use of e-LKPD show that the average The student's class response is 80.3 which means the class response is positive and is included in the practical category. (3) There is a difference between the pre-test and post-test values, which means that there is an effect of using e-LKPD on learning outcomes. Thus the live worksheet-based e-LKPD is valid, practical, and effective.]]>
<![CDATA[Mathematical Problem Solving Ability in Cooperative Learning Type Student Teams Achievement Division (STAD) ]]>
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Farman Farman]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 6, No 2 (2021): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v6i2.1669
<![CDATA[This study aims to describe the mathematical problem solving ability of class IX students of SMP Negeri 1 Kolaka. The type of research used in this research is descriptive with a qualitative approach. The subjects of this study consisted of 25 students of class IXD SMP Negeri 1 Kolaka. The instruments in this study were a test of problem-solving skills and an observation sheet. The test questions for the ability to solve mathematical problems are in the form of a description test consisting of 5 questions. The observation sheet consists of teacher and student observation sheets which are arranged based on the application of STAD type cooperative learning. The data analysis technique in this study uses the Miles Huberman model which consists of data reduction, data presentation and conclusion drawing. The results showed that (1) the average mathematical problem solving ability of students taught by the STAD type cooperative learning model consisting of 25 students showed a mean value of 70, variance 82.82, and standard deviation 9.10. The average indicates that the problem-solving ability is in the good category. (2) The average percentage of teacher activity is 79.56% who are in the active category, while the average percentage of student activity is 76.67% who are in the active category. Thus, it can be concluded that STAD learning activities can facilitate the achievement of students' problem solving abilities]]>
<![CDATA[Comparison of The Effectiveness of Scientific Approach and Problem-Solving Approach in Problem-Based Learning in Class IX of SMP Negeri 3 Pangsid ]]>
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Farman Farman]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 4, No 2 (2019): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v4i2.1010
<![CDATA[The research used is a quasi-experimental study that aims to determine whether there are differences in the effectiveness of the scientific approach and the problem-solving approach in problem-based learning in class IX students of SMP Negeri 3 Pangsid. The population in this study were all grade IX students of SMP Negeri 3 Pangsid, and the sample consisted of two classes, namely class IX.1 and class IX.2, as an experimental class. Based on data collection from learning outcomes, activities and responses of students show that the mathematics learning outcomes of students in the experimental class 1 are in the high category with a mean of 84.38, student activities in learning can be categorized well, while student responses tend to be positive towards this learning. So, it can be concluded that problem-based learning with the scientific approach is quite active. Student mathematics learning outcomes in experimental class 2 are in the high category with a mean of 79.58, student activity in learning is in right criteria, and student responses to this learning are positive. This shows that problem-based learning with a problem-solving approach is quite effective. Hypothesis testing at a significant level α = 0.05 with the t-test showed a significant difference in effectiveness, in terms of learning outcomes between students who applied problem-based learning with a scientific approach and students who applied problem-based learning with problem-solving approaches.]]>
<![CDATA[Comparison of CORE and PBL Learning Models Based on Students' Mathematics Learning Outcomes ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Nurlinda Sari]]>;
<![CDATA[Marniati Marniati]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 1 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i1.1742
<![CDATA[This study aims to determine (1) students' mathematics learning outcomes in the Connecting, Organizing, Reflecting, and Extending (CORE) model, (2) students' mathematics learning outcomes in the problem-based learning model (PBL), (3) comparison of the effectiveness of the learning model CORE and PBL based on learning outcomes. The type of this research is experimental research. Samples were taken using random cluster sampling in class IX students of SMP Negeri 03 Poleang. The results obtained are class IX.A with 20 students as the class utilizing the CORE model and class IXB with 21 students as the class using the PBL model. Data retrieval is done through a test technique to obtain data on students' mathematics learning outcomes. The research data were analyzed using descriptive and inferential statistical methods. The average value of students' mathematics learning outcomes in the CORE model is 83.9, while the value of PBL class mathematics learning outcomes is 77.3. Inferentially, hypothesis testing using t-test obtained tcount = 2.743 ttable = 1.685 with a significant level = 0.05, indicating a significant difference in mathematics learning outcomes between students taught by the CORE and PBL learning models. Thus, applying the CORE learning model is more effective than applying the PBL model in terms of students' mathematics learning outcomes]]>
<![CDATA[STUDENTS' MATHEMATICAL CREATIVE THINKING: A SYSTEMATIC LITERATURE REVIEW WITH BIBLIOMETRIC ANALYSIS ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Siti Khabibah]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 7, No 2 (2022): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v7i2.1846
<![CDATA[This study aims to determine the trend of publications on creative thinking in mathematics learning published on Google Scholar in the 2017-2021 period, as well as describe opportunities and directions for research on creative thinking with themes related to future mathematics learning. This research is a systematic literature review study with bibliometric analysis. This research method uses PRISMA 2020 steps. The study results show that the most productive authors are Asikin, Mulyono and Tohir, each publishing two articles. The paper that gets the most citations is by Hasanah and Surya, which discusses students' creative thinking skills in mathematics using cooperative and problem-solving learning. Research themes such as students, creative thinking, problems and mathematics, and mathematical domains such as numbers, algebra and geometry have been widely used. This allows future research paths that can be studied, including the domain of mathematics in the material of statistics and opportunities, students' creative thinking in 7th and 9th-grade students gender, and the use of technological media to improve or measure students' mathematical creative thinking processes. However, the domains and topics that have been studied are still possible to be reviewed as an effort to maximize students' mathematical creative thinking abilities.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DALAM UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI HIMPUNAN SISWA KELAS VII1 SMP NEGERI 15 KENDARI ]]>
<![CDATA[Farman _]]>;
<![CDATA[Chairuddin _]]>;
<![CDATA[Fitriyani Hali]]>
<![CDATA[ Jurnal Karya Pendidikan Matematika Vol 6, No 2 (2019): Jurnal Karya Pendidikan Matematika Volume 6 Nomor 2 Tahun 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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DOI: 10.26714/jkpm.6.2.2019.82-91
<![CDATA[This research aims to improve mathematics learning outcomes of students of grade VII1 SMP Negeri 15 Kendari on set material through the application of the Student Teams Achievement Division (STAD) learning model. This type of research is Classroom Action Research (CAR). This research was conducted in class VII1 students of SMP Negeri 15 Kendari with 24 students. The results of this study indicate that the completeness of student learning outcomes in the first cycle reached 70.83%, in the second cycle reached 79.16%, and in the third cycle reached 83.3%. In terms of process, the Student Teams Achievement Division (STAD) cooperative learning model has been implemented in accordance with the learning scenario in class VII1 of SMP Negeri 15 Kendari with an average of 75% in cycle I, 85% in cycle II and 95% in cycle III. Based on the performance indicators, it was concluded that student learning outcomes in the material set of students in class VII1 of SMP Negeri 15 Kendari could be improved through the cooperative learning model of Student Teams Achievement Division (STAD).]]>
<![CDATA[Pelatihan Penggunaan Wondershare Quiz Creator sebagai Alat Evaluasi Interaktif Bagi Guru SMP ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Isra Djabbar]]>
<![CDATA[ ABDIMASKU : Jurnal Pengabdian Masyarakat UTND Vol 2 No 2 (2023): Edisi Juli 2023 - Desember 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Tjut Nyak Dhien ]]>
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DOI: 10.36490/jpmtnd.v2i2.785
<![CDATA[Perkembangan teknologi memberikan pengaruh terhadap dunia pendidikan, khususnya memudahkan dan membantu kegiatan proses pembelajaran. Guru sebagai pelaksana program pendidikan dituntut memiliki keterampilan dalam teknologi, termasuk dalam mengembangkan alat evaluasi. Evaluasi pembelajaran yang memanfaatkan atau mengintegrasikan teknologi memberikan kemudahan bagi guru. Namun, sebagian besar guru masih kurang mampu memanfaatkan perkembangan teknologi sebagai alat evaluasi pembelajaran. Berdasarkan hal tersebut, perlu adanya pelatihan bagi guru untuk mengembangkan soal-soal interaktif sebagai alat evaluasi. Aplikasi yang digunakan dalam pelatihan ini adalah wondershare quiz creator. Kegiatan pelatihan ini bertujuan untuk meningkatkan keterampilan guru SMP Negeri 1 Baula dalam mengembangkan alat evaluasi interaktif. Pelatihan dilaksanakan dalam beberapa langkah yaitu observasi, persiapan dan pelaksanaan serta evaluasi pelatihan. Berdasarkan hasil observasi, menunjukkan bahwa seluruh peserta telah mampu mengembangkan alat evaluasi interaktif. Respon guru terhadap efektifitas, manfaat kegiatan dan efektifitas wondershare quiz creator berada pada kategori positif.]]>
<![CDATA[SELF-EFFICACY AND SELF-ESTEEM AGAINST MATHEMATICAL COMMUNICATION ABILITY ]]>
<![CDATA[La Ode Sirad]]>;
<![CDATA[Farman Farman]]>;
<![CDATA[Samsiah Samsiah]]>
<![CDATA[ Jurnal Pendidikan Matematika (JUPITEK) Vol 6 No 1 (2023): Jurnal Pendidikan Matematika (JUPITEK) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol6iss1pp55-61
<![CDATA[An important aspect that students must possess is good self-efficacy and self-esteem. Several indicators that support achieving these goals are found in self-efficacy and self-esteem to gain students' mathematical communication. The main objective of this research is to determine whether the mathematical communication ability of class VIII students of SMP Negeri 4 Buton Tengah can be jointly affected by self-efficacy and self-esteem. This research is ex post facto research with a quantitative approach. The population in this study were all class VIII SMP Negeri 4 Buton Tengah, with a total of 149 students with a total sample of 30 students obtained using the proportional random sampling technique-data collection techniques using questionnaires and tests. Data analysis used inferential analysis using F-test and t-test. The results of this study are as follows : (1) The mathematical communication ability of class VIII students of SMP Negeri 4 Buton Tengah is significantly affected by self-efficacy and self-esteem with F_count=5,625< 3,34=F_tab ; (2) Mathematical communication ability are not significantly affected by self-efficacy with t_count=0,296> 2,052=t_tab; (3) Mathematical communication ability is significantly affected by self-esteem witht_count=31,82< 2,052=t_tab.]]>
<![CDATA[STUDENT LEARNING STYLE OF MATHEMATICS EDUCATION BASED ON GENDER ]]>
<![CDATA[Farman Farman]]>
<![CDATA[ International Journal of Business, Law, and Education Vol. 4 No. 2 (2023): International Journal of Business, Law, and Education (July-December) ]]>
Publisher : <![CDATA[IJBLE Scientific Publications Community Inc. ]]>
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DOI: 10.56442/ijble.v4i2.208
<![CDATA[This study aimed to identify and describe the learning modalities of students in mathematics education based on gender. This research is a type of quantitative research that uses a descriptive design. The research was conducted at the Mathematics Education Study Program, USN Kolaka. The population in this study were all students of the mathematics education class 2018, totalling 40 students. The sampling technique in this study used non-probability sampling in the form of saturated sampling. The instrument used in this study was a questionnaire containing statements used to obtain research information about visual (V), auditory (A), read/write (R), and kinesthetic (K) learning modalities, which are called VARK. The data analysis technique in this study used descriptive analysis based on the trend analysis of learning modalities. This trend data is then described in the form of tables and graphs. The results showed that the 2018 USN Kolaka Mathematics Education Study Program students' learning styles had a multimodal preference. Male students have a preference for multimodal learning style in bimodal (AR and AK) as 5 (41.66%) of 12 students. On the other hand, female students tend towards a multimodal learning style in bimodal (AR), as much as 6 (21.4%) of 28 students.]]>
