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All Journal Jurnal Pendidikan Matematika dan IPA AKSIOMA: Jurnal Program Studi Pendidikan Matematika Logika : Jurnal Penelitian Universitas Kuningan Empowerment : Jurnal Pengabdian Masyarakat at-tamkin: Jurnal Pengabdian kepada Masyarakat Al-Khidmat : Jurnal Ilmiah Pengabdian Kepada Masyarakat Equals : Jurnal Ilmiah Pendidikan Matematika Jurnal Komunitas: Jurnal Pengabidian Kepada Masyarakat Journal of Educational Experts (JEE) Mosharafa: Jurnal Pendidikan Matematika Jumat Pendidikan: Jurnal Pengabdian Masyarakat Hipotenusa: Journal of Research Mathematics Education (HJRME) Jurnal Ilmu Pendidikan Dasar Indonesia Jurnal Pengabdian Pada Masyarakat Indonesia (JPPMI) Jurnal Pengabdian Sains dan Humaniora Jurnal Pengabdian Masyarakat Bangsa
Syafari, Rahayu
Universitas Kuningan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Cerita Berdasarkan Prosedur Newman Rahayu Syafari; Aan Nurhasanah; Siti Aisah
LOGIKA : Jurnal Penelitian Universitas Kuningan Vol 12 No 02 (2021)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/logika.v12i2.5084

Abstract

This study aims to describe mistakes made by students in solving math story problems on the KPK and FPB materials based on Newman’s prosedures in grade IV elementary school in Salado  district. In this study, the types of errors made by students were analyzed based on Newman’s theory of procedures and the causes of errors. The approach in this study uses a qualitative approach with a case study method. Data collection techniques used are documentation studies and interviews. Based on the results of the study, it can be concluded that the types of errors that arise when students solve KPK and FPB story problems are: (1) reading errors, (2) reading comprehension, (3) transformation errors, (4) process skill, (5) encoding errors. The factors that cause students make mistakes are: a) the lack of students ability to read; b) students have difficulty understanding the questions; c) students forget to write down the information that is known and asked; d) do not understand the concepts of KPK and FPB; e) errors in the previous stage; f) lack of accuracy of students in writing the calculation process; and g) students forget to the write down the conclusion of the answer.
Pelatihan Peningkatan Kemampuan Literasi dan Numerasi di Sekolah Dasar Negeri Paninggaran Kuningan Taufik, Azin; Anggar Titis Prayitno; Rahayu Syafari; Nuranita Adiastuty
Empowerment : Jurnal Pengabdian Masyarakat Vol. 8 No. 01 (2025): Empowerment
Publisher : Program Studi Ilmu Hukum Fakultas Hukum Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/empowerment.v8i01.10529

Abstract

The Merdeka Curriculum has been implemented in most schools in Indonesia, from PAUD to SMA. One form of assessment in this curriculum is the Computer-Based National Assessment (ANBK), which includes various types of assessments, including the Minimum Competency Assessment (AKM), learning environment surveys, and character surveys. In AKM, students are expected to master literacy and numeracy skills through questions with relatively long texts, which often make it difficult for many students to understand and solve the questions satisfactorily. As a solution, it is important for schools to intensively introduce the types of AKM questions to students and get them used to, both independently and in groups, solving numeracy literacy-based questions using interactive e-books. This community service program was carried out for one day at SDN Paninggaran Darma, Kuningan Regency, and focused on introducing AKM questions based on numeracy literacy. During the activity, grade 5 students showed that they were not familiar with the questions, so they still faced difficulties in solving the problems. The evaluation was conducted by asking students to complete 5 AKM questions based on numeracy literacy directly in class. The conclusion is that students already have an understanding of various types of Minimum Competency Assessment questions based on numeracy literacy and show an increase in their ability to solve questions in the moderate category. To improve students' numeracy literacy skills, routine efforts need to be made to introduce these questions during the daily learning process, so that they can better apply these skills in their daily lives. Suggestion: Students already understand various types of Minimum Competency Assessment questions that focus on numeracy literacy and show an increase in their ability to solve questions with a moderate level of difficulty. In order for students' numeracy literacy skills to continue to develop and be applied in their daily lives, it is important to continue
THE CIREMAI MOUNTAIN CURRICULUM IN A BRAIN-BASED LEARNING E-MODULE: AN EFFORT TO ENHANCE STUDENTS"™ MATHEMATICAL CREATIVE THINKING ABILITY Adiastuty, Nuranita; Aeni, Dilla Dzahrotul; Syafari, Rahayu
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93469

Abstract

This study aims to develop a Brain-Based Learning (BBL) e-module based on the Gunung Ciremai Curriculum to enhance junior high school students' mathematical creative thinking on plane figures. Using the ADDIE Research and Development model, the study involved 30 seventh-grade students from class VII C at SMP Negeri 1 Kramatmulya. Instruments included validation and practicality questionnaires, as well as pre- and post-tests. The e-module was rated highly valid by material experts (88.54%) and media experts (81.94%), and valid by cultural experts (72.5%). Practicality scores were very high from both teachers (95.31%) and students (84.93%). An average N-Gain of 0.6 indicated a moderate improvement in creative thinking. These results show that the e-module is valid, practical, and effective in fostering mathematical creative thinking by integrating local cultural elements, particularly Kuningan batik, into learning. This study contributes by developing and validating a Brain-Based Learning (BBL) E-Module integrated with ethnomathematics of the Gunung Ciremai Curriculum, which is proven practical and effective in enhancing students"™ mathematical creative thinking skills.
Kesesuaian Buku Teks Matematika Berdasarkan Kurikulum 2013 Nurhasanah, Aan; Syafari, Rahayu; Nurfaidah, Ade Ratna
Mosharafa: Jurnal Pendidikan Matematika Vol. 11 No. 2 (2022): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v11i2.701

Abstract

Penggunaan dua buku sumber berbeda untuk kelas VI Sekolah Dasar, yaitu buku yang diterbitkan oleh Kementerian Pendidikan dan oleh Swasta yaitu Quadra melatarbelakangi dilakukannya penelitian. Tujuannya, untuk menganalilis kesesuaian buku yang digunakan berdasarkan kurikulum 2013. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Sumber data berupa materi ajar matematika pada buku teks matematika kelas VI yang diterbitkan Kementrian Pendidikan dan Swasta. Pengumpulan data dilakukan malalui studi dokumentasi. Instrumen penelitian berupa lembar analisis yang disusun berdasarkan indikator pembelajaran matematika SD Kurikulum 2013. Hasil penelitian menunjukan persentase kesesuaian isi buku dengan kurikulum 2013 pada buku teks matematika terbitan swasta adalah 100%, sedangkan pada buku teks matematika terbitan Kementrian Pendidikan adalah 82,3%. Buku teks matematika kelas VI terbitan swasta lebih sesuai dengan kurikulum 2013 dan lebih direkomendasikan untuk digunakan. The use of two different sourcebooks for grade VI Elementary School, namely the book published by the Ministry of Education and by the private sector, namely Quadra, was the background for the research. The aim is to analyze the suitability of the books used based on the 2013 curriculum. This study uses a qualitative descriptive approach. The data source is in the form of mathematics teaching materials in grade VI mathematics textbooks published by the Ministry of Education and Private. Data was collected through a documentation study. The research instrument was in the form of an analysis sheet based on the 2013 Curriculum Elementary Mathematics learning indicators. The results showed that the percentage of conformity of the contents book with the 2013 curriculum in privately published mathematics textbooks was 100%, while in mathematics textbooks published by the Ministry of Education it was 82.3%. Privately published grade VI mathematics textbooks are more in line with the 2013 curriculum and more recommended for use.
Pendapingan Penyusunan Modul Ajar Kurikulum Merdeka Syafari, Rahayu; Prayitno, Anggar Titis; Sumarni, Sumarni
Jumat Pendidikan: Jurnal Pengabdian Masyarakat Vol. 5 No. 2 (2024): Agustus
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat UNWAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/abdimaspen.v5i2.4346

Abstract

Sejatinya kurikulum akan selu berubah mengikuti perkembangan hal ini terjadi dikarenakan kurikulum pendidikan disediakan untuk menjawab kebutuhan yang secara terus menerus bergerak berubah. Kali ini perubahan kurikulum sedang hangat untuk dibaha, setiap perubahan dipastikan akan menciptakan fenomena beragam bagi pelaksana. Salah satu fenomena dari perubahan kurikulum yang sangat berdampak adalah kesiapan guru dalam melaksanakan kurikulum yang baru, dimana setiap guru harus melakukan penyesuaian penyesuaian pada pengadmistrasian guru. Salah satunya adalah istilah dari RPP menjadi Modul Ajar, hal ini menimbulkan kegaduhan karena proses perpindahan biasanya berdampak pada teknis teknis pembuatan Modul Ajar. Berdasakan fenomena tersebut tim pengabdian kali ini berfokus pada memfasilitasi guru di lingkungan SDN 2 Dayeuh Luhur untuk berlatih, berdiskusi dalam forum grup disscusion ( FGD ) untuk mendapatkan pemahaman baru mengenai kurikulum merdeka dan proses serta tahapan penyusunan Modul Ajar.
ANALYSIS OF ELEMENTARY SCHOOL STUDENTS' NUMERATION ERRORS AT EACH STAGE OF POLYA PROBLEM SOLVING IN SOLVING MATHEMATICS STORY PROBLEMS Nurhasanah, Aan; Syafari, Rahayu
Journal Of Educational Experts (JEE) Vol. 9 No. 1 (2026): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v9i1.344

Abstract

This study aims to analyze students’ numeracy errors in solving contextual mathematical problems based on Polya’s problem-solving stages and numeracy literacy framework. The research employed a qualitative descriptive approach by analyzing students’ written responses to a contextual problem involving calculation of total purchase cost. Data were analyzed using Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The findings revealed that students’ errors predominantly occurred in the early stages of problem solving, particularly in understanding the problem and devising a solution strategy. Students demonstrated partial identification of relevant information and showed difficulties in mathematical modelling, especially in connecting unit price concepts with quantity relationships. Despite these difficulties, students exhibited adequate procedural skills during arithmetic calculations. However, metacognitive reflection was absent, as students did not verify or evaluate their solutions. These findings suggest that numeracy difficulties are more closely related to conceptual understanding and modelling processes rather than computational skills. The study highlights the importance of instructional approaches that emphasize contextual interpretation, mathematical modelling, and reflective thinking to enhance students’ numeracy literacy
Pengaruh Kapasitas Working Memory dan Kemampuan Numerik terhadap Pemecahan Masalah Matematika Berbasis Higher Order Thinking Skills Azin Taufik; Ria Rahmadayanti; Rahayu Syafari
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 8 No. 2 (2025): Inovasi Pembelajaran Matematika Berbasis Teknologi, Kognitif, dan Etnomatematik
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v8i2.2680

Abstract

This research is motivated by the low ability of solving mathematical problems based on Higher Order Thinking Skills (HOTS) in junior high school students. The objectives of the study are to: analyze the effect of working memory capacity on HOTS-based mathematical problem solving, analyze the effect of numerical ability on HOTS-based mathematical problem solving, and analyze the effect of working memory capacity and numerical ability simultaneously on HOTS-based mathematical problem solving. This type of research is quantitative with a causal associative research design. The research was conducted at SMP Negeri 1 Kalimanggis. Data collection techniques used test questions and interviews. The instruments used include: Operation Span (OSPAN) task, numerical ability test and HOTS-based mathematical problemsolving test. Data analysis techniques used simple and multiple linear regression with the help of Excel software. The results of the study showed that: Working memory capacity has a positive and significant effect on HOTS-based problem solving , ), numerical ability has a positive and significant effect on HOTS-based problem solving ( , ), and both factors simultaneously have a positive and significant effect ( , ).
Development of flipped classroom module based on student created videos to improve hots Azin Taufik; Aulia Barkah Safitri; Rahayu Syafari
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 2 (2026): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i2.5203

Abstract

Higher Order Thinking Skills (HOTS) are essential competencies that should be fostered in mathematics education to enable students to analyze, evaluate, and solve problems critically. However, students' HOTS remain relatively low due to teacher centered instruction, low learning motivation, and limited learner autonomy. This condition was also identified among eighth grade students at SMPN 5 Kuningan. The results of the preliminary test on statistics indicated that students were able to calculate the mean, median, and mode but were not yet able to analyze, evaluate, or provide appropriate reasoning when solving problems. Although numerous studies have examined the flipped classroom approach and the student created video strategy separately, research integrating both into a teaching module to enhance HOTS in statistics instruction remains limited. Therefore, this study aimed to develop a student created video-based flipped classroom teaching module, evaluate its validity and practicality, and examine its effectiveness in improving students' HOTS. This study employed a Research and Development (R&D) approach using the ADDIE model involving 20 eighth-grade students at SMPN 5 Kuningan. Data were collected through observations, questionnaires, and tests and were analyzed using percentage analysis and the normalized gain (N-Gain) test. The results showed that the developed module was highly valid, with validity scores ranging from 82.00% to 87.69%, and highly practical, as reflected in the positive responses from teachers (85.42%) and students (82.05%). Furthermore, the implementation of the module improved students' HOTS, with an N-Gain score of 0.52, which was classified as moderate. These findings indicate that the student created video based flipped classroom teaching module is a valid, practical, and effective instructional resource for supporting statistics instruction and promoting the development of Higher Order Thinking Skills.
Efektivitas Bahan Ajar Berbasis Etnomatematika Sunda terhadap Kemampuan Representasi Matematika Siswa pada Materi Bangun Ruang Sisi Lengkung Rahayu Syafari; Aan Nurhasanah
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 5 No 2 (2026): Jurnal Ilmu Pendidikan Dasar Indonesia
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v5i2.5666

Abstract

Kemampuan representasi matematis yaitu kemampuan siswa mengungkapkan gagasan matematis secara verbal, visual, dan simbolik masih menjadi kelemahan yang terdokumentasi pada siswa SMP di Indonesia, khususnya pada materi bangun ruang sisi lengkung, sementara bahan ajar berbasis etnomatematika jarang mengevaluasi kemampuan ini pada tingkat indikator secara terpisah. Penelitian ini bertujuan mengevaluasi efektivitas bahan ajar terintegrasi etnomatematika budaya Sunda berupa objek budaya sehari-hari yang secara struktural bersesuaian dengan bentuk kerucut, tabung, dan bola terhadap kemampuan representasi matematis 25 siswa kelas IX di sebuah SMP Negeri di Kabupaten Kuningan, Jawa Barat, menggunakan desain penelitian dan pengembangan (R&D) dengan evaluasi one-group pretest-posttest. Skor representasi matematis meningkat signifikan dari pretest (M = 12,20; SD = 3,34) ke posttest (M = 19,00; SD = 3,12), t(24) = 10,58, p < 0,001, d = 2,12, 95% CI [1,40, 2,82], hasil yang tetap stabil pada delapan analisis sensitivitas. Peningkatan juga berbeda signifikan antar tiga indikator, χ²(2) = 13,36, p = 0,001, Kendall's W = 0,27; berbeda dari prediksi arah semula, indikator visual bukan verbal menunjukkan peningkatan terendah. Bahan ajar dinilai sangat valid oleh ahli (81,3%) dan praktis oleh guru maupun siswa. Temuan ini mendukung pembelajaran berbasis konteks budaya untuk meningkatkan kemampuan representasi matematis, sekaligus menunjukkan bahwa peningkatan antar indikator tidak seragam.
Co-Authors Aan Nurhasanah Aan Nurhasanah Ade Ratna Nurfaidah Adinda Putri Aeni, Dilla Dzahrotul Anggar Titis Prayitno Anggar Titis Prayitno Arrofa Acesta Aulia Barkah Safitri Azin Taufik Azin Taufik Azin Taufik, Azin Basir, Mochamad Abdul Devi Febrianti Dewi Putri, Alvisyah Eliyanti, Marlina Febi Utami, Anjani Indriani, Putri Lilis Muparihah Nazwa Farhah Nuranita Adiastuty Nuranita Adiastuty, Nuranita Nurfaidah, Ade Ratna Ria Rahmadayanti Simbolon, Marlina Eliyanti SITI AISAH Siti Haerani SUMARNI Sumarni Sumarni Sumarni