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All Journal SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Ilmu Pendidikan dan Sosial Hipotenusa: Journal of Mathematical Society
Nila Ubaidah
Universitas Islam Sultan Agung, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Augmented Reality Enhanced Inclusive Learning Model (AR-ILM): Supporting Mathematical Literacy Development for Students with Disabilities Nila Ubaidah; Dyana Wijayanti; Hevy Risqi Maharani; Anggar Titis Prayitno; Muhammad Thoriqul Huda
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.4069

Abstract

Mathematical literacy plays a vital role in daily life, particularly in identifying, reasoning, communicating, problem-solving, and representing mathematical ideas in real contexts. However, for students with intellectual disabilities, developing mathematical literacy remains a significant challenge. To address this issue, innovative scaffolding through interactive and visual media is required. This study aims to develop NEIMoL media assisted by Augmented Reality (AR) that meets the criteria of validity, practicality, and effectiveness in improving mathematical literacy among students with intellectual disabilities. The research employed Plomp’s (1997) development model, which includes five stages: initial investigation, design, realization, testing and revision, and implementation. Data were collected through expert validation, observations, interviews, questionnaires, and mathematical literacy tests. Instruments included expert validation sheets, teacher and student response questionnaires, and pre-test and post-test assessments. The validation results showed the media to be “Very Valid” with an average score of 4.1 (on a scale of 5). Practicality was rated positively, with a score of 3.7, and both teachers and students expressed favorable responses. Effectiveness was demonstrated through an N-Gain score of 0.7175, categorized as high improvement. These findings indicate that AR-assisted NEIMoL media is valid, practical, and effective in supporting the mathematical literacy of students with intellectual disabilities.
PENINGKATAN KEMAMPUAN BERPIKIR KREATIF PADA PEMBELAJARAN MATEMATIKA KELAS V MELALUI MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA MAP ADVENTURE Ayu Siwi Triastuti; Nila Ubaidah; Niwi Sruti Handayani
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15936

Abstract

ABSTRACT The habit of mechanical thinking that dominates elementary mathematics learning often limits students' space for exploration and independent reasoning. Efforts to address these cognitive constraints were realized through classroom action research designed to examine the effectiveness of applying the Problem-Based Learning (PBL) model assisted by Map Adventure media in fifth-grade students at SD Negeri Muktiharjo Kidul 03. This study was conducted in two continuous cycles involving 28 students as main subjects focusing on the least common multiple (LCM) and greatest common divisor (GCD) materials. Data collection was carried out through essay tests of creative thinking skills, structured observations of student activities and learning implementation, as well as documentation of activity records. The implementation flow demonstrated that combining problem-solving syntax with contextual exploration scenarios based on four Map Adventure posts significantly increased the classical learning mastery percentage from 7.41% in the pre-action phase to 61.54% in the first cycle, and reaching 88.46% in the second cycle, successfully exceeding the 80% minimum threshold. This progressive surge occurred evenly across all cognitive indicators, including fluency, flexibility, originality, and elaboration. These empirical findings confirm that integrating the PBL model with interactive exploration media is highly effective as an alternative learning strategy to foster active engagement and optimize students' creative thinking potential in the primary school environment. ABSTRAK Kebiasaan berpikir mekanis yang mendominasi pembelajaran matematika dasar sering kali membatasi ruang eksplorasi dan kemandirian bernalar murid. Upaya mengurai kendala kognitif tersebut diwujudkan melalui penelitian tindakan kelas yang dirancang untuk menguji efektivitas penerapan model Problem-Based Learning (PBL) berbantuan media Map Adventure di kelas V SD Negeri Muktiharjo Kidul 03. Penelitian ini dilaksanakan dalam dua siklus berkesinambungan yang melibatkan 28 murid sebagai subjek utama pada materi kelipatan persekutuan terkecil (KPK) dan faktor persekutuan terbesar (FPB). Pengumpulan data ditempuh melalui tes kemampuan berpikir kreatif bentuk uraian, observasi terstruktur terhadap aktivitas murid dan keterlaksanaan pembelajaran, serta dokumentasi rekam jejak kegiatan. Alur pelaksanaan membuktikan bahwa perpaduan sintaks pemecahan masalah dengan skenario penjelajahan kontekstual berbasis empat pos Map Adventure mampu meningkatkan persentase ketuntasan belajar klasikal secara signifikan dari 7,41% pada pra tindakan, menjadi 61,54% pada siklus pertama, hingga mencapai 88,46% pada siklus kedua dan melampaui ambang batas minimum 80%. Peningkatan progresif tersebut terjadi secara merata pada seluruh indikator kognitif, mencakup kelancaran (fluency), keluwesan (flexibility), keaslian (originality), serta perincian (elaboration). Temuan empiris ini mengonfirmasi bahwa pengintegrasian model PBL dan media penjelajahan interaktif sangat efektif sebagai alternatif strategi pembelajaran untuk menumbuhkan keterlibatan aktif serta mengoptimalkan potensi berpikir kreatif murid di lingkungan sekolah dasar.
Penerapan Model TGT Berdiferensiasi Menggunakan Media Inclusive Card Math Dalam Meningkatkan Problem Solving Murid Herdya Vita Andrea; Nila Ubaidah; Niwi Sruti Handayani
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 3 (2026): Oktober
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i3.2474

Abstract

Penelitian tindakan kelas ini bertujuan untuk menganalisis penerapan model pembelajaran Teams Games Tournament (TGT) berdiferensiasi berbasis media Inclusive Card Math dalam meningkatkan kemampuan problem solving matematika dan aktivitas belajar murid kelas VI B SD Negeri Muktiharjo Kidul 03. Penelitian ini menggunakan desain PTK model Kemmis dan McTaggart yang meliputi empat tahapan berulang: perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian terdiri dari 26 murid. Data penelitian diperoleh melalui tes evaluasi kognitif berbasis indikator Polya, lembar observasi aktivitas belajar, dan dokumentasi. Analisis data dilakukan secara kuantitatif deskriptif untuk mengukur rata-rata nilai dan persentase ketuntasan klasikal. Hasil penelitian menunjukkan peningkatan signifikan pada kemampuan problem solving matematika, di mana rerata nilai pra tindakan sebesar 40,00 dengan ketuntasan klasikal 7,69% meningkat pada Siklus I menjadi 45,83%, dan mencapai target keberhasilan pada Siklus II sebesar 75,00% dengan rerata nilai 75,14. Aktivitas belajar murid juga mengalami kenaikan dari rerata 66,10% (kategori Cukup) pada Siklus I menjadi 82,90% (kategori Baik) pada Siklus II. Berdasarkan perolehan tersebut, integrasi model TGT berdiferensiasi dan media Inclusive Card Math terbukti efektif meningkatkan kemampuan problem solving serta partisipasi aktif murid dalam pembelajaran matematika
Co-Authors Anggar Titis Prayitno Ayu Siwi Triastuti Dyana Wijayanti Herdya Vita Andrea Maharani, Hevy Risqi Muhammad Thoriqul Huda Niwi Sruti Handayani Niwi Sruti Handayani