Articles
<![CDATA[Validitas Pengembangan Soal Matematika Level 4 Model PISA Menggunakan Konteks Covid-19 ]]>
<![CDATA[Maha Reihani]]>;
<![CDATA[Muhammad Win Afgani]]>;
<![CDATA[Retni Paradesa]]>;
<![CDATA[Agustiany Dumeva Putri]]>
<![CDATA[ JEMST (Jurnal of Education in Mathematics, Science, and Technology) Vol. 3 No. 2 (2020): JEMST Vol 3 No 2 2020 ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, State Islamic University of Sulthan Thaha Saifuddin Jambi ]]>
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DOI: 10.30631/jemst.v3i2.37
<![CDATA[Creating and developing PISA model math problems using contexts with situations and conditions in everyday life can expand students' thinking in solving these problems. The aim of the author in conducting this research is to produce a PISA model mathematical problem using a valid Covid-19 context. This study involved two expert reviews, six peers, and three grade IX students of private junior high schools in Palembang as one-to-one research subjects. The research method used is a design research type of development study. Data collection techniques consisted of documentation, walk-throughs, tests, and interviews. The developed questions consist of one item. The results of the study stated that the questions developed were valid in terms of content, construct, and language by experts and colleagues. The question instrument has also been tested on students at the one-to-one stage to see its validity and from the one-to-one stage the questions are declared valid, it can be seen from students who can understand the purpose of the questions, are able to make assumptions and make related settlement plans so that can produce the correct answer.]]>
<![CDATA[Analisis kemampuan komunikasi matematis siswa dalam pembelajaran tatap muka (PTM) terbatas pada masa pandemi Covid-19 ]]>
<![CDATA[Sabrina, Meidytha Puti]]>;
<![CDATA[Putri, Agustiany Dumeva]]>;
<![CDATA[Nizar, Harisman]]>
<![CDATA[ Jurnal Pendidikan Matematika RAFA Vol 8 No 2 (2022): Jurnal Pendidikan Matematika RAFA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/jpmrafa.v8i2.11146
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa dan mendeskripsikan masing-masing tingkatan kemampuan komunikasi matematis siswa pada materi sistem persamaan linear dalam pembelajaran tatap muka terbatas pada masa pandemi Covid-19. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian adalah siswa MAN di Palembang kelas X IPA 1 yang terdiri dari 15 siswa. Pengambilan subjek sebanyak 3 subjek menggunakan purposive sampling dari nilai tes dan pertimbangan guru matematika yaitu 1 subjek kemampuan komunikasi matematis tingkat tinggi, 1 subjek kemampuan komunikasi matematis tingkat sedang, dan 1 subjek kemampuan komunikasi matematis tingkat rendah. Data dikumpulkan melalui tes dan wawancara. Hasil penelitian dapat disimpulkan bahwa kemampuan komunikasi matematis untuk subjek dengan kemampuan tinggi memenuhi tiga indikator kemampuan komunikasi matematis sebanyak 2 orang dengan hasil tes mencapai nilai, subjek dengan kemampuan komunikasi sedang memenuhi dua indikator kemampuan komunikasi matematis sebanyak 12 orang dengan hasil tes mencapai , dan subjek dengan kemampuan komunikasi rendah belum memenuhi keseluruhan indikator kemampuan komunikasi matematis sebanyak 1 orang dengan hasil tes mencapai. ]]>
<![CDATA[Analisis Kemampuan Penalaran Matematis Dalam Pelaksanaan Pembelajaran Tatap Muka (PTM) Terbatas ]]>
<![CDATA[Juniarti, Merva]]>;
<![CDATA[Putri, Agustiany Dumeva]]>;
<![CDATA[Nizar, Harisman]]>
<![CDATA[ Jurnal Pendidikan Matematika RAFA Vol 8 No 1 (2022): Jurnal Pendidikan Matematika RAFA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/jpmrafa.v8i1.11150
<![CDATA[Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan bagaimana tingkat kemampuan penalaran matematis dalam pelaksanaan pembelajaran tatap muka terbatas dimasa pandemic covid-19 pada siswa kelas VII SMP di Palembang. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian kualitatif. Subjek penelitian adalah siswa kelas VII.10 pada SMP di Palembang yang berjumlah 30 siswa. Peneliti mengambil masing-masing 1 siswa mewakili kriteria tingkat tinggi, sedang dan rendah. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu, observasi, wawancara, tes tertulis dan dokumentasi. Tes soal yang diberikan terdiri dari 5 soal dengan materi himpunan. Teknik analsis data dalam penelitian ini menggunakan model Milles dan Huberman, yang meliputi 3 kegiatan yaitu, reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil penelitian menunjukkan bahwa kemampuan penalaran matematis siswa dikelas VII.10 diperoleh 13,3% siswa yang memiliki kemampuan penalaran matematis tingkat tinggi, 70% siswa yang memiliki kemampauan penalaran matematis tingkat sedang, dan 16,7% siswa yang memiliki kemampuan penalaran matematis tingkat rendah. Dapat diketahui bahwa hampir seluruh siswa memiliki tingkat kemampuan sedang. Dalam kategori tersebut masih dibawah nilai rata-rata dalam kemampuan penalaran matematis siswa.]]>
<![CDATA[Pembinaan Guru Berbasis Lesson Study dalam Rangka Mengembangkan Kompetensi Guru Matematika ]]>
<![CDATA[Putri, Agustiany Dumeva]]>
<![CDATA[ Jurnal Pendidikan Matematika RAFA Vol 7 No 1 (2021): Jurnal Pendidikan Matematika RAFA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/jpmrafa.v7i1.11724
<![CDATA[Proses pembelajaran secara garis besar menuntut sang guru untuk menyajikan proses pembelajaran yang aktif dan kreatif dan juga menyampaikan materi dengan cara yang menyenangkan. Oleh karena itu, sang guru haruslah pempunyai banyak pengalaman, memahami teori-teori pembelajaran dan mengusai meteri secara baik. Membangun mental guru professional harus sudah dibangun sedini mungkin. Pengabdian ini menggambarkan pembinaan kepada guru, pembinaan pengelolaan pembelajaran, pengembangan mutu pembelajaran dan sistem pembelajaran yang tepat dalam proses pembelajaran, implementasi Lesson Study dalam mengembangkan kompetensi guru dan mengungkap secara deskriptif proses pelaksanaan Lesson Study dan temuan-temuan selama pelaksanaan Lesson Study. Pengabdian ini dilakukan di Pondok Pesantren Ar- Rahman yang meliputi pembinaan guru di Pondok Pesantren Ar- Rahman. Kemudian treatment Lesson Study diterapkan untuk guru yang mengajar mata pelajaran matematika. Treatment dilakukan dalam rangka menyempurnakan performance dalam proses pembelajaran Metodologi ini melalui tahapan desain dan pengembangan instrument dan selanjutnya pelaksanaan Lesson Study meliputi Plan, Do dan See yang dilakukan dengan cara siklus berulang.]]>
<![CDATA[Numeracy literacy ability in three-dimensional topic learning design using Augmented Reality ]]>
<![CDATA[Erviani, Erviani]]>;
<![CDATA[Putri, Agustiany Dumeva]]>;
<![CDATA[Agustiani, Riza]]>;
<![CDATA[Zahra, Atika]]>;
<![CDATA[Faisal, Muhammad]]>
<![CDATA[ Jurnal Pendidikan Matematika RAFA Vol 10 No 1 (2024): Jurnal Pendidikan Matematika RAFA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/jpmrafa.v10i1.22014
<![CDATA[This research aims to produce a learning trajectory on the topic of three dimensions of projection material and describe the numeracy literacy ability of students in class X MAN, using the classroom context through augmented reality technology. The research method used is design research (DR) of the validation studies type. This study is divided into three stages, namely preparing for the experiment, design experiment and the retrospective analysis. The data collection techniques used are observation, interviews, tests, and documentation. The data analysis techniques used were reduction, display, and conclusion drawn. The learning design can attract students' interest and provide new experiences in carrying out mathematics learning. After the learning design went through a series of research stages to produce HLT, which was then implemented and analyzed so that it was suitable for LIT and the results of the analysis also obtained students' numeracy literacy skills as seen from 3 indicators, still experiencing difficulties in indicator 1, namely using various kinds of numbers and symbols related to basic mathematics to solve practical problems in various life contexts everyday.]]>
<![CDATA[LITERASI NUMERASI PESERTA DIDIK DALAM PENGGUNAAN MEDIA PEMBELAJARAN DENGAN ISPRING 11 ]]>
<![CDATA[Abdullah, Anisyah]]>;
<![CDATA[Agustiani, Riza]]>;
<![CDATA[Zahra, Atika]]>;
<![CDATA[Putri, Agustiany Dumeva]]>
<![CDATA[ KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 1 (2024): KALAMATIKA April 2024 ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/KALAMATIKA.vol9no1.2024pp83-98
<![CDATA[The low level of numeracy literacy in Indonesia is due to the material tested on TIMSS and PISA, which consists of questions in real-life context problems. Students are not accustomed to solving real problems and cannot analyze information in various forms. The lack of engaging learning materials contributes to students' boredom and makes it difficult for them to tackle numeracy and literacy challenges. This study investigates how well students can read and compute after using the iSpring 11 learning resources. Twenty students from class VII at State Junior High School 46 Palembang were the research subjects. The research method used is design research with a development study, which at the prototype stage uses the Tessmer model. The focus of discussion in this research is the results of the field test stage, where data collection techniques include tests and interviews. Data analysis techniques include test data analysis and interview analysis. This research demonstrates that students' numeracy literacy skills are excellent, with an average score of 88 after learning using the iSpring 11 learning media.]]>
<![CDATA[ENHANCING HIGH SCHOOL STUDENTS' NUMERACY SKILLS IN 3D POSITIONING THROUGH AUGMENTED REALITY ]]>
<![CDATA[Yuspira, Lidia]]>;
<![CDATA[Agustiani, Riza]]>;
<![CDATA[Zahra, Atika]]>;
<![CDATA[Putri, Agustiany Dumeva]]>
<![CDATA[ KALAMATIKA Jurnal Pendidikan Matematika Vol 9 No 2 (2024): KALAMATIKA November 2024 ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/KALAMATIKA.vol9no2.2024pp192-212
<![CDATA[This study explores a learning trajectory to teach three-dimensional positioning using augmented reality (AR) and assesses students' numeracy literacy skills after using AR-based learning. The research follows a three-stage design research approach: preparation, the design experiment (split into pilot and teaching phases), and retrospective analysis. The study incorporates three AR-based activities in a student worksheet. In the first activity, students observe the AR simulation of a futsal field to identify spatial elements. In the second, they interact with the AR to determine positions in three-dimensional space. In the third, students solve related spatial problems, applying their numeracy skills. The AR-based design aims to enhance students' understanding of three-dimensional positioning for Grade XII high school students and assess improvements in their numeracy literacy through these interactive, structured activities.]]>
<![CDATA[Pengembangan LKPD dengan Bantuan Artificial Intelligence (AI) Materi Penyajian Data untuk Penguatan Kemampuan Numerasi ]]>
<![CDATA[Sopani, Ahmad]]>;
<![CDATA[Hartatiana, Hartatiana]]>;
<![CDATA[Atika, Zahra]]>;
<![CDATA[Putri, Agustiany Dumeva]]>;
<![CDATA[Agustiani, Riza]]>
<![CDATA[ MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/mathedunesa.v13n3.p1000-1012
<![CDATA[This study aims to determine the validity and practicality of student worksheets with the help of Artificial Intelligence (AI) to strengthen numeracy skills in algebraic operation material. This type of research is preliminary and formative evaluation stage research. At the preliminary stage, product preparation and design have been carried out. Furthermore, the formative evaluation stage involves expert review, one-to-one, small group, and field test stages. The material used was data presentation, questions based on numeracy literacy, and some related to numeracy literacy indicators. The data collection techniques used were questionnaires and interviews. Questionnaires consisting of validity and practicality questionnaires. Validity data was obtained from comments and suggestions from experts. Practicality data were obtained through questionnaires and interviews that were analyzed qualitatively. The potential effect can be seen from the calculation of the evaluation results. The research subjects used were grade VII students at SMP Negeri 31 Palembang. The results showed that student worksheets with the help of AI were declared valid at the expert review stage and declared practical from the results of practical questionnaires and interviews in the one-to-one, small group.]]>
<![CDATA[Students' Numeracy Literacy Using Artificial Intelligence (AI)-Based Worksheets ]]>
<![CDATA[Agustiani, Riza]]>;
<![CDATA[Zahra, Atika]]>;
<![CDATA[Putri, Agustiany Dumeva]]>;
<![CDATA[Hadi, Muhammad]]>;
<![CDATA[Marwan, Aji]]>;
<![CDATA[Solehah, Asna Markhotun]]>;
<![CDATA[Saputri, Anggun Meylani]]>;
<![CDATA[Sopani, Ahmad]]>
<![CDATA[ Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 7 No. 1 (2024): Indiktika : Jurnal Inovasi Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/indiktika.v7i1.17032
<![CDATA[Artificial Intelligence has significant potential to enhance the mathematics learning experience. To fully realize the benefits of AI integration, it is crucial to develop teaching materials that effectively incorporate AI into classroom instruction. This study focuses on developing AI-based student worksheets to improve numeracy literacy skills among junior high school students. These worksheets were created with the support of AI technology and include AI applications that can be used directly during the learning process. Conducted in state junior high schools (SMP) and Islamic junior high schools (MTs) in Palembang, the project followed a series of formative evaluation stages. These stages involved self-evaluation, expert reviews, one-on-one sessions, small group testing, and field testing, alongside product dissemination activities. Data on students' numeracy literacy skills were gathered through interviews and tests, while the analysis process consisted of three key stages: data reduction, data presentation, and drawing conclusions. The findings showed that some students had already grasped the steps to solve problems. Overall, the evaluation results for the numeracy literacy test were categorized as high performance. The AI-based worksheets proved effective in helping teachers deliver engaging teaching materials and enhancing students' learning experiences, particularly in improving their numeracy literacy.]]>
<![CDATA[Developing AI-assisted learning worksheets to strengthen literacy and numeracy skills ]]>
<![CDATA[Agustiani, Riza]]>;
<![CDATA[Putri, Agustiany Dumeva]]>;
<![CDATA[Zahra, Atika]]>;
<![CDATA[Hartatiana, Hartatiana]]>;
<![CDATA[Saputri, Anggun Meylani]]>
<![CDATA[ Jurnal Gantang Vol 9 No 1 (2024): Jurnal Gantang ]]>
Publisher : <![CDATA[Universitas Maritim Raja Ali Haji ]]>
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DOI: 10.31629/jg.v9i1.6932
<![CDATA[According to research, PISA, and national exams, pupils' numeracy literacy is generally low; teachers frequently utilize less participatory and irrelevant real-life teaching methods. Learning can be made more engaging by integrating technology into it, one example being the application of artificial intelligence (AI). This study aims to examine the validity and usefulness of student worksheets created using artificial intelligence to improve numeracy literacy abilities in the area of linear inequality of one variable. This is a preliminary and formative evaluation study. Product preparation and design were completed at the preliminary stage. Furthermore, formative evaluation stages include expert review, one-on-one, small group, and field tests. The material used is linear inequality in one variable, and the questions are related to numeracy literacy metrics. Questionnaires and interviews were employed to obtain the data. The questionnaire consists of both validity and practicality questionnaires. Validity data is derived from expert comments and suggestions. Questionnaires and interviews are used to collect practical data. The validity and practicality of data were qualitatively assessed by changing the worksheets in response to the validator and student comments and suggestions. The study's findings revealed that worksheets using AI were deemed valid at the expert review stage and very practical based on the results of the practicality questionnaire and interviews at the one-on-one, small group, and field testing phases. AI-powered worksheets can be utilized more widely to promote learning in class and individually. Schools might include AI technology in their learning strategies to increase numeracy literacy.]]>
