Article Per Year (5 Year)
p-Index From 2021 - 2026
1.151
P-Index
This Author published in this journals
All Journal Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Al Basirah Educational Insights JUMAT: Jurnal Matematika Contemporary Education and Community Engagement
Afifah Nur Aini
UIN Kiai Haji Achmad Siddiq Jember
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Pengaruh Penguasaan Materi Matematika Sekolah Menengah terhadap Efikasi Diri Mahasiswa Afifah Nur Aini
Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Vol 4 No 1 (2022): Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai Islami)
Publisher : Mathematics Department

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Efikasi diri artinya keyakinan seseorang atas kemampuan dirinya ketika menyelesaikan suatu tugas sampai meraih tujuan yang diharapkan. Mahasiswa Tadris Matematika diharapkan mampu menguasai matematika sekolah sebagai salah satu indikator kompetensi profesional, sehingga berimplikasi pada efikasi diri untuk menjadi guru. Dengan demikian, akan terselenggara pembelajaran sesuai tujuan instruksional. Penelitian ini dilakukan pada 29 orang mahasiswa Prodi Tadris Matematika. Tahap pertama, diberikan tes berisi materi matematika sekolah menengah dan dilanjutkan dengan pemberian angket efikasi diri. Hal ini bertujuan untuk mendeskripsikan penguasaan materi dan pengaruhnya terhadap efikasi diri mahasiswa. Dari analisis hasil tes, didapatkan bahwa rerata skor sebesar 76. Sedangkan hasil analisis angket menunjukkan bahwa rerata efikasi diri mahasiswa sebesar 3,93. Artinya, mahasiswa calon guru merasa yakin menguasai materi dan menyelenggarakan pembelajaran matematika serta menjadi guru matematika yang baik. Hasil analisis kuantitatif memperlihatkan hasil bahwa penguasaan materi matematika sekolah menengah tidak berpengaruh signifikan terhadap efikasi diri mahasiswa.
PENGEMBANGAN POTENSI WISATA GUNUNG GEDEG DI DESA BARUREJO MELALUI PENDEKATAN ASSET BASED COMMUNITY DEVELOPMENT Afifah Nur Aini; Azza Nazilah; Ninda Risdavianing Putri
Jurnal Al Basirah Vol. 3 No. 1 (2023): Al Basirah
Publisher : LPPM STAIMAS WONOGIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58326/jab.v3i1.51

Abstract

Desa Barurejo sedang gencar menggalakkan wisata untuk memacu pertumbuhan ekonomi. Pengabdian kepada masyarakat dilaksanakan dengan pendekatan Asset Based Community Development (ABCD). Kegiatan diselesaikan dengan lima tahap: discovery, dream, design, define, dan destiny. Tahap discovery menunjukkan potensi Sumber Daya Alam (SDA) Gunung Gedeg sebagai aset yang dapat diberdayakan. Menawarkan panorama alam yang menawan dan jalur pendakian yang menantang, pemberdayaan Gunung Gedeg belum dilakukan secara optimal untuk meningkatkan kesejahteraan ekonomi masyarakat desa (dream). Pemberdayaan dilakukan dengan melengkapi sarana dan prasarana bagi pengunjung Gunung Gedeg. Kegiatan yang dirancang yaitu membuat plakat penunjuk arah di tiap persimpangan pada jalur pendakian bagi pengunjung yang akan mendaki hingga puncak. Plakat penunjuk arah dibuat dengan memanfaatkan limbah kerajinan kayu dan mebel (define). Hasil dari pemasangan ini kemudian didokumentasikan menjadi video pendek yang diunggah pada laman media sosial untuk memperluas jangkauan promosi destinasi wisata Gunung Gedeg (destiny).
Miskonsepsi Siswa dalam Menyelesaikan Masalah Matematika Ditinjau dari Gaya Berpikir Gregorc Mega Arofatul Jannah; Afifah Nur Aini
JUMAT: Jurnal Matematika Vol. 2 No. 1 (2024): JUMAT, Juni 2024
Publisher : Institut Agama Islam Negeri Fattahul Muluk Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53491/jumat.v2i1.774

Abstract

One of the reasons for the low mathematical problem-solving ability is students’ misconceptions. Therefore, it is important to identify it. Misconceptions are defined as misunderstandings of concepts due to initial understanding or errors in linking between concepts. Misconceptions can be influenced by thinking style. Thinking style is a way of organizing and managing the information obtained. Gregorc classifies thinking styles into Concrete Sequential, Abstract Sequential, Concrete Random, and Abstract Random. This research aims to identify student misconceptions in terms of thinking style and held in the odd semester of the 2022/2023 academic year. The research was qualitative and descriptive, with 21 students in class VIII A of SMP Negeri 3 Rambipuji. The instruments used were a thinking-style questionnaire, diagnostic test, and interview guide. At the initial stage, a questionnaire was given to determine their thinking style. Then each student was selected to take the test. The test results are analyzed based on misconception indicators. Data were analyzed referring to Miles and Huberman's stages: data reduction, data presentation, and conclusion. The research results showed that students with Concrete Sequential, Concrete Random, and Abstract Random thinking styles experienced all three types of misconceptions, while Abstract Sequential only experienced classificational and theoretical misconceptions.
Islamic Values-Oriented Math Modules with Discovery Learning Model: Validity, Practicality, and Effectiveness Novianti Nur Kamila; Afifah Nur Aini
Contemporary Education and Community Engagement (CECE) Vol. 3 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/cece.v3i1.1714

Abstract

The unavailability of adequate learning modules can lead to suboptimal student learning outcomes. Therefore, this research aims to design an Islamic values-oriented math module using the Discovery learning model. The development stage refers to the 4-D model, which includes: define, design, develop, and disseminate. In the define stage, a curriculum analysis and student needs assessment are conducted. In the design stage, the module is designed. In the develop stage, validity tests are conducted, including the validity of Islamic content, language, math content, and media. In the disseminate stage, a field trial is conducted at MA Annuriyah. The module validity test results were 87.5%, 88.6%, 90%, and 82.8%, respectively, in the aspects of math content, Islamic values, language, and media. The practicality test results showed a score of 83.1%, categorized as very practical. The effectiveness test results showed a significant difference in pre-test and post-test scores with a sig. 0.00 < 0.05 and an average increase from 21.88 to 87.20. It was concluded that the developed math module was proven to be valid, practical, and effective.
Developing Math Modules to Improve Students' Mathematical Literacy Rissa Virga Kandira; Afifah Nur Aini
Educational Insights Vol. 3 No. 1 (2025): June 2025
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i1.93

Abstract

This study aims to produce a module to improve students' mathematical literacy. This study is a Research and Development (R&D) using the ADDIE model which includes: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The subjects in this study were 20 students of class VIIIE of SMP Negeri 02 Wuluhan. The instruments used were a module validity questionnaire, a module practicality questionnaire, and an effectiveness test device in the form of pre-test and post-test questions. The results of the pre-test and post-test were tested using the paired sample t-test. The results showed that the module achieved an average validity of 93.7% (very valid), and a practicality of 98.47% (very practical). The Paired Sample T-Test showed a significant difference between the pre-test and post-test results (sig. 0.000 <0.05) with an increase in mathematical literacy scores of 33.57. So, it can be concluded that the module is valid, practical, and effective in improving students' mathematical literacy.
Co-Authors Azza Nazilah Mega Arofatul Jannah Ninda Risdavianing Putri Novianti Nur Kamila Rissa Virga Kandira