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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika SIGMA: Jurnal Pendidikan Matematika Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA International Journal on Emerging Mathematics Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Delta: Jurnal Ilmiah Pendidikan Matematika Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika MATHEMA: JURNAL PENDIDIKAN MATEMATIKA JES-MAT (Jurnal Edukasi dan Sains Matematika) International Journal of Science Education and Cultural Studies Euclid JNPM (Jurnal Nasional Pendidikan Matematika)

Runisah, Runisah

Universitas Wiralodra

Author-ID : 2552020

Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Impact of Using Augmented Reality on Students' Cognitive And Affective Aspects In Terms of Education Level Runisah Runisah; Sudirman Sudirman; Muhamad Galang Isnawan; Farid Gunadi; Rosyadi Rosyadi; Aloisius Loka Son; Lily Aulin Assya
International Journal of Science Education and Cultural Studies Vol. 1 No. 2 (2022): ijsecs
Publisher : Sultan Publisher

Many studies related to the use of Augmented Reality (AR) in the learning process. However, not many researchers have studied the effect of using AR on affective and cognitive aspects in terms of education level. To uncover this problem, the researcher uses a systematic literature review (SLR) design. In this study, the SLR stage consisted of four stages (1) problem formulation; (2) literature search; (3) identification of the type of research; (4) information retrieval. The findings of this study reveal that the use of AR technology has an effect on cognitive and affective aspects at the elementary and high school education levels. Middle school is the level of education that mostly applies AR technology. This study provides a recommendation that AR technology can be a medium for learning mathematics that can be applied by teachers and students at the primary and secondary education levels.

Peningkatan Kemampuan Berpikir Kritis Matematis Siswa SMA Melalui SQ3R Runisah Runisah Runisah
Euclid Vol 6, No 2 (2019): Edisi Juli
Publisher : Universitas Swadaya Gunung Jati.

Penelitian ini bertujuan untuk mengkajiÂ peningkatan kemampuan berpikir kritis matematis siswa yang mengggunakan SQ3R. Penelitian ini merupakan penelitian Â kuasi eksperimen yang melibatkan 72 siswa kelas X dari salah satu SMA di Indramayu, JawaÂ Barat. Data dianalisis menggunakan uji tâ€™,Â Anova Satu jalur dan uji Scheffe. Dari hasil penelitian disimpulkan bahwa: 1) Peningkatan kemampuan berpikir kritis matematis siswa yang pembelajarannya menggunakan SQ3R lebih baik dari siswa yang menggunakan pembelajaran konvensional; 2) Peningkatan kemampuan berpikir kritis matematis Â siswa yang mengunakan SQ3R dengan kemampuan awal Â tinggi lebih baik dari siswa dengan kemampuana awal sedang, dan peningkatan kemampuan berpikir kritis matematis siswa berkemampuan awal sedang lebih baik dari siswa berkemampuan awal rendah.Kata kunci. Â berpikir kritis,Â matematika, Â Â SQ3R

PEMBELAJARAN MATEMATIKA UNTUK MENGHADAPI ERA SOCIETY 5.0 Runisah Runisah Runisah
Euclid Vol 8, No 2 (2021): Edisi Juli
Publisher : Universitas Swadaya Gunung Jati.

AbstrakDalam makalah ini dikaji kemampuan atau keterampilan yang diperlukan untuk menghadapi era society 5.0 dan cara mengembangkan kemampuan/keterampilan tersebut. Dari hasil kajian literatur diperoleh bahwa keterampilan yang diperlukan untuk menghadapi era society 5.0 ialah keterampilan abad 21. Keterampilan tersebut meliputi kemampuan berpikir kritis, berkreasi, dan berinovasi, berkomunikasi dan berkolaborasi, menerapkan teknologi, menggunakan media dan informasi serta keterampilan hidup dan berkarir. Keterampilan abad 21 dapat dikembangkan melalui pembelajaran matematika. Pembelajaran yang digunakan harus berpusat pada siswa, pembelajaran kolaboratif, dikaitkan dengan konteks yang relevan dengan kehidupan siswa, dan melibatkan siswa dalam lingkungan sosialnya. Selanjutnya untuk mengembangkan karakter sebagai keterampilan hidup dan berkarir dapat dilakukan baik secara langsung terintegrasi dalam pembelajaran maupun secara tidak langsung dimana guru sebagai model atau menerapkannya dalam kegiatan sehari-hari.AbstractIn this paper, we examined the skills needed to face the society 5.0 era and how to develop these skills. From the results of literature studies obtained that the skills needed to face the era of society 5.0 is the skills of the 21st-century. These skills include critical thinking, creating, and innovating, communicating and collaborating, applying technology, using media and information as well as life and career skills. 21st-century skills can be developed through mathematics learning. The learning used should be student-centered, collaborative learning, associated with context relevant to student life, and involve students in their social environment. Furthermore, to develop the character as a life and career skills can be done either directly integrated into learning or indirectly where the teacher as a model or apply it in daily activities.

Auditory Intellectually Repetition: Apakah Berdampak Pada Kemampuan Pemahaman Geometri Siswa Berkemampuan Rendah? Runisah Runisah Runisah; Denni Ismunandar; Sudirman Sudirman; Yossa Giovani Vianto
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 5, No 1 (2021)
Publisher : Universitas Swadaya Gunung Djati

Abstrak Beberapa penelitian terdahulu menunjukkan kemampuan pemahaman matematis khususnya dalam geometri masih rendah. Metode yang relevan diperlukan sebagai upaya meningkatkan kemampuan tersebut. Penelitian Quasi eksperimen dengan Static Group Comparison Design ini mempunyai tujuan untuk mengetahui dampak proses belajar menggunakan Auditory Intellectually Repetition (AIR) terhadap kemampuan pemahaman matematika siswa berkemampuan rendah. Subjek penelitian berjumlah 63 siswa kelas VII salah satu sekolah yang memiliki nilai Ujian Nasional (UN) matematika di bawah rerata nilai UN matematika di Indramayu, Jawa Barat. Dua kelas diambil dengan acak dari seluruh kelas VII, satu kelas mendapatkan pembelajaran dengan model AIR, sedangkan satu kelas yang lain mendapat pembelajaran konvensional. Instrumen berupa tes kemampuan pemahaman geometri berbentuk uraian. Berdasarkan penelitian ini model AIR berdampak secara signifikan pada kemampuan pemahaman geometri siswa berkemampuan rendah. Implikasi dari penelitian ini adalah siswa yang memiliki kemampuan rendah membutuhkan model pembelajaran yang tepat.Kata Kunci: model pembelajaran, Auditory Intellectually Repetition, pemahaman Geometri, siswa berkemampuan rendah.

Using the Learning Cycle 5e Model to Improve Student Activity and Outcomes in Relationship and Function Materials at SMA Negeri 1 Indramayu Class X Mipa 8 Sekar Ananda Nata Tiara Ilmi; Denni Ismunandar; Runisah Runisah; Asep Maolana Akbar
International Journal of Science Education and Cultural Studies Vol. 2 No. 2 (2023): ijsecs
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijsecs.v2i2.129

This study aims to determine the increase in activeness and student learning outcomes in the subject matter of relations and functions using the Learning Cycle 5e model. This research is a Classroom Action Research (CAR) conducted at SMA Negeri 1 Indramayu. The subjects in this study were students of class X MIPA 8, totaling 36 students. The instrument used in this study was the student observation sheet which aims to measure activeness while the formative tests given each cycle aim to measure the improvement of students' mathematics learning outcomes using the 5e learning cycle model. Based on the results of research and data analysis, the following results were found: cycle I could improve students' mathematics learning outcomes, namely out of 36 students, 27 students achieved learning completeness with a class average of 79.97 or above KKM, namely 75 with high mastery criteria and student activity that is equal to 91.66% of the target of 75%. Cycle II saw an increase in students' mathematics learning outcomes, namely out of 36 students, 36 students achieved learning completeness with a class average of 89.94 or above the KKM, namely 75 with very high completeness criteria and student activity, namely 100% of the 75% target.

Students' Difficulties In Solve Trigonometry Problem Solving According To Step Polya's Khofifah, Khofifah; Rosyadi, Rosyadi; Gunadi, Farid; Nandang, Nandang; Runisah, Runisah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 3 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i3.571

This study aims to describe students' difficulties in solve trigonometry problem solving according Polya's steps. Determining research subjects by giving students difficulty test questions using Polya steps to 36 students of class X MIPA 8 SMAN 1 Indramayu. From these results, 6 subjects were selected purposively as a sample with subjects falling into the high, medium and low score categories. The instruments used were diagnostic tests of students' difficulties in solving trigonometric problems using Polya's problem solving and interviews. The data analyzing technic in the research started with collecting information in the fields, interviews, and documentations which are collected by coding. By considering into account the results obtained from this study, the difficulty of students in handling problem solving of trigonometry problems according to Polya's steps owned by students of class X MIPA 8 SMA Negeri 1 Indramayu is able to solve a problem using Polya's steps. When students who have high test scores will have little difficulty learning because the subject can explain and solve problems well and there are no difficulties. While it is different when students who have low scores feel confused, difficult, wrong in solving a problem. In fact, in this study, the highest score and the lowest score both answered the questions correctly, the only difference was the student's accuracy and overestimation, causing the student to get a low score. The research results show that the students with high score category had less difficulty than students with low score categories. Therefore, teachers must be more careful in paying attention to students and teachers must also explain Polya's stages gradually without rushing. It is expected that students can understand Polya's stages as a whole so as to reduce student learning difficulties.

Students' Mathematical Reasoning Ability in the Use of RME Based on Gender and Student Motivation Wulandari, Triana; Gunadi, Farid; Runisah, Runisah
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.4487

The problems of students' low mathematical reasoning skills, gender differences, and the low motivation to learn mathematics it is indeed a problem that occurred at the school after the observation was condusted , so a relevant learning approach is required. Realistic Mathematics Education (RME) is learning that connects mathematics with students realistic problems. This study aims to find out the differences and influence of the intersection of the use of RME on the mathematical reasoning ability of students based on gender differences and motivation. The research design used is experimental research. Data collection for the research was done using test instruments and lifts. The results showed that there were differences in mathematical reasoning skills between learning approaches and gender but not with student motivation, and there was an influence of interaction between study approaches, student motivations, and genders on students' ability to mathematically reason.The results showed that Fo (ABC) = 4,611 > Ftable = 4,040, or Ho is rejected, or there is an influence of the interaction factors learning approach, student learning motivation, and gender.

DESAIN PEMBELAJARAN MATERI PELUANG DENGAN MODEL PEMBELAJARAN PROBLEM BASED-LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA Pralita, Yumar Dwi; Gunadi, Farid; Runisah, Runisah; Komariah, Komariah
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol 17, No 1: Juni 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/sigma.v17i1.18043

Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan, kepraktisan, serta efektivitas modul ajar matematika berbasis Problem-Based Learning (PBL) pada materi peluang guna meningkatkan kemampuan pemecahan masalah siswa SMK. Menggunakan pendekatan model pengembangan 4D (Define, Design, Develop, Disseminate), penelitian ini dimulai dengan analisis kebutuhan melalui wawancara dengan guru untuk mengidentifikasi kesulitan dalam pembelajaran peluang. Tahap desain menghasilkan modul ajar yang mengintegrasikan pendekatan saintifik dan strategi pembelajaran berdiferensiasi. Produk kemudian diuji melalui uji kelayakan (oleh pakar), uji kepraktisan (respon siswa dan observasi guru), dan uji efektivitas (melalui uji statistik). Hasil penelitian menunjukkan bahwa modul ajar memenuhi kriteria layak, praktis, dan efektif dengan nilai signifikansi uji chi-square dan uji-t sebesar 0.000 ( 0.05). Modul ajar juga disebarluaskan melalui platform daring agar dapat diakses oleh pendidik lainnya. Dengan demikian, modul ini dapat menjadi solusi inovatif dalam meningkatkan kualitas pembelajaran matematika berbasis kontekstual dan partisipatif.

Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students' Mathematical Critical Thinking Skills Runisah, Runisah; Herman, Tatang; Dahlan, Jarnawi Afgani
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i1.5698

This study aims to describe enhancement and achievement of mathematical critical thinking skills of students who received the 5E Learning Cycle with Metacognitive technique, the 5E Learning Cycle, and conventional learning. This study use experimental method with pretest-posttest control group design. Population are junior high school students in Indramayu city, Indonesia. Sample are three classes of eighth grade students from high level school and three classes from medium level school. The study reveal that in terms of overall, mathematical critical thinking skills enhancement and achievement of students who received the 5E Learning Cycle with Metacognitive technique is better than students who received the 5E Learning Cycle and conventional learning. Mathematical critical thinking skills of students who received the 5E Learning Cycle is better than students who received conventional learning. There is no interaction effect between learning model and school level toward enhancement and achievement of students' mathematical critical thinking skills.

DESAIN PEMBELAJARAN MATERI PELUANG DENGAN MODEL PEMBELAJARAN PROBLEM BASED-LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA Pralita, Yumar Dwi; Gunadi, Farid; Runisah, Runisah; Komariah, Komariah
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 17 No. 1: Juni 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/sigma.v17i1.18043

Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan, kepraktisan, serta efektivitas modul ajar matematika berbasis Problem-Based Learning (PBL) pada materi peluang guna meningkatkan kemampuan pemecahan masalah siswa SMK. Menggunakan pendekatan model pengembangan 4D (Define, Design, Develop, Disseminate), penelitian ini dimulai dengan analisis kebutuhan melalui wawancara dengan guru untuk mengidentifikasi kesulitan dalam pembelajaran peluang. Tahap desain menghasilkan modul ajar yang mengintegrasikan pendekatan saintifik dan strategi pembelajaran berdiferensiasi. Produk kemudian diuji melalui uji kelayakan (oleh pakar), uji kepraktisan (respon siswa dan observasi guru), dan uji efektivitas (melalui uji statistik). Hasil penelitian menunjukkan bahwa modul ajar memenuhi kriteria layak, praktis, dan efektif dengan nilai signifikansi uji chi-square dan uji-t sebesar 0.000 (< 0.05). Modul ajar juga disebarluaskan melalui platform daring agar dapat diakses oleh pendidik lainnya. Dengan demikian, modul ini dapat menjadi solusi inovatif dalam meningkatkan kualitas pembelajaran matematika berbasis kontekstual dan partisipatif.

Co-Authors Aloisius Loka Son Asep Maolana Akbar Damayanti Lestari, Wiwit Denni Ismunandar Djefri Priambudi Fitri Sulastri Gunadi, Farid ismunandar, denni Isnawan, Muhamad Galang Jarnawi Afgani Dahlan Khofifah Khofifah Komariah Komariah Lily Aulin Assya Luthfiyati Nurafifah Nandang Novi Fauziyah Nurafifah, Luthfiyati Nurfadilah Siregar Pralita, Yumar Dwi Rosyadi Rosyadi, Rosyadi Sekar Ananda Nata Tiara Ilmi Sudirman Tatang Herman, Tatang Taufan, Mochammad Triana Wulandari, Triana Yossa Giovani Vianto

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