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Anton Jaelani

Universitas Muhammadiyah Purwokerto

Author-ID : 2383000

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Developing Ethnomathematics-Based Worksheets for Junior High School: A Research and Development Approach Anggun Badu Kusuma; Anton Jaelani; Arifin Suryo Nugroho
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.18820

Worksheets are frequently utilized as educational tools to assist teachers in learning. Integrating ethnomathematics into lessons enhances the significance of mathematics education. This study aims to develop ethnomathematics-based worksheets for junior high school students. The research employs a research and development methodology, following the stages of defining, designing, and developing as outlined by Thiagarajan. The participants include material experts, media experts, teachers, and junior high school students. The findings indicate that the worksheets are valid and suitable for further research. Feedback from teachers and students suggests that the worksheets are practical and effective. Observations from limited trials show that students and teachers are enthusiastic about learning.

Diagnostic Analysis of Junior High School Students' Mathematical Critical Thinking Ability in Solving Problems of Numbers with Powers and Root Forms Pertiwi, Budi Wahyu; Jaelani, Anton
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31558

Mathematical critical thinking is increasingly recognized as a core competence for enabling students to interpret problems, evaluate procedures, justify conclusions, and make reasoned mathematical decisions. Yet, students’ difficulties in exponents and radicals often reflect not only procedural inaccuracy but also fragmented reasoning that remains insufficiently diagnosed in classroom-based mathematics assessment. This study aimed to diagnose junior high school students’ mathematical critical thinking ability in solving exponent and radical problems through three indicators: elementary clarification, inference, and strategies and tactics. A descriptive diagnostic mixed-method design was employed involving 23 Grade IX students at SMP Negeri Satu Atap 1 Cimanggu, Indonesia. Data were collected using essay-based mathematical critical thinking tasks and analyzed through descriptive statistics and qualitative interpretation of students’ written responses. The quantitative findings revealed a critically low level of mathematical critical thinking, with a mean score of 26.57, a standard deviation of 3.55, the highest score of 35, and the lowest score of 20. None of the students reached the very good, good, or moderate categories; 26.09% were classified as low, while 73.91% were classified as very low. Qualitative analysis showed that students could identify limited explicit information but struggled to evaluate solution completeness, construct evidence-based inferences, justify strategy efficiency, and interpret results contextually. These findings indicate that students’ weaknesses are structural within the reasoning process rather than merely computational. The study contributes a diagnostic perspective by shifting the analysis from achievement-based classification toward indicator-based mapping of mathematical reasoning weaknesses, offering a foundation for more reflective, conceptually grounded, and reasoning-oriented mathematics instruction.

Pengembangan Model Pembelajaran Literasi Finansial Terintegrasi Digitalisasi Transaksi Sederhana pada Siswa SMP Rizqi Muji Prisnaini; Anton Jaelani
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.40773

Penelitian ini bertujuan untuk mengembangkan model pembelajaran literasi finansial terintegrasi digitalisasi transaksi sederhana menggunakan aplikasi M Kasir pada siswa SMP. Penelitian dilatarbelakangi oleh rendahnya tingkat literasi keuangan siswa serta perlunya integrasi teknologi digital dalam pembelajaran matematika, khususnya materi aritmatika sosial. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Penelitian dilaksanakan di SMP Negeri 1 Bukateja pada siswa kelas VII semester genap. Implementasi model pembelajaran dilakukan melalui kegiatan bazar aritmatika berbasis Problem Based Learning (PBL) dengan integrasi digitalisasi transaksi menggunakan aplikasi M Kasir. Teknik pengumpulan data meliputi observasi, angket, tes, dan dokumentasi. Data dianalisis menggunakan statistik deskriptif berupa persentase dan kategori penilaian. Hasil penelitian menunjukkan bahwa model pembelajaran yang dikembangkan mampu menciptakan pembelajaran yang kontekstual, interaktif, dan bermakna. Peserta didik menunjukkan keterlibatan aktif dalam kegiatan pembelajaran, seperti menentukan modal, menetapkan harga jual, melakukan transaksi, dan menganalisis keuntungan maupun kerugian. Penggunaan aplikasi M Kasir membantu siswa melakukan pencatatan transaksi secara sistematis dan efisien. Hasil kegiatan bazar menunjukkan keuntungan total sebesar Rp62.000,00 dan kerugian sebesar Rp42.000,00. Selain itu, pembelajaran berbasis praktik nyata dan digitalisasi transaksi mampu meningkatkan motivasi belajar, kemampuan literasi finansial, literasi digital, berpikir kritis, serta kemampuan pengambilan keputusan siswa. Dengan demikian, model pembelajaran literasi finansial terintegrasi digitalisasi transaksi sederhana menggunakan aplikasi M Kasir layak digunakan sebagai inovasi pembelajaran matematika SMP pada materi aritmatika sosial.

Education Program 4.0 In The Making Indonesia 4.0 Roadmap And Its Implementation At Muhammadiyah Junior High School Of Ajibarang Indonesia Wanda Nugroho Yanuarto; Joko Purwanto; Anton Jaelani
International Journal Of Community Service Vol. 2 No. 2 (2022): May 2022 (Indonesia - Malaysia)
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijcs.v2i2.95

The As a result of the implementation of the Fourth Industrial Revolution, the world of education is being impacted by the application of technology across all aspects of learning in schools. One of the government's efforts to bring Indonesian life into line with the pace of technological advancement is the initiative Making Indonesia 4.0 (4.0 Indonesia). Education 4.0 in Indonesia is one of the initiatives aimed at transforming Indonesia into a 4.0 society. Education 4.0 in Indonesia is a program that was developed to improve the quality of education by incorporating technology into its activities, particularly in the classroom. We hope to learn about the 4.0 education program in Indonesia and the challenges it faces. We also hope to learn about how 4.0 education can be implemented in schools, specifically at Muhammadiyah Junior High School of Ajibarang, through this training. The participants in this training activity are all teachers from junior high schools in Banyumas Regency who are participating in this training activity. The participants in this training were 36 teachers from Muhammadiyah Junior High School of Ajibarang , who served as a model. Specifically, there are four stages to this training method: the presentation stage, peer teacher stage, class observation stage, and final performance evaluation stage. The culmination of this training is the completion of education 4.0 at Muhammadiyah Junior High School of Ajibarang, which consists of three main steps, namely the development of an e-learning platform, the holding of an innovation workshop, and the participation of school and industry. According to the organizers, this activity will serve as an alternative to solving problems related to the implementation of education 4.0 at Muhammadiyah Junior High School of Ajibarang in an effort to develop a roadmap for Indonesia's transition to the Fourth Industrial Revolution.

Analysis of Fuzzy Thinking Processess in Students’ Mathematical Communication at SMP Negeri 2 Banyumas Helmy Wahyu Widiarti; Kusno Kusno; Anton Jaelani
Proceedings Series on Social Sciences & Humanities Vol. 25 (2025): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v25i.1730

Fuzzy thinking means the thinking process with confusion between understanding and not understanding. This research was conducted to find out the students' experiences of fuzzy thinking in mathematics communication in SMP Negeri 2 Banyumas. This was a descriptive qualitative research and the subjects were taken from the students of class 8 C using snowball technique and T.O.L (Think Out Loud) that fulfilled the criteria of fuzzy thinking either the correct one or the incorrect one. From the results, there were 2 students with correct fuzzy thinking and 4 students with incorrect fuzzy thinking. The data were collected using tests, interviews, and documentation then analyzed using Miles and Huberman model consisting of data reduction, data display, and conclusion. The results showed that: 1) the thinking process of the respondents with incorrect fuzzy thinking experienced a change. At first they were able to think correctly, but after the reflection, they were not able to explain correctly, so the answers did not reflect their understanding absolutely; 2)the thinking process of the respondents with correct fuzzy thinking experienced a change. At first they were not able to do the test correctly, but after the reflection, they were able to finish it correctly.

PENGEMBANGAN MEDIA EDUKATIF MATH ADVENTURE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN MENURUNKAN MATH ANXIETY SISWA Ummu Atiyatul Musodiqoh; Anton Jaelani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.15702

Kemampuan berpikir kritis matematis dan tingginya math anxiety masih menjadi permasalahan pada pembelajaran matematika, terutama pada materi trigonometri. Siswa masih kesulitan dalam menyelesaikan soal yang memerlukan penalaran matematis. Sementara itu, pemakaian alat belajar yang kurang interaktif mengakibatkan partisipasi siswa pada proses belajar belum mencapai tingkat maksimal. Tujuan dari studi berikut ialah pengembangan alat belajar berbasis permainan edukasi Math Adventure yang valid, praktis, serta efektif dalam meningkatkan kemampuan berpikir kritis matematis dan penurunan math anxiety siswa. Studi berikut menggunakan metode Research and Development (R&D) dengan model ADDIE. Uji efektivitas dilaksanakan dengan quasi-experimental design melalui bentuk posttest-only control group design. Subjek studi melibatkan 60 siswa kelas X dari SMA Negeri 1 Mesuji Raya yang dikelompokkan ke dalam kelas eksperimen dan kontrol. Kelas eksperimen mempergunakan media Math Adventure untuk belajar, sementara kelompok kontrol menerapkan metode pembelajaran tradisional. Informasi diperoleh lewat kuesioner validasi dari ahli, angket tentang kepraktisan, tes yang mengukur kecakapan berpikir kritis matematis, dan angket mengenai math anxiety. Temuan studi mengindikasikan bahwasanya penilaian dari ahli media mendapatkan nilai 4,28 dan dari ahli materi meraih nilai 4,47, yang termasuk dalam kelompok sangat valid. Uji kepraktisan mendapatkan rerata skor sebesar 3,48, yang tergolong praktis. Temuan dari uji t dan MANOVA memperlihatkan bahwasanya siswa di kelas eksperimen mempunyai keterampilan berpikir kritis matematis yang lebih tinggi dan taraf math anxiety yang lebih rendah daripada dengan kelas kontrol (p < 0,001). Oleh karena itu, media Math Adventure yang dikembangkan dinyatakan valid, praktis, dan efektif serta memberikan hasil yang lebih optimal dibandingkan pembelajaran konvensional.

Co-Authors Agung Purwo Wicaksono agustina setyaningrum, agustina Ahmad Ahmad Akhmad Jazuli Arifin Suryo Nugroho Eka Setyaningsih Evi Triyana Gunawan Handini, Elli Helmy Wahyu Widiarti Helmy Wahyu Widiarti Hidayati, Litsa Arfi Joko Purwanto Joko Purwanto Joko Purwanto Kusno Kusno Kusno Kusuma, Anggun Badu Lukmanul Akhsani Lukmanul Akhsani Lukmanul Akhsani Mohamad Ikram Zakaria Musodiqoh, Ummu Atiyatul Nabila, Jauza Nur Nur Syamsiyah Harahap Nurbaiti, Idhata Pertiwi, Budi Wahyu Prima Honder Alfaindes Ratu Ilma Indra Putri Rizqi Muji Prisnaini Sejati, Mezayu Maura Syifa Ul Fatimatuz Zuhro Triyana, Evi Ummu Atiyatul Musodiqoh Ummu Atiyatul Musodiqoh Wahyuni, Priska Wanda Nugroho Yanuarto Yusuf Hartono Zuhro, Syifa Ul Fatimatuz Zulaeha Nur Asyifa

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