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Pengembangan Perangkat Pembelajaran Menggunakan Model Problem Posing Berorientasi Kemampuan Pemecahan Masalah Matematis Putri, Resyania Aprilla; Istikomah, Endang; Sthephani, Aulia; Zetriuslita, Zetriuslita
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 1 (2021): Jurnal Derivat (Juli 2021)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

This study aims to describe the level of validity of mathematics learning tools using the Problem Posing model oriented to mathematical problem solving abilities on statistics which has been tested valid. The development model in this study uses the Plomp model which has three stage, namely the Preliminary Research Phase, the Prototype Phase, the Assessment Phase. The data collection techniques used wereÂ the validation of learning tools. The data collection instrument used was a validation sheet. The data analysis technique used is descriptive statiscal analysis technique. The result of the research validation analysis by three validators obtained an average validation every RPP of each validator was 100% for aspect of indicator one as measured by guttman scale of which are very valid criteriaÂ and 80,36% for aspect of indicator two to seven as measured by likert scale of which are valid criteria, and for the average validation every LKPD of each validator was 93,33% for aspect of indicator one as measured by guttman scale of which are very valid criteria and 75% aspect of indicator two to three as measured by likert scale of which are valid criteria. Based on the results of this study it can be concluded that the development of learning tools using the Problem PosingÂ model oriented to the mathematical problem solving abilities has been tested for its validity.Keywords: LKPD, RPP, Problem Posing

Media Pembelajaran Kontekstual Berbasis Prezi pada Materi Fungsi Eksponen Sarjana, Tia Rahayu; Nofriyandi; Herlina, Sari; Sthephani, Aulia
Plusminus: Jurnal Pendidikan Matematika Vol. 3 No. 2 (2023): Juli
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v3i2.1337

Media pembelajaran merupakan perantara dalam penyampaian materi pembelajaran kepada peserta didik dengan menggunakan alat-alat tertentu, sehingga peserta didik dapat memahami materi dengan cepat dari tenaga pendidik. Penelitian ini bertujuan mengembangkan media pembelajaran kontekstual berbasis prezi pada materi fungsi eksponen kelas X SMA. Dalam pengembangan media pembelajaran ini menggunakan model ADDIE yang terdiri dari 5 tahap, yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Instrumen yang digunakan untuk pengumpulan data yaitu lembar validasi dan lembar kepraktisan. Hasil penelitian menunjukkan bahwa media yang dikembangkan memiliki validasi nilai persentase 86,28% dikategorikan sangat valid dan nilai praktikalitas memiliki persentase 92,18% dikategorikan sangat praktis. Berdasarkan hasil penelitian pengembangan media pembelajaran kontekstual berbasis Prezi kelas X SMA pada materi fungsi eksponen dapat disimpulkan bahwa media pembelajaran layak digunakan atau sudah teruji kevalidan dan kepraktisannya. Learning media is an intermediary in delivering learning material to students using certain tools, so that students can understand material quickly from educators. This study aims to develop prezi-based contextual learning media on exponential function material for class X SMA. In developing this learning media using the ADDIE model which consists of 5 stages, namely analysis, design, development, implementation, and evaluation. The instruments used for data collection were validation sheets and practicality sheets. The results showed that the developed media had a validation value of 86.28% which was categorized as very valid and the practicality value had a percentage of 92.18% which was categorized as very practical. Based on the results of research on the development of Prezi-based contextual learning media for class X SMA on exponential function material, it can be concluded that learning media is feasible to use or has been tested for its validity and practicality.

Differences in Students' Computational Thinking Mathematical Ability Using Augmented Reality Based on Gender Angraini, Lilis Marina; Sthephani, Aulia
International Journal of Contemporary Studies in Education Vol. 3 No. 3 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v3i3.1098

This study aims explicitly to look at differences in computational thinking and mathematical ability of students who received learning with augmented reality media based on gender. Background Problems: This research is motivated by students’ low mathematical Computational Thinking (CT) ability and the rapid development of information technology in the digital era. Augmented Reality is a technology that combines three-dimensional virtual objects into a natural environment and then projects these virtual objects in real-time. The research subjects were 30 class VII students of SMPN 34 Pekanbaru in the 2022/2023 school year, randomly selected. This research was conducted on flat geometric materials, especially triangles and quadrilaterals. The data collection methods used a test of mathematical computational thinking ability. Parametric statistical tests processed test results data. The results showed differences in computational thinking and mathematical ability of students who received learning using augmented reality media based on gender. Male students’ computational thinking and mathematical ability are better than female students.

Students’ obstacles in solving algebra form problems viewed from mathematical problem-solving ability Wahyuni, Reni; Suwanto, Fevi Rahmawati; Sthephani, Aulia; Ahyan, Shahibul
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p587-606

Mathematical problem-solving ability is the most effective cognitive instrument in learning mathematics, and enhancing students' mathematical problem-solving ability is the primary objective of education. However, to reach the most effective level of mathematical problem-solving ability, we need to comprehend the reasons behind students' challenges while learning. This research investigates the learning obstacles of the students based on their mathematical problem-solving ability, particularly in algebraic form material. The method used in this research employed qualitative study with a series of Didactical Design Research (DDR) projects to learn the obstacles to the student's mathematical problem-solving ability. Seventy-six eighth-grade students from a public junior high school in Kampar region were given a test to assess their ability to solve mathematical problems. Various research instruments are used, including tests of mathematical problem-solving ability, interview guidelines, and interviews by audio recordings. The data were analyzed using a qualitative approach to determine students' learning obstacles. The findings highlight ontogenic, epistemological, and didactical obstacles students face while understanding the problem, particularly the concept of algebraic form, interpreting the word to the mathematical concept of algebraic form, and designing the algebraic forms.

Students’ obstacles in solving algebra form problems viewed from mathematical problem-solving ability Wahyuni, Reni; Suwanto, Fevi Rahmawati; Sthephani, Aulia; Ahyan, Shahibul
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p587-606

Mathematical problem-solving ability is the most effective cognitive instrument in learning mathematics, and enhancing students' mathematical problem-solving ability is the primary objective of education. However, to reach the most effective level of mathematical problem-solving ability, we need to comprehend the reasons behind students' challenges while learning. This research investigates the learning obstacles of the students based on their mathematical problem-solving ability, particularly in algebraic form material. The method used in this research employed qualitative study with a series of Didactical Design Research (DDR) projects to learn the obstacles to the student's mathematical problem-solving ability. Seventy-six eighth-grade students from a public junior high school in Kampar region were given a test to assess their ability to solve mathematical problems. Various research instruments are used, including tests of mathematical problem-solving ability, interview guidelines, and interviews by audio recordings. The data were analyzed using a qualitative approach to determine students' learning obstacles. The findings highlight ontogenic, epistemological, and didactical obstacles students face while understanding the problem, particularly the concept of algebraic form, interpreting the word to the mathematical concept of algebraic form, and designing the algebraic forms.

Workshop Pemanfaatan Artificial Intelligence untuk Merancang Pembelajaran Mendalam sebagai Upaya Peningkatan Kompetensi Guru di YAPIP Cianjur Jainuddin, Jainuddin; Usman, Zea Zisman; Fineldi, Rira Jun; Nurfauziah, Puji; Anita, Ika Wahyu; Yolanda, Fitriana; Sthephani, Aulia; Siagian, Teddy Alfra; Jupri, Al; Sudihartinih, Eyus
Catimore: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 2 (2025): Catimore: Jurnal Pengabdian kepada Masyarakat
Publisher : LSM Catimore dan Sahabat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/cpkm.v4i2.328

The rapid development of educational technology requires teachers to possess adaptive skills in designing learning processes that meet the demands of the 21st century. Teachers at Yayasan Pendidikan Islam Pacet (YAPIP) in Cianjur face challenges in understanding and implementing deep learning approaches, which consist of mindful learning, meaningful learning, and joyful learning, as well as in utilizing Artificial Intelligence (AI) as an educational innovation. This community service program aimed to enhance teachers’ competencies through a workshop focused on integrating AI into the design of deep learning-based instruction. The method included four stages: planning, implementation, evaluation, and reflection, involving 28 teachers from elementary and junior high school levels. The results indicated improvements in teachers’ knowledge, skills, and attitudes toward AI integration, demonstrated by innovative lesson designs, group presentations, and reflective discussions. Evaluation revealed that more than 80% of participants reported increased confidence in applying AI to their teaching practice. Challenges included limited digital infrastructure and variations in teachers’ technological literacy. Nevertheless, the workshop proved to be an effective alternative solution for supporting curriculum implementation and strengthening teacher professionalism. The outputs included lesson plans, scientific publications, media articles, and recommendations for program sustainability. Thus, this activity is expected to serve as a replicable model for other schools to improve the quality of technology-based education in regions with low Human Development Index (HDI).

Motivasi Belajar Siswa Terhadap Penggunaan Macromedia Flash 8 Dimasa Pandemi Covid-19 Mayana, Inda; Sthephani, Aulia; Effendi, Leo Adhar; Yolanda, Fitriana
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 1 No. 2 (2021): July - December 2021
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v1i2.109

Di situasi saat ini yaitu Covid-19 meyebabkan seluruh pembelajaran dilakukan secara online. Dalam proses pembelajaran daring banyak kendala yang dialami terutama terhadap siswa, yang menyebabkan kurangnya minat untuk mengikuti pembelajaran matematika secara optimal. Sehubung dengan hal tersebut, guru harus memiliki berbagai cara untuk membangkitkan motivasi siswa ketika mengikuti pembelajaran yang berlangsung. Salah satunya adalah menggunakan media pembelajaran berbasis teknologi yaitu Macromedia Flash 8. Tujuan dari penelitian ini untuk mendeskripsikan motivasi belajar siswa terhadap penggunaan macromedia flash 8 di masa pandemi Covid-19. Jenis penelitiannya yaitu deskriptif dengan pendekatan kuantitatif, sampel penelitian ini adalah 20 siswa kelas X SMKN Pertanian Terpadu Provinsi Riau yang dipilih melalui teknik simple random sampling. Data didapat melalui google form yang berisikan pernyataan meliputi 4 aspek penilaian macromedia flash 8 yakni perhatian, relevansi, percaya diri, dan kepuasan. Pada hasil penelitian ini menunjukan adanya dampak positif terhadap motivasi belajar siswa dengan menggunakan macromedia flash 8 sebagai media pembelajaran dimasa pandemi dengan persentase rata-rata 71,5%. Dari penelitian ini diperoleh bahwasanya macromedia flash 8 bisa menjadi media pembelajaran matematika di masa pandemi, karena memiliki berbagai keunggulan yang dapat meningkatkan motivasi belajar siswa.

Pengembangan Perangkat Pembelajaran Matematika dengan Metode Penemuan Terbimbing pada Materi Bangun Ruang Sisi Lengkung Hasanah, Endang Nurul; Abdurrahman; Rezeki, Sri; Sthephani, Aulia
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 1 No. 2 (2021): July - December 2021
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v1i2.110

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika dengan metode penemuan terbimbing pada materi bangun ruang sisi lengkung yakni berupa Rencana Pelaksanaan pembelajaran (RPP) dan lembar Kerja Peserta Didik (LKPD) yang teruji kevalidannya. Penelitian pengembangan perangkat pembelajaran matematika ini menggunakan model Research and Development (R&D). Tetapi dikarenakan adanya pandemi COVID-19 hanya 6 tahapan saja yang dilakukan yaitu 1) potensi & masalah, 2) pengumpulan data, 3) desain produk, 4) validasi desain, 5) revisi desain dan 6) produk akhir. Instrumen pengumpulan data yang digunakan adalah lembar validasi RPP dan lembar validasi LKPD. Teknik pengumpulan data yang digunakan adalah non tes dengan menggunakan angket lembar validasi dari 2 orang dosen pendidikan matematika FKIP UIR dan 1 orang guru matematika SMP Negeri 4 Kunto Darussalam. Teknik analisis data yang digunakan adalah analisis deskriptif kuantitatif yaitu dari analisis data validasi. Dari hasil penelitian diperoleh hasil validasi RPP sebesar 88,53% dengan kategori sangat valid dan LKPD sebesar 88,71% dengan kategori sangat valid. Berdasarkan hasil penelitian ini diperoleh perangkat pembelajaran matematika dengan metode Penemun Terbimbing pada materi Bangun Ruang Sisi Lengkung kelas IX SMP yang teruji kevalidannya.

Analisis Kesalahan Mahasiswa Pendidikan Matematika UIR pada Penyelesaian Analisis Kompleks Yolanda, Fitriana; Sthephani, Aulia
SJME (Supremum Journal of Mathematics Education) Vol 5 No 1 (2021): Januari 2021
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v5i1.4393

mahasiswa pendidikan matematika UIR pada penyelesaian soal analisis kompleks. Jenis penelitian adalah penelitian kualitatif dengan metode deskriptif. Adapun subjek dalam penelitian ini adalah mahasiswa semester enam pendidikan matematika FKIP UIR sebanyak 60 mahasiswa tahun ajaran 2019/2020. Teknik pengumpulan datanya menggunakan lembar soal tes dan wawancara terbuka. Analisis data yang digunakan yaitu analisis deskriptif kualitatif dengan melakukan analisis hasil tes soal analisis kompleks dan analisis hasil wawancara. Hasil penelitian menunjukan bahwa mahasiswa yang melakukan kesalahan fakta hampir seluruh menjawab dengan tidak mengetahui materi secara luas, sehingga mereka lebih memilih mengosongkan jawaban daripada memberikan jawaban yang nantinya salah. Kesalahan konsep terjadi karena mahasiswa kurang memahami bentuk soal, lambat memahami soal, bingung menentukan polar dan rumus integral. Kesalahan prinsip juga dapat dilihat karena salah dalam menerjemahkan soal seperti memperhatikan sudut quadran dan menyederhanakan bilangan. Kemudian kesalahan operasi hanya sedikit terjadi pada mahasiswa karena kesalahan ini terjadi jika mahasiswa terlalu terburu-buru dalam menentukan jawaban sehingga tidak memperhatikan seluruh operasi bilangan yang ada. Dari keseluruhan jawaban mahasiswa sekitar 48% berhasil menjawab soal dengan baik dan benar, tanpa kesalahan sedikitpun.

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