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All Journal Jurnal Pangan dan Gizi Jurnal Kesehatan Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Jurnal Review Pendidikan dan Pengajaran (JRPP) Eksponen Hipotenusa: Journal of Research Mathematics Education (HJRME) International Journal of Progressive Mathematics Education Arshaka: Pedagogy and Learning Review
Ratih Handayani
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Neuroscience Social Sciences Other

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Desain pembelajaran RME untuk menstimulasi kemampuan berpikir kritis dan literasi numerasi siswa MTs Nur Rosaini, Della; Handayani, Ratih
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21741

Abstract

This study aims to test the effectiveness of a Realistic Mathematics Education (RME)-based learning design in stimulating critical thinking and numeracy literacy in Islamic Junior High School (Islamic Junior High School) students. This study used a quantitative method with a quasi-experimental Non-Equivalent Control Group design. The subjects consisted of seventh-grade students divided into an experimental class and a control class. The experimental class implemented the RME learning design, assisted by worksheets (LKPD), which emphasized progressive mathematization processes through the stages of model-of, model-for, and formal representation, while the control class used conventional learning. The research instrument was a descriptive test of numeracy literacy and critical thinking, which had been tested for validity and reliability. The results of the N-Gain analysis showed an increase in student abilities in the moderate category, with the experimental class achieving higher achievement than the control class, although the difference was not statistically significant. These findings indicate that the RME learning design has the potential to improve students' activeness, critical reasoning, and contextual numeracy understanding, but requires a longer implementation period to have a significant impact.   Penelitian ini bertujuan dan menguji efektivitas desain pembelajaran berbasis Realistic Mthematics Education (RME) dalam menstimulasi kemampuan berpikir kritis dan literasi numerasi siswa Madrasah Tsanawiyah. Penelitian ini menggunakan metode kuantitatif dengan desain quasi eksperimen tipe Non-Equivalent Control Group. subjek penelitian terdiri atas siswa kelas VII yang dibagi ke dalam kelas eksperimen dan kelas kontrol. Kelas eksperimen menerapkan desain pembelajaran RME berbantuan LKPD yang tekanan proses matematisasi progresif melalui tahapan model-of, model-for, dan representasi formal, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Instrumen penelitian berupa tes uraian literasi numerasi dan berpikir kritis yang telah diuji validitas dan reliabilitasnya. Hasil analisis N-Gain menunjukkan peningkatan kemampuan siswa pada kategori sedang, dengan pencapaian kelas eksperimen lebih tinggi di bandingkan kelas kontrol, meskipun perbedaannya belum signifikan secara statistik. Temuan ini menunjukkan bahwa desain pembelajaran RME berpotensi meningkatkan keaktifan, penalaran kritis, dan pemahaman numerasi kontekstual siswa, namun memerlukan durasi implementasi yang lebih panjang agar berdampak signifikan
Desain LIT untuk Penguasaan Konsep Bilangan Bulat melalui Permainan Jejamok dan Lesson Study Handayani, Ratih; Putri, Ratu Ilma Indra; Zulkardi, Zulkardi; Susanti, Ely; Mulyono, Budi
Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 10 No 02 (2025): Desember
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/silogisme.v10i02.10778

Abstract

Pembelajaran matematika sering kali terputus dari pengalaman nyata siswa, membuat mereka kesulitan memahami konsep abstrak, seperti bilangan bulat dan operasinya. Ketidakpahaman siswa terhadap bilangan positif, negatif, serta operasi aritmetika sering menjadi hambatan utama dalam pembelajaran. Pendekatan PMRI menggarisbawahi pentingnya menggunakan konteks dunia nyata untuk menjembatani pemahaman ini, dengan permainan tradisional jejmok. Penelitian ini bertujuan untuk mengembangkan dan menguji Desain Local Instruction Trajectory (LIT) berbasis permainan tradisional Jejamok, untuk mengajarkan operasi bilangan bulat. Selain itu, penelitian ini menganalisis pengaruh pembelajaran berbasis permainan terhadap penguasaan konsep bilangan bulat siswa serta mengevaluasi peran lesson study dalam meningkatkan kualitas perancangan dan implementasi aktivitas pembelajaran berbasis permainan pada siswa kelas 6 SDIT Insan Rabbani, Kotabumi, Lampung Utara. Penelitian ini menggunakan metode Design Research dengan pendekatan kualitatif. Tipe penelitian yang digunakan adalah Validation Studies dengan tiga tahap utama: Preparing for the Experiment, Design Experiment, dan Retrospective Analysis. Teknik pengumpulan data meliputi observasi, wawancara, dan tes Teknik analisis data mengikuti model Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian sebanyak 82% siswa telah menunjukkan penguasaan konsep. Hal ini berarti pendekatan berbasis permainan tradisional Jejamok efektif dalam meningkatkan pemahaman siswa terhadap konsep bilangan bulat. Lesson study berperan signifikan dalam menyempurnakan desain pembelajaran, melalui proses kolaborasi antara guru, peneliti, dan rekan sejawat. Penelitian ini mendukung temuan sebelumnya yang menyatakan bahwa pembelajaran berbasis konteks budaya lokal dan kolaborasi dalam lesson study dapat meningkatkan efektivitas pengajaran konsep matematika
THE EFFECT OF PROBLEM BASED LEARNING (PBL) ASSISTED BY GEOGEBRA ON MATHEMATICAL PROBLEM SOLVING ABILITY Andriani, Putri; Handayani, Ratih
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 9, No 1 (2026): HIPOTENUSA JOURNAL OF RESEARCH MATHEMATICS EDUCATION (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v9i1.4541

Abstract

This study examines the effect of implementing a GeoGebra-assisted Problem Based Learning (PBL) model on students’ mathematical problem solving abilities. It was motivated by students’ low initial performance in solving problems, as indicated by pretest scores below the minimum mastery criterion, highlighting the need for innovative, technology integrated instruction. This study adopted a quantitative method employing a quasi experimental design with a pretest posttest control group. The participants were 42 seventh grade students at SMP Negeri 2 Abung Surakarta, with 22 in the experimental group (Class VII A) and 20 in the control group (Class VII B), selected via purposive sampling. The intervention spanned five sessions on the topic of squares, with the experimental group receiving GeoGebra assisted PBL instruction and the control group receiving conventional teaching. Data were collected through problem solving tests and analyzed using normality and homogeneity tests, N-gain analysis, and independent samples t-tests. Results showed that the experimental group achieved a higher average N-gain (0.608) than the control group (0.444), and the t-test indicated a significant difference , ? = 0.05). These findings confirm that the GeoGebra assisted PBL model effectively enhances students’ mathematical problem solving skills and supports the use of technology integrated learning in teaching squares at the junior high school level.
Learning transformation with digital technology: The era of education 4.0 Khotimah, Khusnul; Anam, Khoirul; Afifah, Muthiah; Handayani, Ratih
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v1i2.58

Abstract

This study explores the application of digital technology in education by teachers in Indonesia and its impact on learning quality. Using qualitative research methods, in-depth interviews were conducted with 8 teachers who integrate digital tools such as Canva, Quizizz, ChatGPT, Google, and YouTube in their lessons. The findings reveal that digital technologies enhance the creation of engaging and interactive learning materials, significantly boosting student engagement and motivation. Tools like Quizizz and YouTube have proven effective in deepening students' understanding of the material, while ChatGPT provides immediate feedback. However, challenges such as limited infrastructure, technological access, and students' digital skills gap remain. This study emphasizes the need for educational policies that promote equal access to technology and suggests more comprehensive training for both teachers and students to optimize the use of digital tools in education. The findings contribute to the ongoing discourse on digital transformation in the era of Education 4.0.
Co-Authors Afifah, Muthiah Agus Suyanto Andono, Joko DIAN LESTARI Ely Susanti KHOIRUL ANAM khusnul khotimah Mira Refiasari Mulyono, Budi Nur Hidayah, hikmah Nur Rosaini, Della Purna Bayu Nugroho Putri Andriani Ratu Ilma Indra Putri Risanti, Ika Isna Sari, Marlinda Siti Aminah Tuti Oktriani Ulvi Fitri Handayani Venty Meilasari Yeffi Yeffi Masnarivan Yulina Yulina Zulkardi Zulkardi