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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Transformasi: Jurnal Pengabdian Masyarakat Jurnal Humaniora E-Dimas: Jurnal Pengabdian kepada Masyarakat AL ISHLAH Jurnal Pendidikan Jurnal Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat JTAM (Jurnal Teori dan Aplikasi Matematika) Beta: Jurnal Tadris Matematika Prima: Jurnal Pendidikan Matematika J-Dinamika: Jurnal Pengabdian Kepada Masyarakat Abdimas Galuh : Jurnal Pengabdian Kepada Masyarakat Natural Science: Jurnal Penelitian Bidang IPA dan Pendidikan IPA Jurnal Fibonaci: Jurnal Pendidikan Matematika INSECTA: Integrative Science Education and Teaching Activity Journal InEJ: Indonesian Engagement Journal Jurnal Tadris IPA Indonesia Cendekia: Jurnal Kependidikan dan Kemasyarakatan NGARSA: Journal of Dedication Based on Local Wisdom SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Jurnal Infinity
Edi Irawan
Institut Agama Islam Negeri Ponorogo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Social Sciences Other

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ANALISIS HUBUNGAN TINGKAT KECEMASAN MATEMATIKA DENGAN HASIL BELAJAR MAHASISWA Endang Istikomah; Ratu Sarah Fauziah; Edi Irawan; Mahmudin Mahmudin
SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 6, No 1 (2018)
Publisher : SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/sigmadidaktika.v6i1.48409

Abstract

This study aims to analyze the relationship between mathematical anxiety, and students' mathematics learning outcomes. This research is a correlational study using linear correlation and multiple linear correlation. Data analysis was carried out using the SPSS 21 program. Data was taken from 113 respondents who were students of the Mathematics Education Study Program 2017/2018 school year. The independent variable in this study is mathematical anxiety (X) and the dependent variable is students' mathematics learning outcomes (Y). The results of the study showed that there was a relationship between mathematics anxiety and the mathematics learning outcomes of the sixth semester students in the MNA subject with a significance level of  0. 001 and the R value was 0.299.
Performance of Islamic Teachers in Madrasah: Analysis of Problems and Solutions in the Learning Process Basuki Basuki; Iyoh Mastiyah; Edi Irawan; Abd Aziz
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4963

Abstract

This study investigates the performance achievements of 60 Islamic teachers in madrasahs during the learning process and identifies the problems and solutions needed to ensure all teachers meet the standards set by the Decree of the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia Number 209//P/2021. Utilizing a survey methodology and in-depth interviews, the study found several challenges: 19 teachers struggled with implementing contextual learning; 8 teachers faced issues with process and results assessment; 18 teachers had problems with remedial and enrichment programs; 15 teachers found it difficult to create a pleasant learning environment; 31 teachers encountered obstacles in promoting reading and writing literacy; 10 teachers had trouble ensuring student safety, comfort, and cleanliness; and 17 teachers faced difficulties optimizing school facilities and infrastructure. These challenges were attributed to the lack of active participation in teacher quality improvement training programs such as contextual teaching and learning, assessment instruments, active learning, literacy, and media and learning resource development training. Interviews with teachers who did not face these difficulties indicated that their participation in ongoing professional development programs helped them overcome these issues. Consequently, it is recommended that school stakeholders support teachers' involvement in these professional development programs to enhance their performance.
A semiotic perspective of mathematical activity: The case of integer Ratni Purwasih; Turmudi Turmudi; Jarnawi Afgani Dahlan; Edi Irawan; Sona Minasyan
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p271-284

Abstract

Semiotics is defined as using signs to represent mathematical concepts in problem-solving. The mathematical semiotic process involves creating meaning from the triadic relationship between the representamen (R), object (O), and interpretant (I). Mathematical semiotics play an essential role in the cognitive processes of individuals as they formulate and communicate mathematical ideas. Therefore, this study aims to describe the stages of the semiotic process of junior high school students solving integers-related mathematical problems. In this qualitative analysis, the participant is a seventh-grade student categorized as pseudo-semiotic. The research instrument is a test on integers and interviews. The results demonstrate that the semiosis related to integers involves the representamen, object, and interpretant stages. For a subject with a pseudo-semiotic type, this meaning-making process requires the construction of a comprehensive understanding of the concept. Furthermore, the understanding is developed using various instruments, resulting in connection conflicts between different components of the semiotic system. Connection conflict occurs because of the mismatched relationship between the elements of semiosis: representamen, object, and interpretant. A pseudo-semiotic subject only has a superficial understanding of mathematical concepts, making it challenging to establish accurate connections between symbols and their underlying meanings. Consequently, this hinders the ability to understand mathematics profoundly and apply the concepts in real-life situations.
DEVELOPMENT OF EDUCATIONAL GAME BASED ON SOCIO-SCIENTIFIC ISSUES TO IMPROVE LOGICAL THINKING ABILITY Ristanti, Arsyiska Nanda; Irawan, Edi
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 6 No. 1 (2025)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v6i1.10989

Abstract

Science learning requires a complex thinking process that must be developed in it. Logical thinking skills are needed in science learning because it helps students understand scientific concepts systematically and rationally. One of the learning media that can be used to improve logical thinking skills is Articulate Storyline which is integrated with Socio-Scientific Issues. This research uses the Research and Development (R&D) method with the ADDIE model. The data collection was carried out by expert validation, student questionnaires, and tests. The research subjects were students of class VII G State Islamic Junior High School 2 Ponorogo (MTsN 2 Ponorogo). The data obtained were analyzed for validity using the Aiken Index. Meanwhile, the questionnaire was analyzed using the average percentage and the test data was analyzed using the T-test and N-Gain. Based on the results of the research that has been obtained, the Aiken Index value is 0.95 with very valid validity. The practicality obtained a percentage of 83% with an increase in pretest and post test results for each indicator. Thus, this study shows that this media is effective in improving students' logical thinking. For further research, it is recommended to develop similar media applied to other topics and levels.
Mathematical Semiotics in Primary Learning: Helping Prospective Teachers Understand Mathematical Representations Purwasih, Ratni; Irawan, Edi; Minasyan, Sona
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i3.30835

Abstract

Mathematics learning in elementary schools is often faced with the challenge of bridging abstract concepts with participants' concrete experiences. One of the reasons is the difficulty in understanding and using mathematical signs and symbols appropriately. Semiotic representation of mathematics, which involves symbols, diagrams and notations as visual and conceptual aids, is an important approach in overcoming these challenges. This study aims to explore the ability of prospective elementary school teachers to understand and use semiotic representations of mathematics, especially in the context of number patterns. A qualitative approach with a hermeneutic phenomenological design was chosen to understand prospective teachers' experiences, views, and thought processes in interpreting and using mathematical symbols. The researcher used written tests and semi-structured interviews as data collection techniques to explore the semiotic representations used in mathematical problem solving. The participants were grouped based on the results of the initial ability test, and six of them were selected as research subjects. Data analysis used the Interpretive Phenomenology Analysis (IPA) method with the help of NVivo 14 Plus software, which allows researchers to systematically manage and analyze qualitative data. The results of this study are expected to provide insight into prospective teachers' understanding of symbolic representation in mathematics learning and the challenges they face, which can be the basis for designing more effective learning strategies in the context of mathematics education in primary schools. Using a descriptive qualitative approach, data were obtained through observation and analysis of problem solving activities involving symbolic and visual representations. The results of the study are expected to provide insight into the importance of semiotic training in prospective teacher education, so that they are able to convey mathematical concepts meaningfully and contextually.
Co-Authors Aan Subhan Pamungkas Abd. Aziz Afif Nikmatul Khilma Ngilmaya Ahmadi, Ahmadi Aldila Candra Kusumaningrum Anita Septariani Isnain Arinta Windiyanti Rokmana Aristiawan Aristiawan Astri Wahyuni Basuki Basuki Bayu Sugiarti Dadang Juandi Dina Anggraini Dita Eviana Nurachman Endang Istikomah Febrianto Yopi Indrawan Fitin Ifariyah Gus Rijal Mujahidin Hestu Wilujeng Ida Romatul Fitriah Iik Nurhikmayati Ika Lasmita sari Indah Eka Iyoh Mastiyah Izza Aliyatul Muna Jarnawi Afgani Dahlan Khoirotus Sholikhah Lutfiyatuz Zahro Mahmudin Mahmudin Maryono . Minasyan, Sona Nur Kholifah Nur Kolis Prahesti Tirta Safitri, Prahesti Tirta Putriyani, Adilah Endah Rahmi Faradisya Ekapti Ratni Purwasih Ratni Purwasih, Ratni Ratu Sarah Fauziah Rima Nur Ekawati Ristanti, Arsyiska Nanda Royyan Arifin Siti Zuwariyah Sona Minasyan Tatik Suryo Titah Sayekti Tommy Tanu Wijaya Turmudi Ulinnuha Nur Faizah Urip Tisngati Urip Tisngati Veni Saputri Wirawan Fadly Yaya Sukjaya Kusumah