Article Per Year (5 Year)
p-Index From 2021 - 2026
3.678
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) KADIKMA Jurnal Edukasi Matematika dan Sains JURNAL PENDIDIKAN TAMBUSAI JURNAL MathEdu (Mathematic Education Journal) SIGMA PEDULI: Jurnal Imiah Pengabdian Pada Masyarakat Transformasi : Jurnal Pendidikan Matematika dan Matematika JURNAL INOVASI PENDIDIKAN MATEMATIKA (JIPM) Journal of Education and Learning Mathematics Research (JELMaR) PHI: Jurnal Pendidikan Matematika Griya Journal of Mathematics Education and Application ELIPS: Jurnal Pendidikan Matematika Postulat : Jurnal Inovasi Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika Polinomial : Jurnal Pendidikan Matematika JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Jurnal Edumatic : Jurnal Pendidikan Matematika Jurnal Pendidikan Olahraga
Agustina, Lady
Unknown Affiliation
Religion Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 27 Documents
Search

 1   2   3 
PENGEMBANGAN MEDIA PERMAKS (PERKALIAN MATRIKS) DALAM PEMBELAJARAN MATEMATIKA Irwansyah, Ahmad; Agustina, Lady
ELIPS: Jurnal Pendidikan Matematika Vol 6 No 2 (2025): ELIPS, September 2025
Publisher : Universitas Pancasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47650/elips.v6i2.1882

Abstract

Penelitian ini bertujuan untuk mengembangkan media pembelajaran PERMAKS (Perkalian Matriks), yaitu papan matriks dari kertas origami (berwarna) untuk mempermudah pemahaman siswa terhadap operasi perkalian matriks. Penelitian ini dilaksanakan di kelas XI SMA Muhammadiyah 1 Rambipuji menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Media PERMAKS divalidasi oleh ahli materi dan ahli media, serta diuji kepraktisannya melalui angket guru dan siswa. Hasil validasi menunjukkan media sangat valid (skor rata-rata 3,72), dan hasil kepraktisan menunjukkan media mudah digunakan dan menarik (skor rata-rata 3,63). Hasil observasi juga menunjukkan peningkatan keterlibatan siswa selama pembelajaran. Media pembelajaran ini memiliki efek potensial dari hasil belajar siswa dengan presentase ketuntasan siswa sebesar 79,5 dengan kategori Baik. Media ini efektif meningkatkan pemahaman siswa terhadap materi matriks secara konkret dan menyenangkan.
ANALISIS KEMAMPUAN SPASIAL SISWA DALAM MEMECAHKAN MASALAH BANGUN RUANG BERDASARKAN GAYA BELAJAR VISUAL DENGAN PENDEKATAN TEORI FELDER DAN SILVERMAN Agustina, Lady; Sari, Mita Ayu Fatika; Firdaus, Hana Puspita Eka
SIGMA Vol 11, No 1 (2025): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v11i1.2635

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan spasial siswa dalam menyelesaikan masalah bangun ruang berdasarkan gaya belajar visual menggunakan pendekatan teori Felder dan Silverman. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan dua subjek, yaitu siswa dengan gaya belajar visual-visual dan visual-verbal. Data dikumpulkan melalui tes tertulis, wawancara, dan lembar observasi. Analisis dilakukan berdasarkan tiga indikator kemampuan spasial, yaitu spatial visualization, spatial orientation, dan speeded rotation. Hasil penelitian menunjukkan bahwa subjek dengan gaya belajar visual-visual memiliki kemampuan spasial yang lebih baik dibandingkan subjek visual-verbal. Subjek visual-visual mampu memvisualisasikan bentuk, memahami perubahan orientasi, dan menggambarkan bangun ruang dengan lebih akurat. Sebaliknya, subjek visual-verbal cenderung membutuhkan pendampingan verbal dan mengalami kesulitan dalam menggambarkan bentuk secara utuh. Temuan ini menunjukkan bahwa gaya belajar berpengaruh terhadap strategi penyelesaian masalah spasial. Oleh karena itu, guru perlu menyesuaikan metode pembelajaran dengan karakteristik gaya belajar siswa untuk meningkatkan pemahaman konsep geometri
PROSES BERPIKIR MATEMATIS SISWA DALAM PEMAHAMAN MATERI LUAS DAN KELILING BANGUN DATAR BERDASARKAN TEORI MASON Agustina, Lady; Firdausi, Hana Puspita Eka
SIGMA Vol 9, No 2 (2024): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v9i2.2263

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana proses berpikir matematis siswa dalam pemahaman materi luas dan keliling bangun datar berdasarkan teori Mason. Sehingga kita dapat memahami bagaimana proses berpikir matematis siswa dalam memahami materi luas dan keliling bangun datar tersebut berdasarkan teori proses berpikir Mason. Subjek pada penelitian ini adalah siswa kelas V MI Al Kawtsar Panti Jember, Jawa Timur, Indonesia. Tahapan-tahapan pada penelitian ini adalah pemberian soal pada 40 siswa kelas V, memilih jawaban siswa yang memenuhi tahapan proses berpikir matematis Mason, wawancara. Dari hasil yang didapatkan mengenai proses berpikir matematis siswa dalam pemahaman materi luas dan keliling bangun datar berdasarkan teori Mason dapat disimpulkan bahwa subjek sudah memenuhi indikator-indikator berpikir matematis teori Mason yaitu Spesializing (mengkhususkan), Generalizing (menggeneralisasi), Conjecturing (menduga) dan Convicing/Justifying (meyakinkan).
PELATIHAN PUBLIC SPEAKING UNTUK ANAK ASUH DI LEMBAGA KESEJAHTERAAN SOSIAL ANAK (LKSA) MUHAMMADIYAH BUDI MULIA SUMBERSARI KABUPATEN JEMBER sudahri, sudahri; Agustina, Lady; hadi, syamsul
Jurnal Likhitaprajna Vol 8 No 1 (2024)
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/peduli.v8i1.618

Abstract

Every individual in society and in society is definitely faced with a situation where he or she has to speak in public (public speaking). Many people when speaking in public experience tremendous psychological pressure, feeling very nervous, nervous, not confident and so on. To be able to speak well in public, special skills and maximum preparation are needed, including mastery of the stage, mastery of the material to be presented, good use of language, appropriate use of body language, voice intonation, facial expressions, vocal training and so on..The Muhammadiyah Budi Mulia Child Welfare Institution (LKSA) Jember Regency has at least 30 foster children living at various levels of education from elementary school to university. The foster children at LKSA are busy every day with routine activities such as formal school, joining organizations and within the LKSA itself, foster children are also required to take part in pre-programmed diniyah activities. There are several activities that require foster children to be proficient in public speaking, including the participation of foster children in various student organization activities, one of the programs of which is public speaking, including scientific orations, lectures and cults. These various activities are an obligation for all foster children to participate in. It is not uncommon for LKSA children to experience difficulties in transforming the message that must be conveyed. They looked very nervous, not confident, some of the foster children even stammered and even stopped talking
IMPLEMENTASI PENYUSUNAN PENELITIAN TINDAKAN KELAS (PTK) DALAM BENTUK ARTIKEL UNTUK PENGUATAN KINERJA GURU Agustina, Lady; sudahri, sudahri; Dewi, Ilanka Cahya
Jurnal Likhitaprajna Vol 8 No 1 (2024)
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/peduli.v8i1.619

Abstract

In essence, teachers' duties are not limited to just teaching and being able to deliver learning material well, but teachers are also required to continuously develop, adopt various innovations and creations, study, observe and analyze many things in the world of education. Teachers determine the quality of students (output), and of course, the quality of the nation's education. If the teacher understands the task, the teacher will always improve his learning until he finds the best learning system. Efforts to improve the quality of learning actually contain elements of PTK. The aim of action research is to improve practice in the world of education, researchers study their own problems that occur in the classroom or problems in schools or educational environments. The PkM activity approach method to support efforts to improve teacher performance and quality in the classroom learning process by compiling Class Action Research (PTK) can be realized through: implementing the preparation of Class Action Research (PTK) in the form of articles to strengthen teacher performance. The implementation plan for PkM activities consists of four stages, namely (1) implementation coordination, (2) program socialization, (3) implementation, and (4) evaluation of activity results
Logical Thinking in Idealist and Rational Students Agustina, Lady; Galatea, Chusnul Khotimah
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 1 (2024): Mei 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i1.141

Abstract

The purpose of this study is to describe students’ logical thinking based on Keirsey’s personality types, specifically the Idealist and Rational types, within the topic of social arithmetic. The research adopts a descriptive qualitative approach. Data collection involves three techniques: MBTI (Myers-Briggs Type Indicator) surveys, logical thinking written tests, and semi-structured interviews. The study participants consist of students from classes VII A, VII B, and VII C at SMP Muhammadiyah 9 Watukebo. The research subjects include four students: two with Idealist personality types and two with Rational personality types according to Keirsey’s classification. The findings indicate that none of the research subjects fully meet the three logical thinking indicators, which are grouped into six points. However, there is one indicator that all subjects were able to achieve: the first indicator related to coherence of logical thinking (point B), which involves expressing the general steps used in problem-solving. On the other hand, there are indicators that none of the research subjects were able to fulfill completely. These include the second indicator concerning argumentation ability (point A), which involves articulating the logical reasons for using general steps in problem-solving, and point C, which pertains to expressing the logical reasons behind the correct final answer. Among the research subjects, the subject who successfully fulfills the good logical thinking indicator is the second subject with a rational personality type according to Keirsey’s classification.
Pengembangan Pembelajaran Sosial Emosional Melalui Game Based Learning Berbantuan Gimkit Aliantari, Alfia Nuri; Agustina, Lady
Jurnal Inovasi Pendidikan Matematika (JIPM) Vol. 7 No. 2 (2025): JIPM
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/jipm.v7i2.6394

Abstract

This study aims to analyze social-emotional learning in mathematics learning through game-based learning assisted by Gimkit. Based on the challenges of the 21st century, it is not enough to have cognitive aspects; it is also necessary to possess good social-emotional abilities. The research employs the Research and Development (R&D) method, utilizing the ADDIE development model, which encompasses the analysis, design, development, implementation, and eval_uation stages. The research was conducted at SMAN Mumbulsari Jember with students in class XI.3 as subjects. Learning is designed in groups, and students develop strategies to solve challenges. In its implementation, this learning can improve students’ social-emotional abilities. Students practice controlling emotions and accepting defeat, and also work together to determine strategies to win the game. In this game, they also practice having empathy for friends. Students also feel motivated to learn mathematics because learning with Gimkit is very interesting and fun. This study demonstrates that learning with Gimkit can enhance students’ social-emotional abilities, specifically self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Co-Authors Ahmad Sulaiman, Ahmad Ali Usman, Ali Aliantari, Alfia Nuri Alizah, Laila Andana, Ahmad Pandu Arsad Bahri Dewi Sari, Dewi Erlina, Erlina Dwi Yanti Fachmi, Rahma Fadhila Nuriya Fatqurhohman Fatqurhohman Firdausi, Hana Puspita Eka Galatea, Chusnul Khotimah Gesti, Sugesti Rahayu Hana Puspita Eka Firdaus Ilanka Cahya Dewi Irwansyah, Ahmad Istiqomah, Eka Radianti Khamdani, Yahya Khofifah, Fenny Rofiatul Kusumawardhani, Rizky Ayu Nur Ekasari, Sevi Nurul Imamah Oktavia, Lilis Pangestu, Goegoeh Pratiwi, Yola Novia Rahayu, Aniek Susi Rahayu, Lusiana Dewi Rhomdani, Rohmad Wahid Sari, Mita Ayu Fatika Sudahri, Sudahri Suryaningrum, Christine Wulandari Syamsul Hadi Ulannidha, Grasyela Octa Vardani, Eka Nova Ali Wahid Rhomdani, Rohmad Zahro, Yasintha Mahdiatuz