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Aflich Yusnita Fitrianna

Universitas Muhammadiyah Kudus

Author-ID : 267199

Arts Humanities Education Environmental Science Library & Information Science Mathematics Public Health Social Sciences Other

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Kotobee-Assisted Means-End Analysis Learning: Impact on Algebraic Reasoning Abilities Reviewed From Students' Cognitive Stage Aflich Yusnita Fitrianna; Anik Yuliani; Anisatul Farida; Nor Syazwani Mohd Rasid
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.36729

The Indonesian curriculum emphasizes tailored learning based on students' developmental stages and achievement levels, focusing on cognitive development, particularly in algebraic reasoning, which is very important for students' overall cognitive maturation. This study aimed to determine the effect of the implementation of the learning model and students' cognitive stage on algebraic reasoning ability. The study was conducted using quantitative research with a post-test design to achieve the research objective. Two classes were taken as samples from one of the high schools in West Bandung Regency. The instruments used were the Test of Logical Thinking (TOLT) to categorize students into students' cognitive stage groups and algebraic reasoning test instruments to determine the achievement of algebraic reasoning ability. Data analysis was done using statistical tests, including a normality test, homogeneity test, and two-way ANOVA test. The results are: there is an effect of implementing the Means-End Analysis (MEA) learning model supported by Kotobee on algebraic reasoning; there is an effect of students' cognitive stage on algebraic reasoning; and there is no interaction effect of students' cognitive stage and implementation learning model on algebraic reasoning ability. Further research on other mathematical skills using the Kotobee-based MEA learning model is needed.

Early algebra in elementary schools: Trends, approaches, and challenges Fitrianna, Aflich Yusnita; Rohim, Dhina Cahya
Pi Radian: Journal of Mathematics Education Vol. 3 No. 2 (2025): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v3i2.pp107-124

Early algebra constitutes an essential foundation in elementary education because it supports students’ relational reasoning, structural understanding, and generalization abilities from an early age. However, many studies indicate that algebra instruction in elementary schools remains dominated by procedural arithmetic approaches, which often lead to persistent conceptual difficulties and misconceptions, particularly during the transition to formal algebra. Therefore, this study aims to review and synthesize research on early algebra in elementary education to provide a systematic overview of research foci, instructional approaches, and existing limitations and research gaps. This study employed a literature review of articles retrieved from Google Scholar using the keywords early algebra, early algebra in elementary schools, and early algebra in primary education published between 2020 and 2025. A total of 49 articles were collected and screened based on relevance criteria, resulting in 39 articles for analysis. The research instrument was an article analysis sheet, and the data were analyzed using thematic analysis by classifying the articles into eight categories of study. The results show that early algebra research primarily focuses on identifying students’ difficulties and misconceptions, particularly related to variables, the meaning of the equal sign, and the arithmetic-to-algebra transition. Dominant instructional approaches include multiple representations, pattern- and relationship-based tasks, problem-based learning, and game-based learning. The findings also highlight the importance of teacher competence, curriculum coherence, and policy support in early algebra implementation. This study recommends strengthening concept-oriented instruction, enhancing teacher professional development, and conducting further research on the sustainability and scalability of early algebra implementation

Penerapan Problem Based Learning (PBL) Dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Di Sekolah Dasar Paulina Sri Fajar Br. Aritonang; Rika Amelia; Rizky Afianto; Salsabila Amalia; Aflich Yusnita Fitrianna
Jurnal Profesi Pendidikan Vol. 3 No. 2 (2024): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v3i2.25716

Tujuan penelitian ini dimaksudkan agar dapat meningkatkan kemampuan berpikir kritis siswa sekolah dasar dengan menggunakan model pembelajaran Problem Based Learning (PBL). Penelitian ini menguji penerapan Problem Based Learning (PBL) dalam meningkatkan kemampuan berpikir kritis siswa di sekolah dasar dengan menggunakan metode Penelitian Tindakan Kelas (PTK) serta menggunakan sampel sebanyak 25 siswa di salah satu sekolah dasar kelas 5 kota Cimahi. Instrumen yang digunakan berupa tes, lembar observasi, dan lembar wawancara. Teknik analisis data menggunakan analisis statistika dan deskripsi dengan validasi data dan pengolahan data. Hasil penelitian ini menunjukkan bahwa terjadi peningkatan pada kemampuan berpikir kritis siswa setelah dilakukan tindakan sebanyak 2 siklus. Simpulan dari penelitian ini menunjukkan bahwa siswa dapat memecahkan persoalan melalui tes yang diberikan serta menunjukkan perilaku sebagai bentuk meningkatnya kemampuan berpikir kritis.

Developing of Flipbook-Assisted Experiential Learning Media to Enhance Vocational Students’ Mathematical Critical Thinking Anik Yuliani; Aflich Yusnita Fitrianna; Norma Alias
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.237

Mathematical critical thinking skills are essential for vocational students, yet traditional instruction often struggles to teach abstract deductive proofs within rigid school schedules. While digital media is widely used, there remains a pedagogical gap in integrating structured experiential cycles into interactive platforms to foster higher-order reasoning. This study aims to develop and evaluate an interactive flipbook integrated with Kolb’s experiential learning model to address this limitation. Utilizing the 4D development method (Define, Design, Develop, Disseminate), the platform's operational practicality was evaluated by teaching practitioners and a small group of 20 students, followed by a field implementation phase with a cohort of 30 vocational students (N = 30) facing mathematical induction topics. Data were gathered through expert validation sheets, teacher practicality questionnaires, and critical thinking pre-/post-tests. The results demonstrate that the developed media achieved excellent expert validity across content, media, and language parameters. Furthermore, it attained a high operational practicality rate of 84.00% from teaching practitioners, acting as an autonomous scaffolding tool. Importantly, the media proved highly effective, yielding an overall student critical thinking score of 79.00%, with peak performance in variable identification (90.00%) and argument validation (88.00%). These findings indicate that anchoring experiential loops within a scannable digital format systematically drives uniform cognitive gains, offering a robust pedagogical vehicle for vocational mathematics education.

Co-Authors Abdul Robbi Misbahudin Ade Sudrajat Adi Husen Afianto, Rizky Afrilianto, Muhammad Agistia Suci Lestari Ahmad Hassan Triaji Ajeng Rena Fujirahayu Amalia, Salsabila Amaliyah, Windi Amelia, Rika Anggita Tri Indahsari Anik Yuliani Anisatul Farida Anita, Ika Wahyu Astri Yuliani Nurhafifah Ayu Rekno Kusuma Dewi Chandra Novtiar Dayutiani, Gina Saadah Devi Nurul Yuspriati Devi Nurul Yuspriyati Devi Nurul Yuspriyati, Devi Nurul Dhina Cahya Rohim Diman, Diman Dinda Rahmawati Dinia, Sofie Dwi Yulianti Enny Putri Cahyani Eti Rohaeti, Euis Fadhila Febriliana Fauziah, Rima Fina Hanifa Hidayati Ghina Nurul Zannati Hanifah Novianty Harry Dwi Putra, Harry Dwi Hasim, Pitria Heris Hendriana Heris Hendriana Heris Hendriana Indiraningrum Pratiwi Irma Mulyani Jarnawi Afgani Dahlan Jozua Sabandar Jozua Sabandar Lestari, Agistia Suci Lia Devi Meitasari Luvy Sylviana Zanthy M. Afrilianto Mardiyana Mardiyana Masruroh Handayani Masta Hutajulu Mayasari Mayasari Mayasari Mayasari, Mayasari Mira Siti Hajar Muhammad Afrilianto Munfaati, Agnia Mutiara, Alika Nanang Priatna Nor Syazwani Mohd Rasid Norma Alias Nurhafifah, Astri Yuliani Nurhidayah, Nita Nurlina, Arni Nuurjannah, Putri Eka Indah Pamila Malinda Paulina Sri Fajar Br. Aritonang Pipit Pitriyan Pujiyanti Sahri Putri Dyan Marini Putri Eka Indah Nuurjannah Putri, Chantika Yuspia Ratni Purwasih, Ratni Riana Riana Rida Siti Saripah Ridwan Yanwar Rika Amelia Rima Aksen Cahdriyana Rima Irmayanti, Rima Rippi Maya Rizcky Dwi Maulana Kurnia Rizkiawati Anggraeni Rizky Afianto Rizky Rosjanuardi Rowiyah Rowiyah Saadah, Haniyah nur Salsabila Amalia Silvi Silvia Siti Nurlelah Sofie Dinia Sri Fajar Br. Aritonang, Paulina Sri Subanti Sufyani Prabawanto, Sufyani Usep Rahayu Mulyana Usman Aripin, Usman Wina Dwi Wulandari Winda Awaliyah Windi Melani Nursidiq Yuni Hajar Zanthy, Luvy Sylviana

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