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All Journal Jurnal Pendidikan Matematika dan IPA Jurnal Elemen JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA Math Didactic: Jurnal Pendidikan Matematika Jurnal Pendidikan Dasar AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Pi: Mathematics Education Journal Journal of Honai Math SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan MATEMATIKA DAN PEMBELAJARAN Jurnal Pendidikan Matematika (Kudus) Logista: Jurnal Ilmiah Pengabdian Kepada Masyarakat MAJAMATH: Jurnal Matematika dan Pendidikan Matematika GERVASI: Jurnal Pengabdian kepada Masyarakat Laplace : Jurnal Pendidikan Matematika Dedication : Jurnal Pengabdian Masyarakat Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) J-ADIMAS (Jurnal Pengabdian kepada Masyarakat) Range : Jurnal Pendidikan Matematika Jurnal Abdimas Berdaya : Jurnal Pembelajaran, Pemberdayaan dan Pengabdian Masyarakat Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Rainstek : Jurnal Terapan Sains dan Teknologi Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Kajian Ilmu Pendidikan (JKIP) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Pi: Mathematics Education Journal Jurnal Pengabdian kepada Masyarakat (Ngabdimas) Al-Irsyad Journal of Mathematics Education Jurnal Pengabdian Masyarakat Bangsa JME (Journal of Mathematics Education) Dedication : Jurnal Pengabdian Masyarakat Riemann : Research of Mathematics and Mathematics Education Jurnal Pengabdian Masyarakat
Rahaju, Rahaju
Universitas PGRI Kanjuruhan Malang
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Pelatihan Perencanaan Pembelajaran Berbasis E-Learning Pada Calon Guru Matematika Nur Farida; Vivi Suwanti; Tatik Retno Murniasih; Rahaju Rahaju; Udik Yuwono
Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2024): Desember
Publisher : Fakultas Sains dan Teknologi Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan pengabdian ini adalah memberikan pelatihan kepada calon guru pendidikan matematika di Universitas PGRI Kanjuruhan Malang untuk menyusun rencana pembelajaran menggunakan media e-learning. Pelatihan ini bertujuan agar calon guru dapat memanfaatkan teknologi untuk menciptakan pembelajaran yang lebih interaktif, fleksibel, dan dapat diakses kapan saja dan di mana saja. Proses pelatihan dilaksanakan secara bertahap, mulai dari persiapan, pelaksanaan, hingga analisis dan evaluasi. Hasil pelatihan menunjukkan bahwa calon guru berhasil menyusun rencana pembelajaran menggunakan e-learning dan mengimplementasikannya, salah satunya melalui pembuatan video pembelajaran. Kesimpulannya, penggunaan media e-learning terbukti efektif dalam meningkatkan kualitas pembelajaran. Namun, untuk meningkatkan kualitas pelaksanaan di masa mendatang, perlu diperhatikan kualitas jaringan internet, karena hal ini dapat mempengaruhi keberhasilan penggunaan media e-learning.
Koordinat Cartesius: Peningkatan Prestasi Belajar Melalui Pembelajaran Talking Stick dan Multimedia Interaktif Yahya, Gigih Zulkani; Rahaju, Rahaju; Murniasih, Tatik Retno
MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2023): Vol 6 No 2 September 2023
Publisher : Prodi Pendidikan matematika Universitas Islam Majapahit (UNIM), Mojokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36815/majamath.v6i2.2846

Abstract

Matematika dianggap sebagai pelajaran yang membosankan, sehingga siswa enggan berpartisipasi dalam pembelajaran. Hal ini berakibat siswa kurang memahami materi, sehingga prestasi belajarnya rendah. Penelitian ini bertujuan mendeskripsikan tahapan model pembelajaran talking stick berbantuan multimedia interaktif yang dapat meningkatkan prestasi belajar siswa. Subjek penelitian ini adalah tiga belas siswa kelas VIII SMP Negeri 2 Karangploso Satu Atap. Pengumpulan data menggunakan teknik tes, observasi, dan dokumentasi. Multimedia interaktif menggunakan media power point yang memiliki navigasi untuk berinteraksi dengan pengguna dan terdiri dari gabungan animasi, tulisan, gambar, dan suara. Multimedia interaktif meningkatkan konsentrasi siswa dalam proses pembelajaran, sehingga meningkatkan pemahaman siswa terhadap materi yang dipelajari. Pembelajaran talking stick dilakukan secara berkelompok agar siswa mempunyai kesempatan berdiskusi. Talking stick digunakan untuk memilih siswa yang harus mengerjakan soal di depan kelas, yaitu dengan memberikan tongkat secara estafet diiringi dengan musik. Ketuntasan belajar pada tahap pratindakan sebesar 38,46%, pada siklus 1 menjadi 76,93%, dan pada siklus 2 menjadi 92,31%. Dengan demikian, peningkatan prestasi belajar dari tahap pratindakan ke siklus 1 sebesar 38,46% dan dari siklus 1 ke siklus 2 sebesar 13,39%.
Peningkatan Prestasi Belajar Matematika Siswa Materi Bentuk Aljabar dengan Model Berkirim Salam dan Soal Hamdani, Helda Nur'ami; Rahaju, Rahaju; Wulandari, Tri Candra
Jurnal Pendidikan Matematika Vol 4, No 1 (2021): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jmtk.v4i1.10084

Abstract

Tujuan penelitian ini adalah untuk mengetahui peningkatan prestasi belajar siswa setelah mengikuti pembelajaran berkirim salam dan soal. Sebanyak 41 siswa kelas VII menjadi subjek penelitian ini. Instrumen pengumpulan data terdiri atas lembar observasi, tes, dan dokumentasi. Pembelajaran berkirim salam dan soal diawali dengan mengelompokan siswa secara heterogen. Setiap kelompok membuat salam, soal, dan kunci jawaban pada dua lembar kertas yang disediakan. Lembar pertama untuk menuliskan salam dan soal, sedangkan lembar kedua untuk menuliskan kunci jawaban. Selanjutnya, perwakilan kelompok mengirimkan soal kepada kelompok lain yang diawali dengan mengucapkan salam. Masing-masing kelompok menyelesaikan soal, kemudian mempersentasikan jawaban. Kelompok pengirim soal serta kelompok lain memberi tanggapan. Hasil akhir setiap siklus menunjuk peningkatan prestasi belajar siswa dari 47% (pra tindakan), menjadi 75,61% (pada siklus 1), dan meningkat lagi menjadi 87,8% (siklus 2). The purpose of this study was to determine the increase in student achievement after participating in learning to send greetings and questions. A total of 41 grade VII students were the subjects of this study. The data collection instruments consisted of observation sheets, tests, and documentation. Learning to send greetings and questions begins with a heterogeneous grouping of students. Each group makes greetings, questions, and answer keys on the two sheets of paper provided. The first sheet is for writing greetings and questions, while the second sheet is for writing down the answer keys. Next, the group representative sent the questions to the other groups which began with saying hello. Each group completed the questions, then presented the answers. The question-sending group and other groups gave their responses. The end result of each cycle shows an increase in student achievement from 47% (pre-action), to 75.61% (in cycle 1), and increases again to 87.8% (cycle 2).  
Development Of Urban Legend-Based Story Jumper Media To Enhance Elementary School Students’ Numeracy Skills Sumartono Sumartono; Timbul Yuwono; Rahaju Rahaju; Nensy Megawati Simanjuntak
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 5 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i5.2559

Abstract

The development of literacy and numeracy competencies is a primary concern in elementary education, particularly in fostering students’ ability to understand, interpret, and apply mathematical concepts in everyday contexts. However, numeracy learning in elementary schools is often presented through conventional approaches that lack contextual and culturally relevant learning resources. Integrating local cultural narratives, such as urban legends, into digital learning media offers an innovative strategy to enhance students’ engagement and numeracy skills. Therefore, this study aimed to develop a Story Jumper-based learning media utilizing urban legend content to improve elementary school students’ numeracy abilities. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants involved elementary school students, teachers, and expert validators. Data were collected through validation sheets, observation, questionnaires, and numeracy tests. Quantitative data were analyzed descriptively, while qualitative data were examined through content analysis. The findings revealed that the developed Story Jumper media met the criteria of validity, practicality, and effectiveness. Expert validation indicated that the media was highly feasible for classroom implementation. The practicality assessment demonstrated positive responses from both teachers and students regarding usability, attractiveness, and accessibility. Furthermore, the effectiveness test showed a significant improvement in students’ numeracy performance after using the media. The integration of urban legend narratives provided meaningful contexts that facilitated students’ understanding of numerical concepts and problem-solving processes. In conclusion, the Story Jumper-based urban legend media is a valid, practical, and effective learning resource for enhancing numeracy skills among elementary school students. The media also contributes to preserving local cultural heritage while supporting innovative digital learning practices in primary education.  
The Impact of a STEM-Integrated Project-Based Learning E-Module on Students’ Algebra Achievement and Self-Confidence Lailatul Anggraini; Sri Hariyani; Rahaju Rahaju; Nur Jahan Ahmad
Journal of Honai Math Vol. 9 No. 1 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i1.1077

Abstract

This study investigated the effectiveness of a STEM-integrated Project-Based Learning (STEM-PjBL) algebra e-module in improving seventh-grade students’ algebra learning outcomes and examined students’ self-confidence following its implementation. The study was motivated by students’ difficulties in understanding algebraic concepts and their limited confidence in solving mathematical problems. A quasi-experimental design employing a nonequivalent control group was used, involving 44 students purposively selected from a population of 184 seventh-grade students at Al-Rifaie Gondanglegi Junior High School. The experimental group (n = 22) learned using the STEM-PjBL algebra e-module, whereas the control group (n = 22) used a conventional algebra e-module. The research instruments included an algebra achievement test, expert validation sheets, and a self-confidence questionnaire. Validation results indicated that the e-module demonstrated satisfactory content validity, with Aiken’s V coefficients of 0.78 for material validation and 0.83 for media validation, resulting in an overall coefficient of 0.80. The algebra achievement test showed excellent reliability (Cronbach’s α = 0.917). Following normality and homogeneity testing, learning outcome data were analyzed using the Mann–Whitney U test because the assumption of normality was not met. The results revealed a statistically significant difference in algebra learning outcomes between the experimental and control groups (U = 133.5, Z = −2.576, p = .010), with a moderate effect size (r = 0.39). Descriptive findings further indicated that most students in the experimental group demonstrated high to very high levels of self-confidence. These findings suggest that the STEM-PjBL algebra e-module may enhance students’ algebra learning outcomes and support the development of self-confidence in mathematics learning, although the results should be interpreted cautiously given the limited sample and the descriptive assessment of self-confidence.
MODEL TWO STAY TWO STRAY BERBANTUAN MEDIA PUPY UNTUK PEMBELAJARAN TEOREMA PYTHAGORAS Sevia Rahmawati; Rahaju; Sri Hariyani
Al-Irsyad Journal of Mathematics Education Vol 5 No 1 (2026): AL–IRSYAD JOURNAL OF MATHEMATICS EDUCATION
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijme.v5i1.631

Abstract

Pembelajaran matematika sering dilakukan dengan metode ceramah, sehingga siswa kurang aktif dalam pembelajaran. Hal ini mengakibatkan kurangnya pemahaman terhadap materi pembelajaran, sehingg berdampak rendahnya prestasi belajar. Penelitian ini bertujuan mendeskripsikan penerapan model pembelajaran TSTS berbantuan media PUPY yang meningkatkan prestasi belajar siswa pada materi Teorema Pythagoras. Subjek penelitian sebanyak 23 siswa kelas VIII SMP di Malang. Instrumen penelitian yang digunakan adalah lembar observasi, catatan lapangan, dan tes tulis esai. Hasil penelitian menunjukkan media PUPY membantu siswa memahami konsep Teorema Pythagoras secara bermakna, bukan sekedar hafalan rumus. Model TSTS meningkatkan partisipasi siswa dan memberi kesempatan untuk saling bertukar informasi, sehingga meningkatkan pemahaman siswa. Ketuntasan belajar siswa pada siklus I sebesar 52,17% meningkat menjadi 78,26% Keberhasilan guru dalam melaksanakan pembelajaran pada siklus I sebesar 76,19% meningkat menjadi 95,24% pada siklus II. Aktivitas siswa pada siklus I sebesar 66,67% meningkat menjadi 90,48% pada siklus II.
GEODERIV: EVALUATING THE PRACTICALITY AND EFFECTIVENESS OF AN INTERACTIVE GEOGEBRA-BASED MEDIA FOR DERIVATIVE CONCEPTS IN SENIOR HIGH SCHOOL STUDENTS Hafis; I Ketut Suastika; Rahaju
MATEMATIKA DAN PEMBELAJARAN Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v14i1.13978

Abstract

Derivative concepts are often difficult for students because they involve abstract relationships between symbolic procedures and graphical representations. This study aimed to evaluate the practicality and effectiveness of GeoDeriv, an integrated GeoGebra-based learning media designed to support twelfth-grade senior high school students in learning derivative concepts. The study was conducted within a research and development project using the ADDIE model, with this article specifically reporting the evaluation stage through field testing. The participants were 31 twelfth-grade students at MA YMPI Rappang. GeoDeriv integrates derivative materials, interactive simulations, graphical visualizations, practice tasks, and solution displays within a single GeoGebra-based learning environment to support students’ conceptual understanding and visual reasoning. Data were collected through student and teacher response questionnaires, a student learning outcomes test, and classroom activity observations. The results showed that GeoDeriv was highly practical, with practicality scores of 94.00% from students and 93.75% from the teacher. Its effectiveness was supported by the One-Sample Wilcoxon Signed-Rank Test (p < 0.05), indicating that students’ post-test scores differed significantly from the Minimum Mastery Criterion. Student activity reached 90.00%, which was categorized as very good. These findings indicate that GeoDeriv provides promising classroom-level support for derivative learning by facilitating students’ engagement with symbolic, graphical, and conceptual representations in an integrated digital learning environment.   Keywords: Derivatives; Interactive Mathematics Learning Media; GeoGebra
Exploring Pre-Service Teachers’ Critical Thinking and Mathematical Beliefs Through Contextual Problem Analysis Rahaju Rahaju; Tatik Retno Murniasih; Sri Hariyani; Hafis Hafis
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.18754

Abstract

The ability to create contextual problems is essential for pre-service teachers. However, many teachers simply adapt or adopt existing problems when creating contextual problems. This study aims to explore the critical thinking skills in analysing contextual problems and the mathematical beliefs that underlie the analysis process. This qualitative study involved 40 pre-service primary school teacher participants, with four participants selected for in-depth interviews. The research instruments included vignettes, interview guidelines, and observation sheets. The data were validated using triangulation methods. The study indicates that pre-service primary school teachers can be categorised into non-critical thinkers (35 participants), emergent critical thinkers (3 participants), and advanced critical thinkers (2 participants). Non-critical thinkers demonstrate an ability to understand problems that they have previously studied, as their understanding constrained to the formulae and procedures demonstrated by their teachers. Emergent critical thinkers showed the ability to question the problem formulation and evaluate its contextual relevance, although their reasoning remained influenced by teacher authority. Advanced critical thinkers are characterised by a high level of critical thinking aptitude, often attributed to their perception of mathematics as a discipline rooted in logical reasoning.
Development Of Urban Legend-Based Story Jumper Media To Enhance Elementary School Students’ Numeracy Skills Sumartono Sumartono; Timbul Yuwono; Rahaju Rahaju; Nensy Megawati Simanjuntak
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 5 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i5.2559

Abstract

The development of literacy and numeracy competencies is a primary concern in elementary education, particularly in fostering students’ ability to understand, interpret, and apply mathematical concepts in everyday contexts. However, numeracy learning in elementary schools is often presented through conventional approaches that lack contextual and culturally relevant learning resources. Integrating local cultural narratives, such as urban legends, into digital learning media offers an innovative strategy to enhance students’ engagement and numeracy skills. Therefore, this study aimed to develop a Story Jumper-based learning media utilizing urban legend content to improve elementary school students’ numeracy abilities. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants involved elementary school students, teachers, and expert validators. Data were collected through validation sheets, observation, questionnaires, and numeracy tests. Quantitative data were analyzed descriptively, while qualitative data were examined through content analysis. The findings revealed that the developed Story Jumper media met the criteria of validity, practicality, and effectiveness. Expert validation indicated that the media was highly feasible for classroom implementation. The practicality assessment demonstrated positive responses from both teachers and students regarding usability, attractiveness, and accessibility. Furthermore, the effectiveness test showed a significant improvement in students’ numeracy performance after using the media. The integration of urban legend narratives provided meaningful contexts that facilitated students’ understanding of numerical concepts and problem-solving processes. In conclusion, the Story Jumper-based urban legend media is a valid, practical, and effective learning resource for enhancing numeracy skills among elementary school students. The media also contributes to preserving local cultural heritage while supporting innovative digital learning practices in primary education.  
Koordinat Cartesius: Peningkatan Prestasi Belajar Melalui Pembelajaran Talking Stick dan Multimedia Interaktif Gigih Zulkani Yahya; Rahaju Rahaju; Tatik Retno Murniasih
MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2023): Vol 6 No 2 September 2023
Publisher : Prodi Pendidikan matematika Universitas Islam Majapahit (UNIM), Mojokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36815/majamath.v6i2.2846

Abstract

Matematika dianggap sebagai pelajaran yang membosankan, sehingga siswa enggan berpartisipasi dalam pembelajaran. Hal ini berakibat siswa kurang memahami materi, sehingga prestasi belajarnya rendah. Penelitian ini bertujuan mendeskripsikan tahapan model pembelajaran talking stick berbantuan multimedia interaktif yang dapat meningkatkan prestasi belajar siswa. Subjek penelitian ini adalah tiga belas siswa kelas VIII SMP Negeri 2 Karangploso Satu Atap. Pengumpulan data menggunakan teknik tes, observasi, dan dokumentasi. Multimedia interaktif menggunakan media power point yang memiliki navigasi untuk berinteraksi dengan pengguna dan terdiri dari gabungan animasi, tulisan, gambar, dan suara. Multimedia interaktif meningkatkan konsentrasi siswa dalam proses pembelajaran, sehingga meningkatkan pemahaman siswa terhadap materi yang dipelajari. Pembelajaran talking stick dilakukan secara berkelompok agar siswa mempunyai kesempatan berdiskusi. Talking stick digunakan untuk memilih siswa yang harus mengerjakan soal di depan kelas, yaitu dengan memberikan tongkat secara estafet diiringi dengan musik. Ketuntasan belajar pada tahap pratindakan sebesar 38,46%, pada siklus 1 menjadi 76,93%, dan pada siklus 2 menjadi 92,31%. Dengan demikian, peningkatan prestasi belajar dari tahap pratindakan ke siklus 1 sebesar 38,46% dan dari siklus 1 ke siklus 2 sebesar 13,39%.
Co-Authors Affandi, Ahmad Rizal Ainu Rahmi Albert Kristanto Alifiani, Alifiani Ayu Saputri Choirun Nadlifah Dani, Arik Varia Dian Krisnawati Dias Wahyulina Djoko Adi Susilo Ernawati Ernawati Esa P.B.G.G. Patridina Esa Putra Bayu Gusti Gineung Patridina Esa Putra Bayu Gusti Gineung Patridina Fadhila Kartika Sari Fauzan Fauzan Ferdiani, Rosita Dwi Firdaus, Riril Mardiana Freda Niluh Chandra Gigih Zulkani Yahya Hafis Hafis Hafis Hamdani, Helda Nur'ami Harfin Lanya, Harfin Heni Taslima I Ketut Suastika I. K. Suastika Ida Fitriyah Isbadar Nursit Iva Nurdiana Nur Farida Iva Nurdiana Nurfarida Jannah, Ukhti Raudhatul Ken Pudaq Paryshuri Lailatul Anggraini Lela Kartika Widyaningsih Mardiyah, Ainun Naumahatun Muchtadi Muchtadi, Muchtadi Muslimatun Hasanah Nensy Megawati Simanjuntak Niswatul Hamidah Nur Azizah Nur Farida Nur Farida Nur Farida Nur Jahan Ahmad Patridina, Esa P.B.G.G. R Rahutami Riski Nur Istiqomah Dinullah Samsul Arifin Samsul Arifin Semin Rudi Hartono Setyawati, Aulia Sevia Rahmawati Siti Faizah Siti Faizah Siti Halimatus Sakdiyah Sri Hariyani Sri Hariyani Sumaji Sumartono Sumartono Surya Sari Faradiba Suwanti, Vivi Syaharuddin Syaharuddin Tatik Retno Murniasih Tatik Retno Murniasih Timbul Yuwono Tri Candra Wulandari Tri Wahyuningtyas, Dyah Trija Fayeldi Tukiran Tukiran Udik Yuwono Utomoh, Karnadi Wardatus Sholeha Wasiatil Ilmiyah, Nur Yahya, Gigih Zulkani Yeni Puspitaningpuri Yudiono, Udik Yuwono, Timbul Yuwono, Timbul