Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

4.534

P-Index

This Author published in this journals

Agustiany Dumeva Putri, Agustiany Dumeva

Universitas Islam Negeri Raden Fatah Palembang

Author-ID : 1842924

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 44 Documents Claim Missing Document

Claim Missing Document

Articles

1 2 3 4 5

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.

Transforming Inclusive Mathematics Pedagogy: Reconstructing Adaptive Fraction Learning Design through Design Research for Students with Special Needs Agustiany Dumeva Putri; Riza Agustiani; Atika Zahra; Meily Agustin; Annisa Auliyah; Nela Salsabila; Muthi Hanifah
Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 8 No. 1 (2025): Indiktika : Jurnal Inovasi Pendidikan Matematika
Publisher : FKIP Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/indiktika.v8i1.21143

Inclusive education is a civilizational promise that guarantees the fundamental right of every individual to access knowledge without discrimination. This research focuses on developing an adaptive mathematics learning design for visually impaired and hearing-impaired students to strengthen numeracy literacy in fraction materials. The primary issue addressed is the low cognitive access of students with special needs toward visual and verbal instructions. This study was conducted using a design research method, specifically the validation study type. The research activities were carried out in three stages: the preparing for the experiment phase, the teaching experiment phase, and the retrospective analysis phase. Data collection techniques included observation, interviews, and documentation. The focus of this article refers to the forms of learning media used, the scaffolding required in learning activities, and other effective forms of assistance to aid student understanding. The results emphasize the effectiveness of assistance through the provision of visual illustrations using Augmented Reality (AR) technology for hearing-impaired students, as well as audiobooks and 3D tactile media for visually impaired students. The key findings indicate that interventions through "Activity 0" and the pacing compensatory principle are crucial in bridging sensory barriers.

Development of e-module using context of the Muara Enim traditional house on polyhedron materials Harisman Nizar; Emy Ismayanti; Agustiany Dumeva Putri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i1.16952

: This study aims to produce e-module teaching materials based on PMRI on polyhedron material for class VIII SMP using the context of the Muara Enim traditional house using the Canva application, as well as to find out whether this e-module is valid, practical, and has a potential effect on problem-solving abilities in students. Learners. The research method used is R&D using Tessmer. The research process consists of two stages: the first preliminary stage, which includes the preparation and design stages, and the second assessment, which is a formative flow that provides for self-evaluation, expert review, one-to-one, small groups, and field tests. Compiled with the PMRI approach and linked to the context of the Muara Enim traditional house, the stages of testing the presentation of e-module teaching materials. The e-module learning materials were given to class VIII students of Junior High School. At this time, it shows that using e-modules in making teaching materials is valid and practical with qualitative analysis. The validity of teaching materials is carried out at the expert review stage using the validator's comments and suggestions—validity aspects in terms of the E-module's content, construction, and language. Practicality is done in the one-to-one, small group, and field test stages by looking at student comments and suggestions. The potential effect is the result of student evaluation tests used in field tests. The developed e-module teaching materials have a possible effect with an accuracy rate of 72.6%, so the e-module is potentially impacting mathematical problems. The researcher suggests that future researchers make the questions in the e-module more varied. Questions vary by providing questions from cognitive levels from C1 to C6.

Co-Authors Abdullah, Anisyah Amatullah Mu'tashimah Amir Rusdi Annisa Auliyah Arvin Efriani Aryani Marantika Atika Zahra Atika, Zahra Devi Eka Prisiani Dia , Erina Rahma Dwi Rahmadona Eliza Ayu Pratiwi Eliza Ayu Pratiwi, Eliza Ayu Emy Ismayanti Erviani, Erviani Feli Ramury Fuji Lestari Fuji Lestari Gusmelia Testiana Gustina Gustina Harisman Nizar Hartatiana Hartatiana HUTKEMRI, HUTKEMRI Jawasi Jawasi Juniarti, Merva KOMARUDIN Laila Puspita liana septy Lutfiani, Rini Maha Reihani Marwan, Aji Mauly Dewanty Agustina Meily Agustin Mellinda, Cinta Miftahul Jannah Miranda Salim Paseban Mohd Shahali, Edy Hafizan Bin Monika, Sintia Muhammad Arya Satya Muhammad Faisal Muhammad Hadi Muhammad Win Afgani Muthi Hanifah Nela Salsabila 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 Yuspira, Lidia Zahra, Atika

Title

Found 44 Documents
Search

Abstract

Abstract

Abstract

Abstract

Title Search

Found 44 Documents Search

Abstract

Abstract

Abstract

Abstract

Title

Found 44 Documents
Search