The purpose of this research was to investigate the effects of Metacognitive Guidance Approach assisted by GeoGebra on mathematical literacy. In particular, the study compares two learning environment: a) conventional learning, and b) metacognitive guidance learning using GeoGebra. This study was carried out on student‟s ability level (low, medium and high ability group), and their competence on mathematical literacy. This research was non equivalent pretest – postest - control group design. The results of data analysis showed that: 1.a) the students who were exposed to MG+GeoGebra outperform students that were not exposed to MG+GeoGebra on mathematical literacy; 1.b) the students in high and medium ability group who were exposed to MG+GeoGebra outperform students that were not exposed to MG+GeoGebra on mathematical literacy; 2) there was no interaction between learning method and student‟s ability level on mathematical literacy.
Muslim youth in Pekanbaru currently interacts with different culture and tradition. They actively consume modern values spread by global media from different countries. In Muslim societies like Pekanbaru, the rise of modernity and globalization brings multiple impacts on them. One of them is that it supports the growth of piety or religiosity both in the private and public sphere among young Muslims. However, some people may indicate that this piety is a potential or same as radicalism. Radicalism and piety are two complicated terms among young Muslims in this town. As a result, this raises a question on how these Muslim youth understand and practice radicalism and piety. This article argued that, as the impact of globalization and modernity, piety was blended with capitalism and other non-Islamic ideologies. As a result, this article found that, first, Muslim youth in Pekanbaru were negotiating their piety and radicalism with non-Islamic ideologies such as modernity, capitalism, and so forth. Secondly, they could not be labeled into a single term like pious or radical. This is because they were still in the process of negotiation between piety and radicalism.
Produk berupa LKPD berbasis problem-based learning untuk memfasilitasi kemampuan literasi matematis siswa yang dihasilkan dalam riset ini dilakukan dengan metode penelitian dan pengembangan (RND). RND dilakukan dengan model ADDIE. Subjek yang digunakan dalam riset ini adalah siswa kelas VIII dan IX MTs Negeri 5 Serang. Instrumen tes dan non tes yang digunakan dalam riset ini dianalisis dengan menggunakan teknik analisis data kualitatif dan kuantitatif. Pengujian skala terbatas dilakukan untuk mengukur kelayakan draf awal LKPD berdasarkan aspek bahasa, ketertarikan, dan kepraktisan LKPD. Selanjutnya, pengujian validasi ahli dilakukan terhadap 2 ahli media pembelajaran dan 2 ahli pendidikan matematika. Sedangkan untuk mengetahui peningkatan kemampuan literasi matematis, siswa diberikan instrumen pretes dan postes. Kesimpulan yang diperoleh berdasarkan uji validasi kelayakan LKPD yaitu: rata-rata skor uji validasi ahli media pembelajaran sebesar 90%, serta rata-rata skor uji validasi ahli pendidikan matematika sebesar 92%. Selain itu, skor kemampuan literasi matematis siswa mengalami peningkatan. Adapun gain yang dihasilkan pada uji lapangan ini adalah sebesar 0,73.
Pendidikan Multikultural adalah satu satu model pendidikan yang mencoba membangun sikap menghargai perbedaan dankerja sama untuk mencapai cita-cita mulia dalam bingkai keragaman etnis, suku, budaya, dan agama. Dalam konteks pendidikan Islam, ini relevan dengan tugas kemanusiaan yang dijadikan sebagai tujuan pendidikan Islam, yaitu sebagai hamba (abd) dan sebagai khalifah. Tugas kehambaan, manusia secara niscaya tidakdapat menafikan realita yang ada di sekitarnya.Sedang tugaskekhalifahannya menuntut aktualisasi ide-ide ketuhanannya dalam praktekkehidupan sehari-hari, bagi sesama maupun alam semesta
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