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All Journal Cendekia Kodifikasia: Jurnal Penelitian Islam Briliant: Jurnal Riset dan Konseptual Jurnal Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains Pi: Mathematics Education Journal el-Ibtidaiy: Journal of Primary Education Beta: Jurnal Tadris Matematika Laplace : Jurnal Pendidikan Matematika Dedication : Jurnal Pengabdian Masyarakat INSECTA: Integrative Science Education and Teaching Activity Journal Jurnal Tadris IPA Indonesia Cendekia: Jurnal Kependidikan dan Kemasyarakatan Pi: Mathematics Education Journal Dedication : Jurnal Pengabdian Masyarakat AL-THIFL : Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Indonesian Mathematics Education Journal Al Ibtida: Jurnal Pendidikan Guru MI
Fatmahanik, Ulum
Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Penalaran Spasial Geometri Ruang Mahasiswa Calon Guru MI/SD Berkemampuan Awal Tinggi Berdasarkan Gender Fatmahanik, Ulum
BRILIANT: Jurnal Riset dan Konseptual Vol 6 No 3 (2021): Volume 6 Nomor 3, Agustus 2021
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (721.322 KB) | DOI: 10.28926/briliant.v6i3.651

Abstract

Penalaran spasial sangatlah penting dalam belajar geometri terutama sebagai calon guru MI/SD baik laki-laki maupun perempuan. Sehingga dalam hal tersebut terdapat peran penting  kemampuan awal matematika yang harus dimiliki oleh mahasiswa calon guru MI/SD sebelum belajar geometri. Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendiskripsikan bagaimana kemampuan spasial mahasiswa calon guru MI/SD berdasarkan perbedaan gender berkemampuan awal tinggi. Hasil penelitian menunjukan bahwa mahasiswa calon guru MI/SD laki-laki dan perempuan berkemampuan awal tinggi mempunyai kemampuan spasial yaitu mampu untuk melakukan visualisasi, orientasi, relasi dan persepsi spasial tetapi tidak mampu dalam melakukan rotasi mental.
Analisis Kemampuan Creative Thinking dalam Memecahkan Masalah Open-Ended ditinjau dari Gaya Belajar Siswa Tika Tri Suryani; Ulum Fatmahanik
AL-THIFL : Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 2 (2025): Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/thifl.v5i2.5433

Abstract

This research aims to (1) determine the ability of creative thinking in solving open ended problems in terms of students' learning styles, (2) determine the level of creative thinking abilities in solving open ended problems in terms of students' learning styles, (3) determine the factors that influence creative abilities thinking in solving open ended problems in terms of student learning styles. This research method uses qualitative with descriptive research type. The research location is MI Ma'arif Sabilul Mttaqin. The subjects taken in this research were 6 students with 2 students representing each learning style. The instruments used were a learning style questionnaire sheet, a creative thinking ability test sheet based on open-ended questions, and an interview sheet. The data analysis technique used is qualitative data analysis, with the steps of data condensation, data presentation, and drawing conclusions. The results of the research show that, (1) The creative thinking abilities of students with a visual learning style are able to meet the indicators of fluency and flexibility, but are not able to meet the indicators of novelty. Students with an audiotorial learning style are able to meet the indicators of fluency and flexibility, but are not able to meet the indicators of novelty. Students with a kinesthetic learning style are able to meet the fluency indicators, but are unable to meet the flexibility and novelty indicators. (2) The creative thinking abilities of students with a visual learning style are at level 3 (creative), students with an audiotorial learning style are at level 3 (creative), and students with a kinesthetic learning style are at level 1 (less creative). (3) Factors that influence students' creative thinking abilities generally come from external factors, namely class conditions, lack of familiarity with working on open ended questions, and only being able to work on questions taught by the teacher.
PENGEMBANGAN MODUL GEOMETRI UNTUK MENINGKATKAN PENALARAN SPASIAL MAHASISWA CALON GURU MI/SD Fatmahanik, Ulum; Afif , Yusmicha Ulya
Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains Vol 10 No 1 (2025)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/ibriez.v10i1.815

Abstract

 This research aims to produce a feasible module, to determine student responses to the module that has been developed, and to determine the improvement in students' spatial reasoning after using the module that was developed. The development model in this research uses the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model in producing products. The results of the material expert assessment show that the module that has been developed has decent and very good quality with a score of 93.3%.  The results of the media expert assessment show that the module developed has decent and very good quality with a score of 87%. The results of the learning expert assessment showed that the module developed was of decent and very good quality with a score of 92%. Meanwhile, the results of the language expert's assessment showed that the module developed was of decent and very good quality with a score of 92%. The results of student responses show that what was developed was of decent and very good quality with a score of 77.5%.  And the module developed is effective in improving students' spatial reasoning as shown by an n-gain score of 0.71 in the high category or 71% so that the module is in the effective category in improving spatial reasoning.
Pengembangan Bahan Ajar Berbasis STEM dengan Memanfaatkan Augmented Reality dalam Meningkatkan Kemampuan Berpikir Kritis Rizka Oktaviyanti; Ulum Fatmahanik; Wirawan Fadly
Jurnal Tadris IPA Indonesia Vol. 3 No. 3 (2023)
Publisher : Tadris IPA UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/jtii.v3i3.1592

Abstract

Penelitian ini bertujuan untuk mengetahui validitas, kepraktisan, dan efektifitas bahan ajar berbasis STEM dengan memanfaatkan Augmented Reality dalam meningkatkan kemampuan berpikir kritis peserta didik pada materi getaran, gelombang, dan bunyi di kelas VIII. Peneliti menggunakan metode Reseacrh and Development dengan model Borg and Gall yang meliputi draft produk, validasi, prototype, uji terbatas, dan produk akhir. Bahan ajar yang telah dibuat akan divalidasi oleh dua dosen dan dua guru untuk menilai aspek konten, desain, dan konstruk. Pengumpulan data diperoleh melalui angket dan pretest posttest. Data yang telah terkumpul, kemudian dianalisis menggunakan deskriptif kuantitatif dan kualitatif. Analisis deskriptif kuantitatif dilakukan menggunakan uji N-Gain dan uji independent t-test two tailed. Hasil penelitian menunjukkan bahwa bahan ajar berbasis STEM dengan memanfaatkan Augmented Reality dinyatakan valid digunakan, dengan rata-rata sebesar 84,4%. Tingkat kepraktisan bahan ajar yang dikembangkan yaitu sebesar 95%, artinya bahan ajar sangat baik dalam memberikan ketertarikan peserta didik untuk belajar serta materi dan bahasanya mudah dipahami. Bahan ajar tersebut juga efektif meningkatkan kemampuan berpikir kritis peserta didik pada materi getaran, gelombang, dan bunyi dengan skor N-gain sebesar 60,34 atau kategori peningkatan sedang.
Kemampuan Berfikir Kritis Dalam Pembelajaran Matematika Ditinjau dari Self Efficacy Eva Risdianah; Ulum Fatmahanik
Indonesian Mathematics Education Journal Vol. 1 No. 1 (2024)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/imej.v1i01.12

Abstract

The ability to think critically in learning mathematics is very important because it can make it easier for students to understand content, analyze concepts, plan calculation strategies and provide appropriate conclusions. But in fact, students' critical thinking skills are still not optimal due to lack of confidence (self-efficacy) in solving problems. Different students' self-confidence causes different students' critical thinking abilities. The purpose of this study was to describe the critical thinking skills of fifth grade students at SDN Kutukulon on speed and discharge in terms of high, medium, and low self-efficacy. The research method in this study used descriptive qualitative data collection techniques using questionnaires, tests and interviews. The results of the study show that: 1) Students with high self-efficacy fulfill 4 indicators namely interpretation, analysis, evaluation, and inference. However, there are weaknesses in the interpretation indicators where students are incomplete in writing information according to the context of the questions. 2) Students with moderate self-efficacy fulfill indicators of interpretation and analysis. While the evaluation and inference is quite good. This is because students only write down concepts without explanation and at the end of the answers are not equipped with a unit of account. 3) Students with low self-efficacy only meet 2 indicators, namely interpretation and analysis, while the evaluation and inference indicators are still not fulfilled because students make mistakes in counting so that the conclusions given are not appropriate according to the context of the questions given
Miskonsepsi Materi KPK dan FPB Berdasarkan Gender Gita Cahyani; Ulum Fatmahanik
Indonesian Mathematics Education Journal Vol. 1 No. 2 (2024)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/imej.v1i2.26

Abstract

Misconceptions are something that often happens to students, this must be overcome because if misconceptions are allowed to continue, they can hinder student learning success. Misconceptions occur in many students throughout Indonesia, both male and female, due to the students themselves, the teacher, the text, the context and the way of teaching. Misconceptions also occur at MI Kanzul Huda due to the students themselves, teachers and teaching methods. So that in this study will be discussed related to misconceptions using CRI. The aims of this study were to 1) describe students' misconceptions in learning mathematics on KPK and FPB materials using CRI based on gender, 2) describe the causes of student misconceptions and 3) find out the efforts to overcome student misconceptions. The approach in this study is a descriptive qualitative approach. Determination of subjects is determined based on gender with criteria based on the highest achievement and having good communication. Data collection techniques used CRI-based tests and interviews, the instruments used misconception test sheets in the form of essay questions and used the CRI misconception measuring tool. The results showed that male subjects were more likely to experience misconceptions than female subjects. Of the 6 subjects taken, namely 3 men and 3 women, all male subjects.
Development of a Supplementary Geometry Book Integrating Realistic Mathematics Education and Reog Ponorogo Ethnomathematics to Improve Elementary Students’ Numeracy Literacy Ulum Fatmahanik; Anis Afifah; Hanin Niswatul Fauziah; Martinez David
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.20103

Abstract

AbstractThis study presents the development of a supplementary geometry book for elementary students by integrating Reog Ponorogo ethnomathematics into the Realistic Mathematics Education (RME) approach to enhance numeracy literacy. The research employed a Research and Development (R&D) methodology using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Validation instruments involved expert evaluations in content, pedagogy, media, and language, alongside practicality questionnaires and numeracy literacy assessments. The developed book achieved high validity across expert domains: 89.8% (content), 91% (media), 94% (learning), and 90% (language). Student response also indicated high practicality (82.3%). A one-sample t-test and N-gain analysis showed a significant improvement in numeracy literacy, with an N-gain score of 0.6461 (categorized as moderate), reflecting a “quite effective” level. These findings suggest that incorporating ethnomathematical elements from local culture within an RME framework can provide meaningful, contextual learning experiences and foster mathematical understanding in early-grade students.Keywords: supplementary books, realistic mathematics education, ethnomathematics, numeracy literacy.AbstrakPenelitian ini menyajikan pengembangan buku suplemen geometri untuk siswa sekolah dasar dengan mengintegrasikan etnomatematika Reog Ponorogo ke dalam pendekatan Pendidikan Matematika Realistik (RME) untuk meningkatkan literasi numerasi. Penelitian ini menggunakan metodologi Penelitian dan Pengembangan (R&D) dengan menggunakan model ADDIE (Analisis, Desain, Pengembangan, Implementasi, Evaluasi). Instrumen validasi melibatkan evaluasi ahli dalam konten, pedagogi, media, dan bahasa, di samping kuesioner praktikalitas dan penilaian literasi numerasi. Buku yang dikembangkan mencapai validitas tinggi di seluruh domain ahli: 89,8% (konten), 91% (media), 94% (pembelajaran), dan 90% (bahasa). Respon siswa juga menunjukkan kepraktisan tinggi (82,3%). Uji-t satu sampel dan analisis N-gain menunjukkan peningkatan yang signifikan dalam literasi numerasi, dengan skor N-gain sebesar 0,6461 (dikategorikan sebagai sedang), yang mencerminkan tingkat "cukup efektif". Temuan ini menunjukkan bahwa menggabungkan unsur-unsur etnomatematika dari budaya lokal dalam kerangka RME dapat memberikan pengalaman belajar yang bermakna dan kontekstual serta menumbuhkan pemahaman matematika pada siswa kelas awal.Kata kunci: buku suplemen, realistic mathematics education, etnomatematika, literasi numerasi.
Co-Authors Afif , Yusmicha Ulya Afifah, Anis Afifah, Anis Ariana Amalia Annisa David, Martinez Eva Risdianah Fauziah, Hanin Niswatul Gita Cahyani Hanin Niswatul Fauziah Lilis Wulandari Luluk Fuadah Martinez David Mohamad Nur Fauzi Muhammad Zulqarnain Restu Yulia Hidayatul Umah Rixsa Pramudya Galistiani Rizka Oktaviyanti Rizki Bintari, Asna Sofwan Hadi, Sofwan Tika Tri Suryani Wirawan Fadly