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All Journal AlphaMath: Journal of Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika JURNAL PENDIDIKAN TAMBUSAI Prima: Jurnal Pendidikan Matematika JOURNAL OF SCIENCE AND SOCIAL RESEARCH Unnes Journal of Mathematics Education Research M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Studi Guru dan Pembelajaran Jambura Journal of Mathematics Education Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Journal Evaluation in Education (JEE) Unnes Journal of Mathematics Education Journal of Educational Sciences Cartesius Polinomial : Jurnal Pendidikan Matematika Kreano, Jurnal Matematika Kreatif Inovatif Unnes Journal of Mathematics Education
Dewi, Nuriana Rachmani
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Analysis of the Preliminary Study of Mathematical Communication Ability of Grade VII Students Anjarwati, Eka; Mariani, Scolastika; Dewi, Nuriana Rachmani
Unnes Journal of Mathematics Education Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i1.19722

Abstract

This study aims to determine students' mathematical communication ability in solving mathematical problems. This was descriptive research. The research subjects comprised 32 students in class VII-I SMP Negeri 39 Semarang. Data collection consists of a written test and an interview. Written tests were conducted to measure the achievement of indicators of mathematical communication ability, and interviews were conducted to obtain more in-depth data from students regarding mathematical communication ability. The results showed that in the first indicator, namely the ability to write to explain ideas or solutions in their own language, students achieved the very good category with a percentage of 93.75%. The second indicator, the ability to describe an idea or solution in the form of a diagram, table, or graph, is in the sufficient category with a percentage of 62.5%. The third indicator, the ability to express problems into mathematical models, obtained a low category with a rate of 43.75%. The fourth indicator, the ability to identify known information, what is asked, and the completion step, is in the category of sufficient, with a percentage of 56.25%. Meanwhile, the fifth indicator, namely the ability to draw conclusions, is in the poor category with a rate of 37.5%. These findings indicate that although the ability to write mathematical ideas is excellent, improvements are still needed in the indicators of mathematical model preparation and the conclusions drawn.
Keefektifan Model Pembelajaran PACE Berbantuan Google Classroom terhadap Kemampuan Penalaran Matematis Siswa pada Materi Phytagoras Rahmi, Miftah Fathur; Dewi, Nuriana Rachmani; Wijayanti, Kristina
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 2 (2024): Mei - Agustus 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.2.2024.4355

Abstract

Reasoning is a very important aspect of mathematical ability in learning mathematics. Mathematical reasoning ability is not optimal, one of which is learning that does not involve students enough. One of the learning models that encourages students to be active in the learning process is the PACE model. The aim of this research is to determine the effectiveness of PACE learning assisted by Google Classroom on students' mathematical reasoning abilities. This research uses a quantitative approach with a quasiexperimental research design and the form used is the nonequivalent pretest-posttest control group design. In this design there are two groups selected randomly (cluster random sampling).The data collection techniques used are test techniques and observation techniques. Based on research results, PACE learning assisted by Google Classroom is effective for mathematical reasoning abilities. This can be seen from the obtained which is greater than , so is rejected. This means that the results of the mathematical reasoning ability test of students using Pythagorean material who used PACE learning assisted by Google Classroom completed classical learning. Then we get so is rejected. This means that the proportion of students who complete learning with PACE learning assisted by Google Classroom is more than the proportion of students who complete learning with Problem Based Learning (PBL). Apart from that, we get then is rejected. This means that the average mathematical reasoning ability of students using PACE learning assisted by Google Classroom is more than the average mathematical reasoning ability using PBL. And obtained then is rejected. This means that the average mathematical reasoning ability after being subjected to PACE learning assisted by Google Classroom is better than the mathematical reasoning ability of students before being subjected to PACE learning assisted by Google Classroom.
STEM Trails: Enhancing STEM Education through Math Trails with Digital Technology Cahyono, Adi Nur; Dewi, Nuriana Rachmani; Asih, Tri Sri Noor; Arifudin, Riza; Aditya, Rozak Ilham; Maulana, Bagus Surya; Nugroho, Muhammad Andi
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jtknv202

Abstract

This study aims to explore the development of STEM Trails to improve STEM Education through the integration of Math Trails activity with Digital Technology. An exploratory study initiative engaged researchers, teachers, students, and programmers. Data was collected through discussions and observations and then evaluated to create STEM Education through Math Trails utilizing Digital Technology. The study demonstrated the successful development of STEM Trails, comprising the STEM Trails platform and the creation of STEM Education activities utilizing Math Trails on the platform. STEM Trailblazers create paths with goals focused on science, technology, engineering, and mathematics using elements found in the surroundings. The trail and tasks are posted on a website for STEM Trail walkers to access and investigate via an application. STEM Trails enable the comprehensive exploration of science, technology, engineering, and mathematics through physical or virtual means. The study suggests that STEM Trails can serve as a mathematics learning approach that mixes outdoor activities with digital technologies and incorporates other subjects. Math Trails is a traditional concept that has been innovatively combined with digital technologies and diverse activities. This method must be broadened and refined by adjusting to the specific circumstances, conditions, and requirements, and then executed in different settings. Penelitian ini bertujuan untuk mengeksplorasi pengembangan STEM Trails untuk meningkatkan STEM Education melalui integrasi aktivitas Math Trails dengan Digital Technology. Sebuah inisiatif penelitian eksploratif melibatkan peneliti, guru, siswa, dan programmer. Data dikumpulkan melalui diskusi dan pengamatan dan kemudian dievaluasi untuk menciptakan STEM Education melalui Math Trails menggunakan Teknologi Digital. Studi ini menunjukkan keberhasilan pengembangan STEM Trails, yang terdiri dari platform Stem Trails dan penciptaan kegiatan STEM Education menggunakan Math Trails di platform tersebut. STEM Trailblazers menciptakan jalur dengan tujuan yang berfokus pada ilmu pengetahuan, teknologi, teknik, dan matematika menggunakan elemen yang ditemukan di sekitarnya. Trail dan tugas diposting di situs web untuk STEM Trail walker untuk mengakses dan menyelidiki melalui aplikasi. STEM Trails memungkinkan eksplorasi komprehensif ilmu pengetahuan, teknologi, teknik, dan matematika melalui sarana fisik atau virtual. Studi ini menyarankan bahwa STEM Trails dapat berfungsi sebagai pendekatan pembelajaran matematika yang menggabungkan kegiatan outdoor dengan teknologi digital dan mengintegrasikan mata pelajaran lainnya. Math Trails adalah konsep tradisional yang telah digabungkan secara inovatif dengan teknologi digital dan berbagai kegiatan. Metode ini harus diperluas dan disempurnakan dengan menyesuaikan dengan keadaan, kondisi, dan persyaratan tertentu, dan dijalankan dalam pengaturan yang berbeda.
Kemampuan Berpikir Kreatif Matematis Ditinjau dari Self-Esteem pada Model PBL dengan Pendekatan STEAM Fitria, Khoirin Nida; Dwijanto, Dwijanto; Dewi, Nuriana Rachmani
Jambura Journal of Mathematics Education Vol 4, No 2: September 2023
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v4i2.20395

Abstract

The mathematical creative thinking ability of students at Duta Aswaja Kudus Junior High School is still low. Learning in the classroom will be more effective if teachers pay attention not only to cognitive aspects but also affective aspects, especially students' self-esteem. Thus, a learning model that can improve students' creative thinking skills and self-esteem is needed. One of the learning models that facilitates students' creative thinking skills and self-esteem is the PBL model with STEAM approach. The method used is a mix method type of sequential explanatory design.  The population in this study were 8th grade students of Duta Aswaja Kudus Junior High School. Population and sample collection for quantitative research using random sampling techniques and for qualitative research using purposive sampling techniques. Students of class VIII A as the experimental class and class VIII C as the control class are 35 students each. The findings in this article are that the PBL model with STEAM approach is effective in learning mathematics, and has a good contribution in improving mathematical creative thinking skills when compared to expository learning. The achievement of mathematical creative thinking ability of high self-esteem students fulfills all four indicators of fluency, flexibility, originality, and elaboration. Students with moderate self-esteem can use their own language, new ways, and unique or in other words fluency is achieved by students. As for flexibility, originality, and elaboration, they are different. Students with low self-esteem are able to understand what is presented in the problem but the four indicators of fluency, flexibility, originality, and elaboration have not been met.
Pengembangan Web-Game dan Worksheet Berbasis PBL-Etno Museum Kereta Api Ambarawa untuk Meningkatkan HOTS Sari, Ajeng Fatika; Hasanah, Mustika Nur; Hidayati, Nurul; Aprilia, Sabrina; Dewi, Nuriana Rachmani
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 6, No 6 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v6i6.728

Abstract

Higher Order Thinking Skills (HOTS) merupakan salah satu kemampuan esensial guna mendukung pencapaian Sustainable Development Goals (SDGs). Hasil PISA 2022 menunjukkan bahwa lebih dari 80% murid Indonesia masih berada pada kategori lower order thinking, sehingga kemampuan HOTS masih tergolong rendah. Berdasarkan identifikasi permasalahan tersebut, penelitian ini bertujuan mengembangkan web-game dan worksheet berbasis PBL-etno Museum Kereta Api Ambarawa untuk mendukung peningkatan HOTS. Penelitian ini menggunakan metode Research and Development (RD) dengan model 4D hingga tahap Develop, meliputi proses validasi dan uji keterbacaan. Validasi dilakukan oleh dua ahli dan satu praktisi terhadap media pembelajaran, modul ajar, dan instrumen tes HOTS. Hasil validasi menunjukkan bahwa media pembelajaran memperoleh rata-rata 94%, modul ajar 92,2%, dan instrumen HOTS 90,7%, seluruhnya termasuk kategori sangat layak dan sangat valid. Uji keterbacaan melibatkan 26 murid dan menghasilkan skor 80,4% dengan kategori baik. Hasil tersebut menunjukkan bahwa web-game dan worksheet berbasis PBL-etno yang dikembangkan layak digunakan sebagai media pembelajaran interaktif, kontekstual, dan menarik untuk mendukung peningkatan HOTS murid sekaligus menanamkan apresiasi terhadap nilai budaya lokal.
Studi Literatur: Kemampuan Berpikir Kritis Matematis Melalui Model Pembelajaran Preprospec Berbantuan Scratch Bernuansa STEM Sandika, Bagus; Dewi, Nuriana Rachmani
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3323

Abstract

The critical mathematical thinking skills of students in Indonesia are still very low. This is due to the learning process which only emphasizes conceptual understanding. This study aims to examine students’ mathematical critical thinking skills through the implementation of the Preprospec learning model assisted by Scratch with a STEM approach, based on findings from previous studies. The research employed a literature review method by analyzing relevant national and international journal articles related to the ICT-assisted Preprospec model, Scratch media, STEM approach, and mathematical critical thinking skills. The data used is secondary data from relevant previous research and was obtained through searches on Google Scholar. The analysis techniques used include content analysis and secondary analysis. The results indicate that the ICT-assisted Preprospec learning model consistently enhances students’ active participation and depth of thinking through Problem Solving and Evaluation stages. The use of Scratch has been shown to increase learning motivation and engagement, while the STEM approach effectively connects mathematical concepts to real-world contexts. The integration of these components contributes significantly to the improvement of students’ mathematical critical thinking skills, particularly in analyzing problems, evaluating solution strategies, and drawing logical conclusions.
PERKEMBANGAN KURIKULUM ESTONIA Firmansyah, Agung; Mulyono, Mulyono; Dewi, Nuriana Rachmani
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol 8, No 3 (2025): August 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i3.3462

Abstract

Penelitian ini menganalisis pengembangan kurikulum di Estonia antara tahun 1987 hingga 2004, terutama setelah kemerdekaan negara tersebut dari Uni Soviet. Tujuan dari penelitian ini adalah untuk memahami bagaimana reformasi pendidikan di Estonia berhasil mengubah kurikulum yang didominasi oleh pengaruh Soviet menjadi sistem yang lebih sesuai dengan kebutuhan nasional. Metode yang digunakan dalam penelitian ini adalah literature review, dengan mengumpulkan dan menganalisis berbagai referensi dan penelitian terkait reformasi kurikulum di Estonia. Hasil penelitian menunjukkan bahwa reformasi dimulai pada tahun 1987 dengan tujuan untuk menghilangkan pengaruh pendidikan Soviet, memperkenalkan mata pelajaran baru, serta sistem penilaian yang lebih relevan. Salah satu tantangan besar yang dihadapi adalah kurangnya tenaga ahli dalam pengembangan kurikulum, yang menyebabkan delegasi tugas kepada pihak luar yang lebih berkompeten. Kurikulum 1996 menjadi titik balik penting karena mengadopsi pendekatan berbasis kompetensi, namun masih ada perdebatan mengenai keberhasilannya. Meski demikian, kurikulum ini membentuk dasar bagi sistem pendidikan Estonia yang lebih demokratis dan relevan dengan perkembangan global.Kata kunci: Pengembangan Kurikulum, Estonia, Reformasi Pendidikan.
Keefektifan Model Pembelajaran Prepospec Berbantuan Google Site Terhadap Kemampuan Komunikasi Matematis Peserta Didik Wibowo, Aulia Puspita; Dewi, Nuriana Rachmani
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.37705

Abstract

Kemampuan komunikasi matematika merupakan kemampuan penting dalam pembelajaran matematika. Namun, berbagai penelitian menunjukkan bahwa kemampuan komunikasi matematika peserta didik masih rendah, terutama dalam komunikasi tertulis. Salah satu cara untuk mengatasi masalah ini adalah dengan menerapkan model pembelajaran inovatif yang didukung oleh teknologi. Penelitian ini bertujuan untuk menguji keefektifan model pembelajaran Prepospec yang dibantu oleh Google Site terhadap keterampilan komunikasi matematika siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain posttest-only control. Sampel terdiri dari 63 peserta didik kelas VIII dari kelas VIII F dan VIII G di SMP Negeri 41 Semarang. Instrumen yang digunakan adalah tes kemampuan komunikasi matematika. Analisis data meliputi uji ketuntasan individu dan klasikal, uji beda dua sampel, serta uji beda dua proporsi. Hasil penelitian menunjukkan bahwa model Prepospec berbantuan Google Site efektif dalam meningkatkan kemampuan komunikasi matematika peserta didik.
Enhancing mathematical creative thinking through the ADIRE learning model based on learning styles Medyasari, Larasati Tiara; Zaenuri, Zaenuri; Dewi, Nuriana Rachmani; Wijayanti, Kristina
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29619

Abstract

Purpose: This study responds to the persistent issue of low mathematical creative thinking among students by exploring its underlying causes and examining the effectiveness of the ADIRE (Auditory, Intellectual, Repetition with Ethnomathematics) learning model when viewed from different learning styles. Method: A mixed-methods approach with a sequential exploratory design was applied. The participants were seventh-grade students. In the qualitative phase, subjects representing visual, auditory, and kinesthetic learning styles were selected purposively. The quantitative phase employed cluster random sampling to assign students into experimental and control groups. Data were gathered through tests, questionnaires, interviews, observations, and documentation, and analyzed using descriptive statistics, t-tests, and N-gain analysis. Findings: The findings reveal that students’ creative thinking ability remains uneven across learning styles. Visual learners tend to demonstrate more complete achievement of creative thinking indicators, while auditory learners generally require guidance, and kinesthetic learners show limited attainment, mainly at the basic level. The implementation of the ADIRE learning model leads to a noticeable improvement in students’ performance, reflected in higher average scores, fulfillment of minimum mastery criteria, and a moderate level of gain. Significance: These results suggest that learning models which consider students’ learning styles and incorporate ethnomathematical contexts can provide more meaningful learning experiences and contribute to the development of mathematical creative thinking in a more holistic way.
Co-Authors Adi Nur Cahyono Aditya, Rozak Ilham Agung Firmansyah Ainurrachmani, Fitrania Anditiasari, Nungki Aprilia, Sabrina Arief Agoestanto Asih, Tri Sri Noor Astuti, Clara Rosita Hani Yuli Diyastanti, Arum Dwijanto Dwijanto, Dwijanto Efrilianda, Devi Ajeng EKA ANJARWATI Erlita, Dea Fitria, Khoirin Nida Hardi Suyitno Hasanah, Mustika Nur Hasaroh, Elsa Fadila Ibnu Imam Al Ayyubi Iwan Junaedi Kristina Wijayanti Lusiatri, Endah M. Yogi Riyantama Isjoni Martyaningrum, Ika Deavy Masrukan Masrukan Maulana, Bagus Surya Medyasari, Larasati Tiara Mulyono Mulyono Ngaba, Anggriati Ledu Noor, Hanif Juhar Noverianto, Bebyd Nugroho, Muhammad Andi Nurul Hidayati Oktafiana, Krisna Raharani, Fatkhiya An-Nisa Rahmi, Miftah Fathur Riza Arifudin Sandika, Bagus Sari, Ajeng Fatika Satrio Ardiansyah, Adi Scolastika Mariani Setiani, Nurokhmi Wahyu St. Budi Waluya Sunarmi Sunarmi Suryonegoro, Bayu Murti Tiara Medyasari, Larasati Ula, Nurul Afifatul umi arifah, umi Utari, Sindyeva Widya Hari Wibowo, Aulia Puspita Wuryanto Wuryanto Wuryastuti, Monica Luishanda Zaenuri Mastur