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Ika Meika
Universitas Mathla’ul Anwar
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Efektivitas LKPD Berbasis RME terhadap Kemampuan Pemahaman Konsep Ditinjau dari Ketuntasan Belajar Meika, Ika; Solikhah, E. Fidri Firdaushi; Yunitasari, Ika; Sujana, Asep
SJME (Supremum Journal of Mathematics Education) Vol 7 No 2 (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.v7i2.9314

Abstract

This research is a continuation of the article Development of Trigonometric Material Teaching Materials through the RME Approach (Meika et al., 2023). Before the teaching materials that have been developed are used, it is necessary to know in advance the effectiveness of the teaching materials. Therefore, it is necessary to trial the use of these teaching materials in a class to determine their effectiveness. The purpose of this study is to determine the effectiveness of RME-based LKPD on the ability to understand concepts in terms of learning completeness. The method used is Design Based Research (DBR) with the Plomp development model consisting of three stages, namely: Preliminary Research, Prototyping Stage and Assessment. This article contains the results of the assessment phase. At the assessment stage, a final test was carried out and filled out a student response questionnaire to determine the effectiveness of the LKPD that had been developed. The effectiveness of LKPD is seen from the completeness of student learning outcomes. The final test results showed that the average score of class X Science 1 was 78 with three students who did not complete KKM. KKM Madrasah Aliyah Mathla'ul Anwar Menes Centre is 71. The percentage of students who achieved completion was 85.72%. Therefore, LKPD products have been effective in developing students' ability to understand mathematical concepts. The results of the student response questionnaire showed that the average percentage of all aspects assessed was 77.87% with the category "Good".
Desain e-didaktis Aljabar untuk Mengatasi Learning Obstacle Siswa MTs Meika, Ika; Mulyanah, Mulyanah; Sartika, Nenden Suciyati; Sujana, Asep
SJME (Supremum Journal of Mathematics Education) Vol 9 No 1 (2025): 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.v9i1.119

Abstract

This study aims to determine the impact of the e-didactical design of algebra material adapted to the learning barriers experienced by Madrasah Tsanawiyah (MTs) students. This research was conducted using a qualitative method with a Didactial Design Research (DDR) approach involving three stages, namely: didactical situation analysis before learning, metapedidactic, and retrospective. The research was conducted at MTs Mathla'ul Anwar Baros, Banten with the research subjects being class VII students consisting of twelve students. The results of the preliminary study show that MTs students experience barriers to learning mathematics, indicated by the existence of several difficulties, namely difficulties in algebraic operations, difficulty in solving problems that require the application of mathematical concepts, difficulty solving story problems, and operating multiplication and division. The solution to overcome these learning barriers requires e-didactic design in the form of teaching materials that contain daily problems based on these student learning barriers. The results showed that the e-didactical design given can overcome the learning barriers of MTs students, where the results of the competency test show that the learning barriers experienced by students can be minimized, this is indicated by the average value of student learning outcomes of 96.67% and a standard deviation of 8.5.
Analisis Learning Obstacle Siswa Madrasah Tsanawiyah dalam Materi Aljabar Meika, Ika; Mulyanah, Mulyanah; Sartika, Nenden Suciyati; Sujana, Asep
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 10 No 1 (2024)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.2024101.444

Abstract

Education is one of the main pillars in building a country's civilization, which aims to develop the potential of students optimally. Mathematics, especially algebra, plays an important role in the development of science and technology. This research aims to identify learning obstacles experienced by students in solving algebra problems. The research method is descriptive with a qualitative approach which was carried out on March 5 2024 on 27 class VIII students at MTs Mathla'ul Anwar Baros. The instrument used is a learning obstacle test which has been validated by experts. The results of the analysis show that the majority of students experience difficulty in working on algebra problems, with 61% having difficulty in concepts, 65% of students having difficulty in carrying out arithmetic operations and 43% of students having difficulty in procedures. The learning obstacles that cause errors in answering the test questions are that students do not understand the concept of solving algebra material well, students do not understand the meaning of variables, students still rely on rote methods to remember formulas, resulting in difficulties in algebraic operations that do not use certain formulas, and students' inaccuracy in working on questions.
Self-efficacy Matematika dan Mengajar Matematika Mahasiswa Calon Guru Matematika Meika, Ika; Mauladaniyati, Ratu; Sujana, Asep; Berliana, Risma
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 9 No 2 (2023)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202392.454

Abstract

In-depth mathematics self-efficacy research is particularly important in educational contexts. Because understanding students' levels of self-efficacy can help identify factors that influence student academic performance and develop more effective learning strategies. For this reason, this research aims to describe mathematics self-efficacy and mathematics teaching self-efficacy among prospective mathematics teacher students. The research method was descriptive qualitative with an instrument in the form of a self-efficacy questionnaire and the research subjects were 13 second semester students of the mathematics education study program at Mathla'ul Anwar University. The results show that student teachers' mathematics self-efficacy and mathematics teaching are at a moderate level. These two self-efficacy are not much different, although the average value of mathematics teaching self-efficacy is lower than mathematics self-efficacy.
DIGITAL COMIC MEDIA FOR MATHEMATICAL LITERACY DEVELOPMENT IN EDUCATION: A CONTEXTUAL APPROACH Nenden Suciyati Sartika; Peni Permatasari; Ika Meika
International Journal of Economics, Education, Law and Social Sciences (IJEELSC) Vol. 1 No. 2 (2025)
Publisher : PT. ZILLZELL MEDIA PRIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61990/r2fknn30

Abstract

The purpose of this research is to produce a valid and practical contextual digital comic media for eighth-grade circle material. The research and development were conducted using the ADDIE R&D model. The research began with the stages of analysis, design, development, implementation, and evaluation. The developed digital comic was validated by expert validators: material experts, language experts, and media experts. The material experts scored 95.2%, with very valid criteria, the language experts scored 84%, with very valid criteria, and the media experts scored 84.6%, with very valid criteria. The validation results of the digital comic, validated by the expert validators, indicated that the digital comic was suitable for limited testing with students to determine its practicality. The digital comic, which had previously been revised based on the suggestions and input from the expert validators, was presented. The limited trial began with a small group trial with an average percentage of 85.5%, categorized as very practical, followed by a large group trial with an average percentage of 85.6%, categorized as very practical. The limited trial was conducted in class VIII D of SMPN 2 Menes. Posttest results showed that digital comics were able to support students' mathematical literacy skills, with high average scores in the small group trial of 18 and the large group of 18, with a stable standard deviation of 1.25 for the small group and 1.76 for the large group. Thus, digital comics, in addition to being practical, can also support students' mathematical literacy skills.
Analyzing Learning Obstacles in Differential Calculus: A Case Study of Pre-Service Mathematics Teachers in Indonesian Regional University Ika Meika; Nenden Suciyati Sartika; Asep Sujana
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.2234

Abstract

Mahasiswa sering mengalami kesulitan dalam perkuliahan kalkulus diferensial. Tujuan penelitian ini adalah menganalisis karakteristik dari kesulitan belajar kalkulus diferensial pada mahasiswa calon guru matematika. Metode penelitian adalah kualitatif deskriptif dengan 39 mahasiswa dari dua Perguruan Tinggi Swasta di Banten, Indonesia. Data dikumpulkan melalui tes kesulitan belajar, wawancara, fokus grup diskusi (FGD) dan studi dokumen, dianalisis dengan teknik identifikasi, klarifikasi, reduksi, dan verifikasi secara naratif. Temuan penelitian menunjukkan 81% mahasiswa mengalami kesulitan pada aspek ontologis, 86% pada aspek didaktis, dan 73% pada aspek epistemologis. Solusi yang muncul dari wawancara dan FGD berupa kebutuhan mahasiswa terhadap buku sumber belajar yang interaktif dengan adanya elemen digital seperti video pembelajaran dan akses barcode. Pengembangan desain e-didaktis yang mengintegrasikan media digital ini tidak hanya membantu mengurangi hambatan belajar mahasiswa, tetapi juga berpotensi meningkatkan pemahaman konseptual sekaligus kemampuan aplikatif mereka dalam kalkulus diferensial. Learning obstacle ini menjadi pertimbangan bagi dosen dalam merancang desain e-didaktis pada kalkulus diferensial. Students often face challenges in differential calculus lectures. The purpose of this study was to analyze the characteristics of learning obstacles in differential calculus. The research employed a qualitative descriptive approach involving 39 students from two private universities in Banten, Indonesia. Data were collected through learning obstacle tests, interviews, focus group discussions (FGDs), and document studies, then analyzed using identification, clarification, reduction, and verification techniques in a narrative manner. The findings revealed that 81% of students experienced difficulties in the ontological aspect, 86% in the didactic aspect, and 73% in the epistemological aspect of differential calculus. Interviews and FGDs further confirmed the existence of these obstacles and explored potential solutions. One solution that emerged was the need for interactive learning resources incorporating digital elements such as instructional videos and barcode access. The implication of these findings indicates that developing an e-didactic design integrating digital media not only helps reduce students’ learning obstacles but also has the potential to enhance their conceptual understanding and applicative skills in differential calculus. Overall, these learning obstacles provide important considerations for lecturers in designing effective e-didactic materials for differential calculus courses.
DESIGN AND DEVELOPMENT OF DIGITAL LEARNING RESOURCES ON PROBABILITY FOR SENIOR HIGH SCHOOL STUDENTS USING FLIP PDF PROFESSIONAL Ika Meika; Fitriyani Yani; Deni Pratidiana
Math Educa Journal Vol 9, No 2 (2025)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v9i2.12526

Abstract

This research is conducted to design and developing digital teaching materials on the subject of opportunities for class XII SMA by utilizing the Flip PDF Professional application, as well as assessing as to examine their validity and practicality. The research applies a Design-Based Research (DBR) methodology using Plomp’s model, which includes three phases: initial research, expert evaluation with one-to-one sessions, and small-group plus field testing. Data were gathered using expert validation sheets and questionnaires for students. The results demonstrated that the developed digital instructional material obtained validity percentages of 95% from content experts, and 93.3% each from media and language experts. Student evaluations (one-to-one) yielded an average score of 93.9%, resulting in an overall average of 93.85%, categorized as highly valid. In the field testing phase, the teaching material achieved an average percentage of 83.51% in the indicators of ease of use, presentation, readability, and time efficiency, which falls into the "feasible" category. These findings indicate that the digital teaching material supported by Flip PDF Professional is suitable for use as an engaging, interactive, and student-centered alternative in mathematics learning.
Analysis Of Differential Equation Misconceptions Among Pre-Service Mathematics Teachers Ika Meika; Asep Sujana
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): 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.v10i1.13319

Abstract

Differential Equations (DE) is a fundamental course for pre-service mathematics teachers as it supports the development of advanced calculus understanding and mathematical modeling skills. Despite its importance, many studies report that students still experience misconceptions when understanding and solving DE problems. This study aims to analyze the types and causes of misconceptions among pre-service mathematics teachers in solving DE problems. A descriptive qualitative approach was employed involving 19 mathematics education students from two private universities in Banten. The research instruments consisted of misconception tests in the form of true–false and essay questions, in-depth interviews, and focus group discussions (FGDs). Data analysis was conducted through identifying errors, classifying misconception types, and triangulating data sources. The findings revealed that procedural misconceptions were the most dominant, with an average of 72.63%, followed by computational misconceptions at 67.37% and conceptual misconceptions at 54.74%. Procedural errors mainly occurred in applying separation of variables, performing integration, and checking exact conditions, while conceptual errors were related to understanding variable relationships and the meaning of DE solutions. These results indicate that students’ understanding remains fragmented and not fully integrated. Therefore, instructional strategies are needed that balance conceptual understanding, procedural mastery, and computational accuracy in Differential Equations learning.
MENILAI KLAIM GOLDEN RATIO PADA JARAK ANTARBUKU KANGKUNG: DESAIN AKTIVITAS INQUIRY-STEM UNTUK PEMBELAJARAN RASIO Ika Meika; Rizki Amsyarul Firdaus; Ika Yunitasari; Asep Sujana
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): 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.v10i2.13601

Abstract

The claim that the golden ratio appears in nature is frequently used as a context for mathematics learning; however, such claims require rigorous examination through precise variable definitions and appropriate analysis. This study critically examined whether internode-distance patterns in water spinach (Ipomoea aquatica) approximate the golden ratio. The objectives were to: (1) describe the pattern of five consecutive internode distances across 30 water spinach stems, (2) examine the closeness of adjacent-distance ratios to φ = 1.618, and (3) translate the findings into an inquiry-STEM activity for ratio learning. The data comprised 150 distance measurements and 120 adjacent paired ratios collected using AR Meter, a smartphone-based augmented reality measurement application. The analysis retained directional ratios to identify positional changes and used symmetric ratios, defined as the longer distance divided by the shorter distance, to evaluate proximity to φ. Differences among the five positions were tested using the Friedman test, while stem-level geometric means were compared with φ using the Wilcoxon signed-rank test. The results showed significant differences in internode distance by position, χ²(4) = 22.744, p < 0.001, Kendall’s W = 0.190. The arithmetic mean of the 120 symmetric ratios was 1.629, which appeared close to φ but was influenced by two extreme ratios, 11.25 and 11.67. Only 11 of the 120 ratios (9.17%) fell within a 5% tolerance of φ. Therefore, the data did not support a consistent golden-ratio pattern in water spinach internode distances. The educational value of this study lies in using an unconfirmed popular claim as a context for teaching measurement, reciprocal ratios, robust statistics, and evidence-based argumentation through inquiry-STEM.
DEVELOPING LOCAL INSTRUCTION THEORY FOR LEARNING PERMUTATION USING REALISTIC MATHEMATICS EDUCATION Ika Meika; Asep Sujana
Euclid Vol 11 No 4 (2024)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v11i4.12148

Abstract

Permutation is fundamental topic in combinatorics that support students’ understanding of probability, statistics, and mathematical reasoning. However, many students experience difficulties in distinguishing permutation from combination and in applying counting principles in contextual situations. This study aims to develop a local instruction theory (LIT) for learning permutation based on the Realistic Mathematics Education (RME) approach. The research employed design research consisting of three phases: preliminary design, teaching experiment, and retrospective analysis. The participants were senior high school students in Indonesia. Data were collected through observations, student worksheet, interviews, and classroom documentation. The results indicate that the developed learning trajectory supports students in constructing permutation concepts gradually from informal strategies toward formal mathematical representation. The learning trajectory includes contextual exploration, modelling using diagrams and tables, pattern recognition, generalization, and application of permutation formulas. The findings suggest that the developed LIT can facilitate students’ conceptual understanding and mathematical modelling abilities. This study contributes to mathematics education research by providing a theoretically grounded instructional design for teaching permutation.
Co-Authors Andri Nugraha, Andri Ardini, Fadhila Malasari Ari Fajria Novari Asep Sahrudin Asep Sujana Asep Sujana Asep Sujana Asep Sujana Asep Sujana Asep Sujana Berliana, Risma Darhim Darhim Dede Uniah Didi Suryadi E. Fidri Firdaushi Solikhah E. Fidri Firdaushi Solikhah Eka Firmansyah Eka Rosdianwinata Elda Safitri Elda Safitri, Elda Ervi Nurafliyan Susanti Fitriyani Yani Ika Safitri Windiarti Ika Yunitasari Ina Ramadina Ina Ramadina Jarinah, Jarinah Kamila Cahyati Melinda, Neng Winda Moh. Rizal Umami Mulyanah Mulyanah, Mulyanah Mustika, Siti Mega Nadila, Dila Nais Pebriyani Nasihin, Darojatun Nenden Suciyati Sartika Neng Winda Melinda Nur Azmi Rohimajaya Nurul Hidayati Pebriyani, Nais Peni Permatasari Peni Permatasari Pratidiana, Deni Purlilaiceu R. Poppy Yaniawati Ratu Mauladaniyati Ridwan Rifa'i, Rusdian Risma Berliana Risma Berliana Rizki Amsyarul Firdaus Rosdianwinata, Eka Rufi'i Rusdian Rifai Sahrudin, Asep Saraswati Selfiantika, Laras Septiani Dwi Arifiyanti Solikhah, E. Fidri Firdaushi Sujana, Asep Tatu Munawaroh Tiaraswati, Tiaraswati Tri Aprilianti, Putri Trisnawati Trisnawati Utami, Syifa Nurul Zaenal Hakim