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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Union: Jurnal Ilmiah Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Journal of Instructional Mathematics SJME (Supremum Journal of Mathematics Education)
Ahmatika, Deti
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Education Mathematics Other

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Critical Thinking on the Determinants Matrix: The Development of A Teaching Module Kosasih, Usep; Sumartana, Ammar Hanif; Sulastri, Yayu Laila; Ahmatika, Deti; Ramandhita, Annisa Tri
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8 No 2 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i2.17059

Abstract

This research is motivated by the unavailability of determinant matrix teaching materials that meet students' needs and curriculum standards and students' low critical thinking skills, so a determinant matrix teaching module is needed that complies with curriculum standards and facilitates critical thinking skills. Teaching modules are developed using the Project-Based Learning model. This mixed-methods research aims to determine teaching modules' validity, practicality, and effectiveness. This article is a design research report using the Plomp model. The data sources in this research are material expert validators, media experts, educational practitioners, and respondents. The instruments used are validity sheets for material experts, media experts, description tests, observation of the learning process, and critical thinking ability tests. The results of data analysis in this research concluded that the teaching module that had been developed was very valid, practical, and effective. The developed instructional materials are believed to support learning that emphasizes critical thinking. In conclusion, the teaching materials incorporate exercises that enhance critical thinking skills using case presentations. Furthermore, it is suggested that the module be used as an alternative teaching tool and that further research be done with different data, materials, or other mathematical abilities.
Analysis of Mathematical Concept Understanding and Responsibility in Learning with Padlet Yayu Laila Sulastri; Ahmatika, Deti; Syahrani, Siska Kartika; Nurmaulani, Annisa
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2988

Abstract

Pemahaman konsep matematis dan tanggung jawab merupakan aspek penting dalam pembelajaran Kalkulus, namun mahasiswa masih mengalami kesulitan dalam memahami konsep. Penggunaan Padlet sebagai media kolaboratif ditawarkan untuk mendorong partisipasi aktif. Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep matematis dan tanggung jawab pada pembelajaran dengan Padlet. Metode penelitian menggunakan kualitatif dengan strategi studi kasus. Data diperoleh dari mahasiswa mata kuliah Kalkulus Integral di Program Studi Pendidikan Matematika, Universitas Islam Nusantara melalui wawancara, observasi, dokumentasi, dan angket. Teknik pengolahan data: pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan mahasiswa belum memenuhi seluruh indikator kemampuan pemahaman konsep matematis; M1 dan M5 hanya memenuhi satu indikator, sementara M2 tidak memenuhi satupun. Sebaliknya, tanggung jawab meningkat, ditunjukkan oleh konsistensi M5 serta peningkatan M1 dan M2. Padlet menumbuhkan tanggung jawab, tetapi perlu dioptimalkan dengan menambahkan fitur diskusi aktif yang lebih terstruktur untuk mendukung ketercapaian kemampuan pemahaman konsep matematis. Mathematical concept understanding and responsibility are crucial in Calculus learning, yet students often struggle with these concepts. The use of Padlet as a collaborative media is offered to encourage active participation. This study aims to analyze the ability to understand mathematical concepts and responsibility in learning with Padlet. The research method used is qualitative with a case study strategy. Data were obtained from students of the Integral Calculus course in the Mathematics Education Study Program, Universitas Islam Nusantara, through interviews, observations, documentation, and questionnaires—data processing techniques: collection, reduction, presentation, and conclusion. The results indicate that students have not met all the mathematical concept understanding ability indicators. Specifically, M1 and M5 meet only one indicator, while M2 does not meet any. In contrast, responsibility increases, indicated by the consistency of M5 and the increase in M1 and M2. Padlet fosters responsibility, but it needs to be optimized by adding more structured active discussion features to support the achievement of understanding mathematical concepts.
Development of Inverce Matrix Module Related to Student’s Mathematical Connection Skills Fadlurrochman, Rizqon Fuadi; Sumartana, Ammar Hanif; Apriyanti, Leni; Piliang, Anita Safitri; Sulastri, Yayu Laila; Ahmatika, Deti; Kosasih, Usep
Journal of Instructional Mathematics Vol. 3 No. 2 (2022): Connecting Mathematical Concepts in Learning and Solving Problems
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v3i2.1558

Abstract

The purpose of this study was to describe the process and results of the development of the matrix Inverce module related to students' mathematical connection skill, as well as to describe the quality of the matrix Inverce module in terms of validity and practicality. The method used was design research with Plomp model, includes the initial research stage, development stage, and assessment stage. The data was obtained from interview, document analysis, and questionnaire. The result of this study showed that developed module was valid based on validation of material experts, media experts, and practitioner. The validation results of this module show that this module was quite feasible to use with a percentage of 80.83% from material experts and 75.93% from media experts, and was quite practical to use with a percentage of 76.90% from the educator's response questionnaire. From the validation results and educator responses, this module can be implemented as a learning resource or teaching material. In conclusion, the Inverce matrix module was declared fit and practical to be used as teaching material and learning resources.
Development of Notion-assisted e-modules for enhancing mathematical communication in vocational high schools Sulastri, Yayu Laila; Ahmatika, Deti; Auliya, Selma; Septriani, Anisa; Elsa, Elsa; Khaerunnisa, Najlaa Kania; Sundhari, Rachma
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17250

Abstract

The learning process often relies solely on lecture and discussion methods due to the lack of e-module teaching tools that utilize information technology tailored to students' needs and the students' low mathematical communication skills concerning two-variable linear inequalities. This research aims to determine the validity and effectiveness of students' mathematical communication skills after learning with the two-variable linear inequality e-module assisted by Notion. The research method used is Research & Development with the ADDIE design. The data sources in the research include material expert validators, media experts, and students. Data collection techniques involve validation sheets from material experts, media experts, observation of the learning process, feedback questionnaires, and mathematical communication skills tests. Based on the analysis results, it can be concluded that the developed teaching module is valid and highly valid. The average value of mathematical communication skills reached 83.59, classified as medium. Classical learning completeness was 84.37%. Learning completeness for the low class category is 75%, the medium class category is 80.95%, and the high class category is 100%. In conclusion, the Notion-assisted two-variable linear inequality e-module significantly enhances the mathematical communication skills of vocational high school learners, demonstrating its effectiveness and validity as a teaching tool.
Analisis Keterampilan Abad 21 Melalui Model Problem Based Calculus Learning Berbantuan Geogebra Sulastri, Yayu Laila; Ahmatika, Deti
SJME (Supremum Journal of Mathematics Education) Vol 4 No 1 (2020): January 2020
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v4i1.2254

Abstract

Tujuan penelitian ini untuk mengetahui gambaran keterampilan abad 21 mahasiswa melalui model pembelajaran Problem Based-Calculus Learningbantuan software Geogebra pada kalkulus integral. Metode yang digunakan pada penelitian ini adalah metode penelitian kualitatif dengan pendekatan fenomenografi. Adapun subjek pada penelitian ini berjumlah 30 semester III Pendidikan Matematika tahun ajaran 2019/2020 kemudian 3 mahasiswa yang dipilih dengan teknik purposive sampling dari keseluruhan mahasiswa untuk melakukan wawancara. Teknik atau langkah-langkah yang dilakukan dalam penelitian ini adalah memberikan soal-soal keterampilan abad 21 meliputi  kemampuan pemecahan masalah, kemampuan komunikasi, kemampuan berpikir kritis, dan kemampuan berpikir kreatif serta angket, menganalisis hasil tes keterampilan abad 21 dan jurnal, mengelompokkan mahasiswa ke dalam kelompok atas, menengah, dan bawah untuk kemudian dipilih 3 mahasiswa guna diwawancarai terkait hasil tes. Wawancara ini bertujuan untuk mengklarifikasi hasil tes keterampilan abad 21 dan angket kemudian dianalisis secara kualitatif. Hasil yang diperoleh dari penelitian ini adalah keterampilan abad 21 mahasiswa kelompok atas adalah baik, keterampilan mahasiswa kelompok sedang adalah cukup baik, dan keterampilan mahasiswa kelopmpok bawah masih kurang baik.  
Flipbook Ekspansi Kofaktor Terkait Kemampuan Berpikir Kreatif Ahmatika, Deti; Sulastri, Yayu Laila; Amalia, Tami Rizkya
SJME (Supremum Journal of Mathematics Education) Vol 6 No 2 (2022): 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.v6i2.5805

Abstract

The purpose of this study was to determine the validity of the learning design and the validity flipbook of the cofactor expansionwith the plomp model related to creative thinking skills, and to determine the implementation of the cofactor expansion learning design with the Plomp model related to creative thinking skills assisted by theapplication flipbook. The method used in this research is design based research according to Plomp. Sources of data in this study are learning design validators, applications, and small groups. The instruments used in this study were design and application validation sheets, creative thinking skills tests and student response questionnaires. In this research, which is developed is learning design with the help ofapplication flipbook. The data obtained were analyzed using percentages which were interpreted according to their qualifications. Based on the results of the analysis, it can be concluded that the learning design developed is very valid, the flipbook developed is very valid, the implementation is related to creative thinking skills in the complete category, and student responses meet positive criteria. It is recommended that further research be carried out for large-scale implementation, or other mathematical abilities.
Co-Authors Amalia, Tami Rizkya Apriyanti, Leni Auliya, Selma elsa, elsa Fadlurrochman, Rizqon Fuadi Khaerunnisa, Najlaa Kania Nurmaulani, Annisa Piliang, Anita Safitri Ramandhita, Annisa Tri Septriani, Anisa Sumartana, Ammar Hanif Sundhari, Rachma Syahrani, Siska Kartika Usep Kosasih Yayu Laila Sulastri