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All Journal Jurnal Sosiologi Reflektif Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar EDUHUMANIORA: Jurnal Pendidikan Dasar JOHME: Journal of Holistic Mathematics Education Juring (Journal for Research in Mathematics Learning) Beta: Jurnal Tadris Matematika Math Educa Journal JURNAL EDUCAZIONE : Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling El-Barka: Journal of Islamic Economics and Business International Journal on Teaching and Learning Mathematics LINEAR: Journal of Mathematics Education DIKMAT: Jurnal Pendidikan Matematika AL-THIFL : Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Riemann : Research of Mathematics and Mathematics Education Indonesian Mathematics Education Journal Muaddib: Jurnal Pendidikan Agama Islam
ANNISA DWI KURNIAWATI
Institut Agama Islam Negeri Ponorogo
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Transaksi E-Commerce dalam Perspektif Islam Kurniawati, Annisa Dwi
El-Barka Journal of Islamic Economics and Business Vol. 2 No. 1 (2019)
Publisher : El-Barka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/elbarka.v2i1.1662

Abstract

Abstract: The development of technology flows is increasing. The internet, which was initially used by several groups as a medium for the transformation of scientific and academic data, has now been used in almost all aspects of people's lives, including e-commerce transactions. E-commerce transactions are transactions carried out without meetings between parties. By using e-commerce, many reservations are obtained from the seller or buyer. The convenience offered doesn't mean it doesn’t rise the problems. For Muslims, understanding the status of e-commerce transactions is important. E-commerce accepts payments with bai’s-salam, which is about non-related transactions and the suspension of goods for payments that have been hastened. It's just that if on Bai 's-Salam a face-to-face meeting is held for the implementation of sighat, it is different with e-commerce that communicate only through chat. E-commerce is permitted in Islam with a note that there is no riba ',gharar, maisir, etc. Therefore, if it is approved by the payment system on e-commerce, it is asked not to use a credit card to avoid riba’.الملخص: يشهد تطوير تدفقات التكنولوجيا زيادة هائلة. يستخدم الإنترنت في جميع جوانب حياة الناس تقريبًا ØŒ بما في ذلك معاملات التجارة الإلكترونية، معاملات التجارة الإلكترونية هي معاملات تتم بدون اجتماع بين الطرفين .باستخدام التجارة الإلكترونية، الكثير من السهولة حصلت من البائع أو المشتري. يتم تقديم التسهيلات المقدمة. التسهيلات المقدمة لايمكن تسبب مشاك. معلومات المسلمين عن حالة المعاملة التجارة الإلكترونية شيء مهمة. التجارة الإلكترونية مثل بيع السلام هي عن العناصر فى المعاملات وتأخير القبض دفعت مقدما. إذا كان بيع السلام يتم عقد اجتماع وجها لوجه في تنفيذ سيغات تختلف عن التجارة الإلكترونية استخدام التواصل مع الدردشة. التجارة الإلكترونية مباحات في الإسلام مع ملاحظة عدم وجود عناصر الربا والغرار والميسر وغيرها لذلك ØŒ إذا كانت مرتبطة بنظام دفع في التجارة الإلكترونية المستحسن عدم استخدام بطاقة الائتمان لتجنب الربا.. Abstrak: Perkembangan arus teknologi mengalami peningkatan yang masif. Internet yang pada awalnya digunakan oleh beberapa kalangan sebagai media transformasi data ilmiah dan akademik, kini telah digunakan di hampir seluruh aspek kehidupan masyarakat, termasuk transaksi jual beli (e-commerce). Transaksi e-commerce merupakan transaksi yang dilakukan tanpa adanya pertemuan antar para pihak. Dengan menggunakan e-commerce, banyak kemudahan yang diperoleh baik dari pihak penjual maupun pembeli. Kemudahan yang ditawarkan bukan berarti tidak menimbulkan masalah. Bagi kaum muslim, mengetahui status dari transaksi e-commerce merupakan hal yang penting. E-commerce  memiliki kesamaan dengan bai’ as-salam yaitu mengenai unsur-unsur terjadinya transaksi serta adanya penangguhan barang untuk pembayaran yang telah disegerakan. Hanya saja, jika pada bai’ as-salam dilakukan pertemuan face to face untuk pelaksanaan sighat, berbeda halnya dengan e-commerce yang melakukan komunikasi via chatting. E-commerce diperbolehkan dalam Islam dengan catatan tidak adanya unsur riba’, gharar, maisir, dsb. Oleh karena itu, jika dihubungkan dengan sistem pembayaran pada e-commerce, maka dianjurkan tidak menggunakan kartu kredit guna menghindari terjadinya riba’.
Metacognitive Profile of Students Who Play Chess in Solving Mathematics Problems Bahri, Syaiful; Noviani, Julia; Kurniawati, Annisa Dwi
Juring (Journal for Research in Mathematics Learning) Vol 6, No 3 (2023)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v6i3.24721

Abstract

Mathematics is the study of patterns, so in chess pattern recognition is very important in problem solving. Chess is a problem-solving instrument and the best way to analyze problem-solving because chess has clear rules in decision making, thus a skilled chess player becomes a good problem solver. Metacognitive activity and problem-solving processes are intimately intertwined. The purpose of this research is to describe the metacognition profiles of students who play chess and students who do not play chess in solving mathematical problems. This research is a qualitative-research. The research subjects in this study were students who could play chess and students who could not play chess. The criteria are students who have participated in chess matches as low as possible at the sub-district level and regularly play chess, while students who cannot play chess are students who do not understand the basics of playing chess. This research carried out in class VIII at a junior high school in Surabaya. The instruments in this study were math ability tests, problem-solving tests and interview guidelines. The data collection procedure was carried out by giving students a math problem-solving test and interviews. The data analysis technique in this study was carried out in the following steps; transcribing the subject's answers, examining the subject's answer data from interviews, data reduction, data categories, analyzing students' metacognition profiles, and drawing conclusions. The results of the study stated that the metacognitive abilities in solving problems of chess students were better than those of non-chess students. The ES subject achieved 80% of metacognitive activity indicators, while the MI subject only achieved 54.25% of metacognitive activity indicators.
GENDER DAN IDENTITAS MATEMATIS: STUDI KOMPARATIF PADA MAHASISWA PENDIDIKAN MATEMATIKA [GENDER AND MATHEMATICAL IDENTITY: A COMPARATIVE STUDY AMONG MATHEMATICS EDUCATION STUDENTS] Kurniawati, Annisa Dwi; Saputra, Muhammad Rizqi; Dhanurendra, Arkana Rezky
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10269

Abstract

Research on mathematical identity has increasingly gained attention within the field of mathematics education. However, studies examining the mathematical identity of prospective mathematics teachers, particularly in relation to gender differences, remain limited. This study aims to investigate whether mathematical identity differs between male and female prospective mathematics teachers, focusing on aspects of interest, recognition, competence, performance, and beliefs about mathematics. A quantitative approach was employed using a questionnaire to collect data, which were analyzed using the Mann–Whitney statistical test. The findings indicate significant gender-based differences in the mathematical identity of prospective mathematics teachers across all measured components. These results provide a foundation for mathematics educators to consider instructional models that can positively shape and support the development of mathematical identity among future mathematics teachers. BAHASA INDONESIA ABSTRACT: Penelitian tentang identitas matematis mulai menjadi perhatian peneliti di bidang pendidikan matematika. Sayangnya, masih belum banyak peneliti yang membahas tentang identitas matematis calon guru matematika dengan perbedaan gender. Penelitian ini bertujuan untuk mengetahui apakah identitas matematis mahasiswa calon guru matematika berbeda untuk gender yang berbeda. Hal ini berkaitan dengan minat, rekognisi, kompetensi, kinerja, dan keyakinan terhadap matematika. Penelitian kuantitatif dengan menggunakan angket digunakan untuk memperoleh data yang kemudian dianalisis menggunakan uji statistika Mann-Whitney. Hasil penelitian menunjukkan bahwa terdapat perbedaan identitas matematika mahasiswa calon guru matematika pada gender yang berbeda, meliputi setiap komponen identitas matematis. Hasil penelitian ini menjadi dasar bagi guru atau pendidik matematika untuk mempertimbangkan model pembelajaran yang memberikan pengaruh positif pada pembentukan identitas matematis mahasiswa calon guru matematika.
Pengaruh Math Anxiety Terhadap Kemampuan Berhitung Dalam Menyelesaikan Permasalahan Sintesis Matematis Siswa Kelas IV Yurike Ika Apriani; Annisa Dwi Kurniawati
AL-THIFL : Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 4 No. 2 (2024): Pola Pembelajaran di Sekolah Untuk menumbuhkan Karakter Positif
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/thifl.v4i2.3977

Abstract

Math anxiety yang dialami siswa membawa respon yang buruk terhadap keterampilan matematis dasar siswa yaitu kemampuan berhitung. Penelitian ini bertujuan untuk (1) Menjelaskan ada atau tidaknya pengaruh math anxiety terhadap kemampuan berhitung dalam menyelesaikan permasalahan sintesis matematis siswa kelas IV MI Kanzul Huda Ponorogo. (2) Menjabarkan besarnya tingkatan pengaruh math anxiety terhadap kemampuan berhitung dalam menyelesaikan permasalahan sintesis matematis siswa kelas IV MI Kanzul Huda Ponorogo. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis kuantitatif asosiatif. Analisis data yang digunakan yaitu analisis regresi linear sederhana dengan teknik pengumpulan data berupa tes dan angket. Sampel dalam penelitian ini adalah siswa kelas IV MI Kanzul Huda sejumlah 49 siswa. berdasarkan analisis data diperoleh hasil yaitu (1) Terdapat pengaruh yang signifikan antara math anxiety terhadap kemampuan berhitung dalam menyelesaikan permasalahan sintesis matematis siswa kelas IV MI Kanzul Huda Ponorogo. (2) Besarnya tingkat pengaruh math anxiety terhadap kemampuan berhitung dalam menyelesaikan permasalahan sintesis matematis siswa diperoleh nilai hubungan/korelasi (R) sebesar 0,351 dengan tingkat korelasi rendah sedangkan dari hasil koefisien determinasi (R2) diperoleh bahwa math anxiety mempengaruhi kemampuan berhitung siswa dalam menyelesaikan permasalahan sintesis matematis siswa sebesar 12,3%. Maka dapat disimpulkan bahwasanya math anxiety secara signifikan berpengaruh negatif terhadap kemampuan berhitungan siswa.
Pengembangan Instrumen Tes Kemampuan Matematika untuk Mahasiswa Calon Guru Matematika Annisa Dwi Kurniawati; Arkana Rezky Dhanurendra; Fiki Rahmita
Indonesian Mathematics Education Journal Vol. 1 No. 1 (2024)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/imej.v1i01.4

Abstract

Research in mathematics education related to mathematical abilities, especially in prospective mathematics teacher students, is increasing. However, instruments related to mathematics ability tests for prospective mathematics teachers are still limited and rarely found. The three stages of the instrument development model, namely design, define, and develop, were carried out by researchers to produce mathematics ability test instruments aimed at prospective mathematics teacher students. Based on the development process and expert validation, the results showed that the mathematics ability test instruments developed by researchers met the valid criteria. So, the mathematics ability test instruments developed by researchers can be used and utilized for researchers in mathematics education who are interested in examining the mathematical abilities of prospective mathematics teacher students.
Pengembangan LKPD SDGS Poin 3: Integrasi Literasi Gizi Ultra Process Product Dalam Pembelajaran Mega Melinda Ayu Pratiwi; Yana Nur Hidayah; Muhammad Rizqi Saputra; Annisa Dwi Kurniawati
Indonesian Mathematics Education Journal Vol. 2 No. 1 (2025)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/imej.v2i1.46

Abstract

Pengembangan kurikulum berbasis Tujuan Pembangunan Berkelanjutan (SDGs) menjadi prioritas dalam reformasi pendidikan global, khususnya SDGs 3 yang berfokus pada kesehatan dan kesejahteraan. Di Indonesia, prevalensi gizi buruk dan obesitas pada anak dan remaja meningkat secara signifikan dengan konsumsi makanan ultra-proses menjadi salah satu faktor risiko utama. Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi Lembar Kerja Peserta Didik (LKPD) berbasis literasi gizi terkait makanan ultra-proses dalam pembelajaran matematika, serta menganalisis dampaknya terhadap literasi gizi dan kemampuan numerasi siswa. Metode penelitian ini menggunakan pendekatan Research and Development (RnD) dengan model 4D, meliputi tahap Define, Design, Develop, dan Disseminate, meskipun penelitian ini hanya mencapai tahap Develop karena keterbatasan sumber daya. Hasil validasi menunjukkan bahwa LKPD yang dikembangkan memiliki tingkat validitas sangat tinggi dengan skor Gregory mencapai 1 pada enam aspek evaluasi. Hal ini menunjukkan bahwa LKPD layak digunakan dalam pembelajaran matematika tingkat SMP/MTs. Potensi penerapan LKPD ini diharapkan dapat mendukung peningkatan literasi gizi dan numerasi siswa, serta memberikan pemahaman yang lebih mendalam tentang pentingnya pola makan sehat. Implikasi dari penelitian ini mencakup perlunya implementasi lebih luas dan evaluasi efektivitas dalam berbagai konteks pembelajaran untuk memastikan dampak jangka panjang terhadap kesehatan siswa dan keberhasilan tujuan pendidikan berkelanjutan.
Metacognitive Profile of Students Who Play Chess in Solving Mathematics Problems Syaiful Bahri; Julia Noviani; Annisa Dwi Kurniawati
Juring (Journal for Research in Mathematics Learning) Vol. 6 No. 3 (2023)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

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

Abstract

Mathematics is the study of patterns, so in chess pattern recognition is very important in problem solving. Chess is a problem-solving instrument and the best way to analyze problem-solving because chess has clear rules in decision making, thus a skilled chess player becomes a good problem solver. Metacognitive activity and problem-solving processes are intimately intertwined. The purpose of this research is to describe the metacognition profiles of students who play chess and students who do not play chess in solving mathematical problems. This research is a qualitative-research. The research subjects in this study were students who could play chess and students who could not play chess. The criteria are students who have participated in chess matches as low as possible at the sub-district level and regularly play chess, while students who cannot play chess are students who do not understand the basics of playing chess. This research carried out in class VIII at a junior high school in Surabaya. The instruments in this study were math ability tests, problem-solving tests and interview guidelines. The data collection procedure was carried out by giving students a math problem-solving test and interviews. The data analysis technique in this study was carried out in the following steps; transcribing the subject's answers, examining the subject's answer data from interviews, data reduction, data categories, analyzing students' metacognition profiles, and drawing conclusions. The results of the study stated that the metacognitive abilities in solving problems of chess students were better than those of non-chess students. The ES subject achieved 80% of metacognitive activity indicators, while the MI subject only achieved 54.25% of metacognitive activity indicators.
Is mathematics still scary? Primary school pupils' perceptions of mathematics Mubarik; Ibnu Hadjar; Welli Meinarni; Annisa Dwi Kurniawati
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.155

Abstract

For a long time, research has shown that mathematics is an unpleasant subject. This study examines whether mathematics remains scary today. Previous research has limitations, particularly in terms of why primary school students have negative perception of mathematics. This study uses a descriptive qualitative design supported by quantitative data to obtain more in-depth results. The subjects of this study were 153 fifth-grade students from nine primary schools in the city of Palu, selected at random. Data were collected via a questionnaire, and responses were categorized as positive or negative. Based on this, 109 students (71%) gave negative responses, namely "mathematics has a lot of formulas", "mathematics is difficult", "mathematics is scary", and "mathematics is boring". Meanwhile, 44 other students (29%) gave positive responses, namely "mathematics is challenging" and "mathematics is enjoyable". Subsequently, six participants were selected who were representatives of each type of response to be interviewed. Data credibility was tested using the member check technique. Then, it was analyzed using three stages, namely data condensation (summarizing and connecting meaning between data), data presentation (displaying data in tables and descriptions) and drawing conclusions (connecting data with theory, data categorization, and data interpretation). The results of this study indicate that many primary school students still find mathematics intimidating. This perception is driven by two factors: the nature of mathematics and the way it is taught. This situation necessitates the continued development of learning strategies that can shift students' perceptions from negative to positive.
Penerapan Gaya Mengajar Humoris dalam Pembelajaran PAI di SMK PGRI 1 Ponorogo Arifin Wahyudin Fatkhurahman Syah; Annisa Nur Fitriani; Arina Amalia Husna; Arina Diyas Sa'adah; Annisa Dwi Kurniawati
Muaddib: Jurnal Pendidikan Agama Islam SPESIAL ISSU: Multidisplin
Publisher : https://ejournal.insuriponorogo.ac.id/

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

Abstract

An educator should be able to manage a fun learning process, and use interactive strategies in delivering material so that students are easy to understand and feel comfortable during learning. Fun learning is proven to have a big effect on student learning outcomes. However, learning Islamic religious education sometimes only applies the lecture method and lacks differentiation, learning becomes less interesting and optimal for students. The purpose of this study is to find out the application of a humorous teaching style that can be an innovation in learning Islamic religious education which usually tends to be boring and monotonous. In this research, the method used is descriptive qualitative. Through a qualitative approach, descriptive information is obtained in the form of text sourced from several individuals and behaviors that can be observed. Data collection techniques in this research are through observation, documentation, and interviews. This research will explain the meaning of humorous teaching style, types of humor in learning, the benefits of applying humorous teaching style, and humorous teaching style applied in learning Islamic religious education at SMK PGRI 1 Ponorogo. The results showed that humorous teaching style is very important to be applied in learning. Learners who follow learning with fun will not feel bored or saturated in the classroom, will not experience frustration in learning, and will be able to remember the subject matter better.
Co-Authors Annisa Nur Fitriani Arifin Wahyudin Fatkhurahman Syah Arina Amalia Husna Arina Diyas Sa'adah Arkana Rezky Dhanurendra Daryono, Rihab Wit Dhanurendra, Arkana Rezky Fiki Rahmita I Ketut Budayasa Ibni Hadjar Julia Noviani Julia Noviani Maknun, Churun Lu'lu'il MASRIYAH Mega Melinda Ayu Pratiwi Mega Teguh Budiarto Mubarik Muhammad Rizqi Saputra Noviani, Julia Rahmawati, Silvi Fitria Rizqi Saputra, Muhammad Rooselyna Ekawati Saputra, Muhammad Rizqi SYAIFUL BAHRI Syaiful Bahri Welli Meinarni Yana Nur Hidayah Yurike Ika Apriani