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Hamidah Suryani Lukman

Universitas Muhammadiyah Sukabumi

Author-ID : 2423780

Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Penerapan Model Pembelajaran LAPS-Heuristic Dengan Pendekatan RME Terhadap Kemampuan Pemecahan Masalah Siswa SMP Aryanti Septiani; Hamidah Suryani Lukman; Nur Agustiani
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 3 (2022): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 6 Nomor 3 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i3.1638

Tujuan dari penelitian ini adalah untuk mengetahui perbedaan dan model yang lebih baik antara model pembelajaran LAPS-Heuristic dengan pendekatan RME, model pembelajaran LAPS-Heuristic, dan model pembelajaran langsung terhadap kemampuan pemecahan masalah siswa SMP. Metode penelitian yang digunakan adalah kuantitatif eksperimen dengan jenis eksperimen berupa quasi eksperiment. Populasi dari penelitian yaitu seluruh siswa kelas VII SMP Islam Terpadu Nurul Falah dengan menggunakan teknik pengambilan sampel yaitu cluster random sampling. Sampel yang digunakan sebanyak tiga kelas dengan pembagian menjadi kelas eksperimen I, kelas eksperimen II, dan kelas kontrol. Instrumen yang digunakan berupa lima butir soal uraian dan lembar observasi. Hasil yang diperoleh dari penelitian ini yaitu nilai sehingga keputusan uji menolak . Sehingga, kesimpulan dari penelitian ini yaitu terdapat perbedaan antara model pembelajaran LAPS-Heuristic dengan pendekatan RME, model pembelajaran LAPS-Heuristic dengan pendekatan RME dengan model pembelajaran langsung, dan model pembelajaran LAPS-Heuristic dengan model pembelajaran langsung terhadap kemampuan pemecahan masalah siswa SMP. Sehingga diperoleh model yang lebih baik dari ketiga model yang diberikan yaitu model pembelajaran LAPS-Heuristic dengan pendekatan RME.

Pengembangan Instrumen Tes PLSV Berdasarkan Indikator Berpikir Kritis dan Pemecahan Masalah Nur Agustiani; Ana Setiani; Hamidah Suryani Lukman
Jambura Journal of Mathematics Education Vol 3, No 2: September 2022
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34312/jmathedu.v3i2.15837

This study aims to develop a test instrument of linear equation in one variable based on critical thinking and problem-solving indicators, which validate by experts. The type of this research is R D research with the ADDIE model. This study is limited only to Analysis (Analysis), Design (Design), and Development (Development). The instrument used in this study was an expert validation sheet. This study involved five mathematics lecturers as validators. The expert validation data were analyzed using V'Aiken. The results of the study indicate that the average value of the V'Aiken index for the feasibility of the content aspect is 0.92, with very high criteria. The feasibility of the linguistic aspect is 0.92 with very high criteria; conformity with the critical thinking indicator is very high with a value of 0.90 for questions number 1, 2, and 4, and for item number 3 is 0.91. The suitability of the solution indicator is very high, with a value of 0.89 for questions number 1, 2, and 4, and for item number 3, it is 0.90. Overall, the test instrument developed is very feasible to use.

PENGEMBANGAN APLIKASI KOPI D’LIMA UNTUK PEMBELAJARAN MERDEKA Astri Sutisnawati; Hamidah Suryani Lukman; Elnawati
Jurnal Cakrawala Pendas Vol. 8 No. 4 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v8i4.3268

Penelitian ini bertujuan mengembangkan aplikasi KOPI D’LIMA (Konten Pendidikan Inovatif berbasis digital, literasi dan numerasi) yang merupakan aplikasi berbasis android untuk pembelajaran diferensiasi pada kurikulum merdeka. Aplikasi ini dikembangkan dengan pendekatan pembelajaran diferensiasi pada kurikulum merdeka yang diharapkan mampu menjembatani guru dan siswa dalam melaksanakan proses pembelajaran di kelas. Metode penelitian yang digunakan dalam penelitian ini menggunakan metode pengembangan (Research and Development) dengan menggunakan pendekataan ADDIE yaitu analysis, design, development, implementation dan evaluation. Subjek dalam penelitian ini adalah Guru-guru Sekolah Dasar di kota dan kabupaten Sukabumi yang melaksanakan pembelajaran kurikulum merdeka di kelas sesuai dengan fasenya. Hasil penelitian ini baru sampai pada tahap Development (Pengembangan). Pada Pendekatan tahapan ADDIE yang pertama yaitu menghasilkan analisis kebuthan guru dan siswa akan adanya media pembelajaran berbasis aplikasi yang efektif dan efisien sehingga guru dan siswa dapat melaksanakan pembelajaran merdeka terutama di sekolah dasar. Tahap kedua merupakan tahap desain dengan membuat flowchart,stodyboard dan layout dari aplikasi yang akan dikembangkan. Tahap ketiga dalam penelitian ini adalah development yaitu pengembangan aplikasi menggunakan android studio berdasarkan desain yang telah dibuat dalam peencanaan. Saat ini, penelitian dilaksanakan baru pada tahap pengembangan, untuk tahapan selanjutnya segera dilaksanakan implementasi dan evaluasi untuk memastikan produk yang dibuat layak untuk digunakan.

Students’ Mathematical Problem-Solving Ability in Mobile Learning with Microsoft Kaizala Application Ana Setiani; Nenden Mutiara Sari; Hamidah Suryani Lukman; Ida Rahmawati
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 2, September 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i2.23385

This research was motivated by the fact that the mathematical problem-solving ability of junior high school students during the Covid-19 pandemic in Indonesia was low. The strategy and approach used in learning mathematics are success factors in the mathematics learning process. One of the objectives of this research is to analyze the mathematical problem-solving ability of junior high school students using mobile learning with the Microsoft Kaizala application. The method used in this research is an experiment with a Pre-Experimental Design Research and One-Group Pretest-Posttest Design Research Design. The research was conducted at SMPN 50 Satap Oku, Ogan Komering Ulu Regency, South Sumatra Province. The results showed that the final mathematical problem-solving ability of students who received learning using mobile learning with the Microsoft Kaizala application was better than the students’ initial mathematical problem-solving ability and the average percentage of students’ mathematical problem-solving ability achievement after using the Microsoft Kaizala application was 85.16% (excellent). It means that the students’ problem-solving ability is getting better after using mobile learning with Microsoft Kaizala application.

PENGEMBANGAN BAHAN AJAR ARITMATIKA SOSIAL UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA SMP Pujia Siti Balkist; Hamidah Suryani Lukman; Nita Andriani
De Fermat : Jurnal Pendidikan Matematika Vol. 5 No. 2 (2022)
Publisher : Prodi Pendidikan Matematika, FKIP, Universitas Balikpapan

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

This study aims to determine the validity of animation-based teaching material of social arithmetic topic animation-based teaching material of social arithmetic to improve students' understanding of mathematical concepts. The method used in this research is R&D research with Borg and Gall development model which is limited to 5 stages, namely potential and problems, finding information, product design, design validation, and design improvement. By involving 3 experts namely 2 material experts and 1 media expert. The results of the study show that animation-based teaching material of social arithmetic are very valid with an average percentage of material experts at 93.5% and 96% of media experts.

Analisis Kemampuan Metakognisi Siswa dalam Pemecahan Masalah Matematika Iryani Dinar Dinar; Yanti Mulyanti; Hamidah Suryani Lukman
De Fermat : Jurnal Pendidikan Matematika Vol. 5 No. 2 (2022)
Publisher : Prodi Pendidikan Matematika, FKIP, Universitas Balikpapan

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

This study aims to describe the metacognitive ability and level of metacognition of class XII SMK students in the process of solving mathematical problems. Metacognition ability in solving the problem in question is the awareness of thinking by involving the planning process, monitoring/monitoring process and evaluation process at Polya's steps, namely the stages of understanding the problem, planning, completing and re-examination. This study uses a descriptive approach. This research was conducted at SMK Negeri 3 Sukabumi with subjects from class XII Catering 4 consisting of three students as representatives of the high, medium and low problem solving groups. Data collection using test and interview methods. The test instruments used are three explanations of problem solving material limits on algebraic functions. The data analysis process in this study includes data reduction, data presentation and conclusion drawing. Based on the results of data analysis, it was found that the dominant metacognitive ability possessed by high subjects was the process of planning, monitoring and evaluation at the stage of understanding and planning for completion. Meanwhile, the metacognitive abilities of the moderate and low groups were dominantly not seen as complete and fulfilled in every step of problem solving. The metacognition level of the high group students was at the level of strategic use, the middle group students was at the level of aware use and the low group students was at the level of tacit use.

MODUL AJAR MATEMATIKA SD BERDASARKAN PERSPEKTIF TPACK-21 Hamidah Suryani Lukman; Astri Sutisnawati; Elnawati Elnawati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk menganalisis tingkat kesesuaian dan validitas konten dari lima buah modul ajar pembelajaran Matematika SD Fase C pada Kurikulum Merdeka yang dilengkapi dengan video pembelajaran animasi berdasarkan perspektif indikator TPACK-21. Penelitian ini menggunakan metode Research and Development yang dibatasi sampai langkah ADD (Analysis, Design, and Development) dan validasi tim ahli. Instrumen yang digunakan adalah lembar validasi konten menggunakan indikator TPACK-21. Data yang dihasilkan selanjutnya dianalisis secara deskriptif. Hasil penelitian menunjukan bahwa modul ajar matematika yang dilengkapi dengan video pembelajaran animasi memenuhi kriteria Pedagogical Knowledge 21 (PK-21) sebesar 91,6%, Technological Knowledge 21 (TK-21) sebesar 90%, Content Knowledge 21 (CK-21) sebesar 90%, kriteria Pedagogical Content Knowledge 21 (PCK-21) terpenuhi 91,6%, kriteria Technological and Pedagogical Knowledge 21 (TPK-21) memenuhi 91,6%, kriteria Technological and Content Knowledge 21 (TCK-21) terpenuhi 93,4%, dan kriteria Technological Pedagogical Content Knowledge 21 (TPACK-21) terpenuhi 90%. Dengan demikian, dapat disimpulkan bahwa secara keseluruhan, kelima modul ajar matematika yang dilengkapi dengan video pembelajaran animasi sudah memenuhi kesesuaian kriteria pada seluruh aspek TPACK-21 sebesar 91,2%, tergolong sangat valid, dan layak digunakan dalam pembelajaran. This study aims to analyze the level of conformity and content validity of five teaching modules for Elementary School Mathematics Learning Phase C in the Merdeka Curriculum which is equipped with animated learning videos based on the perspective of the TPACK-21 indicator. The research uses Research and Development which is limited to the ADD (Analysis, Design, and Development) step and validation by a team of experts. The instrument used is a content validation sheet using the TPACK-21 indicator. The resulting data were then analyzed descriptively. The results showed that the teaching modules equipped with animated learning videos met the criteria for Pedagogical Knowledge 21 (PK-21) of 91.6%, criteria for Technological Knowledge 21 (TK-21) were met by 90%, criteria for Content Knowledge 21 (CK-21) ) met 90%, Pedagogical Content Knowledge 21 (PCK-21) criteria met 91.6%, Technological and Pedagogical Knowledge 21 (TPK-21) criteria met 91.6%, Technological and Content knowledge 21 (TCK-21) criteria met 93.4%, and the criteria for Technological Pedagogical Content Knowledge 21 (TPACK-21) were met 90%. Thus, it can be concluded that overall, the five mathematics teaching modules equipped with animated learning videos have met the suitability of criteria for all aspects of TPACK-21 of 91.2%, classified as very valid, and suitable for use in learning.

Validitas Instrumen Tes Kemampuan Berpikir Kritis Matematis Berdasarkan Teori FRISCO Hamidah Suryani Lukman; Ana Setiani; Nur Agustiani
SJME (Supremum Journal of Mathematics Education) Vol 7 No 1 (2023): 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.v7i1.6960

This study aims to analyze the content validity of the test instrument for the mathematical critical thinking ability of junior high school students using the FRISCO indicator as an alternative solution to help teachers realize learning that develops students' mathematical critical-thinking ability. This study uses the Research and Development method with the ADDIE model. However, the stages are limited to the ADD (Analysis, Design, and Development). The instrument used an instrument validation sheet consisting of three assessment aspects: content feasibility assessment, language aspect assessment, and assessment of the suitability of items with FRISCO indicators, presented in 26 questions. The validation was carried out by five Experts in Mathematics Education Experts using the Delphi technique. Data were analyzed descriptively. Based on the results of data analysis, the product of the mathematical critical thinking ability test instrument with the FRISCO theory, 92% have met the content feasibility assessment criteria and are categorized as very valid. In the aspect of language feasibility, 86.60% of the assessment criteria have been met and classified as very valid categories. In the aspect of the suitability of the items with the FRISCO indicators, 92.20% of the assessment criteria have been met and classified as very valid categories. Thus, overall, 90.20% of the criteria for assessing the feasibility of the critical thinking ability test instrument with the FRISCO theory have been met and classified as very valid categories, and are suitable for use in learning.

The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics Aritsya Imswatama; Hamidah Suryani Lukman
International Journal of Trends in Mathematics Education Research Vol 1, No 1 (2018)
Publisher : SAINTIS Publishing

The study aims to know the effectiveness of mathematics teaching material used based on ethnomathematics toward mathematical solving problem skill and student critical thinking and to know how student activity on mathematics learning by applying mathematics teaching material based on ethnomathematics. Research method applies a quantitative method with post-test only control design research type. Sampling technique applies cluster random sampling. Data collection technique applies documentation, observation, and test method. Data analysis technique applies quantitative data analysis by using t-test. Based on data analysis result, mathematics teaching material based on ethnomathematics proves effective toward solving problem skill and student mathematical critical thinking. Besides, by applying mathematics teaching material can raise student activity.

Meningkatkan Komunikasi Matematis yang Efektif: Pengaruh Penerapan Model Role-Playing Berbantu GeoGebra dalam Menyelesaikan Soal Setara PISA Siti Fitri Diaroh; Hamidah Suryani Lukman; Nur Agustiani
Jurnal Padegogik Vol 6 No 2 (2023): Jurnal Padegogik, July 2023
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v6i2.3147

The mathematical communication abilities of students play a significant role in understanding and conveying mathematical concepts. This study aims to compare the implementation of three instructional models, namely the Role-Playing Model with GeoGebra assistance, the Role-Playing Model, and the Direct Instruction Model, on students' mathematical communication abilities in solving PISA-equivalent problems. The research method employed is quantitative with a Quasi-Experimental design using the Nonequivalent Control Group Design. The population of this study consists of eighth-grade students at MTs Nurul Huda. Sample selection was conducted using purposive sampling. The sample consists of three classes: VIII B (experimental class 1) with 24 students, VIII C (experimental class 2) with 23 students, and VIII A (control class) with 20 students. The research instruments comprise pretest and posttest tests to measure students' mathematical communication abilities in solving PISA-equivalent problems. Additionally, observation sheets for teachers and students were used as non-test instruments. Quantitative data analysis was performed using parametric statistics for the balance test, namely a one-way ANOVA with the prerequisite of normality and homogeneity tests. The results of the analysis indicate that the Role-Playing Model with GeoGebra assistance is superior in improving students' mathematical communication abilities in solving PISA-equivalent problems compared to the other two instructional models.

Co-Authors Achla Nabilla Miharjo Agistnie, Rheina Amalia, Khoirunnisaa Fadhilah Ana Setiani Ana Setiani Anggia Murni Anisa Rahmawati Annisa Enistoneisya Hermawan Aritsya Imswatama Aryanti Septiani Astri Sutisnawati Ayip Surodi Azis, Dikri Maulana Bahasa Indonesia, Bahasa Indonesia Dhea Andryos Yuntiaji Diana Oktaviani, Diana Dikri Maulana Azis Elnawati Eri Nurfadhilah Sari Farhan Mustaf Azizi Fathira Aprilia Az-zahra Febby Ramdani Febi Febriyani Febriyani, Febi Hasnaa Indar Nurazhaar Hastri Rosiyanti IDA RAHMAWATI Ida Rahmawati Iryani Dinar Dinar Ismah Ismah Juliana, Fani Kosasih, Fajar Hamzah Kurnia Mawar Kurniawan, Riqi Lia Milyawati Maria Ulfah Masyuda, Lida Merina Merina Merina, Merina Merina, Merina Mira Siti Nur’azizah Muhassanah, Nurâ€™aini N. Alifa Maulida Nenden Mutiara Sari Nita Andriani Nita Widyati Ananda Novi Andri Nurcahyono Nur Agustiani Nur Agustiani Nur Agustiani Nur Agustiani Nur Agustiani Nur'azizah, Mira Siti Nuraini Muhassanah Nurhalisah, Ita Amalia Nurma Muharom Nurul Aeni Patmawati Prasetia, Astri Pujia Siti Balkist Purwati, Restu Intan Rahmita Nurul Muthmainnah Restu Intan Purwati Risa Rahma Safitri Rosinansis, Rineka Safitri, Dista Anggraeni Sani, Sumiati Setiani, Ana Setiani, Ana Setiani, Ana Siti Fitri Diaroh Sopiah, Imat Sri Mulyani Suningsih Suningsih Yanti Mulyanti Yanti Mulyanti Yanti Mulyanti, Yanti Yuntiaji, Dhea Andryos

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