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All Journal Cakrawala Pendidikan Beta: Jurnal Tadris Matematika FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Abdi Masyarakat Arithmetic : Academic Journal of Math JPIn : Jurnal Pendidik Indonesia Jurnal Pengabdian UNDIKMA Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Mosharafa: Jurnal Pendidikan Matematika Jurnal Jendela Pendidikan Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu (PME) Jurnal Didaktik Matematika
Ita Chairun Nissa
Program Studi Pendidikan Matematika, Universitas Pendidikan Mandalika (UNDIKMA) Mataram, Jl. Pemuda No. 59A, Mataram, 83125
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Pelatihan Hidroponik Sistem NFT bagi Kelompok Pertanian Patuh Angen di Kota Mataram Sri Nopita Primawati; Ita Chairun Nissa; Baiq Asma Nufida; Muhammad Arief Rizka; Baiq Rika Ayu Febrilia; Akhmad Sukri
Jurnal Pengabdian UNDIKMA Vol. 2 No. 2 (2021): November
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v2i2.4163

Abstract

This community service activity aims to increase the knowledge and competence of the Patuh Angen agricultural group through NFT hydroponic training. This training was applied to the Patuh Angen’s Farming Group located in the South Marong Jamaq neighborhood, Karang Baru Village, Selaparang District, Mataram City. The training was carried out using agricultural extension methods and agricultural process assistance methods starting from socializing the objectives, explaining the material, monitoring the planting process, harvesting plants, to reflecting on all the processes carried out. The results of this community service activity show that the agricultural group is able to practice NFT hydroponics and produce vegetables with good quality.
Profil Kemampuan Berpikir Kritis Mahasiswa dalam Menyelesaikan Soal Pemecahan Masalah Matematika Ditinjau dari Jenis Kelamin Dwi Utami Setyawati; Baiq Rika Ayu Febrilia; Ita Chairun Nissa
Didaktik Matematika Vol 7, No 1 (2020): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v7i1.15709

Abstract

Critical thinking is a careful and calculated thinking activity using complex reasoning. The purpose of this study is to describe the students' ability to think critically in solving problems based on gender. The research subjects were two second semester students of Mathematics Education Program Universitas Pendidikan Mandalika. The instruments were a mathematics problem-solving sheet and interview guidelines. Data were analyzed qualitatively by three stages: data reduction, data presentation, and concluding. The results of the study found that the two subjects could bring up the five indicators of critical thinking. The male student was better in providing analytical analysis on the further explanation of the solution given, and the female student was better providing a complete, clear and detailed explanation so that it takes a longer time. However, the two students could not accurately draw conclusions and analysis. It is recommended that the lecturer provides various questions with different levels so that students are accustomed to thinking critically and they, later, as teachers also can train students' critical thinking.
Transpotition Didactic Design in Mathematics Learning: A Hermeneutic Phenomenology Ahmad Muzaki; Masjudin Masjudin; Pujilestari Pujilestari; Ita Chairun Nissa; Sri Yuliyanti
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.1951

Abstract

Abstrak Meskipun banyak penelitian telah mengeksplorasi pentingnya pecahan dalam kurikulum sekolah dasar, penelitian mengenai topik ini di tingkat sekolah menengah pertama masih terbatas, terutama dalam mengidentifikasi faktor-faktor penyebab kesulitan belajar siswa dan merancang pendekatan alternatif untuk mengatasi tantangan tersebut. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki kedua aspek tersebut. Metode yang digunakan dalam penelitian ini adalah fenomenologi hermeneutik. Partisipan dalam penelitian ini adalah siswa SMPN 1 Narmada Lombok Barat yang terdiri dari 29 siswa kelas VIII. Peneliti berperan sebagai instrumen utama yang didukung dengan beberapa alat seperti tes operasi pecahan, pedoman wawancara mendalam. Temuan penelitian mengungkapkan bahwa rendahnya kemampuan siswa dalam mengoperasikan bilangan bulat, khususnya perkalian dan pembagian, merupakan faktor utama kesulitan belajar. Rancangan didaktis terdiri dari 3 tahap. Tahap pertama meliputi beberapa kegiatan yaitu Ayo Tebak dan Ayo Baca. Tahap kedua meliputi kegiatan-kegiatan seperti Mari Mencari, Mari Berdiskusi, dan Mari Menyimpulkan. Tahap ketiga terdiri dari kegiatan Ayo Latihan dan Refleksi Diri. Tahapan ini dikembangkan untuk memperkuat pemahaman terhadap prasyarat tersebut melalui kegiatan yang melibatkan penentuan kelipatan persekutuan terkecil dan faktor persekutuan terbesar. Sebagai rekomendasi, penelitian ini menyarankan agar guru matematika mengadopsi berbagai situasi didaktik berbasis masalah dalam pembelajaran pecahan. Abstract Although numerous studies have explored the role of fractions in the elementary school curriculum, research at the junior high school level remains limited, especially in identifying factors contributing to students' learning difficulties and developing alternative instructional approaches to address these challenges. This study aimed to examine both aspects. A hermeneutic phenomenology method was employed, with participants consisting of 29 eighth-grade students from SMPN 1 Narmada in West Lombok. The researcher acted as the primary instrument, supported by tools such as fraction operation tests and in-depth interview guidelines. The findings indicated that students’ difficulties stemmed primarily from their weak understanding of integer operations, particularly multiplication and division. To address this, a three-stage didactic design was implemented. The first stage included activities like "Let’s Guess" and "Let’s Read." The second stage incorporated "Let’s Search," "Let’s Discuss," and "Let’s Conclude." The final stage consisted of "Let’s Practice" and "Self-Reflection." These stages were designed to strengthen prerequisite knowledge through exercises on determining the least common multiple and greatest common factor. The study recommends that mathematics teachers integrate problem-based didactic strategies into fraction instruction.
Co-Authors Ade Kurniawan Ahmad Muzaki Ahmad sofyan Akhmad Sukri Ali Sukanta Baiq Asma Nufida Baiq Rika Ayu Febrilia Baiq Rika Ayu Febrilia Dian Kumala Dwi Pangga Dwi Utami Setyawati Dwi Utami Setyawati Febrilia, Baiq Rika Ayu I Ketut Sukarma Masjudin, Masjudin Puji Lestari Pujilestari Pujilestari Pujilestari Pujilestari Rizka, Muhammad Arief Sabrun Sabrun Sabrun, Sabrun Sanapiah, Sanapiah Sri Nopita Primawati Sri Yuliyanti Sutarto Sutarto