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Novian Riskiana Dewi

Universitas Islam Negeri Raden Intan Lampung

Author-ID : 1825092

Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Development of AIR (Auditory, Intellectually, Repetition)- Based Ethnomathematics E-Modules to Improve Numeracy Literacy Fatmasari, Inayah; Andriani, Siska; Dewi, Novian Riskiana
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 4 (2025): October - December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i4.3913

The numeracy literacy skills of Indonesian students remain relatively low, particularly in the geometry topics of two-dimensional shapes. One contributing factor is the limited availability of teaching materials that are relevant to local culture, as well as the lack of learning models that actively engage students. This study aims to develop an ethnomathematics-based mathematics e-module using the Auditory, Intellectually, Repetition (AIR) model to enhance students’ numeracy literacy. The research employed a Research and Development (R&D) design with the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research subjects were seventh-grade students of SMP Negeri 3 Belitang Mulya and MTs Al Ihsan Kalirejo. The instruments used included expert validation questionnaires, student response questionnaires, and pretest–posttest assessments. The material expert validation produced an average score of 3.64 (very valid), and the media expert validation produced an average score of 3.84 (very valid). Student responses in both small- and large-group trials indicated a very attractive category, with average scores above 3.45. The effectiveness test showed an effect size of 0.81 (high category). These findings indicate that the ethnomathematics-based e-module using the AIR model is feasible, appealing, and effective for improving students’ numeracy literacy. This research provides an innovative teaching material alternative that is culturally relevant and can serve as a reference for developing more contextual mathematics learning.

PENGARUH STUDENT CENTER LEARNING BERBANTUAN VIDEO YOUTUBE TERHADAP BERPIKIR KRITIS DAN REPRESENTASI MATEMATIS SISWA Melya Anjly; Bambang Sri Anggoro; Novian Riskiana Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.37137

The low critical thinking and mathematical representation skills of students are a significant problem in mathematics education, particularly due to the dominance of teacher-centered learning approaches that limit student engagement and understanding of abstract concepts. This study aims to determine the effect of Student Centered Learning (SCL) assisted by YouTube videos on students' critical thinking and mathematical representation skills. This quantitative study used a quasi-experimental design conducted at SMP Negeri 24 Bandar Lampung in grade VIII in the even semester of the 2024/2025 academic year. The research sample consisted of three classes: experimental class 1 which implemented the SCL learning model assisted by YouTube videos, experimental class 2 which used SCL without video assistance, and the control class which used the expository learning model. The data collection instrument was a descriptive test to measure critical thinking and mathematical representation skills that had been tested for validity, reliability, discriminating power, and difficulty level. Data analysis was carried out using the MANOVA test to determine the effect of the learning model on both dependent variables simultaneously. The results of the study showed that there was a significant influence of YouTube video-assisted Student Centered Learning on students' critical thinking and mathematical representation skills. Students who studied with YouTube video-assisted SCL showed higher critical thinking and mathematical representation skills compared to students in the control class. The use of YouTube videos helped students understand abstract mathematical concepts visually, increased their active participation, and strengthened their ability to associate concepts with various forms of mathematical representation. Thus, the application of YouTube video-assisted Student Centered Learning was effective in improving students' critical thinking and mathematical representation skills on the topic of relations and functions.

DESKRIPSI KEMAMPUAN PENALARAN MATEMATIS DAN KEMAMPUAN LITERASI MATEMATIS SISWA KELAS XII DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA Nurmalita Arisca; Bambang Sri Anggoro; Novian Riskiana Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.37814

Mathematical reasoning and literacy are essential for solving word problems. However, students still face difficulties because solving word problems requires not only numeracy skills but also the ability to understand information, analyze solution steps, and draw conclusions. This qualitative descriptive study aims to describe students’ mathematical reasoning and literacy skills in solving word problems. The study involved 12 students from classes XII F-5 and XII F-6 selected through purposive sampling, consisting of two students in each category: high, medium, and low reasoning and literacy abilities. Data were collected through tests, interviews, and documentation, and analyzed using data reduction, data presentation, and conclusion drawing. The results showed that mathematical reasoning abilities in class XII F-5 were 9% high, 28% medium, and 63% low, while in class XII F-6, they were 27% high, 21% medium, and 52% low, indicating overall low reasoning skills. Meanwhile, mathematical literacy abilities in class XII F-5 were 22% high, 62% medium, and 16% low, and in class XII F-6, 15% high, 67% medium, and 18% low, indicating overall medium literacy skills.

Pengaruh Model Pembelajaran Example Non Example Modifikasi Metode Tutor Sebaya terhadap Kemampuan Penalaran Matematis dan Koneksi Matematis Peserta Didik pada Materi Bangun Ruang Tias, Dewi Ayu Ajeng Ning; Anggoro, Bambang Sri; Dewi, Novian Riskiana
GAUSS: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2021)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v4i1.3260

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Example Non Example modifikasi metode tutor sebaya terhadap kemampuan penalaran matematis dan koneksi matematis peserta didik pada materi bangun ruang. Penelitian ini merupakan jenis penelitian Quasi Experimental Design dan populasinya yaitu peserta didik kelas VIII SMP Al Huda Jati Agung, pengambilan sampel menggunakan teknik Random Sampling didapat sampelnya yaitu kelas VIII B sebagai kelas eksperimen dan kelas VIII C sebagai kelas konvensional. Analisis data pada penelitian ini menggunakan uji manova. Menurut hasil analisis, terdapat pengaruh model pembelajaran Example Non Example modifikasi metode tutor sebaya terhadap kemampuan penalaran dan koneksi matematis peserta didik. Model pembelajaran ini membuat suasana belajar menjadi lebih aktif dan peserta didik tidak malu bertanya jika mereka kurang paham karena adanya tutor sebaya. Maka disimpulkan bahwa terdapat pengaruh model pembelajaran Example Non Example modifikasi metode tutor sebaya terhadap kemampuan penalaran matematis dan koneksi matematis peserta didik.

Co-Authors Abi Fadila Abi Fadila Achi Rinaldi Ana Risqa JL Anindhita, Wike APRILYANTI, EVI Arini Alhaq Arini, Husnah Nur Baher, Maylia Khairunnisa Bambang Sri Anggoro Cahniyo Wijaya Kuswanto Cantika, Fadiya Puteri Dewi Ajeng Martika Dewi Ayu Ajeng Ning Tias Dewi Wulandari Dewi Wulandari Dian Pangestuti Dona Dinda Pratiwi Dzakiyah Kaustsari Farida Farida Fatmasari, Inayah Fraulein Intan Suri Hamim, M. Hafis Ira Septiani Izni Marwa Hanifah Janiarti, Nurlita Kurniawan, Hafrizal Aulia Kurniawan, Marza Kurniawan, Muhammad Dandi Lismalinda, Dita Mailan Ali Melya Anjly Mita Riyana Nanang Supriadi Netriwati Nur Azmi, Nazwa Nuzul Nur Rafika Rahmah Nurhasanah Leni Nurmalita Arisca Nurul Hidayah Putri, Dea Amalysia Rahmadina, Nova Rahmita, Nela Reni Ramayani Riyama Ambarwati Rizki Wahyu Yunian Putra Rori Imania Ruhban Masykur Saputra, Wanda Sari, Septiana Septiani, Ira Siska Andriani Siti Adella Wahyuni Siti Nur Aida Siti Ulfa Nabila Sri Purwanti Nasution, Sri Purwanti Tias, Dewi Ayu Ajeng Ning Titiana Nurjani Nasution Tri Utomo Triya Ferli Wulandari Tullah, Wahyu Hidayat Ulfa, Ainaya Mourina Wahyu Hidayat Tullah Yeni Yuliana Yumn Jamilah YUSMANIAR, RAHMA YUSUF, FITRIA AGUSTINA

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