Article Per Year (5 Year)
p-Index From 2021 - 2026
1.556
P-Index
This Author published in this journals
All Journal Al-Jabar : Jurnal Pendidikan Matematika JOURNAL OF SCIENCE AND SOCIAL RESEARCH Prosiding Seminar Nasional Pascasarjana JURNAL PENDIDIKAN DAN KEBUDAYAAN MISSIO Jurnal Pengabdian Kepada Masyarakat Indonesia Mathema: Jurnal Pendidikan Matematika Unnes Journal of Mathematics Education Research
Nuriana Rachmani Dewi
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 10 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 10 Documents
Search

 1 
Kemampuan Berpikir Aljabar Siswa Menggunakan Model Creative Problem Solving Muhammad Riskon; Rochmad Rochmad; Nuriana Rachmani Dewi
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Artikel Konseptual ini bertujuan untuk mendeskirpsikan kemampuan berpikir aljabar siswa dengan menggunakanmodel creative problem solving. Terdapat beberapa tingkatan dalam berpikir aljabar. Kemampuan berpikir aljabarsiswa dapat dilatih dan dikembangkan melalui model pembelajaran. creative problem solving. Siswa diminta untukberpikir secara kreatif dalam memecahkan masalah yang terkait kemampuan aljabar, mulai dari merepresentasikanbentuk permasalahan kedalam bentuk aljabar sampai menyelesaikan masalah yang berkaitan dengan kemampuanaljabar. Hal ini dapat melatih kemampuan berpikir aljabar siswa, karena siswa berlatih secara mandirimengkonstruksikan pemikirannya untuk memecahkan sebuah masalah yang berkaitan dengan simbol dan angka.Hal tersebut sejalan dengan era 4.0 yang mengedepankan berpikir kreatif dalam menyelesaikan suatupermasalahan
Potensi Game Edukasi Untuk Mengembangkan Kemampuan Koneksi Matematis Siswa Pada Pembelajaran Daring Shinta Permatasari; Mohammad Asikin; Nuriana Rachmani Dewi
Prosiding Seminar Nasional Pascasarjana Vol. 3 No. 1 (2020)
Publisher : Pascasarjana Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Aktivitas menghubungkan atau mengkaitkan konsep dalam matematika disebut dengan koneksi matematis.Kemampuan koneksi matematis siswa merupakan kemampuan menghubungkan konsep matematika denganantar konsep didalam matematika maupun mengaitkannya dengan bidang lainnya. Seiring berkembangnyateknologi berdampak pada dunia pendidikan. Pemanfaatan teknoloogi menjadi sebuah referensi bagi seorangguru dalam menghadirkan proses kegiatan belajar mengajar dengan membuat media yang unik, menarik danmenyenangkan. Kemajuan teknologi yang semakin cepat ini, dapat membantu guru dalam menciptakan inovasibaru dan meningkatkan kreativitas sehingga merancang media pembekejaraan yang menarik berbentu audio,visual, dan gerak. Game edukasi salah satu pemecahan yang menjadi usulan sebagai media pembelajaran yanginovatif. Berdasarkan kajian teori dan penelitian bahwa game edukasi berpotensi dapat memeberikan pengaruhpositif dalam mengembangkan kemampuan koneksi matematis siswa menggunakan pembelajaran yangdilaksanakan secara daring.
HUBUNGAN KEMAMPUAN BERPIKIR KRITIS DENGAN SELF CONFIDENCE SISWA KELAS IX MATERI BANGUN RUANG SISI LENGKUNG Agung Setiawan; Rochmad; Nuriana Rachmani Dewi
Jurnal Pendidikan dan Kebudayaan Missio Vol. 13 No. 2 (2021): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v13i2.814

Abstract

Mathematical thinking ability is the ability of thinking processes to think systematically, analyze arguments and come up with ideas with evidence to develop a logical mindset on what to do. This very important because students will be helped in thinking mathematically rationally in drawing conclusions and observing the problems that exist. It is also necessary to pay attention to self confidence which is the ability of students to solve existing problems. This study aims to determine the relationship between students 'mathematical critical thinking and students' self-confidence in learning mathematics for Grade IX students. This study uses quantitative research with a non-experimental approach, namely the correlation approach. The population of this study is class IX at SMP Al Madani with a sample of 21 people through the sampling technique, namely convenience sampling. Data collection techniques using observation, questionnaires, and tests. Data analysis used normality test and Pearson correlation test. Based on the research, the results obtained were 1) normality test with a significance of 0.586> 0.05, which means the data was normally distributed and 2) a correlation value of 0.520 and significant 0.016 <0.05, which means that there is a positive relationship between students' critical thinking skills and self-confidence. in mathematics learning. In other words, the higher the students 'critical thinking, the higher the students' self confidence. This can be explained also that students of SMP Al Madani have good self-confidence so that it can affect students' critical thinking skills in learning mathematics.
Reframing mathematics learning through local culture: A PMRI-based approach to strengthen students’ numeracy literacy in Kudus Maharani Izzatin; Kartono; Zaenuri; Nuriana Rachmani Dewi
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.28913

Abstract

Purpose: This study investigates the impact of integrating Kudus local culture within the PMRI (Indonesian Realistic Mathematics Education) framework to enhance students' numeracy literacy and engagement. Method: A quasi-experimental design with a posttest-only control group was implemented in a public junior high school in Kudus, Indonesia. Two seventh-grade classes were randomly selected; the experimental group received PMRI-based instruction enriched with local cultural values, while the control group followed conventional teaching. Data analysis involved normality and homogeneity tests, followed by an independent samples t-test. Findings: Results showed a significant difference between the two groups (t = 2.926, p < 0.05), with the experimental group demonstrating higher numeracy literacy, motivation, and stronger contextual understanding. Significance: The integration of local culture through the PMRI approach bridges abstract mathematical concepts with real-world experience, fostering both conceptual mastery and cultural appreciation. This approach offers a promising model for advancing mathematics education in diverse cultural settings.
Students’ Mathematical Critical Thinking Skills and Self-Esteem as a Basis for PjBL–STEM Cholifah; Nuriana Rachmani Dewi
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1219

Abstract

Mathematical critical thinking skills are essential 21st-century competencies that must be developed through mathematics learning. However, results from international and national assessments indicate that these skills remain low among junior high school students. This study aims to describe the mathematical critical thinking skills and self-esteem of eighth-grade students at SMP Negeri 10 Semarang as a basis for designing innovative learning using a Project-Based Learning (PjBL) model with a STEM approach assisted by flipbook-based media. This study employed a descriptive quantitative design involving 31 eighth-grade students. Data were collected through a mathematical critical thinking skills test and an interview with a mathematics teacher. The results showed that the average score of students’ mathematical critical thinking skills was 31.77, with most students categorized at a low level. Interview findings indicated that students’ self-esteem tended to be moderate to low, characterized by low confidence, passive participation, and reluctance to engage with non-routine problems. These findings highlight the need for learning designs that simultaneously address cognitive and affective aspects through flipbook-assisted PjBL–STEM learning.
Pelatihan Digitalisasi Modul Ajar Kurikulum Merdeka bagi Guru SMP Negeri 2 Tulung Adi Satrio Ardiansyah; Nuriana Rachmani Dewi; Iwan Junaedi; Devi Ajeng Efrilianda; Mulyono Mulyono; Clara Rosita Hani Yuli Astuti; Dea Erlita; Elsa Fadila Hasaroh
Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) Vol. 3 No. 3 (2023): Desember : Jurnal Pengabdian Kepada Masyarakat Indonesia (JPKMI)
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpkmi.v3i3.2177

Abstract

Technological developments and changes in the curriculum are challenges for teachers to overcome. Presenting digitalized learning and digitalized learning tools is a necessity that needs to be prepared well. A training program that focuses on strengthening teacher literacy and competency in developing digitalized Modul Ajar in Kurikulum Merdeka is the aim of this community service activity. Modul Ajar in Kurikulum Merdeka itself is one of the key learning tools in the learning process, so it needs to be developed well. Systematically, teachers have been given training ranging from socialization activities, demonstrations, mentoring, to evaluation design so that teacher literacy and competence develops. With this activity, not only does teacher literacy and competence develop, but the learning process becomes better quality so that students' learning outcomes can increase.
PERKEMBANGAN KURIKULUM ESTONIA Agung Firmansyah; Mulyono Mulyono; Nuriana Rachmani Dewi
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 8 No. 3 (2025): August 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i3.3462

Abstract

Penelitian ini menganalisis pengembangan kurikulum di Estonia antara tahun 1987 hingga 2004, terutama setelah kemerdekaan negara tersebut dari Uni Soviet. Tujuan dari penelitian ini adalah untuk memahami bagaimana reformasi pendidikan di Estonia berhasil mengubah kurikulum yang didominasi oleh pengaruh Soviet menjadi sistem yang lebih sesuai dengan kebutuhan nasional. Metode yang digunakan dalam penelitian ini adalah literature review, dengan mengumpulkan dan menganalisis berbagai referensi dan penelitian terkait reformasi kurikulum di Estonia. Hasil penelitian menunjukkan bahwa reformasi dimulai pada tahun 1987 dengan tujuan untuk menghilangkan pengaruh pendidikan Soviet, memperkenalkan mata pelajaran baru, serta sistem penilaian yang lebih relevan. Salah satu tantangan besar yang dihadapi adalah kurangnya tenaga ahli dalam pengembangan kurikulum, yang menyebabkan delegasi tugas kepada pihak luar yang lebih berkompeten. Kurikulum 1996 menjadi titik balik penting karena mengadopsi pendekatan berbasis kompetensi, namun masih ada perdebatan mengenai keberhasilannya. Meski demikian, kurikulum ini membentuk dasar bagi sistem pendidikan Estonia yang lebih demokratis dan relevan dengan perkembangan global.Kata kunci: Pengembangan Kurikulum, Estonia, Reformasi Pendidikan.
KURIKULUM PENDIDIKAN DI JEPANG: PILAR KEBERHASILAN SISTEM PENDIDIKAN DUNIA Ari Limay Trisno Putra; Mulyono Mulyono; Nuriana Rachmani Dewi
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 8 No. 3 (2025): August 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i3.3821

Abstract

Abstract: This article discusses the distinctive characteristics of Japan's educational curriculum, recognized as one of the most successful education systems in the world. Japan implements a well-structured curriculum through the 6-3-3 education model and the Gakushuu Shidou Youryou national standards, ensuring equitable quality nationwide. The core strength of Japan’s curriculum lies in its holistic Chi-Toku-Tai approach, which balances academic knowledge (Chi), moral character development (Toku), and physical health (Tai). Furthermore, the integrated curriculum approach and project-based learning methods foster student independence, creativity, and essential 21st-century skills. Teacher professionalism is continuously enhanced through collaborative and reflective Lesson Study practices. The success of this system is also supported by the active involvement of families and communities in character education. Despite its achievements, Japan’s education system faces challenges, particularly high academic pressure that may affect students' mental well-being. This study aims to provide valuable insights for other countries, including Indonesia, in designing holistic curriculum policies that balance academic excellence, character formation, and students’ psychological welfare. Keyword: Japanese curriculum, Chi-Toku-Tai, holistic approach, Lesson Study, character education. Abstrak: Artikel ini membahas karakteristik kurikulum pendidikan di Jepang yang diakui sebagai salah satu sistem pendidikan paling berhasil di dunia. Jepang mengembangkan kurikulum yang terstruktur melalui pola pendidikan 6-3-3 dan standar nasional Gakushuu Shidou Youryou yang memastikan pemerataan kualitas di seluruh wilayah. Inti keunggulan kurikulum Jepang terletak pada pendekatan holistik Chi-Toku-Tai yang menyeimbangkan aspek pengetahuan akademik (Chi), pembentukan karakter moral (Toku), dan pengembangan kesehatan fisik (Tai). Selain itu, penerapan pendekatan kurikulum terpadu dan metode pembelajaran berbasis proyek mendorong kemandirian, kreativitas, serta keterampilan abad ke-21 pada siswa. Profesionalisme guru terus ditingkatkan melalui praktik Lesson Study yang kolaboratif dan reflektif. Keberhasilan sistem ini juga didukung oleh keterlibatan aktif keluarga dan komunitas dalam pendidikan karakter. Meskipun demikian, tantangan berupa tekanan akademik yang tinggi tetap menjadi perhatian serius bagi kesejahteraan mental siswa. Pembahasan ini diharapkan dapat menjadi rujukan bagi negara lain, termasuk Indonesia, dalam merancang kebijakan kurikulum yang holistik dan berorientasi pada keseimbangan aspek akademik, karakter, dan kesejahteraan psikologis peserta didik.Kata kunci: kurikulum Jepang, Chi-Toku-Tai, pendekatan holistik, Lesson Study, pendidikan karakter.
Mathematical Communication Reviewed from Students' Self-Efficacy in Problem Based Learning Assisted by Google Site Muhammad Ichwan Anshori; Emi Pujiastuti; Nuriana Rachmani Dewi
Unnes Journal of Mathematics Education Research Vol. 2 No. 2 (2024): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v2i2.28244

Abstract

Mathematical communication is one of the very important skills possessed by students to support the process of understanding in learning mathematics. However, in fact, the level of students' mathematical communication skills is less than optimal, so quality learning is needed. The purpose of this study was to test the quality of Problem Based Learning model learning by utilizing Google Site on students' mathematical communication skills; to test the influence of students' self-efficacy on mathematical communication skills; and to describe mathematical communication skills in terms of students' self-efficacy. This study used a mixed method of sequential explanatory type. The use of Google Site was applied in this study during the learning process. The results of the study showed that problem-based learning assisted by Google Site was of high quality towards students' mathematical communication skills, as indicated by (1) the results of the validation of learning tools in the good category; (2) the results of learning observations in the good category; (3) effective learning, namely a) the average mathematical communication skills of students in the experimental group reached KBM; b) the proportion of mathematical communication skills completion of students in the experimental group reached classical learning completion of 75%; c) the average mathematical communication ability of students in the experimental group is greater than the average of students in the control group; d) the proportion of mathematical communication ability completion of students in the experimental group is greater than the proportion of students in the control group; e) there is an increase in the mathematical communication ability of students in the experimental group. Self-efficacy of the experimental group has a positive effect on students' mathematical communication skills. Description of mathematical communication skills in terms of high self-efficacy meets all indicators of mathematical communication; students with moderate self-efficacy meet three indicators of mathematical communication; and students with low self-efficacy meet two indicators of mathematical communication.
Development of a Mathematical Reasoning Test for Prospective Mathematics Teachers SABRINA APRILIA; Elisa Mutiara Fatmadewi; Ahmad Taufik Hidayat; Nafa Nur Rakhima; Indah Maulidya; Nuriana Rachmani Dewi
Unnes Journal of Mathematics Education Research Vol. 1 No. 1 (2026): Learning Innovation
Publisher : Postgraduate, Universitas Negeri Semarang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujmer.v1i1.58637

Abstract

This study aimed to develop a mathematical reasoning test that is valid, reliable, possesses good discriminating power, and has an appropriate level of item difficulty for assessing the mathematical reasoning ability of prospective mathematics teachers. A descriptive quantitative method was employed to examine the characteristics of nine test items in terms of validity, reliability, discriminating power, and item difficulty. The participants were 21 fourth-year students from Semarang State University. The findings indicated that all test items met the validity criteria, with a reliability coefficient of 0.75, which is classified as high. In terms of discriminating power, six items were categorized as good, while three items were classified as satisfactory. Regarding item difficulty, seven items were categorized as easy and two as moderate. Overall, the developed mathematical reasoning test is suitable for assessing the mathematical reasoning ability of prospective mathematics teachers, as it satisfies the criteria of validity, reliability, and good discriminating power. This study is expected to serve as a reference for the development of mathematical reasoning assessment instruments in higher education. Nevertheless, further research is recommended to refine the distribution of item difficulty, thereby producing an instrument with a more balanced and varied range of difficulty levels.
Co-Authors Agung Firmansyah AGUNG SETIAWAN Ahmad Taufik Hidayat Ari Limay Trisno Putra Cholifah Clara Rosita Hani Yuli Astuti Dea Erlita Devi Ajeng Efrilianda Elisa Mutiara Fatmadewi Elsa Fadila Hasaroh Emi Pujiastuti Indah Maulidya Iwan Junaedi Izzatin, Maharani Kartono Mohammad Asikin Muhammad Ichwan Anshori Muhammad Riskon Mulyono Mulyono Nafa Nur Rakhima Rochmad Rochmad Rochmad SABRINA APRILIA Satrio Ardiansyah, Adi Shinta PERMATASARI Zaenuri