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All Journal Indiktika : Jurnal Inovasi Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Imajiner: Jurnal Matematika dan Pendidikan Matematika Ideguru: Jurnal Karya Ilmiah Guru Plusminus: Jurnal Pendidikan Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal Of Human And Education (JAHE) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Catimore: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Guru Matematika Relevan : Jurnal Pendidikan Matematika
Muzdalipah, Ipah
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Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Improving Students' Reading Comprehension of Narrative Text Through Problem Based Learning Rianti, Rianti; Yuniati, Mira; Tandiana, Soni T; Muzdalipah, Ipah; Supriyono, Yusup
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 1 (2024): Edisi Januari 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i1.730

Abstract

This research was conducted to improve students' reading comprehension of English narrative texts through problem-based learning at SMAN 5 Tasikmalaya Class X in the 2022/2023 academic year. This research is concerned with how using problem-based learning can improve students' reading comprehension of narrative texts. This research uses classroom action research. This is carried out in two cycles. Data can be classified into qualitative and quantitative. Qualitative data was analyzed using observation and interviews. Quantitative data was analyzed using students' pretest and posttest scores. Based on qualitative data, this research found that the use of problem-based learning can effectively improve students' reading comprehension. Students can obtain information from the text well. The reading text provided can make students feel interested and can improve their ability to analyze the text. As a result, they perform better understanding. The findings of this research are also supported by the results of the average student reading comprehension score which increased well from 68 in cycle I to 80 in cycle II. In short, the use of problem-based learning can improve students' reading comprehension of narrative texts.
Pelatihan Pengembangan Perangkat Pembelajaran Berbasis Kurikulum Merdeka melalui Model PjBL pada Guru MGMP SMA se-Kota Tasikmalaya Apiati, Vepi; Heryani, Yeni; Hermanto, Redi; Muzdalipah, Ipah
Catimore: Jurnal Pengabdian Kepada Masyarakat Vol 3 No 1 (2024): Catimore: Jurnal Pengabdian kepada Masyarakat
Publisher : LSM Catimore dan Sahabat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/cpkm.v3i1.158

Abstract

Activities for implementing the Community Service Program Featured Study Program Scheme (PbM-PUPS) by the Mathematics Education Department towards the High School Mathematics MGMP which is implemented in the form of "Workshop: Development of Independent Curriculum Based Learning Tools Through the PJBL Model for High School Mathematics MGMP Teachers throughout the City of Tasikmalaya", provide benefits and convenience for teachers in compiling teaching materials, Student Worksheets, and evaluation tools that will be used in learning, provide opportunities for mathematics teachers to gather, discuss, and share their experiences and knowledge in teaching mathematics and discuss changes or development of the independent curriculum, and discussing how to implement this curriculum well and effectively in mathematics learning in the classroom.
Tracing Students’ Cognitive Progression in Geometry: A Design-Based Research Through the Van Hiele Model of Instruction and Ethnomathematics Muzdalipah, Ipah; Marsigit, Marsigit; Andayani, Sri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18025

Abstract

This study investigated students’ cognitive progression in geometry based on Van Hiele levels. It used a design-based research approach that integrates the Van Hiele Model of Instruction with ethnomathematics, following the McKenney & Reeves design cycle (analysis and exploration, design and construction, and evaluation and reflection). Data were collected through Van Hiele tests, observations, teachers and students interview, and documentation, and analysed using qualitative methods (data reduction, data display, and conclusion drawing/verification). The pilot class (cycle 1) was conducted with 34 eighth-grade students at SMPN 6 Tasikmalaya in August 2025, while actual class (cycle 2) was carried out with 33 eighth-grade students at SMPN 13 Tasikmalaya in September 2025. The research results showed that students’ cognitive development peaked at the visualization phase in both the pilot class (85%) and the actual class (94%), with fewer students progressing to higher levels. However, the actual class (61% at the formal deduction level) demonstrated notable improvement compared to the pilot class (41% at the formal deduction level), due to refinements in instructional design. These findings suggest that integrating ethnomathematics with the Van Hiele model effectively enhances students’ geometric thinking.
Improving Students’ Mathematical Reasoning Ability through the Use of the Joyful Learning Model Assisted by GeoGebra Rahmawati, Silpa; Muzdalipah, Ipah; Muslim, Siska Ryane
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.1755

Abstract

The mathematics learning process in schools often faces challenges such as low student engagement, limited conceptual understanding, and the dominance of less interactive teaching approaches. These conditions hinder the development of higher-order thinking skills, particularly students’ mathematical reasoning ability. Therefore, innovative and technology-assisted learning models are required to improve the effectiveness of mathematics instruction. This study aims to examine the improvement of students’ mathematical reasoning ability through the implementation of the Joyful Learning model assisted by GeoGebra. The research employed an experimental method using a One Group Pretest–Posttest Design. The population consisted of all seventh-grade students of SMP 3 Al-Muhajirin, while the sample comprised 29 students from Class VII E selected using a simple random sampling technique. Data were collected using an essay-based test designed to measure mathematical reasoning ability and administered before and after the learning intervention. Statistical analysis was conducted using normality testing and the Wilcoxon signed-rank test with the support of IBM SPSS Statistics 24. The results indicate a statistically significant difference between pretest and posttest scores, showing an improvement in students’ mathematical reasoning ability after the implementation of the Joyful Learning model assisted by GeoGebra. This improvement reflects students’ enhanced ability to propose conjectures, identify patterns, apply mathematical manipulation, and draw logical conclusions. These findings suggest that the integration of the Joyful Learning model and GeoGebra is an effective instructional approach for fostering mathematical reasoning ability and creating a more engaging mathematics learning environment.
HOW MINIMUM COMPETENCY–ORIENTED GEOMETRY INSTRUCTION SUPPORTS STUDENTS’ MATHEMATICAL LITERACY: INSIGHTS FROM A DESIGN-BASED STUDY Muzdalipah, Ipah; Hidayat, Edi; Rustina, Ratna; Kurniasih, Dwi
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i1.17868

Abstract

This study aimed to develop Minimum Competency Assessment (MCA)-based geometry instructional materials to support junior high school students’ mathematical literacy, particularly in the formulate–employ–interpret process. The research employed a Research and Development (RD) method using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The analysis stage revealed learning gaps, including the dominance of procedural approaches, limited use of visual and contextual media, and students’ difficulties in interpreting contextual geometry problems. The instructional materials were developed with contextual introductions, concept visualizations, AKM-based tasks, reflection activities, and geometric nets. Product validity was assessed by a content expert and a media expert, covering content and objective quality, instructional quality, and technical quality, with an average score of 74.3% (valid category). Practicality testing involving 25 eighth-grade students showed percentages ranging from 77% to 79%, indicating that the instructional materials are feasible and practical for classroom use. Further studies are recommended to examine effectiveness through experimental designs and to expand the development of interactive media. Copyright © 2021University of Siliwangi. All rights reserved.
PENGEMBANGAN PERANGKAT PEMBELAJARAN CASE BASED LEARNING DENGAN MEDIA KOMIK DIGITAL rustina, ratna; Muzdalipah, Ipah; Hidayat, Edi
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 10, No 1 (2024)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v10i1.18029

Abstract

This study aims to develop a mathematics learning device based on Case Based Learning (CBL) integrated with digital comics media for the topic of Systems of Linear Equations in Two Variables (SPLDV) for junior high school students. The method used is Research and Development (RD) with the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. Validation involved subject matter experts, media experts, and limited trials with students. The results show that the developed learning device is highly feasible, with an average validation score of 89.2%. The use of digital comics media based on CBL significantly increases students' motivation and conceptual understanding of mathematics, as evidenced by a 24.2% increase in the average SPLDV conceptual understanding score. In conclusion, the integration of the CBL model and digital comics is effective in supporting contextual, innovative, and adaptive mathematics learning in the digital eraKeywords:    Case Based Learning; digital comics; conceptual understanding; mathematics education; instructional innovation.
Analysis of Students' Mathematical Representation Ability in Terms of Adversity Quotient Wijayani, Tyas Rahayu; Muzdalipah, Ipah; Setialesmana, Depi
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3245

Abstract

This study aims to describe students' mathematical representation abilities in terms of Adversity Quotient (AQ). The study used a qualitative method with a descriptive approach. Four students of grade XI MIPA MA Serba Bakti were selected purposively based on the results of the AQ questionnaire to represent the categories of Climbers, Campers–Climbers, Campers, and Quitters–Campers. The research instruments were an AQ questionnaire, a mathematical representation ability test, and a validated interview. Data were analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. The results showed that the higher the AQ category, the more complete, detailed, and correct the mathematical representation produced. Conversely, the lower the AQ category, the mathematical representation tends to be incomplete, incoherent, or produce incorrect answers. This finding confirms the relationship between AQ and mathematical representation abilities. Theoretically, this study strengthens the study of the role of non-cognitive factors in mathematics learning, while pedagogically its implications encourage teachers to consider AQ factors in designing learning strategies.
Co-Authors Anggraeni, Arti Apiati, Vepi Astriani, Aveny Septi Edi Hidayat Febrianti, Indri Amalia Imamatunnisa, Isma Kurniasih, Dwi Kurniawan, Dian Lailasari, Sekar Leti Sundawati Linda Herawati, Linda Marsigit Marsigit Nurfajar, Muhammad Ilham Nurhayati, Elis Puspita, Tita Putri, Citra Kania Budi Rahma, Lia Rahmadiana, Raihan Tri Rahmawati, Silpa Rahmayudika, Fitra Ratna Rustina Redi Hermanto Rianti, Rianti Setialesmana, Depi Setiawan, Joni asep Siska Ryane Muslim Somatanaya, Anak Agung Gde Sri Andayani Supratman Supriyono, Yusup Tandiana, Soni T Usmanto, Kharisma Adi Ratna Widianingsih, Ai Wijayani, Tyas Rahayu Yeni Heryani Yuniati, Mira