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All Journal Jurnal Riset Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika Transformasi: Jurnal Pengabdian Masyarakat JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Mosharafa: Jurnal Pendidikan Matematika Unram Journal of Community Service (UJCS) As-Sidanah : Jurnal Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Edumatica: Jurnal Pendidikan Matematika Jumper : Journal of Educational Multidisciplinary Research
Ega Gradini
STKIP Bina Bangsa Getsempena
Religion Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Pengembangan Perangkat Pembelajaran Berbasis Model Learning Cycle 5E untuk Memfasilitasi Perubahan Konseptual Siswa dalam Pembelajaran Matematika Gradini, Ega; Susanti, Susanti
Edumatica : Jurnal Pendidikan Matematika Vol 12 No 2 (2022): Edumatica: Jurnal Pendidikan Matematika
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1292.484 KB) | DOI: 10.22437/edumatica.v12i02.16933

Abstract

This article describes the results of developing Learning Cycle 5E teaching tools that are valid, practical, and effective to facilitate students' conceptual changes in Statistics and Data Presentation material. The Four-D model was used to develop this research. The quality of the product is measured through the validity, practicality, and effectiveness of teaching tools. The device's validity is measured by its relevance and consistency using expert judgment. The device's practicality was measured using a practicality assessment questionnaire, distributed to 5 Mathematics teachers and 20 eighth-grader. Effectiveness was measured through a small group trial involving 1 Mathematics teacher and 28 eighth-grader students. The results showed that the teaching tools developed met the validity, practicality, and effectiveness criteria. Learning tools are declared valid, with the validity score for lesson plans being 0.89, student worksheets being 0.86, teacher book being 0.78, and student book being 0.80. Learning tools are declared practical with a practicality score where the teacher's response is 80.31% in the practical category, and the student's response is 79.19% in the practical category. Furthermore, teaching tools were declared effective with the criteria; the classical average of student learning outcomes reached 83.71, the Learning Completeness Criteria reached 82.14%, the level of teacher learning management was at a Good level, and student activity reached 72.5%.
Fostering Higher Order Thinking Skills in Mathematics Learning: A Scoping Review of Teacher Development Initiatives Gradini, Ega; Umar, Ali; Firmansyah, Firmansyah; Effendi, Yusuf; Winardi, Winardi
Unram Journal of Community Service Vol. 5 No. 1 (2024): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v5i1.570

Abstract

This community service program aimed to enhance both the understanding and application of Higher-Order Thinking Skills (HOTs) in mathematics instruction for participating teachers. Employing a targeted professional development approach informed by the Community-Based Participatory Research (CBPR) framework, the program equipped 21 mathematics teachers from Musyawarah Guru Mata Pelajaran (MGMP) in Aceh Tengah District, Indonesia, with the necessary knowledge and pedagogical strategies to foster and cultivate high-level thinking skills in their students. The program demonstrably improved teachers' knowledge, skills, and commitment towards implementing HOTs-oriented instruction. While areas like solving HOTs questions necessitate further attention, the overall results suggest success, paving the way for continued advancements in promoting deep-thinking and problem-solving skills in mathematics education. Analysis of the data reveals a positive impact of the program on teachers' understanding of HOTs. While areas such as problem-solving and critical thinking require further development, the program evidently achieved its goals of raising awareness, knowledge, and application skills related to HOTs. Building upon this foundation, future interventions can delve deeper into these advanced skills, further empowering teachers to cultivate critical thinking and problem-solving abilities in their students.
EFEKTIVITAS PENERAPAN PEMBELAJARAN MATEMATIKA QUR’ANI DALAM PEMBELAJARAN HIMPUNAN Gradini, Ega; Wahyuni, Septia; Ansor, Ansor
Al-Khawarizmi Vol 1 No 1 (2017): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppm.v1i1.1728

Abstract

Conducting successful mathematics instructions that attach values is a major issue of mathematics education recently. Various programs have been done to meet the purpose. One of them is knowledge islamization which is believed as an alternative-strategic solution. This effort is compatible with the objective of education in Aceh and Indonesia Education System that annunciate the goal of Education in Indonesia to bring the people into religious life. Then, integration of Islamic values onto mathematics instruction is an alternative that has to be chosen in order to make integrated-holistic education. This study aims to determine the effectiveness of the implementation of Qur'anic Mathematics Instruction (QMI) on Set theory. It was a follow-up of QMI Research and Development that has been designed before. Data gathered through test, teacher’s and students’ activity observations. Three madrasah with the indexes of competency are "High", "Medium" and "Low" taken as the research subjects. The results showed that students in the "high"index has t-count value 0.023
LITERASI MATEMATIKA SISWA MELALUI METODE MURDER (MOOD, UNDERSTAND, RECALL, DIGEST, EXPAND, REVIEW) Rahmadhani, Elfi; Gradini, Ega; B, Firmansyah
Al-Khawarizmi Vol 3 No 2 (2019): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppm.v3i2.7350

Abstract

This paper aims to describe the mathematical literacy skills of students of SMAN 1 Takengon after being given learning using the MURDER method (Mood, Understand, Recall, Digest, Expand, Review). Mathematical literacy skills are seen according to the assessment framework according to PISA, namely 1) Communicating, 2) Mathematising, 3) Representation, 4) Reasoning and Argument, 5) Devising Strategies for Solving Problems, 6) Using Symbolic, Formal and Technical Language and Operation and 7) Using Mathematics Tools. This research is quantitative research involving 70 students of class XII of SMAN 1 Takengon. Based on the results of the analysis and processing of data obtained, namely th = 1.71 and t (1-α), = 1.67. This shows that the research hypothesis is accepted where students' mathematical literacy skills taught using the MURDER method are better than students' mathematical literacy skills taught with conventional learning models. The mathematical literacy skills of students in the experimental class are high with the number of students 20 people with a percentage of 57.14%. While the mathematics literacy skills of the control class students are classified as moderate with the number of students 17 people with a percentage of 48.57%. In the experimental class, there were 8 students or 22.86% in the very high category, superior to the control class, namely 5 students with a percentage of 14.29%.
Development of Rubric of Higher Order Thinking Skills Assessment on Mathematics Learning Gradini, Ega
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 1 (2022): January
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i1.5342

Abstract

This research aims to develop a rubric of Higher-Order Thinking Skills Assessment on mathematics learning that is valid, reliable, and practical. The Plomp's developmental method, the Generic model for educational design, was deployed to develop the HOTS assessment rubric. The method consisted of 4 phases, namely; (1) preliminary investigation, (2) design, (3) development, and (4) implementation and evaluation. The rubric was designed and developed to measure students' higher-order thinking skills in mathematics learning. The rubric was developed by integrating HOTS characteristics in mathematics: critical thinking, problem-solving, mathematical understanding, mathematical modeling, proof and reasoning, mathematical representation, and mathematical communication. The HOTS assessment rubric's quality was examined using Plomp's product/prototype quality criteria: (1) validity, (2) reliability, and (3) practicality/usability. The rubric of the HOTS assessment was validated by two validators that are experts on HOTS in mathematics. The practicality/usability of the rubrics was examined by five mathematics teachers from different Junior High schools. The validity and reliability were measured using Gregory's Expert Agreement Index (EAI), while the rubric's practicality was analyzed using practicality product criteria. The research shows that the validity of the rubric of HOTS assessment on mathematics learning is 0.82 (valid), and the reliability is 0.79 (reliable). Meanwhile, the practicality of the rubric is 81.02 (Good). In conclusion, the rubric of the HOTS assessment on mathematics learning is valid, reliable, and practical to use to measure students' higher-order thinking skills in mathematics learning.
STRENGTHENING RELIGIOUS ATTITUDES AND INTERFAITH COMMUNICATION IN BUILDING SOCIAL HARMONY: PEACE AND CONFLICT TRANSFORMATION Saputra, Edy; Sutrisno, Sutrisno; Zulmaulida, Rahmy; Noviani, Julia; Gradini, Ega; Harnedi, Joni; Hikmah, Nurul; Utami, Rizka
As-Sidanah Vol 7 No 2 (2025): OKTOBER
Publisher : LP2M Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/assidanah.v7i2.369-386

Abstract

Indonesia's religiously plural districts have periodically experienced tensions rooted in administrative procedures and misunderstandings in interfaith relations. This service activity aimed to identify forms of religious attitudes and communication patterns in Aceh Tengah and Aceh Singkil communities, as well as surface participatory strategies for sustaining social harmony. Using a Participatory Action Research (PAR) cycle, the program included Training of Trainers (ToT), Focus Group Discussions (FGDs), participatory mapping, community education, and iterative monitoring and evaluation conducted with teachers, students, religious leaders, FKUB members, and local officials. The service showed that Aceh Tengah exhibited strong tolerance supported by inclusive Gayo cultural norms, open deliberative communication, and proactive engagement between the government and the FKUB. Aceh Singkil faced recurrent challenges related to worship-permit arrangements, yet communities maintained mutual respect and associative ties that helped de-escalate issues. The program empowered local stakeholders to act as agents of tolerance and clarified bottom-up feedback channels within existing top-down procedures, generating practical improvements and guidance for replication. In conclusion, collaborative, bottom-up communication institutionalized through government, interfaith forums, and community partnerships was essential to manage diversity and sustain harmony; the PAR-based approach provided a practical model and transferable lessons for similar plural settings across Indonesia.
Adversity Quotient Profile of Madrasah Aliyah Students and Their Activity Patterns During Problem-Based Mathematics Learning Gradini, Ega; Susanti, Susi; Harahap, Rosliana
Al-Khawarizmi Vol 10 No 1 (2026): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/93zmnj51

Abstract

Adversity Quotient (AQ) is widely theorized to predict student engagement in challenging mathematics learning, yet the assumption that this stable psychological trait manifests directly in observable classroom behavior has rarely been tested with direct observational data, particularly within Indonesian madrasah aliyah populations. This study aimed to (1) profile the AQ of Grade X students at a state Islamic senior high school along Stoltz's three categories and four CO₂RE dimensions, and (2) examine whether AQ category is reflected in observable activity during Problem-Based Learning (PBL). A descriptive quantitative design was applied to 20 purposively selected students. Data were collected via an adapted Adversity Response Profile (21 items; Gregory content validity = 0.952; Cronbach's α = 0.90) and a 17-indicator observation sheet covering the five PBL syntactic phases (1–5 scale). Three findings emerged. First, the AQ distribution was dominated by low- and moderate-resilience profiles (50% Quitters, 45% Campers, 5% Climber), converging strikingly with the larger ARP-ML survey of (Gradini & Noviani, 2025) and indicating a possibly structural pattern of low resilience among Indonesian mathematics learners. Second, the CO₂RE dimensions, although uniformly classified as High to Very High, were unevenly develop. Control and Reach were strongest (81.25%), while Origin and Ownership lagged (75.38%), with the weakest single item reflecting anxiety about group-leadership responsibility. Third, AQ category was essentially uncorrelated with observable PBL activity (r = 0.156). A Quitter recorded the second-highest activity score, while the only Climber recorded below-average activity. This trait-process dissociation suggests that AQ operates over cumulative learning timescales rather than within single sessions, and that group-based PBL may function as social scaffolding that compensates for individual trait limitations. The study contributes the first direct observational test of the AQ-PBL behavioral linkage in an Indonesian madrasah context and identifies Origin and Ownership as a priority pedagogical target.
Co-Authors Ansor, Ansor B, Firmansyah Bettri Yustinaningrum Dhari, Putri Wulan Edy Saputra Elsa, Ai Evanirosa Evanirosa, Evanirosa Firmansyah B Firmansyah Firmansyah husna, nadiatul Joni Harnedi Kms Yusuf Effendi Noviani, Julia Nurjani Nurliani, Reni Nurul Hikmah Rahmadhani, Elfi Rosliana Harahap Safitri, Dina Samsudin, Syafiza Saila Susanti Susi Susanti Sutrisno, Sutrisno Ulya, Khairatul Umar, Ali Utami, Rizka Wahyuni, Septia Winardi Winardi Zuyyina