Articles
<![CDATA[PENGEMBANGAN SITUASI DIDAKTIS BERDASARKAN HAMBATAN BELAJAR PADA MATERI STATISTIKA SMP ]]>
<![CDATA[Arif Abdul Haqq]]>;
<![CDATA[Mutiara Sari]]>;
<![CDATA[Sirojudin Wahid]]>
<![CDATA[ Jurnal THEOREMS (The Original Research of Mathematics) Vol 7, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/th.v7i1.4379
<![CDATA[Penelitian ini dilatar belakangi oleh rendahnya kemampuan pemecahan masalah khususnya pada materi statistika. Salah satu cara agar kemampuan pemecahan masalah siswa meningkat dan mendapatkan respon yang tepat yaitu dengan cara membuat desain didaktis yang dianalisis berdasarkan learning obstacle yang teridentifikasi. Penelitian ini bertujuan untuk: (1) untuk mengetahui hambatan belajar yang dialami peserta didik terkait dengan kemampuan pemecahan masalah dalam materi statistika, (2) untuk memperoleh desain didaktis awal materi statistika berdasarkan hambatan belajar peserta didik untuk meningkatkan kemampuan pemecahan masalah, dan (3) untuk mengimplementasi desain didaktis yang disusun berdasarkan hambatan belajar peserta didik yang muncul. Metode yang diterapkan dalam penelitian ini yaitu metode kualitatif dengan menerapkan jenis Didactical Desain Research yang dikembang melalui 3 tahapan yaitu analisis prospektif, analisis metapedadidaktis dan analisis retrospektif. Metode yang digunakan dalam penelitian ini berupa tes, wawancara, observasi dan dokumentasi. Penelitian ini dilakukan di SMP Negeri 1 Astanajapura dengan kelas IX D sebagai kelas yang telah mempelajari materi statistika serta kelas VIII C SMP Negeri 1 Astanajapura sebagai kelas implementasi desain didaktis. Hasil penelitian (1) mengetahui hambatan-hambatan yang dialami peserta didik pada materi statistika, (2) memperoleh desain didaktis hipotesis pada materi statistika, dan (3) mengimplementasikan desain didaktis hipotesis pada materi statistika.]]>
<![CDATA[Analisis Kemampuan Literasi Linkungan bermuatan Tri Stimulus Amar Pro-konservasi pada Pembelajaran IPA SMP Kelas 7 ]]>
<![CDATA[Zakiyyah Zakiyyah]]>;
<![CDATA[Arif Abdul Haqq]]>
<![CDATA[ BIO EDUCATIO : (The Journal of Science and Biology Education) Vol 7, No 2 (2022): Bio Educatio : The Journal of Science and Biology Education ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/be.v7i2.4517
<![CDATA[Pengelolaan sumberdaya alam dan lingkungan yang berkelanjutan tidak dapat dilaksanakan secara efektif tanpa keterlibatan dari semua elemen masyarakat. Hal ini membutuhkan kemampuan literasi lingkungan seperti pengetahuan, keterampilan, dan sikap tentang nilai konservasi. Penerapan Tri Stimulus Amar Pro-konservasi dalam mengubah kesadaran dan perilaku masyarakat sangat penting agar konservasi menjadi bermakna dan berkelanjutan bagi alam. Penelitian ini berfokus pada kemampuan literasi bermuatan Tri Stimulus Amar Pro-konservasi pada pembelajaran IPA pada materi interaksi makhluk hidup dengan lingkungannya di salah satu sekolah menengah pertama di Kabupaten Cirebon. Tujuan dari penelitian ini adalah untuk mengungkap bagaimana kemampuan literasi lingkungan bermuatan Tri Stimulus Amar Pro-konservasi berpengaruh terhadap sikap siswa kelas 7 pada materi tersebut. Penelitian ini menggunakan metode asosiatif verbal “Aesop” dengan teknik pengumpulan data berupa survei angket kemampuan literasi siswa. Metode ini memiliki keunggulan dapat mengungkapkan dominasi responden dari aksen estetika, kognitif, pragmatis atau lingkungan dari perilaku terhadap alam. Serangkaian penelitian mengungkapkan bahwa kemampuan literasi lingkungan bermuatan Tri Stimulus Amar Pro-konservasi dapat mempengaruhi sikap siswa dalam kaitannya dengan interaksi terhadap makhluk hidup dan lingkungan.]]>
<![CDATA[Psichological disposition of student; Mathematics anxiety vesus happines learning on the level education ]]>
<![CDATA[Widodo Winarso]]>;
<![CDATA[Arif Abdul Haqq]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v2i1.32
<![CDATA[The purpose of this study is to analyze students' psychological dispositions about student learning anxiety and happiness on the level of education. Elementary school, Junior high school and Senior High School students in the city of Cirebon were the subjects in this study. Mixed methods research with a sequential transformative strategy model was chosen to answer the problem of this research. Through a stratified random sampling technique, two types of research data were obtained; quantitative and qualitative data. Both of these data were analyzed by two data analysis techniques. Quantitative data analysis used is chi-square and contingency correlation, while qualitative data analysis uses triangulation of data sources. The results showed that there were differences in the level of mathematics anxiety and learning happiness of students at each level of education. Senior High School students have a high level of math anxiety when compared to elementary and Junior high school students. While in terms of happiness learn, students the elementary school is happier learning when compared to the other two types of students. This condition is also strengthened by the existence of a significant relationship between mathematics anxiety and happiness learn student with the level of education]]>
<![CDATA[Desain Didaktis Materi Turunan Fungsi Aljabar Berbasis Pembelajaran Daring ]]>
<![CDATA[Arif Abdul Haqq]]>;
<![CDATA[Mutiara Ayu Lestari]]>;
<![CDATA[Isti Hidayah Hidayah]]>;
<![CDATA[Isnarto Isnarto]]>;
<![CDATA[Bambang Eko Susilo]]>
<![CDATA[ Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Semarang ]]>
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<![CDATA[Penelitian ini dilatarbelakangi oleh kesulitan belajar siswa khususnya pada materi turunan fungsi aljabar. Salah satu cara mengatasi kesulitan belajar siswa yaitu dengan dengan membuat sebuah desain didaktis. Penelitian ini bertujuan untuk menghasilkan desain didaktis materi turunan fungsi aljabar berbasis pembelajaran daring yang dianalisis berdasarkan hambatan belajar (learning obstacle) khususnya epistemological obstacle yaitu hambatan karena keterbatasan pengetahuan siswa. Penelitian ini difokuskan pada sub bab definisi turunan, sifat/aturan dalam turunan dan persamaan garis singgung. Metode penelitian yang digunakan ialah metode kualitatif dengan menerapkan jenis Didactical Desain Research yang dikembangkan oleh suryadi melalui 3 tahapan yaitu analisis prospektif yang hasilnya berupa rancangan desain didaktis, analisis metapedadidaktik yaitu analisis pada saat implementasi desain dan analisis retrosfektif yang menghasilkan desain didaktis revisi. Metode pengumpulan data pada penilitian ini menggunakan teknik triangulasi. Penelitian ini dilakukan pada kelas XI MIPA 2 sebagai kelas yang telah mempelajari materi turunan fungsi aljabar. berdasarkan hasil analisis learning obstacle pasca implementasi, terdapat pengurangan jumlah hambatan belajar siswa yang muncul pada pembelajaran materi turunan fungsi aljaba. ]]>
<![CDATA[Digital Maturity of Pre-service Mathematics Teacher on Geometry Learning ]]>
<![CDATA[Arif Abdul Haqq]]>;
<![CDATA[Isti Hidayah]]>;
<![CDATA[Isnarto Isnarto]]>;
<![CDATA[Bambang Eko Susilo]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Digital transformation is changing teacher competencies that students need to succeed. It is increasingly important for teachers to develop their digital maturity in this context proactively. The emerging research on teacher digital maturity development has largely ignored the possible role of teachers' perceptions of large-scale changes in mathematics teaching using technology, especially in geometry learning. Several studies have explored digital video technology in geometry learning as a supporting tool for teachers' digital maturity in mathematics teacher education. Previously, usually limited visibility in teaching to the production of static images and film clips of educational orientation, then with the advent of dynamic geometric systems, the pedagogical community gained movement as a new publicly available means of teaching mathematics of teacher digital maturity in geometry learning. We did the survey using keywords related to geometry learning and digital technology. We have surveyed several pre-service Mathematics Teachers on geometry learning. The analyzed papers have provided insight into maturity model dimensions were extracted and consolidated into a maturity model framework. The consolidated maturity model framework consisted of five stages: initial, managed, defined, predictable, and optimizing. The results show core competencies in digital maturity level, namely integrating digital technology in teaching processes (optimizing level), adjusting and applying different teaching methods (optimizing level), developing a standard model for digital teaching abilities (optimizing level), establishing effective assessment items and models for assessing digital teaching abilities (predictable level), and setting paradigms for outstanding teaching abilities (predictable level).]]>
<![CDATA[Empowering Students in the Digital Era: An Analysis of Interactive E-Modules' Effect on Digital Mathematical Communication ]]>
<![CDATA[Weylin]]>;
<![CDATA[Raharjo, Hendri]]>;
<![CDATA[Haqq, Arif Abdul]]>;
<![CDATA[Larsari, Vahid Norouzi]]>
<![CDATA[ International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/ijmme.v1i02.401
<![CDATA[Students' mathematical digital communication abilities are paramount in the current digital era, yet many continue encountering difficulties. This study focuses on using interactive e-modules as an innovative learning medium to enhance these abilities. Adopting a quantitative experimental approach, this research involved grade 8students from SMP Negeri 1 Ciwaringin during the 2022/2023 academic year, allocating them into control and experimental groups. The study aimed to evaluate student responses to the e-module, compare students' mathematical digital communication abilities before and after the module's implementation, and determine the effectiveness of the e-module. The study's results showed a significant improvement in students' abilities, with a 75.5% positive response to the e-module and an average student score increase from 36.63 (pretest) to 72.56 (posttest). An N-Gain rise of 56.62% demonstrated the effectiveness of the e-module. These findings solidify the interactive e-module as a suitable learning medium that increases student enthusiasm and participation in mathematical learning. Thus, this research significantly contributes to mathematics education, demonstrating that interactive e-modules can effectively overcome challenges in teaching mathematical digital communication.]]>
<![CDATA[Pengembangan Bahan Ajar Matematika Berbasis Multimedia Interaktif Terhadap Prestasi Belajar Peserta Didik dalam Materi Fungsi ]]>
<![CDATA[Subarkah, Muhamad Rizki]]>;
<![CDATA[Raharjo, Hendri]]>;
<![CDATA[Abdul Haqq, Arif]]>;
<![CDATA[Mafatikah, Putri]]>
<![CDATA[ Journal of Mathematics Learning Innovation Vol 4 No 1 (2025): Journal of Mathematics Learning Innovation ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/jmlipare.v4i1.13053
<![CDATA[This study aims to develop and assess the feasibility of interactive multimedia-based mathematics teaching materials as practical and effective learning media. The background of this study is the monotonous and one-way learning method without technology-based teaching materials in the school. The study used the Research and Development (R&D) method with the ADDIE (Analyze, Design, Development, Implementation, Evaluation) model. The subjects of the study were students of class X MIPA 3 at one of the high schools in Cirebon Regency. Data collection techniques included questionnaires, observations, tests, and documentation, with qualitative descriptive analysis for observation and quantitative analysis for validation of teaching materials. The results showed that interactive multimedia teaching materials had a feasibility level of 86.72% (very feasible) based on expert validation, and a practicality level of 96.70% (very practical) based on teacher and student assessments. In addition, this study showed an increase in student learning achievement after using the teaching materials. The implication of this study is that interactive multimedia-based teaching materials can be applied in mathematics learning to improve understanding of abstract concepts, such as functions. Educators and developers of learning materials are advised to consider integrating similar learning materials into learning and improving training for teachers in the application of learning technologies.]]>
<![CDATA[DESAIN DIDAKTIS REALISTIC MATHEMATICS EDUCATIONS BERBASIS KEMAMPUAN KONEKSI MATEMATIS SISWA ]]>
<![CDATA[Rojak, Abdul Rojak]]>;
<![CDATA[Arif Abdul Haqq]]>;
<![CDATA[Nurma Izzati]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 15 No 2 (2025) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2025.v15.i2.p134-147
<![CDATA[Kemampuan membuat koneksi matematika merupakan salah satu tujuan dari hasil belajar matematika dalam kurikulum merdeka, rendahnya kemampuan koneksi matematika siswa menunjukkan bahwa ada kendala pembelajaran yang terjadi. Penataan ulang desain didaktik perlu dilakukan untuk mengungkap kendala pembelajaran yang dialami oleh siswa, sehingga penelitian ini bertujuan untuk mengetahui kendala pembelajaran yang terjadi terkait masalah koneksi matematika dan meminimalisir kendala pembelajaran yang diindikasikan dengan mengembangkan desain didaktik pendidikan matematika realistis pada materi fungsi kuadrat. Metode penelitian ini menggunakan metode kualitatif penelitian desain didakdik. Teknik pengumpulan data berupa: tes diagnostik, wawancara, observasi dan dokumentasi. Penelitian ini dilakukan di SMA Negeri 1 Gegesik pada tahun ajaran 2023/2024 dengan peserta kelas XI-D dan kelas X-GV. Desain didaktik dikembangkan melalui tiga tahap, yaitu analisis prospektif, analisis metapedadik dan analis restoratif. Dengan hasil sebagai berikut: 1). Hasil indikasi awal kendala pembelajaran menunjukkan bahwa terdapat kendala autogenik, epistemologis, dan didaktik yang dialami oleh mahasiswa. 2). Desain diaktik berdasarkan perolehan hasil indikatif hambatan pembelajaran, repersonalisasi dan rekontekstualisasi dengan mengacu pada teori situasi didaktik.]]>
<![CDATA[The Implementation of Microsite-Assisted Gamification to Improve Students’ Memory Retention in Mathematics Learning ]]>
<![CDATA[Maula, Minhatul]]>;
<![CDATA[Haqq, Arif Abdul]]>;
<![CDATA[Lestiana, Herani Tri]]>
<![CDATA[ Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jrpipm.v9n1.p46-57
<![CDATA[This study was motivated by the urgency of utilizing technological advancements in education to optimize students' memory retention in mathematics learning, which is known to require deep and continuous conceptual understanding. The objective of this research is to investigate the improvement of students' memory retention after the implementation of gamification supported by a microsite in mathematics learning. The research employed a quantitative approach with a population consisting of all 10th-grade students at SMA Negeri 1 Sumber in the 2024/2025 academic year, totaling 439 students. The sample was selected using cluster random sampling, specifically class X-7 consisting of 35 students. Data collection techniques included a memory retention test and unstructured interviews. The data were analyzed using the N-Gain formula and a paired sample t-test. The results of the study showed an improvement in students' memory retention in the class that implemented gamification supported by a microsite, with the improvement categorized as high. Based on the hypothesis testing, students' memory retention after the implementation of gamification supported by a microsite was significantly better compared to before the implementation. Therefore, gamification supported by a microsite has been proven effective in enhancing students' memory retention in mathematics learning.]]>
<![CDATA[From Linearity to Iteration: Navigating Polya's Problem-Solving Stages in an e-PBL Geometry Environment ]]>
<![CDATA[Haqq, Arif Abdul]]>;
<![CDATA[Wahid, Sirojudin]]>;
<![CDATA[Izzati, Nurma]]>;
<![CDATA[Riyanto, Onwardono Rit]]>;
<![CDATA[Alves, Dionisio Aquino]]>;
<![CDATA[Sulistiawati, Sulistiawati]]>;
<![CDATA[Nugraha, Aditiya Eka]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/mosharafa.v15i1.3613
<![CDATA[Penelitian ini mengkaji bagaimana mahasiswa mengalami dan memaknai tahapan pemecahan masalah Polya saat mengerjakan tugas geometri dalam lingkungan electronic Problem-Based Learning (e-PBL) yang diimplementasikan melalui sistem manajemen pembelajaran berbasis Moodle yang dikustomisasi. Penelitian ini menggunakan desain deskriptif kualitatif dengan sumber data berupa artefak pemecahan masalah tertulis, wawancara semi-terstruktur, dan jejak digital selama e-PBL. Data dianalisis menggunakan analisis tematik Braun dan Clarke dengan pengodean deduktif berdasarkan empat tahap Polya dan pengodean induktif untuk menangkap pola penalaran yang muncul. Hasil penelitian menunjukkan bahwa pemecahan masalah berlangsung secara dinamis dan rekursif. Tahap memahami dan merencanakan melibatkan penafsiran ulang representasi multimodal, sedangkan tahap pelaksanaan ditandai oleh pergeseran representasi yang memperjelas konsep. Prompt reflektif dalam e-PBL mendukung deteksi kesalahan dan penguatan konsep, serta menegaskan peran tahap evaluasi. This study examines how students experience and interpret Polya’s problem-solving stages while working on geometry tasks in an electronic Problem-Based Learning (e-PBL) environment implemented through a customized Moodle based learning management system. Using a qualitative descriptive design, data were collected from written problem-solving artefacts, semi-structured interviews, and digital traces generated during e-PBL activities. The data were analyzed using thematic analysis following Braun and Clarke, combining deductive coding based on Polya’s four stages with inductive coding to capture emerging reasoning patterns. The findings indicate that problem-solving is enacted as a dynamic and recursive process rather than a linear sequence. Understanding and planning involve repeated reinterpretation of multimodal representations, while execution is characterized by representational shifts that support conceptual clarity. Reflective prompts in e-PBL facilitate error detection and conceptual consolidation, highlighting the importance of the evaluative stage.]]>
