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All Journal Jurnal Elemen AKSIOMA Union: Jurnal Ilmiah Pendidikan Matematika SJME (Supremum Journal of Mathematics Education) SAP (Susunan Artikel Pendidikan) Jurnal Math-UMB.EDU Mosharafa: Jurnal Pendidikan Matematika Uninus Journal of Mathematics Educations and Science (UJMES) PERISAI: Pendidikan dan Riset Ilmu Sains Euclid
Ahmatika, Deti
Universitas Islam Nusantara
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GAME-BASED LEARNING: MATH TRAIN TRACK PADA PEMBELAJARAN GRADIEN Usep Kosasih; Farhan Maulana Muslim; Samnur Saputra; Deti Ahmatika
Jurnal Math-UMB.EDU Vol. 10 No. 2 (2023): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v10i2.4682

Abstract

Matematika merupakan mata pelajaran wajib yang ada di setiap jenjang sekolah, mulai dari SD, SMP, SMA, SMK, hingga perguruan tinggi. Faktanya, dari hasil wawancara pendidik matematika SMP, pada umumnya mata pelajaran matematika masih dianggap sulit dipahami karena matematika berhubungan dengan hal abstrak salah satunya pada sub materi gradien. Tujuan dari penelitian ini yaitu untuk mengetahui hasil validasi, dan desain pembelajaran dari desain pembelajaran Persamaan Garis Lurus berbasis Math Train Track. Pendekatan penelitian yang digunakan yaitu Research and Development (R&D), dengan model Design Research (DR) dan Desain penelitian menggunakan Formative Evaluation, dengan subjek penelitian pendidik dan pakar pendidikan matematika sebagai validator, dan peserta didik kelas VIII. Instrumen yang digunakan yaitu hasil validasi dari expert review (pakar pendidikan matematika) dan one-to-one (pendidik matematika). Dari hasil validasi yang dilakukan validator didapat bahwa Math Train Track layak untuk diuji coba tanpa revisi. Kata Kunci: Game-Based Learning, Math Train Track, Media Pembelajaran, Gradien.
PENGEMBANGAN LKPD MODEL PJBL BERBASIS STEM UNTUK MENUMBUHKAN KEMAMPUAN BERPIKIR KRITIS Nur Sopa; Dinny Mardiana; Deti Ahmatika
PERISAI: Jurnal Pendidikan dan Riset Ilmu Sains Vol. 2 No. 3 (2023): Oktober Jurnal Perisai
Publisher : LPPM - Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/perisai.v2i3.458

Abstract

Penelitian ini dilatarbelakangi rendahnya kemampuan berpikir kritis dan belum tersedianya bahan ajar materi trigonometri yang sesuai dengan kebutuhan peserta didik, sehingga perlu adanya pengembangan Lembar Kerja Peserta Didik (LKPD) terkait kemampuan berpikir kritis. LKPD yang dikembangkan menggunakan model Project-Based Learning (PjBL) berbasis Science, Technology, Engineering, and Mathematics (STEM) pada sub materi trigonometri. Tujuan dari penelitian ini adalah untuk mengetahui validitas hasil pengembangan LKPD. Metode penelitian yang digunakan pada penelitian ini adalah Research & Development (R&D) dengan model Analysis, Design, Development, Implementation, and Evaluation (ADDIE). Sumber data pada penelitian ini adalah validator dan responden. Instrumen penelitian yang digunakan yaitu lembar validasi. Lokasi Penelitian di SMK Taruna Madya pada Tahun Ajaran 2022/2023. Berdasarkan hasil analisis yang telah dilakukan, bahwa hasil pengembangan LKPD tergolong sangat valid.
Pengembangan Modul Ajar Sistem Persamaan Linear Berbasis Proyek Terkait Kemampuan Pemecahan Masalah Leni Apriyanti; Yayu Laila Sulastri; Deti Ahmatika; Dini Cahya Aprilani; Usep Kosasih
SAP (Susunan Artikel Pendidikan) Vol 8, No 2 (2023)
Publisher : Universitas Indraprasta PGRI Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v8i2.17320

Abstract

This research was moved by the lack of learning tools that suit students' needs and the low problem solving abilities of students in linear equation systems material. This is the main justification behind the need to develop a teaching module for systems of linear equations that is related to problem solving abilities. This research aims to determine the validity, practicality and effectiveness of the teaching modules developed. This research was carried out in class A-1 of the Nusantara Islamic University Mathematics Education Study Program for the 2022/2023 academic year. This study expects to decide the validity, practicality, and effectiveness of the created educating modules. This examination technique is called plan research with the Plomp model. The information sources in this study are expert validators and students. The data collection instruments used were expert validation sheets, practicality questionnaire sheets, and formative assessment sheets consisting of problem-solving ability tests, affective questionnaires, observations in the affective domain and the psychomotor domain. This information is analysed using percentages outlined based on qualifications. Based on the tests carried out, it can be concluded that the teaching module developed is valid, practical and very effective.
ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA DITINJAU DARI GAYA BERPIKIR Mayla, Shofi Sri; Rianti Cahyani; Deti Ahmatika
PERISAI: Jurnal Pendidikan dan Riset Ilmu Sains Vol. 3 No. 1 (2024): Februari Jurnal PERISAI
Publisher : LPPM - Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/perisai.v3i1.464

Abstract

Tujuan penelitian ini adalah mengetahui hasil validasi soal berpikir kritis, menganalisis kemampuan berpikir kritis siswa yang memiliki gaya berpikir field dependent, dan gaya berpikir field independent. Penelitian ini merupakan penelitian kualitatif deskriptif yang dilaksanakan di salah satu SMP di Kota Bandung. Teknik pengumpulan data yang digunakan adalah tes, wawancara, dan dokumentasi. Pada tahap analisis data menggunakan model reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa hasil validasi soal berpikir kritis pada materi bangun ruang sisi datar berkategori sangat valid, kemampuan berpikir kritis siswa dengan gaya berpikir field dependent memperoleh skor dengan kategori baik dan mampu memenuhi dua indikator, yaitu memberikan penjelasan sederhana dan membangun keterampilan dasar, kemampuan berpikir kritis siswa dengan gaya berpikir field independent memperoleh skor dengan kategori amat baik dan mampu memenuhi empat indikator yaitu, memberikan penjelasan sederhana, membangun keterampilan dasar, penarikan kesimpulan dan menyusun strategi dan taktik.
PENGARUH PENGGUNAAN MODEL PROJECT-BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK Nursaadah, Ulfah; Dinny Mardiana; Deti Ahmatika
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 9 No. 1 (2024): Januari 2024
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v9i1.2631

Abstract

The background of this research is the low problem solving abilities in learning mathematics, due to the less than optimal implementation of online learning in the last two years. One alternative learning that can be applied related to problem solving abilities is the project-based learning model (Project-Based Learning). The purpose of this study was to determine the effect of using the Project-Based Learning model on students' problem solving abilities in learning mathematics. The method used is a quasi-experimental method with the Nonequivalent Control Group Design. This research was conducted at MTs Wasilatul Huda. The population in this study were students of class VIII, with the sample being students of class VIII B as an experimental class using the application of the Project-Based Learning model, while the control class used the Discovery Learning model. The instruments used were tests of problem solving abilities. Based on the results of the analysis of the Mann-Withney test, Cohen's d, it is concluded that the use of the Project-Based Learning model affects problem solving abilities in the medium category.
Development of Notion-assisted e-modules for enhancing mathematical communication in vocational high schools Yayu Laila Sulastri; Deti Ahmatika; Selma Auliya; Anisa Septriani; Elsa Elsa; Najlaa Kania Khaerunnisa; Rachma Sundhari
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17250

Abstract

The learning process often relies solely on lecture and discussion methods due to the lack of e-module teaching tools that utilize information technology tailored to students' needs and the students' low mathematical communication skills concerning two-variable linear inequalities. This research aims to determine the validity and effectiveness of students' mathematical communication skills after learning with the two-variable linear inequality e-module assisted by Notion. The research method used is Research & Development with the ADDIE design. The data sources in the research include material expert validators, media experts, and students. Data collection techniques involve validation sheets from material experts, media experts, observation of the learning process, feedback questionnaires, and mathematical communication skills tests. Based on the analysis results, it can be concluded that the developed teaching module is valid and highly valid. The average value of mathematical communication skills reached 83.59, classified as medium. Classical learning completeness was 84.37%. Learning completeness for the low class category is 75%, the medium class category is 80.95%, and the high class category is 100%. In conclusion, the Notion-assisted two-variable linear inequality e-module significantly enhances the mathematical communication skills of vocational high school learners, demonstrating its effectiveness and validity as a teaching tool.
Investigating students’ mathematical creative thinking skills in integral calculus using Google Sites Yayu Sulastri; Deti Ahmatika; Annisa Nurmaulani
Jurnal Elemen Vol 12 No 3 (2026): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i3.34543

Abstract

Students need to develop creative mathematical thinking skills because these skills support academic success and are linked to a creative attitude an affective aspect that fosters the emergence of new ideas. In reality, students struggle to come up with new ideas when solving problems because they remain fixated on the examples provided. Therefore, learning that integrates technological support is necessary. This study aimed to investigate mathematical creative thinking skills in integral calculus using Google Sites. This study employed a qualitative method with a case study strategy. Data were obtained from students enrolled in the integral calculus course through interviews, observation, documentation, and questionnaires. The results showed that students with high and moderate creative attitudes were not yet able to fully meet the four indicators of mathematical creative thinking skills. The errors that emerged were predominantly conceptual errors that developed into procedural and technical errors. Google Sites-assisted learning through PBL was able to support group collaboration, but it had not optimized conceptual understanding and individual mathematical creative thinking skills. These findings imply the need to strengthen conceptual understanding, provide more interactive learning activities, and conduct individual evaluations to optimize the development of mathematical creative thinking skills.
Analysis of Mathematical Concept Understanding and Responsibility in Learning with Padlet Yayu Laila Sulastri; Deti Ahmatika; Siska Kartika Syahrani; Annisa Nurmaulani
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2988

Abstract

Pemahaman konsep matematis dan tanggung jawab merupakan aspek penting dalam pembelajaran Kalkulus, namun mahasiswa masih mengalami kesulitan dalam memahami konsep. Penggunaan Padlet sebagai media kolaboratif ditawarkan untuk mendorong partisipasi aktif. Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep matematis dan tanggung jawab pada pembelajaran dengan Padlet. Metode penelitian menggunakan kualitatif dengan strategi studi kasus. Data diperoleh dari mahasiswa mata kuliah Kalkulus Integral di Program Studi Pendidikan Matematika, Universitas Islam Nusantara melalui wawancara, observasi, dokumentasi, dan angket. Teknik pengolahan data: pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan mahasiswa belum memenuhi seluruh indikator kemampuan pemahaman konsep matematis; M1 dan M5 hanya memenuhi satu indikator, sementara M2 tidak memenuhi satupun. Sebaliknya, tanggung jawab meningkat, ditunjukkan oleh konsistensi M5 serta peningkatan M1 dan M2. Padlet menumbuhkan tanggung jawab, tetapi perlu dioptimalkan dengan menambahkan fitur diskusi aktif yang lebih terstruktur untuk mendukung ketercapaian kemampuan pemahaman konsep matematis. Mathematical concept understanding and responsibility are crucial in Calculus learning, yet students often struggle with these concepts. The use of Padlet as a collaborative media is offered to encourage active participation. This study aims to analyze the ability to understand mathematical concepts and responsibility in learning with Padlet. The research method used is qualitative with a case study strategy. Data were obtained from students of the Integral Calculus course in the Mathematics Education Study Program, Universitas Islam Nusantara, through interviews, observations, documentation, and questionnaires—data processing techniques: collection, reduction, presentation, and conclusion. The results indicate that students have not met all the mathematical concept understanding ability indicators. Specifically, M1 and M5 meet only one indicator, while M2 does not meet any. In contrast, responsibility increases, indicated by the consistency of M5 and the increase in M1 and M2. Padlet fosters responsibility, but it needs to be optimized by adding more structured active discussion features to support the achievement of understanding mathematical concepts.
Nearpod-Assisted PBL on Integration Techniques: Mathematical Problem-Solving and Self-Confidence Deti Ahmatika; Yayu Laila Sulastri; Dini Cahya Aprilani
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.2997

Abstract

Abstrak Kurangnya keterlibatan aktif mahasiswa dapat menghambat perkembangan pemecahan masalah matematis. Inovasi dalam pembelajaran diperlukan untuk meningkatkan percaya diri, yang berhubungan erat dengan kemampuan pemecahan masalah matematis. Penelitian ini bertujuan mengetahui hubungan antara tingkat percaya diri mahasiswa dengan kemampuan pemecahan masalah matematis dalam konteks penggunaan Nearpod dan model Pembelajaran Berbasis Masalah (PBL). Metode penelitian yaitu kualitatif dengan strategi studi kasus, berfokus pada mahasiswa yang mengikuti mata kuliah Kalkulus Integral di Program Studi Pendidikan Matematika Universitas Islam Nusantara. Teknik pengumpulan data melibatkan wawancara, observasi, dokumentasi, dan angket. Data dianalisis melalui proses pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Temuan penelitian menunjukkan mahasiswa dengan tingkat percaya diri tinggi menunjukkan kemampuan pemecahan masalah matematis yang tinggi hingga sedang, mahasiswa dengan percaya diri sedang menunjukkan kemampuan yang bervariasi dari tinggi hingga rendah, dan mahasiswa dengan percaya diri rendah cenderung menunjukkan kemampuan pemecahan masalah matematis yang sedang hingga rendah. Implikasi penelitian yaitu pentingnya merancang pembelajaran berbantuan teknologi yang dapat meningkatkan percaya diri mahasiswa, sehingga akan meningkatkan kemampuan pemecahan masalah matematis. Abstract Lack of active student involvement can hinder the development of mathematical problem-solving. Innovation in learning is needed to increase self-confidence, which is closely related to mathematical problem-solving ability. This study aims to determine the relationship between students' self-confidence levels and mathematical problem-solving abilities in the context of using Nearpod and the Problem-Based Learning (PBL) model. The research method is qualitative with a case study strategy, focusing on students taking the Integral Calculus course in the Mathematics Education Study Program at Universitas Islam Nusantara. Data collection techniques include interviews, observations, documentation, and questionnaires. Data are analyzed through the processes of collection, reduction, presentation, and drawing conclusions. The research findings show that students with high self-confidence show high to moderate mathematical problem-solving abilities, students with moderate self-confidence show abilities that vary from high to low, and students with low self-confidence tend to show moderate to low mathematical problem-solving abilities. The implications of this research are the importance of designing technology-assisted learning that can increase student self-confidence, thereby improving mathematical problem-solving abilities.
Co-Authors Ajas Juhara Anisa Septriani Annisa Nurmaulani derry aryadi Dini Cahya Aprilani Dini Cahya Aprilani Dinny Mardiana Elsa Elsa Farhan Maulana Muslim Iden Rainal Ihsan Iklimah Nur Azizah Leni Apriyanti Mardiana, Dinny Mayla, Shofi Sri Najlaa Kania Khaerunnisa Nur Sopa Nurjanah Nurjanah Nursaadah, Ulfah Rachma Sundhari Rianti Cahyani Saefuloh, Nandang Arif Saputra, Samnur Sarif Alit Budiman Selma Auliya Silvia Aulia Tasya Silvia Siska Kartika Syahrani Sufyani Prabawanto, Sufyani Tami Rizkya Amalia Usep Kosasih Wahidin, Didin Yayu Laila Sulastri Yayu Sulastri