Progressive of Cognitive and Ability

Evaluation of the Validity of Student Interest Content in Learning Arabic Instruments Using the V Aiken Technique

2025-07-12T00:54:51+00:00

Purpose – This study aims to evaluate the content validity of an Arabic language learning interest questionnaire for fifth-grade students of Madrasah Ibtidaiyah, as interest is one of the key affective factors influencing student engagement and academic success, particularly in language learning.

Methodology – The research employed a content validation design using the Aiken's V technique. The instrument consisted of 25 statement items assessed by three expert validators. Each item was rated using a five-point Likert scale to determine its relevance and clarity. The data were analyzed quantitatively using the Aiken's V formula to determine the degree of content validity.

Findings – The analysis revealed that 21 items had moderate content validity (V ranging from 0.50 to 0.83), while 4 items demonstrated high content validity (V > 0.83). These results indicate that the questionnaire possesses acceptable content quality and can be considered a suitable preliminary tool for assessing students’ interest in learning Arabic.

Novelty – This study contributes to the limited pool of validated instruments tailored specifically for assessing Arabic learning interest at the elementary Islamic school level in the Indonesian context.

Significance – The findings are valuable for curriculum developers, Arabic language educators, and educational researchers seeking to understand better and measure students’ affective engagement. The study also lays the groundwork for further validation efforts involving construct validity and reliability testing.

Perancangan Instrumen Literasi Numerasi: Uji Coba Awal Pada Mahasiswa STKIP Syekh Manshur

2025-07-19T01:11:46+00:00

Purpose – Suatu instrument penelitian harus disusun dengan baik dan benar. Instrument kemampuan literasi numerasi tidak hanya dalam bentuk soal tes uraian atau pilihan ganda. Instrument literasi numerasi dapat dibuat dalam bentuk angket kuisioner. Oleh karena itu harus dibuat perancangan instrument literasi numerasi yang kemudian di uji coba awal untuk melihat instrument tersebut layak atau tidak. Penelitian ini bertujuan merancang instrument literasi numerasi dalam bentuk angket kuisoner, untuk melihat instrument tersebut layak atau tidak digunakan sebagai dasar penyusunan pengambilan data dalam mengukur literasi numerasi.

Methodology – Penelitian ini merupakan penelitian kauntitatif deskriptif. Sampel penelitian ini adalah mahasiswa pendidikan matematika tingkat 3 dan 4 dengan total yaitu 26 mahasiswa. Teknik pengambilan data menggunakan uji coba instrument literasi numerasi yaitu angket kuisioner. Teknik analisis data dengan menggunakan uji validitas dan reliabilitas.

Findings – Hasil uji validitas adalah r_hitung > r_tabel dengan taraf signifikan sebesar 5% maka dapat diartikan bahwa 20 pernyataan tersebut yaitu valid. Selanjutnya setelah dinyatakan valid, maka harus diuji reliabilitas untuk melihat konsistensi hasil temuan. Hasil uji reliabilitas pada uji coba instrument literasi numerasi dalam bentuk angket kuisioner ini adalah nilai Cronbach Alpha (0,952) > r_tabel dengan taraf signifikan sebesar 5% (0,388) maka dapat diartikan reliabel. Dengan demikian, hasil uji coba awal instrument literasi numerasi menunjukkan bahwa dari 20 pernyataan pada angket kuisioner dengan menggunakan skala likert 1-5 dapat digunakan untuk mengukur literasi numerasi.

Novelty – Kebaharuan pada penelitian ini instrument dalam bentuk angket kuisioner dapat digunakan untuk melihat kemampuan literasi numerasi

Significance – Penelitian ini dapat dijadikan referensi tambahan pada peneliti mauapun masyarakat luas.

Critical Thinking Skills of Fifth-Grade Elementary School Students in Mathematics Learning through LOC-R Model: A Descriptive Study

2025-08-14T11:13:36+00:00

Purpose - This study is aimed to describe the critical thinking skills of fifth-grade students at SD Negeri Sosrowijayan after participating in mathematics learning using the LOC-R (Literacy, Orientation, Collaboration, Reflection) model.

Methodology - The study is employing a quantitative descriptive design with 20 students. The data were collected through questionnaires based on indicators, then analyzed using descriptive statistics in the form of average scores, percentages and ability categories.

Findings - The result of the study revealed an average critical thinking score of 85,2 (high category), The highest-scoring indicator was connecting concepts (88%), while the lowest was identifying problems (79%).

Novelty - This study integrated LOC-R model to mathematics learning in elementary school and assess its impact to eight specific indicator of critical thinking.

Significance - The finding of the study provide evidence that implementation of LOC-R model is effective in enhancing students’ critical thinking, making it an alternative mathematics teaching strategy for fostering 21^st-century competencies.

Enhancing Mathematics Learning Outcomes on Fractions through the Use of Puzzle Media among Seventh-Grade Students at SMP IT Lentera

2025-08-24T01:30:33+00:00

Purpose – This study aims to investigate the effectiveness of puzzle media in improving mathematics learning outcomes on the topic of fractions among seventh-grade students at SMP IT Lentera. The research is motivated by the difficulties students often face in understanding fractions, which are considered abstract and challenging.

Methodology – The study employed a Classroom Action Research (CAR) approach, conducted in two cycles consisting of planning, implementation, observation, and reflection. The participants were 30 seventh-grade students. Data were collected through tests and observations, and analyzed descriptively to examine learning outcomes and mastery levels.

Findings – The results showed a significant improvement in student achievement. The average score increased from 60 in the pre-cycle to 72 in Cycle I and 82 in Cycle II. Classical mastery also rose from 40% to 66.7% and finally to 86.7%. These findings indicate that puzzle media is effective in making abstract mathematical concepts more understandable and engaging.

Novelty – The originality of this study lies in the application of puzzle-based learning strategies to the teaching of fractions, which are usually perceived as difficult.

Significance – The study provides practical implications for teachers seeking innovative strategies to enhance student engagement and achievement in mathematics learning.