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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran Jurnal Cendekia : Jurnal Pendidikan Matematika Al asma : Journal of Islamic Education Alauddin Journal of Mathematics Education (AJME) Hipotenusa: Journal of Research Mathematics Education (HJRME) KHIDMAH: Jurnal Pengabdian kepada Masyarakat Indonesian Journal of Mathematics Education
Andi Dian Angriani
Universitas Islam Negeri Alauddin Makassar
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Sosialisasi Penerapan Metode Drill Berbantuan Smart Mathematics Module dalam Meningkatkan Kemampuan Pemecahan Masalah Matematika Peserta Didik Titin Titin; Thamrin Tayeb; Fitriani Nur; Andi Dian Angriani; Ahmad Farham Majid
KHIDMAH: Jurnal Pengabdian Masyarakat Vol 1 No 2 (2021): JULY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (362.926 KB) | DOI: 10.24252/khidmah.v1i2.21202

Abstract

Abstrak Tujuan pengabdian ini adalah melakukan sosialisasi terkait penerapan Metode Drill berbantuan Smart Mathematics Module secara efektif terhadap kemampuan pemecahan masalah matematika peserta didik. Kegiatan pengabdian ini diikuti oleh 30 peserta didik kelas XI IPA2 yang diajar menggunakan Metode Drill berbantuan Smart Mathematics Module. Sebanyak 29 peserta didik kelas XI IPA3 lainnya tidak diajar dengan Metode Drill berbantuan Smart Mathematics Module. Instrumen yang digunakan adalah tes kemampuan pemecahan masalah berupa pretest-posttest dan lembar observasi. Teknik analisis data yang digunakan adalah analisis statistik deskriptif dan analisis statistik inferensial. Berdasarkan hasil analisis, penerapan Metode Drill berbantuan Smart Mathematics Module efektif dalam meningkatkan kemampuan pemecahan masalah matematis peserta didik. Abstract The purpose of this service is to apply the Drill Method effectively that assisted by the Smart Mathematics Module towards the students' mathematical problem-solving abilities through socialization activities. This service was attended by 30 students of class XI IPA2 who were taught using the Drill Method assisted by the Smart Mathematics Module. The other 29 students of class XI IPA3 were not taught using the Drill Method assisted by the Smart Mathematics Module. The instrument used was a test of students' problem-solving abilities, in the form of a pretest-posttest and an observation sheet. The analysis technique used is descriptive statistical analysis and inferential statistical analysis. Based on the analysis results, the application of the Drill Method with the Smart Mathematics Module is effective in improving students' mathematical problem-solving abilities.
Sosialisasi Penerapan Model Pembelajaran Kooperatif Tipe VAK (Visualization Auditory Kinestetic) Dan Tipe AIR (Auditory Intellectually Repetition) pada MTS Negeri Gowa Multazam Multazam; A Sriyanti; Andi Dian Angriani; Ahmad Farham Majid; Andi Kusumayanti; Nur Yuliany
KHIDMAH: Jurnal Pengabdian Masyarakat Vol 2 No 1 (2022): JANUARY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.914 KB) | DOI: 10.24252/khidmah.v2i1.26674

Abstract

Tujuan pengabdian ini untuk mengetahui perbedaan antara hasil belajar matematika siswa yang diajar dengan menggunakan model pembelajaran VAK (Visualization Auditory Kinestetic) dengan hasil belajar matematika siswa yang diajar dengan menggunakan model pembelajaran AIR (Auditory Intellectually Repetition) pada siswa kelas VIII MTs Negeri Gowa. Pengabdian ini berbasis penelitian menggunakan equivalent time series design. Pada pengabdian ini, kelas VIII 4 dan kelas VIII 5 sebagai subjek sosialisasi I dan II yang masing-masing terdiri dari 37 siswa. Analisis data menggunakan analisis deskriptif dan analisis inferensial menggunakan uji-t untuk sampel independen (independent sample t-test). Dari hasil analisis deskriptif menunjukkan bahwa model pembelajaran VAK dan AIR cukup efektif untuk meningkatkan hasil belajar matematika siswa sedangkan berdasarkan hasil uji hipotesis menunjukkan bahwa nilai signifikansi sebesar 0,183. Nilai ini menunjukkan bahwa sign > ∝ yaitu 0,183 > 0,025 sehingga H0 diterima atau dengan melihat nilai ????ℎ???????????????????? sebesar 1,345 maka jika dibandingkan dengan ???????????????????????? (????(0,025,46)) sebesar 2,028 maka −???????????????????????? ≤ ????ℎ???????????????????? ≤ ???????????????????????? atau −2,028 ≤ 1,345 ≤ 2,012 artinya H0 diterima atau disimpulkan bahwa tidak terdapat perbedaan signifikan nilai rata-rata hasil belajar matematika antara siswa yang diajar menggunakan model pembelajaran VAK (Visualization Auditory Kinestetic) dengan model pembelajaran AIR (Auditory Intellectually Repetition) pada siswa kelas VIII MTs Negeri Gowa.
Pendampingan Belajar Siswa dalam Memahami Operasi Penjumlahan Pecahan Fitriani Nur; Suharti; Andi Dian Angriani; Lisnasari Andi Mattoliang; A. Sriyanti
KHIDMAH: Jurnal Pengabdian Masyarakat Vol 3 No 2 (2023): JULY
Publisher : Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/khidmah.v3i2.38778

Abstract

Fractions are one of the mathematics materials at the elementary school level. Mathematics is still a difficult subject for students, especially in fraction addition operations. Therefore, some parents choose to bring in private teachers to help their children understand mathematics. This service is a learning assistance for students in Jeneponto district, South Sulawesi, which aims to train students to complete fraction addition operations through the media of fraction cards. This service was carried out by several lecturers of Mathematics Education at the Faculty of Tarbiyah and Teacher Training at UIN Alauddin Makassar for 7 meetings, by making fraction card media to help students understand the concept of fractions, especially in fraction addition operations. The results of this dedication show that after participating in this community service activity, students can complete the operation of adding fractions. Another finding from this service is that there are still students who have not mastered the multiplication and division operations of integers, resulting in difficulties in completing fraction addition operations.
The Analysis of Student Errors in Solving Algebraic Math Test Based on TIMSS Andi Dian Angriani; Fitriani Nur; Dandi Ardiansyah
Indonesian Journal of Mathematics Education Vol. 6 No. 2 (2023): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v6i2.736

Abstract

The low percentage obtained by students in solving TIMSS problems, especially in the algebra material domain, shows that there are several mistakes that students often make in solving TIMSS-type problems. This study aims to examine students' errors in completing algebraic mathematics tests using the TIMSS (Trends in International Mathematics and Science Study). This was a qualitative descriptive research project in which students of a state junior high school in Sinjai, Sulawesi Selatan, Indonesia, in class VIIIA were the subjects. The research's study instruments included diagnostic tests and interview protocols, and data analysis procedures were separated into three parts: data reduction, data presentation, and conclusion, which involves drawing or verifying. The researchers discovered four kinds of students’ errors in completing algebra tests based on TIMSS that were connected to Newman's category: understanding question errors, transformation errors, process skill errors, and answer writing errors. Furthermore, the cause of errors in answering algebra questions based on TIMSS was that students do not pay more attention when writing information based on the following questions; they do not master the material related to the questions; they have a limited understanding of the material related to the questions; they also forget the concept of multiplication; they do not follow the procedures appropriately; and they do not re-check the answers. As a result, teachers must create TIMSS-based questions to help students improve their mathematical abilities.
PENGEMBANGAN TES ASESMEN KOMPETENSI MAHASISWA UNTUK MENGUKUR KEMAMPUAN LITERASI NUMERASI Badaruddin Amin; Baharuddin Baharuddin; Fitriani Nur; Nursalam Nursalam; Andi Dian Angriani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 1 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i1.9494

Abstract

Literasi numerasi merupakan keterampilan penting untuk memahami, menggunakan, dan berkomunikasi dengan angka, fakta, serta prosedur matematika dalam berbagai situasi dunia nyata. Pengembangan literasi numerasi menjadi sangat penting karena merupakan salah satu prasyarat keterampilan hidup di abad ke-21. Namun, pengukuran yang akurat dan sesuai terhadap kemampuan literasi numerasi mahasiswa masih memerlukan instrumen tes yang tepat. Penelitian ini bertujuan mengembangkan tes asesmen kompetensi mahasiwa untuk mengukur kemampuan literasi numerasi. Penelitian ini merupakan Research and Development (R&D) dengan menggunakan model pengembangan Formative Research (Tessmer).  Hasil penelitian menunjukkan bahwa, 1) tes yang dikembangkan berjumlah 50 butir soal yang terdiri dari 5 paket soal dan memiliki kualitas yang baik, dilihat dari hasil analisis validasi isi soal diperoleh rata-rata skor CVI sebesar 1 memenuhi kriteria valid, praktis berdasarkan rata-rata respons mahasiswa sebesar 90,4% dengan kategori sangat praktis, tingkat reliabilitas soal sebesar 0,94 dengan kategori sangat tinggi, tingkat kesukaran rata-rata sebesar 0,65 dengan kategori sedang dan daya beda rata-rata sebesar 0,23 dengan kategori cukup, 2) kemampuan literasi numerasi mahasiswa rata-rata sebesar 66,4 dengan kategori sedang. Dengan demikian, dapat disimpulkan bahwa instrumen tes uji kompetensi mahasiswa untuk mengukur kemampuan literasi numerasi dinyatakan berkualitas baik.
DEVELOPMENT OF INTERACTIVE LEARNING MEDIA ASSISTED BY SMART APPS CREATOR 3 IN SPLDV MATERIALS TO INCREASE STUDENTS' LEARNING INTEREST Andi Dian Angriani; A. Karmila Kahar; Nurul Aini Fitrah Prastika; Ahmar Zaky Yamani Yaser Arafah; A. Tenri Megga Sompa
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 8, No 2 (2025): 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.v8i2.3429

Abstract

Technological advances require innovation in the learning process that is in line with the characteristics of today's students. This study aims to develop an interactive learning media based on Smart Apps Creator 3 (SAC) on the Two-Variable Linear Equation System (SPLDV) material to increase the learning interest of grade VIII junior high school students. This research uses the Research and Development (R&D) method with a 4D development model that includes the stages of Define, Design, Develop, and Disseminate. The subject of the trial was a grade VIII student of State Junior High School 3 Sungguminasa. The results of validation by experts show a validity rate of 90% (very valid category). Practicality assessments from teachers and students show that media is easy to use and engaging, while the effectiveness of media is reflected in students' increased interest in learning during learning. This media has proven to be able to present SPLDV material visually and interactively so as to create a more meaningful learning experience. Therefore, this medium is recommended to be applied more widely in mathematics learning. Further research is suggested to examine the influence of media on learning outcomes and critical thinking skills, as well as to expand implementation to other mathematics materials and various levels of education.
MATHEMATICAL LITERACY THROUGH PROBLEM-BASED LEARNING: A SYSTEMATIC LITERATURE REVIEW OF INTERVENTION EFFECTIVENESS Rahma Rahima DB; Ahmad Farham Majid; Nursalam Salam; Andi Dian Angriani
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 8, No 2 (2025): 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.v8i2.3664

Abstract

The Problem-Based Learning (PBL) model has been widely applied as an alternative in improving students' mathematical literacy, especially in the midst of low literacy achievement at various levels of education in Indonesia. Through a systematic review of 36 empirical articles published between 2016 and 2025, it was found that PBL consistently has a positive impact on reasoning skills, problem-solving, and the application of mathematical concepts in real-life contexts. The success of this approach is also influenced by various contextual factors, such as students' thinking styles, the role of teachers in facilitating learning, and the use of digital technology. The findings confirm that PBL is an effective learning strategy in building mathematical literacy, as well as making an important contribution for educators and policymakers in developing a more contextual, adaptive, and meaningful learning approach.
Co-Authors A Sriyanti A. Karmila Kahar A. Sriyanti A. Tenri Megga Sompa Ahmad Afiif Ahmad Farham Majid Ahmar Zaky Yamani Yaser Arafah Andi Halimah Andi Ika Prasasti Abrar Andi Kusumayanti Badaruddin Amin Baharuddin Baharuddin Dandi Ardiansyah Diah Nadila Fitriani Nur Fitriani Nur Hasniati Ihamsyah Ilhamsyah Lisnasari Andi Mattoliang M. Yusuf T Multazam Multazam Nur Aminah Nur Yuliany Nursalam Nursalam Nursalam Nursalam Salam Nurul Aini Fitrah Prastika Nurul Hafidzah Jamaluddin Putra Wahidin M. Rafiqah Rahma Rahima DB Rahmawati Nur Rasyid, Mahammad Rusydi Rezkiani Rezkiani Sri Sulasteri Suharti Suharti Suharti Thamrin Tayeb Titin Titin