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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika PRISMATIKA: Jurnal Pendidikan dan Riset Matematika Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Dyah Ayu Sulistyaning Cipta
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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PENERAPAN METODE INKUIRI DENGAN PENDEKATAN TANOSHII JUGYOU UNTUK MEMPERBAIKI KONSEP OPERASI BILANGAN Dyah Ayu Sulistyaning Cipta
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol 1 No 2 (2019): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (865.962 KB) | DOI: 10.33503/prismatika.v1i2.434

Abstract

The purpose of this study was to describe the design of inquiry learning methods with Tanoshii Jugyou's approach so that students who take the SD Mathematics Study course understand the concept of operations on integers and fractions. This research is a qualitative research that illustrates how the learning of inquiry methods with Tanoshii Jugyou approach is applied in the classroom. The results of the study concluded that the learning design of inquiry methods with Tanoshii Jugyou's approach to the concept of operations on integers and fractions is: 1) orientation to create a more responsive learning atmosphere, 2) formulating problems to bring students to a problem that must be solved, 3) making hypothesis, 4) collect data to capture the required information which will then be used to test hypotheses that have been proposed, 5) test the hypothesis. In testing this hypothesis lies the emphasis of this learning so that students can truly understand the concept of operations on integers and fractions. All learning activities are carried out by making the classroom atmosphere very pleasant. Students are welcome to issue their creative ideas without the slightest fear.
PENGEMBANGAN REALQU UNTUK MEMAKSIMALKAN KEMAMPUAN PEMBUKTIAN MATEMATIS BERDASARKAN ADVERSITY QUOTIENT Era Dewi Kartika; Dyah Ayu Sulistyaning Cipta; Laila Nur Rohmah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (463.368 KB) | DOI: 10.24127/ajpm.v10i1.3357

Abstract

The Covid-19 pandemic, which has an impact on the application of online learning, requires teachers to find the right learning methods and strategies. In this study, researchers used RealQu, an application created using Figma and Android Studio. By using RealQu, the Real Analysis learning that is carried out is expected to be able to maximize students' mathematical proof abilities based on the adversity quotient. The research method used is development research which produces a product called RealQu which can be installed on Android-based phones. From the trial results, it was concluded that RealQu could then be used in Real Analysis lectures that still used the system in the network. There is an increase in students' abilities in the quitter, camper, and climber categories.
Pengembangan Strategi Pembelajaran Matematika Berdiferensiasi Berbasis Gaya Belajar STIFIn Dyah Ayu Sulistyaning Cipta; Rachmawati
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 31 No. 2 (2025): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v31i2.2016

Abstract

Differentiated instruction is a key feature of the Merdeka Curriculum, emphasizing the importance of addressing students’ individual learning needs without categorizing them into fixed groups. In practice, however, many teachers face challenges in implementing effective differentiation strategies, especially in mathematics education. This study aims to develop a differentiated mathematics instructional strategy by utilizing the STIFIn learning style approach as a responsive adaptation tool, without classifying or grouping students permanently. The research employed the 4D development model (Define, Design, Develop, Disseminate), focusing on the initial three stages: identifying instructional needs, designing the strategy, and developing learning materials. The subjects included fifth-grade elementary students and a mathematics teacher from a primary school in Central Java. Expert validation results indicated that the strategy is highly valid. Limited trials showed the strategy was practical for classroom implementation and had the potential to enhance students’ conceptual understanding and engagement in mathematics learning. The discussion reveals that this approach aligns with the principles of Universal Design for Learning (UDL) and remains inclusive. The strategy enables teachers to respond to student diversity through STIFIn-based cognitive tendencies without compromising flexibility. These findings offer both theoretical and practical contributions to the development of more adaptive, personalized, and student-centered mathematics instruction.
Co-Authors Era Dewi Kartika Laila Nur Rohmah Rachmawati