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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA AKSIOMA: Jurnal Program Studi Pendidikan Matematika JINOP (Jurnal Inovasi Pembelajaran) EDU-MAT: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran INSPIRAMATIKA JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) JPM : Jurnal Pendidikan Matematika JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Al-Ta'lim MEJ (Mathematics Education Journal) PRISMATIKA: Jurnal Pendidikan dan Riset Matematika JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) JPIn : Jurnal Pendidik Indonesia Reforma: Jurnal Pendidikan dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika GANESHA: Jurnal Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Research and Development in Education (RaDEn) JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN Abdimas Mandalika Journal of Teaching and Learning Mathematics (JTLM) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Tadris Matematika (JTMT) Kreano, Jurnal Matematika Kreatif Inovatif Hipotenusa: Journal of Mathematical Society Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Jati Emas (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat)
Alfiani Athma Putri Rosyadi
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Analysis of students' writing ability using concept maps based on Dienes’ theory Alfiani Athma Putri Rosyadi; Yus M. Cholily; Dini Okta Amelia; Shilviana Dwi Fitdyawati
Research and Development in Education (RaDEn) Vol. 5 No. 1 (2025): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i1.39430

Abstract

As one of the important aspects in learning, both written and oral, communication is obtained from how students express their ideas. One of them is by using a concept map that is compiled using relevant theoretical references. Dienes’ theory can connect students' ideas with other appropriate concepts and theories. The purpose of this study was to describe the process of students' written communication using concept maps and based on Dienes’ theory. This descriptive qualitative study used instruments in the form of test sheets and interviews. The results of the study showed that students' written communication based on the aspect of mathematical communication using concept maps was in the high category. This shows very good abilities in various aspects, including clarity of delivery, completeness of solution, use of mathematical models, interpretation of results, and mathematical communication. However, the results of the analysis of students' answers from the low category showed that their mathematical communication skills needed improvement in the aspect of conveying ideas. Suggestions for further research are to bring up aspects of conveying ideas that can be combined with open-ended questions. In addition, the steps of Dienes’ theory can be combined with problem-based learning that brings up the process of communicating students' ideas in writing and orally.
Training And Mentoring In Project-Based Learning For P5 Instruction For Mathematics Teachers At SMAN 2 Lumajang: Pelatihan Dan Pendampingan Project Based Learning Dalam Pembelajaran P5 Pada Guru Matematika Di SMAN 2 Lumajang Alfiani Athma Putri Rosyadi; Yus M. Cholily; Baiduri; Zharla Zetira Aszahra; Galih Azhar Ramadhan; Jihan Nur Aini
JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) Vol. 9 No. 1 (2025): Jati Emas (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat)
Publisher : DPD Jatim Perkumpulan Dosen Indonesia Semesta

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

Abstract

The Merdeka Curriculum is a more flexible curriculum structure that focuses on essential material. This curriculum is not implemented simultaneously and massively, giving educational units the freedom to implement it. The Merdeka Curriculum provides references for teachers to develop independent teaching practices and share good practices. The problem is that not all schools receive this information equally. In its implementation, the Merdeka curriculum is associated with PjBL (Project Based Learning), a learning method that uses projects as a medium. In PjBL, students become the center of learning and conduct in-depth investigations into a topic. This community service was carried out at SMAN 2 Lumajang which had never been given assistance on PjBL in P5 (Pancasila Student Profile Strengthening Project).
Collaborative Problem-Solving Phase in Mathematics: A Case Study in Geometric Problem-Solving Arif Hidayatul Khusna; Alfiani Athma Putri Rosyadi; Minatun Nadlifah
AT-TA'LIM Vol 31, No 2 (2024)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i1.931

Abstract

Problem-solving is an activity that can support knowledge construction. Polya, Mason, and Schoenfeld see the problem-solving process as an activity carried out in an individual context. A person's activities cannot be separated from individual interactions. Collaborative Problem-Solving (CPS) is a situation where students must use problem-solving and communication skills in group work to solve a problem. This research examines the stages of collaborative problem-solving in case studies of geometric problem-solving. This research is a case study type with a qualitative approach. The research subjects were class X high school students. The research instruments used were collaborative plane geometry problem-solving questions and interview guidelines. The data collection method was carried out by providing collaborative problem-solving tasks and interviews. The recording was carried out during the assignment using an audio recorder to see the collaborative mathematical problem-solving phase. The research results show that problem-solving starts with discussing, conjecturing, building solutions, communicating reasoning, and extending. The problem-solving phase is cyclical at certain stages, namely discuss – conjecture – build solution – discuss. Meanwhile, critique merges the discussion, conjecture, solution-building, and communication reasoning stages. The finding of the CPS phase in this research is that it has cyclical stages. It combines the critique stages in each CPS phase and can be considered if different CPS phases are documented. Apart from that, it can be a consideration for students that the problem-solving stages in collaboration are more flexible.
Enhancing Students’ Understanding of Spatial Nets through Problem-Based Learning Integrated with Two Stay Two Stray Akyun, Qurrotun; In’am, Akhsanul; Rosyadi, Alfiani Athma Putri
Mathematics Education Journal Vol. 9 No. 2 (2025): MEJ Vol 9 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i2.43452

Abstract

This study aims to implement spatial net learning based on Problem-Based Learning (PBL) integrated with the Two Stay Two Stray (TSTS) strategy for ninth-grade junior high school students. The learning was conducted through an open class approach in three Plan–Do–See cycles, focusing sequentially on flat-sided nets, curved-sided nets, and their combinations. Learning implementation was observed using the Basic Teaching Skills (KDM) instrument, while student outcomes were evaluated in terms of attitude, skills, and knowledge. The results show that learning implementation consistently reached an excellent category, with scores ranging from 96.43% to 97.72%. Students’ attitudes improved from 94.4% in the first cycle to 100% in the second and third cycles. Skill performance increased significantly in the second cycle (98.3%) and slightly decreased in the third cycle (96.6%) as task complexity increased. Knowledge scores also rose from 90 to 95.5 before slightly declining to 93.3 in the final cycle. These findings indicate that improvement occurred because contextual problem-solving in PBL, combined with structured cross-group idea exchange through TSTS, supported students’ visual spatial reasoning and conceptual understanding of spatial nets. Overall, this study demonstrates that integrating PBL and TSTS provides a pedagogically meaningful approach for geometry learning that emphasizes exploration, visualization, and collaborative reasoning.
ANALYSIS OF VERBAL MATHEMATICAL COMMUNICATION IN OPEN-ENDED PROBLEM SOLVING Susilowati, Indri; Yus Mochamad Cholily; Alfiani Athma Putri Rosyadi; Akhsanul In'am
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3321

Abstract

The ability to communicate mathematical ideas orally is crucial for studying mathematics. One way to measure oral communication skills is by presenting an open-ended problem to students. This study aims to illustrate how students solve open-ended issues using oral mathematical communication skills. The methodology is a qualitative descriptive study; the subject of the research is grade VIII junior high school students with low, medium, and high levels of mathematical ability to communicate when working on open-ended problems. From this study, students who have a low level of communication ability have not met all the indicators optimally, because the understanding of symbols and their use is still weak. Students in the medium level that satisfy the markers of mathematical communication, because the notation used is appropriate and consistent and students can provide concise, clear, and thorough explanations. Students with high categories meet all indicators very well, because they are able to use complete and accurate mathematical symbol and students can provide concise, clear, and reflective explanations. Students in lower categories' have not fully satisfied all of the requirements for mathematical communication. The medium-level pupils satisfy the requirements for mathematical communication. Students with high categories meet all mathematical communication indicators very well.
Visualizing the invisible: A deep learning-based VR module to enhance students’ communication of integral area concepts Alfiani Athma Putri Rosyadi; Octavina Rizky Putri Utami; Mohammad Syaifuddin; Z. Zukhrufurrohmah; Rabia Rasheed
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.43848

Abstract

Background-Students' low mathematical communication skills are caused by difficulties in visualizing abstract calculus concepts, such as integral areas. Objectives-This study aims to develop and evaluate a deep learning-based VR module specifically designed to enhance students' mathematical communication skills. Method-This study is a Research and Development (R&D) project employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research instruments included expert validation sheets, mathematical communication ability tests (pre-test and post-test), and student response questionnaires. Data were analyzed descriptively to determine validity and effectiveness through the N-Gain test. Results-The results indicate that the developed VR module met high validity criteria, with an average score of 88.8% from both subject matter and media experts. The implementation of this module significantly improved students' mathematical communication skills, as evidenced by an increase in the average score from 58.5 to 84.2, with an N-Gain value of 0.62 (moderate category). Conclusions-The deep learning-based VR module is proven to be a valid and effective tool in assisting students to communicate complex mathematical concepts.
Comparative Study: Formative Assessment Based on Numeracy Literacy and Project Results in Social Statistics Lectures Siti Khoiruli Ummah; Alfiani Athma Putri Rosyadi; Aulia Firdaus Azzahra; Iindarti Iindarti; Joshua Abah
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4197

Abstract

Formative assessments are important to determine learning success. There are many types of formative assessments, including numeracy literacy and project types. This research aimed to quantitatively analyze the differences in numeracy literacy-based formative assessments and project results during Social Statistics lectures. The research method used was descriptive with a quantitative approach. The research instrument used was the results of a formative assessment in the form of the Mid-Semester Examination.. Data analysis used descriptive statistical tests to present data and inferential statistics from the research sample, namely students of the 4th Semester 2023 Communication Science Study Program. Based on the results of descriptive statistics, the average results of the experimental class were higher than those of the control class. The results showed that the results of the formative assessment were normally distributed and homogeneous. The results of inferential statistical tests show that there is a significant difference between the test results in the experimental class and the control class. The next research recommendation is to design lectures using learning models that are relevant to numeracy literacy-based formative assessments
Co-Authors Abdul Hamid Abdul Latief Adi Slamet Kusumawardana Adimas Eko Permadi Adityo Adityo, Adityo Afolaranmi, Adebayo Ola Agung Deddiliawan Ismail Agung Deddiliawan Ismail Agung Dediliawan Ismail Ahsanul Inam Akhsanul In'am Akyun, Qurrotun Anis Farida Jamil Aprilia, Vina Ananda Arif Hidayatul Khusna Aulia Firdaus Azzahra Aulia Firdaus Azzahra Azizah Azizah Azzahra, Aulia Firdaus Baiduri Baiduri Beti Istanti Suwandayani Beti Istanti Suwandayani Cholis Sa’dijah Dini Okta Amelia Dwi Priyo Utomo Dwi Priyo Utomo Dyah Worowirastri Ekowati Elli Kusumawati Erinda Titik Rizki Fani Erna Yayuk Erna Yayuk Fani, Erinda Titik Rizki Galih Azhar Ramadhan Iindarti Iindarti Iindarti, Iindarti In’am, Akhsanul In’am, Akhsanul Jihan Nur Aini Joshua Abah Joshua Abah Kafifah, Anisa Kartikasari Kartikasari Khoiriyah, Makrifatul Khusnul Khotimah Lamina Lamina Latifah Mustofa Lestyanto Marhan Taufik Maulidyah Firdausi Mayang Dintarini Mayang Dintarini Mayang Dintarini Mayang Dintarini Meisya Andjani Nagaya Dara Minatun Nadlifah Minatun Nadlifah Moh. Mahfud Effendi Mohammad Syaifuddin Mohammad Syaifuddin Mukhammad Danisworo Nur Hidayah Octavina Rizky Putri Utami Octavina Rizky Putri Utami Oktavia Kurniawati Putri Oktaviana, Rani Permadi, Adimas Eko Putri, Oktavia Kurniawati Rabia Rasheed Reni Dwi Susanti Reni Dwi Susanti Reny Dwi Susanti Resti Wahyu Mutiaradifa Rini Lidiawati Rizal Dian Azmi Shania, Faridatus Shilviana Dwi Fitdyawati Siti Inganah Siti Khoiruli Ummah Siti Salina Mustakim Suciati, Nur Susilowati, Indri Susiswo Swasono Rahardjo Usmiyatun Usmiyatun Utami, Octavina Rizky Putri Vina Ananda Aprilia Wardani, Shafanda Setya Wiwik Sugiarti Worowirastri E., Dyah Yayik, Erna Yus M. Cholily Yus M. Cholily Yus Mochamad Cholily Yustiani, Novita Rizki Z. Zukhrufurrohmah Zattira Nadira Rahma Zharla Zetira Aszahra