Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika
Faiz Ahyaningsih
Universitas Negeri Medan, Indonesia
Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Students' numeracy literacy skills and mathematical habits of mind: A diagnostic analysis Taruli Silalahi; Izwita Dewi; Faiz Ahyaningsih
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4083

Abstract

This study aims to conduct a diagnostic analysis of students by mapping their numeracy literacy (NL) and Mathematical Habits of Mind (MHOM) profiles, as well as examining the relationship between the two in solving non-routine problems. A mixed methods approach with a cross-sectional diagnostic design was employed, involving 120 elementary school students from three schools. Data were collected through a numeracy literacy diagnostic test, an MHOM questionnaire, structured observations, and in-depth interviews. The results indicate that students’ numeracy literacy ability falls into the moderately low category, with an average mastery percentage of 46.13%. The main weakness was found in the interpreting process, with a mastery percentage of 34.45%, while students showed relatively better performance in the applying process. The MHOM profile was in the moderate category, with relatively high scores in perseverance and working accurately, but low scores in seeking patterns and flexible thinking. The correlation analysis revealed a significant positive relationship between overall numeracy literacy and Mathematical Habits of Mind (r = 0.582, p < .001). Qualitative findings further showed that students with weak flexible thinking tended to repeat ineffective procedures when facing unfamiliar or non-routine problems. These findings indicate that students’ numeracy literacy difficulties are not only related to content mastery but also to dispositional barriers, particularly limited flexible thinking. This study contributes by providing a diagnostic mapping that links numeracy literacy difficulties with students’ Mathematical Habits of Mind. The findings suggest that instructional interventions should strengthen flexible thinking and pattern seeking to support students’ functional numeracy literacy.
Moodle-integrated flipped classroom design to enhance students' mathematical conceptual understanding Fitry Wahyuni; Izwita Dewi; Faiz Ahyaningsih
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4089

Abstract

Mathematical conceptual understanding is an essential ability that enables students to interpret, connect, represent, and apply mathematical ideas. However, students still experience difficulties in developing this ability, partly due to procedural and teacher-centered learning practices. This study aimed to design and develop a Moodle-integrated Flipped Classroom and evaluate its validity, practicality, and effectiveness in enhancing students’ mathematical conceptual understanding on geometric transformation material. This study employed a Research and Development approach using the Plomp model, consisting of preliminary research, prototyping, and assessment phases. The participants were 32 eighth-grade students at one state junior high school in Medan, North Sumatra. Data were collected through expert validation sheets, teacher and student practicality questionnaires, Moodle log activity data, and pre-test and post-test instruments. The results showed that the Moodle-integrated Flipped Classroom was very valid with a score of 90.6%, very practical with a score of 86.3%, and effective based on the predetermined effectiveness criterion, as indicated by a moderate N-Gain score of 0.51. Learning analytics data showed high student engagement, including a 90.6% video completion rate, an 89.6% quiz completion rate, and 288 forum interactions with a 1.8:1 reply-to-post ratio. The highest improvements occurred in connecting mathematical concepts and applying concepts in new situations. These findings indicate that a systematically designed Moodle-integrated Flipped Classroom can support students’ mathematical conceptual understanding through structured independent learning, interactive activities, and collaborative discussion.
Co-Authors Fitry Wahyuni Izwita Dewi Taruli Silalahi