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3R: Suatu Alternatif Pengolahan Sampah Rumah Tangga Agus, Ria Noviana; Oktaviyanthi, Rina; Sholahudin, Usep
KAIBON ABHINAYA : JURNAL PENGABDIAN MASYARAKAT Vol 1, No 2 (2019)
Publisher : Universitas Serang Raya

Kegiatan pengabdian ini difokuskan kepada sosialisasi pengolahan sampah rumah tangga dan pelatihan pembuatan kerajinan tangan dari koran bekas. Untuk mencapai tujuan digunakan metode community based participatory action dengan tahapan kegiatan terdiri atas perencanaan, pelaksanaan, dan evaluasi. Ada 21 peserta ibu-ibu PKK dan remaja putri desa petir, kecamatan petir, kabupaen serang. Persentase pemahaman peserta rata-rata 80% pada kegiatan community based participatory action tentang sosialisasi pengolahan sampah rumah tangga dan pelatihan pembuatak kerajinan tangan dari koran bekas, jadi. Rata-rata pemahaman tersebut memberikan respon yang baik, oleh karena itu kegiatan pengabdian ini diharapkan dapat menyadarkan masyarakat desa petir untuk dapat bijaksana mengolah sampah dan dapat membuat kerajinan tangan dari sampah yang masih bisa dipakai dan di daur ulang yang dapat bernilai ekonomis.

INSTRUMEN EVALUASI KEMAMPUAN PENALARAN ADAPTIF MATEMATIS MAHASISWA Oktaviyanthi, Rina; Agus, Ria Noviana
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 4 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Meningkatkan kemampuan penalaran adaptif matematis mahasiswa tingkat pertama universitas merupakan suatu tantangan nyata terutama pada mata kuliah dengan tingkat abstraksi tinggi. Agar proses peningkatan kemampuan tersebut dapat dilakukan secara optimal perlu didukung oleh instrumen evaluasi yang kompatibel. Namun instrumen evaluasi yang dinyatakan layak digunakan belum tersedia, khususnya di lingkungan Pendidikan Matematika, Universitas Serang Raya. Instrumen evaluasi dinyatakan layak digunakan jika memenuhi kriteria valid dan reliabel pada proses pengembangannya. Berdasarkan hal tersebut, maka tujuan penelitian ini adalah mengembangkan instrumen evaluasi kemampuan penalaran adaptif matematis mahasiswa. Pendekatan penelitian menggunakan deskriptif dengan metode content analysis dan expert review pada validitas instrumen melalui tahapan instructional phases design yakni analysis and design, development dan evaluation. Secara umum hasil uji keseragaman dan keterbacaan validator menunjukkan nilai Asymp. Sig. > 0,05 yang memiliki pengertian bahwa validator memberi pertimbangan seragam pada validitas muka dan isi instrumen evaluasi kemampuan penalaran adaptif matematis mahasiswa. Dengan demikian instrumen evaluasi berupa soal tes dapat digunakan untuk mengukur kemampuan penalaran adaptif matematis mahasiswa khususnya materi Limit.Â Improving first-year university students' mathematical adaptive reasoning skills is an undeniable challenge, particularly in subjects with a high level of abstraction. A compatible evaluation instrument needs to be developed to optimize studentsâ€™ adaptive mathematical reasoning skills. However, the evaluation instrument claimed appropriate for use is not available, particularly in Universitas Serang Raya. The feasibility of the evaluation instrument measured by the compliance of validity and reliability criteria during the development process. Hence, the purpose of this study is to develop an instrument for evaluating students' mathematical adaptive reasoning skills. Descriptive analysis used as the research approach, specifically in content analysis and expert review on the validity of the instrument through the instructional phases design stages, namely analysis and design, development and evaluation. In general, the test results of the validatorsâ€™ readability show the value of Asymp. Sig. > 0.05 means that the validators stated an equivalent consideration to the validity of the mathematical adaptive reasoning skills instrument. Thus the evaluation instrument in the form of test questions can be used to measure studentsâ€™ mathematical adaptive reasoning specifically in the Limit.

Cognitive load scale in learning formal definition of limit: A rasch model approach Oktaviyanthi, Rina; Agus, Ria Noviana; Garcia, Mark Lester B.; Lertdechapat, Kornkanok
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p99-118

Constructing proofs for the limit using the formal definition induces a high cognitive load. Common assessment tools, like cognitive load scales, lack specificity for the concept of limits. This research aims to validate an instrument tailored to assess cognitive load in students focused on the formal definition of limits, addressing the need for diverse strategies in education. The research employs a quantitative survey design with a Rasch model approach, utilizing a data collection instrument in the form of a questionnaire. Subsequently, the data are analyzed by focusing on three aspects: (1) item fit to the Rasch model, (2) unidimensionality, and (3) rating scale. A total of 315 students from three private universities in Banten participated as research respondents. The findings of this study affirm the validity of the cognitive load scale centered on the formal definition of limit, meeting the stringent standards set by Rasch modeling. Additionally, the results of the study provide evidence of the scale’s adherence to the monotonic principle of the Rasch model. These outcomes contribute to a comprehensive understanding of cognitive load in the context of learning formal definition of limit, providing a solid foundation for instructional design and assessment strategies.

Exploring the link between cognitive load and brain activity during calculus learning through electroencephalogram (EEG): Insights from visualization and cluster analysis Oktaviyanthi, Rina; Agus, Ria Noviana; Khotimah
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1383-1408

Understanding the relationship between cognitive load and brain activity is essential for enhancing learning outcomes, particularly in complex subjects such as calculus. Despite its significance, empirical research examining the manifestation of cognitive load in brain activity patterns remains sparse, indicating a notable gap in the literature. This study aims to investigate the correlation between brain activity and cognitive load in a cohort of 30 mathematics education students enrolled in a calculus course, utilizing electroencephalogram (EEG) recordings. A quantitative descriptive research design was employed, integrating cluster analysis and data visualization techniques to facilitate an in-depth examination. EEG recordings of theta, alpha, and beta wave activity were collected during calculus sessions, followed by the administration of a cognitive load questionnaire. Descriptive statistics were utilized to analyze the distribution of cognitive load and brain activity, while correlation analysis was conducted to explore the relationships between cognitive load and EEG parameters across the different brainwave bands. The results revealed that higher cognitive load was positively correlated with increased frequency and amplitude in the alpha and beta bands, while a negative correlation was observed with theta frequency. Furthermore, cluster analysis effectively categorized participants based on distinct EEG signal patterns associated with varying levels of cognitive load. These findings offer valuable insights for the development of personalized learning interventions tailored to individual brain activity profiles, providing a foundation for future research on adaptive learning environments.

From Time-Series Analysis to PCA Clustering: Exploring the Impact of Graphing Quadratic Worksheets on Mathematical Visual Thinking Skills Agus, Ria Noviana; Oktaviyanthi, Rina; Sholahudin, Usep
Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i1.pp119-140

The effectiveness of visualization tools in enhancing mathematical visual thinking skills, particularly for quadratic functions, remains underexplored. This study evaluates the impact of quadratic graph visualization worksheets on these skills using Time-Series and PCA Clustering approaches. The research involved 60 first-year Calculus students focusing on quadratic functions. A quantitative methodology was applied, with Time-Series analysis tracking score changes over time and PCA Clustering grouping students based on improvement patterns. Results revealed significant variations in score changes after using the worksheets. The highest positive score change reached 19 points, while PCA Clustering identified three student groups: minimal or negative changes (Cluster 0), moderate improvements (Cluster 1), and significant increases (Cluster 2). The findings demonstrate the potential of quadratic graph visualization worksheets to improve mathematical visual thinking skills, though the degree of enhancement varies across individuals. This research highlights the need for instructional tools that accommodate diverse learning trajectories and provides insights into the effectiveness of graph-based methods in mathematics education. It also advocates for refined analytical approaches in evaluating student learning outcomes.

Mapping Cognitive Load and Thinking Zones in Understanding Function Limits Oktaviyanthi, Rina; Agus, Ria Noviana
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i2.3018

Penelitian ini merespons terbatasnya kajian yang memetakan pola berpikir siswa berdasarkan beban dan zona kognitif dalam memahami limit fungsi secara grafis. Dengan menggunakan teori beban kognitif dan klasifikasi zona (risiko, tantangan, optimal), enam mahasiswa dipilih secara purposif dalam studi kasus kualitatif untuk mewakili variasi kemampuan. Data berupa respons tertulis dan think-aloud dianalisis untuk menelusuri transisi zona kognitif. Hasil menunjukkan pola kognitif yang beragam, dari miskonsepsi hingga integrasi konseptual. Beban tinggi dapat dikelola melalui regulasi diri, sedangkan beban rendah tetap berisiko jika struktur pemahaman belum berkembang. Studi ini menekankan pentingnya instruksi adaptif berdasarkan profil kognitif mahasiswa dan menawarkan kerangka zona berpikir untuk mendukung pembelajaran matematika yang personal. This study addresses the limited research mapping students’ thinking patterns through cognitive load and cognitive zones in understanding function limits graphically. Using Cognitive Load Theory and the classification of risk, challenge, and optimal zones, six first-year mathematics education students were purposively selected in a qualitative case study to represent varying academic abilities. Data from written responses and think-aloud protocols were analyzed to trace zone transitions. Findings showed diverse cognitive patterns, from misconceptions to successful conceptual integration. High cognitive load was manageable through self-regulation, while low load still poses risks if the understanding structure is undeveloped. The study highlights the importance of adaptive instruction aligned with students’ cognitive profiles and offers a thinking zone framework to support personalized mathematics learning.

Identifying key factors influencing mathematical visual thinking among pre-service mathematics teachers Agus, Ria Noviana; Oktaviyanthi, Rina
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.4620

Mathematical visual thinking is essential for understanding complex mathematical concepts, as it enables learners to interpret and connect visual and symbolic representations. However, many pre-service mathematics teachers struggle to integrate visual representations with algebraic expressions, leading to conceptual misunderstandings. This study aims to identify the key factors influencing mathematical visual thinking among pre-service mathematics teachers. A mixed-methods descriptive study was conducted, involving 150 students for quantitative analysis and 15 selected participants for qualitative interviews. Data were collected through a mathematical visual thinking test, a visual thinking factors questionnaire, semi-structured interviews, and document analysis of students’ mathematical tasks. The results indicate that most students exhibit moderate visual thinking ability (50%), with challenges in linking graphical and algebraic representations. The key influencing factors include teaching approaches (4.3), concept understanding (4.1), motivation (4.0), and technology use (4.2), whereas anxiety plays a lesser role (2.9). Students relying heavily on technological tools tend to improve accuracy but struggle with independent visualization. These findings suggest that instructional strategies should integrate structured visual exercises, emphasize transformation understanding, and balance technological support with manual problem-solving. This study provides new insights into enhancing visual thinking in mathematics and offers pedagogical recommendations for pre-service teacher education.

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