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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Wahana Matematika dan Sains Gamatika Kreano, Jurnal Matematika Kreatif-Inovatif Kontinu: Jurnal Penelitian Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Pedagogia: Jurnal Pendidikan REFLEKSI EDUKATIKA Jurnal Kajian Pembelajaran Matematika Al Ishlah Jurnal Pendidikan MaPan : Jurnal Matematika dan Pembelajaran SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Jurnal Pengabdian Pada Masyarakat BAREKENG: Jurnal Ilmu Matematika dan Terapan Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan Jurnal Tadris Matematika Jurnal Basicedu Prima: Jurnal Pendidikan Matematika JKPM (Jurnal Kajian Pendidikan Matematika) Jurnal Teori dan Aplikasi Fisika Transformasi : Jurnal Pendidikan Matematika dan Matematika J-ADIMAS (Jurnal Pengabdian kepada Masyarakat) Jurnal Riset Rekayasa Elektro PHI: Jurnal Pendidikan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Wahana Pendidikan International Journal on Teaching and Learning Mathematics Jurnal Pengabdian kepada Masyarakat Nusantara Hipotenusa: Journal of Research Mathematics Education (HJRME) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Journal of Instructional and Development Researches Pedagogy : Jurnal Pendidikan Matematika Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Basicedu ATHENA: Journal of Social Culture and Society SAGA: Journal of Technology and Information Systems Jurnal Pendidikan Agama Islam Indonesia (JPAII) Riemann : Research of Mathematics and Mathematics Education JOP Jurnal Tadris Matematika Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam SJME (Supremum Journal of Mathematics Education) Journal of Pedagogi Prismatika: Jurnal Pendidikan dan Riset Matematika Open Access DRIVERset
Dian Septi Nur Afifah
Universitas Bhinneka PGRI
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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Critical Thinking Characteristics of Female National Science Olympiad Participants in Solving Mathematics Problems Dian Septi Nur Afifah Afifah; Muhammad Ilman Nafi'an; Arum Purba Sulistyani
Athena: Journal of Social, Culture and Society Vol. 1 No. 3 (2023): July 2023
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/athena.v1i3.47

Abstract

This study aims to describe the characteristics of critical thinking of female OSN participants in solving math problems. This research is a case study qualitative approach. The research subjects were female participants of OSN SMP Mathematics Tulungagung Regency. The subject selection technique was snowball sampling. Research instruments were test questions and interview guidelines. Data collection techniques include written tests, interviews, documentation. Data validity checking triangulation techniques and reference adequacy. Data analysis includes data reduction, data presentation, conclusion drawing. Based on the research results, the subject fulfills 11 indicators, namely (1) reading carefully, repeatedly, writing mathematical sentences without explaining, focusing the question, (2) explaining the plan by understanding the problem, choosing the formula, writing the formula, (3) working coherently, structured, according to the formula, (4) explaining the information obtained by remembering the material and formulas used, (5) explained the steps to solve the problem clearly, coherently, thorough workmanship, and confidently, (6) argued according to his knowledge, relevant, and accurate but not logical, (7) used one solution and detected other possible plans by trying first, (8) explained other possible steps by paying attention to each stage, (9) tried to solve based on the plan made, (10) found the value of the element subsumed in the formula, the answer was correct and (11) was sure the answer was correct, checking by checking the calculation of the substitution of numbers in the formula from the beginning
Internalization of Islamic Moderation Value in Mathematics Problem Solving Muhammad Ilman Nafi'an; Bagus Ahmadi; Muhammad Ngizzul Muttaqin; Dian Septi Nur Afifah
Athena: Journal of Social, Culture and Society Vol. 1 No. 3 (2023): July 2023
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/athena.v1i3.139

Abstract

Several studies have discussed the internalization of Islamic values in mathematics, including Islam and mathematics, internalization of Islamic values in mathematics learning with analogy strategies, mathematical analysis of the philosophy of the Quran, the secret of numbers in the Qur’an. However it has never been discused abaout the internalization of Islamic moderation values in mathematical problem solving. So this research is needed. Moreover, the phenomenon of Islam in Indonesia is currently shifting away from the image of moderate Islam and into a harsher conservative ideology. This is more worrying because it has entered the realm of education. For that it is necessary to internalize the value of Ilamic moderation in mathematical problem solving. One of the strategies that can be done to instill religious moderation values in mathematical problem solving is the analogy strategy. Facts, concepts, and principles in mathematics can be used a analogy to instill religious moderation values. In this study, describe some examples of the application of analogy strategies for internalizing Islamic value. This study uses the library method. The data obtained were publications of research artcles in scientific journals. The analyed articles include three stages, organizing, synthesizing and identifying. The results of data analysis show that the value of tasamuh in mathematics learning can be done through open ended problem solving. The characteristics of open ended problem is problem that have more than one solution and answer  tolerance, so each student may have different and equally correct solutions and answers. This is in accordance with the principle of tasamuh value in Islamic moderation. Therefore, on classroom learning, the values of tasamuh can be implemented through open ended problem.
Student Reasoning Based on Mathematical Ability in Solving HOTS Problems through Differentiated Learning Dian Septi Nur Afifah; Nur Ika Fatmawati
Athena: Journal of Social, Culture and Society Vol. 2 No. 1 (2024): January 2024
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/athena.v2i1.232

Abstract

The mathematical abilities of students with reasoning are closely interrelated. The HOTS-type problem is an effort to improve reasoning ability. The ability of students to solve HOTS questions is still relatively low. Through a differentiated learning model, it is expected to help students in the learning process that suits their needs. The purpose of this study is to describe the application of differentiated learning models and describe the mathematical reasoning ability of students who have low, medium, and high abilities. This type of research is qualitatively descriptive with instruments in the form of observation sheets, questionnaires, test questions and interviews. Data analysis techniques include data reduction, data presentation, and conclusions. Test the validity of data using triangulation techniques. The results of this study show that differentiated learning can improve students' ability to reason. Four indicators of mathematical reasoning are, students' ability to present mathematical problems in the form of written statements, students' ability to make conjectures, students' ability to manipulate mathematics, and students' ability to draw conclusions from problems. Subjects with a high level of reasoning meet two indicators. Whereas subjects with moderate levels of reasoning met only three indicators and subjects with low levels of reasoning met only two indicators. Mathematics teachers should provide learning that is in accordance with the learning style of students and students should also do HOTS type questions more often.
The Implementation of Differentiated Instruction in Mathematics Learning to Overcome Differences in Students’ Cognitive Styles Grafika Saraswati; Dian Septi Nur Afifah; Setyo Hartanto
Journal of Pedagogi Vol. 1 No. 4 (2024): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/vgppqv60

Abstract

Differentiated instruction has emerged as a crucial issue in education to address the varying needs of students in the classroom, specifically in mathematics subjects at the junior high school level. This approach highlights the importance of tailoring learning strategies to meet the distinctive needs of each student, taking into account their cognitive style, interests, and level of learning readiness. This study aimed to describe the implementation of the differentiated instruction model. This study employed a descriptive-qualitative approach, with an observation sheet as an instrument for data collection. Data analysis involved data reduction, data presentation, and drawing conclusions, along with validity testing using triangulation techniques. The results showed that the teacher’s implementation of differentiated instruction increased significantly between the first and second meetings, with the percentage of implementations increasing from 85.71% to 92.86%. Students demonstrated various responses based on their cognitive styles: reflective students showed a high level of organization and self-confidence; impulsive students were prompt in providing answers but less accurate; and slow-inaccurate students required more time to process information and frequently made mistakes. The implementation of the differentiated instruction strategy at State Junior High School (SMPN) 2 Sumbergempol has been proven to improve the quality of mathematics learning. This approach can serve as a valuable model for other schools seeking to improve their teaching methods. It was suggested that further research could be carried out over an extended period with long-term impact evaluations, as well as additional training for teachers to implement differentiated instruction strategies effectively.
Exploring Mathematical Thinking Obstacles through the Lens of Self-Efficacy Galuh Ajeng Nurazizah; Dian Septi Nur Afifah; Maylita Hasyim; Diesty Hayuhantika; Silfia Hayuningrat
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13385

Abstract

This study investigates elementary students’ mathematical thinking obstacles through the lens of self-efficacy in mathematics learning. Adopting a qualitative descriptive design, data were gathered through non-participant classroom observations, open-ended interviews, a Likert-scale self-efficacy questionnaire, and document analysis. Participants consisted of one fifth-grade teacher and six fifth-grade students selected purposively. Students’ self-efficacy levels were categorized as high, moderate, or low through triangulation of questionnaire scores, classroom observations, and interview findings to ensure consistency between students’ perceived beliefs and their actual learning behaviors. Data analysis followed the stages of data reduction, data display, and conclusion drawing. The findings indicate that students with high self-efficacy demonstrated persistence, confidence, learning autonomy, and effective emotional regulation when solving mathematical problems. Students with moderate self-efficacy tended to rely on previous learning experiences and familiar procedures, whereas students with low self-efficacy exhibited limited confidence, hesitation, and a tendency to disengage from challenging tasks. Mathematical thinking obstacles were identified as instrumental ontogenic, conceptual ontogenic, didactical, and epistemological. The ontogenic category was operationally divided into instrumental and conceptual dimensions to distinguish procedural difficulties from conceptual misunderstandings, enabling a more detailed analysis of students’ cognitive obstacles. Among these categories, didactical obstacles emerged as the most dominant, particularly students’ reliance on teacher-provided examples and difficulties in independently initiating problem-solving processes. Overall, the findings suggest an observed tendency that students with higher self-efficacy experience fewer and less complex mathematical thinking obstacles. The study highlights the importance of integrating self-efficacy-enhancing strategies into mathematics instruction to foster more autonomous, resilient, and effective mathematical thinking among elementary students.
SYSTEMATIC LITERATURE REVIEW: TREN PENELITIAN PENGEMBANGAN ASESMEN DIAGNOSTIK DALAM PEMBELAJARAN MATEMATIKA TAHUN 2017–2025 Ade Andreansyah; Dian Septi Nur Afifah; Ratih Puspasari
Pedagogy: Jurnal Pendidikan Matematika Vol. 11 No. 2 (2026): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/eprszk13

Abstract

Penelitian mengenai asesmen diagnostik dalam pendidikan matematika menunjukkan perkembangan yang signifikan dalam beberapa tahun terakhir, namun hasil penelitian yang ada masih tersebar di berbagai publikasi sehingga diperlukan kajian sistematis untuk memperoleh gambaran yang komprehensif. Penelitian ini bertujuan untuk menganalisis tren penelitian terkait asesmen diagnostik dalam pembelajaran matematika menggunakan metode Systematic Literature Review (SLR) yang mengacu pada pedoman PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Artikel diperoleh dari basis data Google Scholar dengan jumlah sebanyak 55 artikel yang diterbitkan pada tahun 2017 hingga 2025 dan dianalisis berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan. Hasil penelitian menunjukkan bahwa tren publikasi meningkat signifikan sejak tahun 2022, metode penelitian didominasi oleh Research and Development (R&D), serta penelitian paling banyak dilakukan pada jenjang SMP. Variabel yang banyak dikaji meliputi asesmen diagnostik secara umum dan pengembangan instrumen bertingkat seperti three-tier test dan four-tier test. Selain itu, ditemukan beberapa kesenjangan penelitian, yaitu keterbatasan penelitian pada jenjang SMA dan perguruan tinggi, minimnya penggunaan metode eksperimen dan studi longitudinal, rendahnya pengembangan asesmen diagnostik berbasis teknologi digital, serta kurangnya integrasi dengan aspek afektif siswa dan strategi pembelajaran remedial. Dengan demikian, penelitian asesmen diagnostik dalam pendidikan matematika terus berkembang, namun masih diperlukan penguatan pada aspek inovasi, implementasi jangka panjang, dan integrasi teknologi untuk mendukung pembelajaran yang lebih efektif dan adaptif.
PENGEMBANGAN MEDIA PEMBELAJARAN DIGITAL CERMAT BERBANTUAN ARTICULATE STORYLINE MATERI VOLUME BANGUN RUANG KELAS V SEKOLAH DASAR Nuzulus Sholikkah, Siti Pika Roiddatun; Jadmiko, Rahmad Setyo; Nur Afifah, Dian Septi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55208

Abstract

  The background of this research is the use of learning media that has not been optimal, resulting in a lack of student interest in learning mathematics. This research aims to develop a product in the form of digital learning media with the help of Articulate Storyline for fifth-grade elementary school students. This research uses the R&D method and uses the ADDIE model. The instrument used in this research is a questionnaire. Validity testing was conducted by media experts and material experts. Practicality testing was conducted through small group trials and field trials on fifth-grade students of SDN 2 Rejosari. The results of media validation by media validators obtained an average percentage of 95% with the category "very valid". The assessment of material experts obtained an average percentage of 90% with the category "very valid". The assessment from teachers obtained a percentage of 95%, and the trial with students obtained a percentage of 96% with the category "very practical". Based on these results, the development of digital learning media with the help of Articulate Storyline was declared very valid and very practical. The implication of this research is that the digital learning media CERMAT, assisted by Articulate Storyline can be used as a valid, practical, and interactive learning media to support mathematics learning on the volume of geometric shapes in elementary schools.
PENGEMBANGAN MEDIA PEMBELAJARAN SLIDE JUMP FLIP PADA MATERI GOTONG ROYONG DI LINGKUNGAN SEKITAR KELAS V SD NEGERI 1 BANGUNJAYA KABUPATEN TULUNGAGUNG Tentrem, Wahyu; Yuliana Sari, Eka; Septi Nur Afifah, Dian
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59331

Abstract

This study aimed to develop Slide Jump Flip learning media for teaching mutual cooperation in the surrounding environment to fifth-grade students at SD Negeri 1 Bangunjaya, Tulungagung Regency. The research employed the Research and Development (R&D) method using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. The subjects were 24 fifth-grade students. Data were collected through media expert, material expert, language expert validation questionnaires, and teacher and student response questionnaires. The results showed validity scores of 95.5% from media experts, 97.5% from material experts, and 96% from language experts, with an overall validity score of 96.17%, categorized as very valid. Student responses reached 96.7% and teacher responses reached 98%, resulting in an average practicality score of 97.35%, categorized as very practical. Therefore, the Slide Jump Flip learning media is considered valid and practical and can be used to support Pancasila Education learning on mutual cooperation in the surrounding environment.
Integration of 21st Century Skills (4C) in Extracurricular Robotics Muhamad Abdul Roziq Asrori; Yessy Erma Kusuma Santi; Muhamad Abdul Roziq Asrori; Yessy Erma Kusuma Santi; Dian Septi Nur Afifah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.9

Abstract

This study examines how 21st-century skills (4C) are internalized within a post-revitalization robotics extracurricular ecosystem at a public senior high school in East Java. Using a qualitative case study, data were obtained from eight purposively selected informants (one principal, one supervising teacher, and six students) through semi-structured interviews, participant observation, and document analysis. Data were analyzed iteratively through organizing, memoing, initial coding, category development, cross-source comparison, and thematic consolidation. Credibility was strengthened through method and source triangulation and member checking. The findings identify three interrelated processes. First, critical thinking and creativity developed through diagnosing technical failures, testing alternatives, revising designs, and producing context-responsive technologies such as ACF TEHNO and RATA OBAMA. Second, collaboration and communication developed through role specialization, peer tutoring, egalitarian discussion, and technology-literacy outreach. Third, institutional support sustained the program, while resource constraints prompted a resilience-related social-entrepreneurship initiative through the Simple Math Tool (ATM). Rather than merely showing that robotics supports 21st-century skills, this study explains how 4C competencies were progressively enacted and internalized through recurring technical, social, and reflective practices in a post-revitalization extracurricular setting.
Integration of 21st Century Skills (4C) in Extracurricular Robotics Muhamad Abdul Roziq Asrori; Yessy Erma Kusuma Santi; Muhamad Abdul Roziq Asrori; Yessy Erma Kusuma Santi; Dian Septi Nur Afifah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.9

Abstract

This study examines how 21st-century skills (4C) are internalized within a post-revitalization robotics extracurricular ecosystem at a public senior high school in East Java. Using a qualitative case study, data were obtained from eight purposively selected informants (one principal, one supervising teacher, and six students) through semi-structured interviews, participant observation, and document analysis. Data were analyzed iteratively through organizing, memoing, initial coding, category development, cross-source comparison, and thematic consolidation. Credibility was strengthened through method and source triangulation and member checking. The findings identify three interrelated processes. First, critical thinking and creativity developed through diagnosing technical failures, testing alternatives, revising designs, and producing context-responsive technologies such as ACF TEHNO and RATA OBAMA. Second, collaboration and communication developed through role specialization, peer tutoring, egalitarian discussion, and technology-literacy outreach. Third, institutional support sustained the program, while resource constraints prompted a resilience-related social-entrepreneurship initiative through the Simple Math Tool (ATM). Rather than merely showing that robotics supports 21st-century skills, this study explains how 4C competencies were progressively enacted and internalized through recurring technical, social, and reflective practices in a post-revitalization extracurricular setting.
Co-Authors Abdul Manab Ade Andreansyah Ajar Dirgantoro Alviana Widyawati Annisa Testi Rahmawati Arin Eko Yulianto Arum Purba Sulistyani Ayati, Julia Putri Riska Bachrul Ulum Bagus Ahmadi Bambang Eko Basuki Basuki Sarjono Bondan Wicaksana Asmi Asmara Danti Sri Rahayu Dewi Patmalasari Didik, Sugiharto Diesty Hayuhantika Diesty Hayuhantika Dinda Ayu Manggar Dirgantoro, Ajar Diyah Ayu Wulandari Dwi Wulandari Dwi Wulandari Dwikoranto Ekawati Zuhro', Yuyun Erwanto, Danang Fadlilah, Siti Ni’matul Ummi Fajar Hendro Utomo Farida, Khoirul Gaguk Resbiantoro Galuh Ajeng Nurazizah Geston Bakti Muntoha Grafika Saraswati Gufron, Mohammad Hadiputra, Susilo Hayuhantika, Diesty Hayuhantika, Diesty Hendra Erik Rudyanto Ika Mariana Putri Imam Sukwatus Suja’i indi ratnani Irnelia, Venia Regita Irwan Kristanto Jadmiko, Rahmad Setyo KHOIRUN NISAK Lutfia Marsalina M. Abdul Roziq Asrori Marsalina, Lutfia Maryono . Maylita Hasyim Moch Fachrish Rizha Zhamzhamy Moh. Gufron Mohammad Faizal Amir Mohammad Gufron Mohammad Syauqy Muhamad Abdul Roziq Asrori Muhammad Anasrulloh Muhammad Anasrulloh Muhammad Ilman Nafi'an Muhammad Ilman Nafi'an Muhammad Ilman Nafi'an Muhammad Ngizzul Muttaqin Muhlasin Amrullah Muntoha, Geston Bakti Nafi'an, Muhammad Ilman Noraniza Bahrotul Ilmi Nugraha, Aldila Wanda Nur Ika Fatmawati NUR KHOLIFAH Nuzulus Sholikkah, Siti Pika Roiddatun Pamungkas, Bian Dwi Pebriani, Linda Purnawananti, Yepi Sedya Putri, Ika Mariana Putri, Ika Mariana Rahmat Hidayat Rahyu Setiani Rahyu Setiani Ratih Puspasari Rayiningtyas Ayu Palupi Ria Lestari Ningrum Rijalush Sholikhin Rijalush Sholikhin Sholikhin Rini Dwi Mardiyah Rohmah, Niza Nur Sari , Ratna Kumala Sari, Eka Yuliana Sarjono, Basuki Setyo Hartanto Shelly Lailatul Khasanah Sholikhin, Rijalush Sholikhin Silfia Hayuningrat Silfia Hayuningrat Siti Komariyah Siti Zulaikah Suindayati Suindayati Sukmaningrum, Ratna Sulastri Rini Rindrayani Sulistiyawati, Wiwik Sulistiyawati Suyani Suyani, Suyani Syafi'ah, Rohmatus Tentrem, Wahyu Tinuk Lastriatun Tomi Listiawan Wahyuni, Fida Ika Wardini, Sevia Umi Widyawati, Evi Winarti, Lilik Wiwik Sulistiyawati Sulistiyawati Yepi Sedya Purwananti Yessy Erma Kusuma Santi Yessy Erma Kusuma Santi Yuliana Sari, Eka