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All Journal Indonesian Journal of Science and Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Authentic Research on Mathematics Eduacation (JARME) Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan MATHEdunesa JPLED
Oktafia, Mesi
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Arts Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Other

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Gallery of Learning with Geogebra: Does it Affect Students’ Learning Motivation? Putra, Aan; Hafis, M; Laswadi, Laswadi; Oktafia, Mesi
Indonesian Journal of Science and Mathematics Education Vol. 3 No. 2 (2020): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v3i2.6506

Abstract

This study aimed to determine the effect of Gallery of Learning with Geogebra as active learning strategies on students’ learning motivation. This research was a quantitative study with the one grup pretest-posttest design. The population of this study was all eight-grade students of SMP Negeri 27 Kerinci. The sample consisted of 27 students which selected by saturated sampling techniques. Student motivation data were obtained from motivation questionnaires that given before and after the application of the Gallery of Learning with Geogebra as active learning strategy. Data processing of student motivation was done by comparing students' motivation scores before and after treatmen by, using the t-test. The t-test results indicated that there was influence on the implementation of the active learning strategy of Gallery of Learning with Geogebra on students' learning motivation.
Development of an introduction to basic mathematics textbook based on contextual teaching and learning integrated with Islamic values Erita, Selvia; Oktafia, Mesi
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i2.24585

Abstract

There is no introduction to an introductory mathematics textbook that integrates Islamic values through contextual teaching and learning. Therefore, this study aims to fill this gap by developing a textbook that meets the required standards. To achieve this objective, research and development (R and D) were conducted using the ADDIE model, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The instruments used included expert validation, student response, and lecturer response questionnaires. Furthermore, the data were analyzed both qualitatively and quantitatively. The results showed that the textbook fulfilled the specified quality standards and improved students' ability to produce relevant teaching materials tailored to their needs. Specifically, the results from material, design, and Islamic experts showed percentages of 85.49%, 85.25%, and 88.02%, respectively, falling into the highly valid category. In the small group trial, the student practicality questionnaire produced 83.30%, while 86.85% was obtained for the lecturer practicality questionnaire. In conclusion, the Introduction to Basic Mathematics textbook, which was based on contextual teaching and learning, integrated with Islamic values, was both valid and practical. This finding has implications for developing teaching materials by integrating Islamic values in Islamic higher education.
Habits of Mind Strategies for Enhancing Students’ Math Problem Solving Skills Habibi, Mhmd; Lasia, Dwi; Oktafia, Mesi; Ilham, Muhammad
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 4, No 2 (2020): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v4i2.2590

Abstract

The objective of this research is to know the differences in mathematical problem solving skills between using mathematical habits of mind strategy with conventional learning. Methods that is used is quasi-experimental, with non-equivalent control group design.  The subject of this study was a 7th grade junior high school student with 56 number of people which were 12th-13th years old. with sampling techniques i.e. purposive sampling. Instruments that is used in this research is description test which was arranged based on mathematical problem solving skills material. Data analysis technique is with N-Gain T-test. The result show that the significant N-Gain score obtained is 0.008. The N-Gain score is smaller tha (α = 0.05), which means that there is a significant difference in the increase in mathematical problem solving abilities toward participant student who use mathematical habits of mind strategies with those using conventional learning. statistically proven habits of mind strategy that influences problem solving can be one of the practitioners' choices in teaching mathematics in basic education.
Integration of Geogebra and Desmos in analytical geometry learning: Its effect on students' mathematical reflective thinking Oktafia, Mesi; Erita, Selvia
CAHAYA PENDIDIKAN Vol 11, No 2 (2025): JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/chypend.v11i2.8738

Abstract

This study aims to examine the effect of integrating GeoGebra and Desmos in Analytic Geometry learning on students’ mathematical reflective thinking ability. Both software applications were implemented simultaneously within a single instructional scenario, complementing each other in facilitating visualization, exploration, and conceptual reflection in analytic geometry. The study employed a quantitative approach using an experimental method with a Randomized Control Group Only Design. The research participants consisted of 27 third-semester students from the Mathematics Education (Tadris Matematika) Program at IAIN Kerinci, divided into an experimental group (III A, 14 students) and a control group (IIIB, 13 students). The experimental group received instruction in Analytic Geometry through the integrated use of GeoGebra and Desmos, whereas the control group was taught using conventional methods. The research instrument was an essay-type test that required mathematical reflective thinking. The instrument was validated through content and empirical validity testing, demonstrating high reliability with a Cronbach’s Alpha coefficient of 0.958. Data were analyzed using an independent samples t-test after meeting the assumptions of normality and homogeneity. The results showed that there was an effect of mathematical reflective thinking skills on students in the experimental class (sig. < 0.05). These findings confirm that the integrated use of GeoGebra and Desmos functions effectively as reflective cognitive tools in supporting the development of students’ mathematical reflective thinking ability in Analytic Geometry learning.
Co-Authors Aan Putra Angraini, Firda Eline Yanty Putri Nasution Hafis, M Lasia, Dwi Laswadi Laswadi Mhmd. Habibi Monalisa, Tri Muhammad Ilham Ndani, Yelza Elin Noperta, Noperta Norhaslina, Norhaslina Novelza, Ice Dwi Nurusliah Putri, Rahmi Sari, Maila