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All Journal Wahana Matematika dan Sains Jurnal Inovasi Teknologi Pendidikan JIPM (Jurnal Ilmiah Pendidikan Matematika) HISTOGRAM: Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika Desimal: Jurnal Matematika Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT Psychology, Evaluation, and Technology in Educational Research Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming JPMI (Jurnal Pembelajaran Matematika Inovatif) Journal of Education and Learning Mathematics Research (JELMaR) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Range : Jurnal Pendidikan Matematika Edukasia: Jurnal Pendidikan dan Pembelajaran JAPI: Jurnal Akses Pengabdian Indonesia Jurnal Pengabdian Masyarakat Bangsa Sepakat : Sesi Pengabdian Kepada Masyarakat Jurnal Pengabdian Sosial Jurnal Pendidikan Matematika Jurnal Pendidikan MIPA PENDIMAS Al-Umm: Jurnal Pengabdian dan Pengembangan Masyarakat
Fuady, Anies
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PENERAPAN MODEL PEMBELAJARAN PBL DENGAN PENDEKATAN TARL UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA MATERI FUNGSI LINIER Ningsih, Nova Widia; Fuady, Anies; Puspitasari, Lila
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.8315

Abstract

Penelitian tindakan kelas ini bertujuan untuk meningkatkan pemahaman konsep siswa pada materi fungsi linier melalui penerapan model pembelajaran Problem Based Learning (PBL) yang dipadukan dengan pendekatan Teaching at the Right Level (TaRL). Subjek penelitian adalah 32 siswa kelas VIII-D SMPN 25 Malang yang menunjukkan nilai rata-rata pretest sebesar 55,5. Penelitian dilakukan dalam dua siklus menggunakan model Kemmis dan McTaggart, dengan teknik pengumpulan data berupa tes, observasi, dan catatan lapangan. Pada siklus I, rata-rata nilai meningkat menjadi 78,2 dengan ketuntasan belajar 62,5%. Setelah dilakukan perbaikan pada siklus II, hasil meningkat signifikan dengan rata-rata nilai 89,2 dan ketuntasan mencapai 84,4%. Keterlibatan siswa juga meningkat secara signifikan melalui kegiatan diskusi kelompok, peer teaching, dan pemecahan masalah kontekstual. Pendekatan TaRL memungkinkan pengelompokan belajar berdasarkan level pemahaman aktual siswa, sedangkan PBL mendorong keterlibatan aktif dan konstruksi pengetahuan secara mandiri. Kombinasi keduanya membentuk pembelajaran yang adaptif, inklusif, dan bermakna, serta meningkatkan kemampuan berpikir kritis dan meta-kognitif siswa. Penelitian ini menyimpulkan bahwa penerapan PBL-TaRL efektif dalam meningkatkan pemahaman konsep dan sangat direkomendasikan untuk diterapkan pada pembelajaran matematika di kelas heterogen.
REVEALING THE CAUSES OF STUDENTS' ERRORS IN INTEGER ARITHMETIC OPERATIONS: COGNITIVE AND GENDER PERSPECTIVES Robial, Robial; Sunismi, Sunismi; Fuady, Anies
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 2 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i2.7767

Abstract

The low understanding of integer arithmetic operations often leads students to make mistakes when solving math problems. This study aims to identify various types of cognitive errors experienced by students based on Nolting's theory, and to analyze their relationship to gender differences. The research method used is descriptive qualitative, with data collection conducted through diagnostic tests on 58 students and in-depth interviews with 10 grade VII students of MTs N 1 Sarolangun. According to Nolting, the five categories of errors analyzed in this study include: Misread-Directions Errors, Careless Errors, Concept Errors, Application Errors, and Test-Taking Errors. The research findings show that the most common errors are Careless Errors and Concept Errors, with female students making more errors in each category than male students. These findings emphasize the importance of analyzing comprehensive errors and the need for a learning approach that considers cognitive and gender factors to improve the quality of mathematics learning.
Analysis of Mathematics Learning Difficulties in Grade VI Students at Miftahul Ulum Madrasah Ibtidaiyah In Solving Word Problems Firdaus, Izzul Haq Candra; Fuady, Anies; Rohmah, Nur Nabilah Syahrur; Chasanah, Arini Nur
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37134

Abstract

Students who experience difficulties in learning mathematics often make mistakes in arithmetic and in the concepts used to solve story problems. The difficulties students often experience include solving story problems: they are unable to understand the problem's meaning and are confused about which arithmetic operation to use. The purpose of this study was to identify the difficulties students experience in learning mathematics and the factors that influence these difficulties in sixth grade at Miftahul Ulum Islamic Elementary School. This study used a qualitative descriptive method. The study subjects were 10 sixth-grade students and their homeroom teacher. The data collection procedures used were observation, interviews, tests, and documentation. The study found that 3 out of 10 sixth-grade students experience difficulties in learning mathematics when solving story problems. The difficulties in learning mathematics in solving story problems in the sixth grade included understanding concepts, calculating, and problem-solving. The factors causing difficulties in learning mathematics came from internal and external factors. Internal factors originating from students included IQ, student attitudes towards learning, and low student motivation to learn. Meanwhile, external factors originating from outside the students include a lack of variety in teaching methods, the use of learning media, and the environment.
Co-Authors Abdul Halim Fathani Abiyoso, Nur Ahmad Agustiawan, Eko Ahmad Sufyan Zauri Ainurrohmah, Devi Ayu Alifiani Alifiani, Alifiani Amirulloh, Andy Arfany, Fenny Putri Aryanto, Andri Basyiruddin, Moh. Cahyaningrum, Ira Yoshita Chabiburrochman, M. Mas'ud Chasanah, Arini Nur Dina, Lia Nur Atiqoh Bela Fathimah, Ida Farida Nur Febriani, Rini Firdaus, Izzul Haq Candra G. Gunawan Hadiyah, Kusnia Nur Halisna, M. Iqbal Maulana Holidi, Robial Isbadar Nursit Jannah, Ellysa Ummirotul Khasanah, Iswatul Khoirini, Nurul Kusumawati, Shinta La Dana, Nurlaila Maisyaroh, Iud Maliana, Rahma Maliya, Isvaro Amna Maslachah, Salma Andriani Meidiansyah, Muhamad Yuma Mulya, Ai Mustaufir, Mustaufir Ningsih, Nova Widia Nisa’us Sholikah Nuriyanti, Ika Phadung, Muneeroh Priyanto, Muhammad Adi Puspitasari, Lila Putri, Rizqillah Ayunita Putri, Salsabila Yusriyah Arwa Dini Rahmadani, Novriza Ardhia Refni Adesia Pradiarti Rini Rahayu Kurniati Robial, Robial Rohmah, Nur Nabilah Syahrur Saefuddin, Ruli Siswahyudianto Sunismi Sunismi . Suprapti, Ila Maya Surya Sari Faradiba Syarqiyah, Rosyidatus Wardhana, Ibnu Rizki Warsito Warsito Wedastuti, Ni Ketut Yuspriyono, Yuspriyono Zainal Abidin Zainul Abidin