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Agustiany Dumeva Putri, Agustiany Dumeva

Universitas Islam Negeri Raden Fatah Palembang

Author-ID : 1842924

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MENINGKATKAN MINAT DAN MOTIVASI BELAJAR SISWA KELAS VII PADA OPERASI HITUNG BILANGAN BULAT MELALUI MEDIA GARIS BILANGAN “MOBILBUT” Mellinda, Cinta; Putri, Agustiany Dumeva; Efriani, Arvin
INSPIRAMATIKA Vol 11 No 2 (2025): Inspiramatika: Jurnal Inovasi Pendidikan dan Pembelajaran Matematika, July-Decem
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/inspiramatika.v11i1.9777

The background of this is due to the low understanding of mathematical concepts in the material of addition and subtraction operations of whole numbers in class VII MTs Hidayatul Islamiyah, this is due to the lack of student learning motivation. Therefore, this study aims to increase students' motivation and interest in learning through the application of MOBILBUT number line media in learning mathematics. This research was conducted offline in the even semester of the 2024/2025 school year, involving 11 students of class VII MTs Hidayatul Islamiyah. The research method used in this article is to use a descriptive qualitative approach, with data collection techniques including observation, interviews, questionnaires, and learning documentation. The results showed that MOBILBUT is effective and easy to use, encourages active student participation, and increases student motivation and interest in learning. This can be seen from the observation results which show an increase in students' active participation during learning. Students reported increased learning motivation in interviews, with some students stating that MOBILBUT made learning math more interesting and easy to understand.

Islamic Context on PISA-Like Mathematics Problem in Junior High School Harisman Nizar; Agustiany Dumeva Putri; Liana Septy
Didaktik Matematika Vol 9, No 2 (2022): OCTOBER 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i2.26315

This research was motivated by the low achievement of Indonesian students in the assessment of PISA problems and the Islamic context that is familiar to students. The purpose of this research was to produce valid and practical PISA-like mathematics problems using Islamic context in junior high school and to find out the potential effect of the problem on mathematical literacy ability. The subjects of this study were students of the Ninth grade in one of Junior High School, in South Sumatera, Indonesia.Furthermore, the methodology used was design research with the type of development study. The validity was obtained based on the assessment of the validator (expert) regarding the content, construct, and language used and student work in the one-to-one phase. Meanwhile, the practicality can be seen from the work of students in the small group phase where students can understand the meaning or language of the questions. Furthermore, the potential effect can be seen from the strategy of students in working on the questions during the field test. In this case, the potential effects that arise were mathematical communication ability, mathematical representation ability, and ability of devising strategies for solving problems, as well as mathematization ability.

Hypothetical Learning Trajectory (HLT) for Fraction of Blind Students Using Braille Media Fraction Block Riza Agustiani; Agustiany Dumeva Putri
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i1.18138

Fraction is one of the difficult topics for students with visual impairments. Therefore, it is necessary to develop a learning trajectory that can help the students understand fractions. Thisdesign researchaims to describe the design process of hypothetical learning trajectory for the addition of fractions usingbraillefraction blocks. This research is divided into three stages: the preparation for the experiment (design), the implementation of the teaching experiment, and the retrospective analysis.Data collection techniques employed in this research were walkthrough, observation, interview, and test.The product of this research is hypothetical learning trajectory (HLT) for the addition of fractions that contains the following activities:comparing unit block and fraction blocks, comparing the size of different fraction blocks to get the same size fraction blocks (equal fraction), comparing the sizes of two fraction blocks, adding fraction blocks, and determining the fraction block with the same size as the added fraction block.Those five activities were carried out in the two-cycle experimental activities. After the implementation of the activities, the students' answers to exercises showed that the research subjects could add fractions, either with the same denominators ordifferentdenominators.

Menyoroti Jejak Kesalahan Siswa Kelas VIII dalam Menyelesaikan Soal TKA Materi Bilangan Menggunakan Newman’s Error Analysis Miftahul Jannah; Arvin Efriani; Agustiany Dumeva Putri
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.719

Penelitian ini bertujuan menelaah bentuk kesalahan peserta didik kelas VIII SMP Negeri 1 Pemulutan Barat dalam mengerjakan soal Tes Kemampuan Akademik (TKA) materi bilangan menggunakan kerangka Newman's Error Analysis. Pendekatan kualitatif deskriptif diterapkan dengan melibatkan 20 peserta didik sebagai subjek. Data dikumpulkan melalui tes tertulis lima butir soal TKA dan wawancara mendalam untuk menggali penyebab kesalahan siswa, kemudian dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Temuan menunjukkan persentase kesalahan sebagai berikut: reading error (13,3%), comprehension error (11,1%), transformation error (11,1%), process skill error (13,3%), dan encoding error (51,1%). Kesalahan terbanyak terjadi pada tahap encoding, karena siswa tidak menuliskan jawaban akhir secara utuh dan benar. Faktor penyebabnya meliputi kurangnya kecermatan membaca soal, lemahnya penguasaan konsep dasar, serta kesulitan memilih prosedur penyelesaian yang tepat. Penelitian ini diharapkan menjadi bahan masukan bagi pendidik dalam meningkatkan mutu pembelajaran matematika pada materi bilangan.

Co-Authors Abdullah, Anisyah Amatullah Mu'tashimah Amir Rusdi Arvin Efriani Aryani Marantika Atika, Zahra Devi Eka Prisiani Dia , Erina Rahma Dwi Rahmadona Eliza Ayu Pratiwi Eliza Ayu Pratiwi, Eliza Ayu Erviani, Erviani Feli Ramury Fuji Lestari Fuji Lestari Gusmelia Testiana Gustina Gustina Harisman Nizar Hartatiana Hartatiana HUTKEMRI, HUTKEMRI Ismayanti, Emy Jawasi Jawasi Juniarti, Merva KOMARUDIN Laila Puspita liana septy Liana Septy Lutfiani, Rini Maha Reihani Marwan, Aji Mauly Dewanty Agustina Mellinda, Cinta Miftahul Jannah Miranda Salim Paseban Mohd Shahali, Edy Hafizan Bin Monika, Sintia Muhammad Arya Satya Muhammad Faisal Muhammad Hadi Muhammad Win Afgani Nurjanah, Ana Rahmawati, Dyah Retni Paradesa Riza Agustiani Riza Agustiani, Riza Rohmalia Wahab Sabrina, Meidytha Puti Saputri, Anggun Meylani Satya, Muhammad Arya Sayyidah, Dahlia Rizki Solehah, Asna Markhotun Sopani, Ahmad Sri Handayani Suherman, Suherman Syah, Aditiyah Erwin Syutaridho Syutaridho Syutaridho Syutaridho Tria Gustiningsi Tutut Handayani Tutut Handayani Wandira, Dea Ayu Wardani, Ambarsari Kusuma Yuli Fitrianti Yuspira, Lidia Zahra, Atika

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