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Rahmah Johar

Universitas Syiah Kuala

Author-ID : 292709

Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Physics Social Sciences Other

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Peningkatan Kemampuan Komunikasi Matematis dan Motivasi Siswa dengan Pembelajaran Pendekatan Quantum Learning pada Siswa SMP Negeri 5 Lhokseumawe M. Darkasyi; Rahmah Johar; Anizar Ahmad
Didaktik Matematika Vol 1, No 1 (2014): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Rendahnya kemampuan komunikasi matematis dan motivasi siswa di Sekolah Menengah Pertama (SMP) disebabkan guru masih cenderung aktif, dengan pendekatan konvensional menyampaikan materi kepada para peserta didik, sehingga siswa dalam mengkomunikasikan matematis dan motivasi masih sangat kurang. Penelitian ini bertujuan untuk mengetahui apakah peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran dengan pendekatan Quantum learning berbeda dari siswa yang memperoleh pembelajaran secara konvensional di SMP Negeri 5 Lhokseumawe. Untuk mengetahui apakah peningkatan motivasi siswa yang memperoleh pembelajaran dengan pendekatan quantum learning berbeda dari pada siswa yang memperoleh pembelajaran secara konvensional di SMP Negeri 5 Lhokseumawe. Pengumpulan data digunakan instrumen berupa tes kemampuan komunikasi matematis dan angket motivasi siswa. Untuk melihat adanya perbedaan kemampuan siswa antara kelompok eksperimen dengan kelompok kontrol digunakan uji-t dengan taraf signifikan 0,05 setelah prasyarat pengujian terpenuhi. Hasil penelitian menunjukkan bawa peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran dengan penerapan pendekatan quantum learning lebih baik dari pada siswa yang memperoleh pembelajaran secara konvensional. Motivasi siswa di kelas yang memperoleh pembelajaran pendekatan quantum learning lebih baik dari pada motivasi siswa yang memperoleh pembelajarabn secara konvensional. Pendekatan pembelajaran quantum learning sangat potensial untuk diterapkan dalam pembelajaran matematika, terutama pada saat pengenalan konsep dasar suatu materi.Kata Kunci: Pendekatan Pembelajaran Quantum Learning, Kemampuan Komunikasi Matematis, Motivasi Siswa

Project-based learning on environmental change to enhance numeracy skills and environmental awareness to support SDGs 13 Tari Anjani; Wiwit Artika; Rahmah Johar; Andi Ulfa Tenri Pada; M. Ali Sarong
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 7, No 3 (2025): October 2025
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v7i3.23334

Numeracy skills and an environmental care attitude are essential competencies for environmental sustainability, yet both are currently low among students. This study aimed to: (1) analyze the enhancement of students' numeracy skills, (2) evaluate the improvement of their environmental care attitude through a project-based learning model, and (3) determine differences in these competencies based on gender. A quantitative approach with a pretest-posttest control group experimental design was employed. The sample comprised 32 tenth-grade students selected via purposive sampling. The t-test analysis showed a significant difference between the experimental and control groups (Sig. 2−tailed<0.05), confirming the effectiveness of project-based learning (PjBL) in improving numeracy and environmental care attitude. Furthermore, significant gender differences were observed, males scored higher in numeracy, while females scored higher in environmental care attitude. These findings affirm the importance of integrating numeracy and environmental issues into learning as a tangible strategy to support SDG 13. The project-based learning model is effective in improving environmental data analysis skills and climate mitigation awareness. This model is recommended for fostering students who are critical thinkers and possess pro-environmental behavior.Abstrak. Kemampuan numerasi dan sikap peduli lingkungan merupakan dua kompetensi esensial dalam mendukung keberlanjutan lingkungan, namun keduanya masih rendah di kalangan siswa. Penelitian ini bertujuan untuk: (1) menganalisis peningkatan kemampuan numerasi siswa, (2) mengevaluasi peningkatan sikap peduli lingkungan melalui model pembelajaran berbasis proyek, dan (3) mengetahui perbedaan kompetensi tersebut berdasarkan gender. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen pretest-posttest control group. Sampel penelitian terdiri atas 32 siswa kelas X SMA Negeri Modal Bangsa yang dipilih melalui purposive sampling. Instrumen penelitian berupa tes numerasi dan angket. Hasil analisis uji-t menunjukkan adanya perbedaan signifikan antara kelompok eksperimen dan kontrol (Sig. 2-tailed < 0,05), yang menegaskan efektivitas pembelajaran berbasis proyek (PjBL) dalam meningkatkan kemampuan numerasi dan sikap peduli lingkungan. Selain itu, ditemukan perbedaan signifikan berdasarkan gender, yaitu siswa laki-laki memperoleh skor rata-rata lebih tinggi pada kemampuan numerasi, sedangkan siswa perempuan memperoleh skor rata-rata lebih tinggi pada sikap peduli lingkungan. Temuan ini menegaskan pentingnya integrasi numerasi dan isu lingkungan dalam pembelajaran sebagai strategi nyata mendukung SDG 13. Pembelajaran berbasis proyek efektif meningkatkan kemampuan analisis data lingkungan dan kesadaran mitigasi iklim. Model ini direkomendasikan untuk membentuk peserta didik yang berpikir kritis dan berperilaku pro-lingkungan.

Development of A Dyscalculia Identification Test Instrument Budi Azhari; Rahmah Johar; Evi Ramadhani; Mailizar Mailizar
Elkawnie Vol. 10 No. 1 (2024)
Publisher : Faculty of Science and Technology Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ekw.v10i1.23347

Abstract: This research aims to develop a dyscalculia test instrument for early identification of children with dyscalculia learning disorders through a series of validity and reliability tests involving various experts from various related fields. This research uses the Tessmer model in developing test instruments through several stages, including: preliminary, self evaluation, prototyping (expert reviews, one-to-one, and small group), and field tests. The research results show that each research variable, namely X1 (type A), X2 (type B), and X3 (Dyscalculia), has met high validity. All question items in these three variables have an r-value that exceeds the r-table, ensuring that the instrument measures what it is intended to measure and reflects the construct accurately. The reliability test results show that each variable has a raw_alpha above 0.80, which reflects very high reliability. This shows that the instrument has the ability to produce consistent and reliable results under repeated use and on different samples. So that the instrument developed can be used to identify and diagnose dyscalculic children in helping dyscalculic children overcome the difficulty of learning mathematics.Abstrak: Penelitian ini bertujuan untuk mengembangkan instrumen tes diskalkulia untuk mengidentifikasi awal anak dengan gangguan belajar diskalkulia melalui serangkaian uji validitas dan reliabilitas yang melibatkan berbagai pihak ahli dari berbagai bidang terkait. Penelitian ini menggunakan model Tessmer dalam mengembangkan instrumen tes melalui beberapa tahapan, antara lain: preliminary, self evaluation, prototyping (expert reviews, one-to-one, dan small group), dan field test. Hasil penelitian menunjukkan bahwa setiap variabel penelitian, yakni X1 (tipe A), X2 (tipe B), dan X3 (Diskalkulia), telah memenuhi validitas yang tinggi. Semua item soal di ketiga variabel tersebut memiliki r-hitung yang melebihi r-tabel, memastikan bahwa instrumen mengukur apa yang dimaksudkan untuk diukur dan mencerminkan konstruk dengan akurat. Hasil uji reliabilitas menunjukkan bahwa setiap variabel memiliki raw_alpha di atas 0,80, yang mencerminkan reliabilitas yang sangat tinggi. Ini menunjukkan bahwa instrumen memiliki kemampuan untuk menghasilkan hasil yang konsisten dan dapat diandalkan dalam penggunaan berulang dan pada sampel yang berbeda. Sehingga instrumen yang dikembangkan dapat digunakan keperluaan identifiksi dan mendiagnosa anak diskalkulia dalam membantu anak diskalkulia mengatasi masalah kesulitan belajar matematika.

MISKONSEPSI SISWA SEKOLAH DASAR PADA PEMBELAJARAN BILANGAN DESIMAL Rahmah Johar; Fitriadi Mahmud; Mahdalena; Rusniati
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 25 No. 2 (2016)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v25i22016p160-167

Abstract: The aim of this study is to describe students’ minsconception at decimal numbers learning. The research subjects are IV grade students SDN 67 and MIN Tungkob Aceh Besar. Qualitative research method using observation instrument and learning test on decimal numbers material were applied in this tudy. The results of this study is in the form students’ mistakes deccription in understanding the concept of deciding decimal numbers between two integers and change fractions into decimal numbers, and students’ mistakes in solving the addition operation of decimal numbers. It is indicated that the causes of the misconception are sample questions are less varied so that generalizations become wrong and the limited time in using props so students tend to use stackable summation like the summation of integers. Abstrak: Penelitian ini bertujuan mendeskripsikan bentuk miskonsepsi siswa pada pembelajaran bilangan desimal. Subjek penelitian adalah siswa kelas IV SDN 67, dan MIN Tungkob Aceh Besar. Data penelitian melalui observasi dan tes pembelajaran materi bilangan desimal. Analisis secara kualitatif. Hasil penelitian berupa siswa salah memahami konsep menentukan bilangan desimal diantara dua bilangan bulat, dan mengubah pecahan menjadi bilangan desimal, dan siswa salah melakukan operasi penjumlahan bilangan desimal. Penyebab miskonsepsi yaitu contoh soal kurang bervariasi sehingga generalisasi yang dilakukan menjadi keliru dan waktu yang diberikan menggunakan alat peraga terlalu singkat sehingga siswa cenderung menggunakan cara penjumlahan bersusun seperti menjumlahkan bilangan bulat.

KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI KETERLIBATAN SISWA MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) Lisa Ramadhani; Rahmah Johar; Bansu Irianto Ansari
AXIOM : Jurnal Pendidikan dan Matematika Vol 10, No 1 (2021)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v10i1.8825

Abstrak:Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan komunikasi matematis ditinjau dari keterlibatan siswa pada materi segiempat melalui pendekatan RME. Penelitian ini merupakan penelitian kualitatif. Subjek dalam penelitian ini adalah 6 orang siswa kelas VII-1 SMP IT AL-Azhar Banda Aceh yang dipilih berdasarkan banyaknya indikator keterlibatan yang dipenuhi. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu observasi keterlibatan siswa dan tes kemampuan komunikasi matematis yang telah divalidasi. Data dianalisis dengan melakukan reduksi data, penyajian data dan penarikan kesimpulan. Berdasarkan hasil penelitian maka dapat disimpulkan bahwa kemampuan komunikasi matematis ditinjau dari keterlibatan siswa melalui pendekatan RME sudah baik. Hal ini terlihat dari hasil pencapaian kemampuan komunikasi matematis yang ditinjau dari keterlibatan siswa terhadap 4 orang subjek sudah berada pada katagori baik, artinya subjek telah memperoleh pembelajaran dengan baik karena pada saat pembelajaran subjek terlibat aktif serta memiliki kemampuan komunikasi matematis yang baik. Penggunaan pendekatan RME juga membangkitkan semangat siswa agar terlibat dalam pembelajaran serta memperoleh kemampuan komunikasi matematis yang baik. Namun, terdapat dua subjek dengan keterlibatan serta kemampuan komunikasi matematis dalam pembelajaran yang masih rendah. Kata Kunci: Kemampuan Komunikasi Matematis, Keterlibatan Siswa, Pendekatan RME Abstract:The purpose of this research was to describe students' mathematical communication skills. They were observed based on students' involvement in studying quadrilateral through the Realistic Mathematics Education (RME). This research was a qualitative research. The subjects in this research were 6 students of class VII-1 Islamic Junior High School AL-Azhar Banda Aceh who were selected based on the number of certain indicators that were fulfilled. The data collection techniques used in this research were observation of students' involvement, and tests of mathematical communication skills. The instruments for data collection had been previously validated. The data were analyzed by doing data reduction, data presentation, and drawing conclusions. Based on the research results, it could be concluded that students' mathematical communication skills observed based on students' involvement in the learning quadrilateral through the RME approach were good. This could be seen from the achievement of 4 students who accomplished good chategory in mathematical communication skills. This showed that the subjects had learned well because at the time of learning, the students actively involved and accomplished good mathematical communication skills. Thus, the use of the RME approach also aroused students' enthusiasm to be involved in learning and acquired good mathematical communication skills. However, there were still two subjects with low involvement and mathematical communication skills. Keywords:Mathematical Communication Skills, Students' Involvement, RME Approach

Systematic literature review on emotion recognition AI feedback in mathematics game online among middle school students Razid Ananda Siregar; Rahmah Johar; Mailizar
Beta: Jurnal Tadris Matematika Vol. 19 No. 1 (2026): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v19i1.742

[English]: This study synthesizes, critically analyzes, and maps empirical evidence regarding the effectiveness of artificial intelligence (AI) feedback in emotion recognition within online mathematics games among middle school students. Employing the Systematic Literature Review (SLR) method, this research utilized the PRISMA 2020 guidelines. A rigorous screening process of 495 articles from EBSCO, Springer Nature, and Taylor & Francis databases resulted in 20 final inclusion articles. The synthesis findings reveal a research shift toward feedback designs that deliberately influence the user’s emotional state, dominated by emotion-based feedback and delivery method-based feedback. The impact of this feedback is positive, specifically improving mood and well-being and facilitating direct emotional regulation. The effectiveness is moderated by three main factors: system and technology design, cognitive and behavioral factors, and content and learning situations. These findings imply that online game designers must consider system architectures that actively manage students’ emotional states through social support and adaptive content, beyond just providing performance feedback. Since the reviewed literatures are dominated by quantitative research, this study recommends that future research incorporates qualitative approaches to more deeply explore the nuanced, subjective emotional experiences of students interacting with AI systems. [Bahasa]: Penelitian ini mensintesis, menganalisis secara kritis, dan memetakan bukti empiris mengenai efektivitas umpan balik kecerdasan buatan (AI) dalam pengenalan emosi pada permainan matematika daring di kalangan siswa sekolah menengah. Menggunakan metode Systematic Literature Review (SLR), penelitian ini mengikuti pedoman PRISMA 2020. Proses penyaringan yang ketat terhadap 495 artikel dari basis data EBSCO, Springer Nature, dan Taylor & Francis menghasilkan 20 artikel yang memenuhi kriteria inklusi. Temuan sintesis menunjukkan adanya pergeseran tren penelitian menuju desain umpan balik yang secara sengaja memengaruhi keadaan emosional pengguna, yang didominasi oleh umpan balik berbasis emosi dan umpan balik berbasis metode penyampaian. Dampak dari umpan balik ini bersifat positif, khususnya dalam meningkatkan suasana hati dan kesejahteraan, serta memfasilitasi regulasi emosi secara langsung. Efektivitas tersebut dimoderasi oleh tiga faktor utama: desain sistem dan teknologi, faktor kognitif dan perilaku, serta konten dan situasi pembelajaran. Temuan ini menyiratkan bahwa perancang permainan daring harus mempertimbangkan arsitektur sistem yang secara aktif mengelola keadaan emosional siswa melalui dukungan sosial dan konten adaptif, lebih dari sekadar memberikan umpan balik performa. Karena literatur yang ditinjau didominasi oleh kajian kuantitatif, penelitian ini merekomendasikan agar studi di masa depan menggabungkan pendekatan kualitatif untuk mengeksplorasi pengalaman emosional subjektif siswa yang lebih bernuansa saat berinteraksi dengan AI.

The effectiveness of AI-based emotional feedback in an online mathematics game on fractions for junior high school students Razid Ananda Siregar; Rahmah Johar; Mailizar
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32528

Mathematics learning often triggers anxiety and motivation loss when students encounter persistent failure. The present study examines the impact of an online math game featuring AI-based emotional feedback on students’ learning outcomes in fraction topics. Specifically, it analyzes the effectiveness of real-time AI emotional feedback in improving academic performance among junior high school students. A sequential explanatory mixed-methods design was employed. The study involved 119 eighth-grade students aged 13–14 years, with balanced gender representation across two research sites. Participants were assigned to an intervention group (n=61) receiving AI feedback and a control group (n=58). Quantitative analysis using t-tests revealed that the intervention group significantly outperformed the control group in both School X (t = -5.43, p < .001, d = 1.42) and School Y (t = 2.22, p < .033, d = 0.57), indicating medium-to-large effect sizes. System log data showed that “Neutral” was the most frequent emotional state, while “Sadness” emerged as the primary negative emotion during challenging tasks. Qualitative findings further indicated that AI feedback supported cognitive reappraisal and refocusing strategies, enabling students to transform negative emotions into persistence. Overall, AI-based emotional feedback functions as effective affective scaffolding, mitigating the impact of negative emotions on mathematical performance.

KEMAMPUAN BERPIKIR KRITIS SISWA DALAM MENYELESAIKAN SOAL SETARA PISA DITINJAU DARI TIPE KEPRIBADIAN Mawaddah Mawaddah; Anwar Anwar; Yusrizal Yusrizal; Rahmah Johar; Bahrun Bahrun; Elizar Elizar
Jurnal Inovasi Pendidikan Nusantara Vol. 1 No. 1 (2024): Desember 2024
Publisher : LLDIKTI WILAYAH XIII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64958/jipn.v1i1.5

Era revolusi industri 4.0 menuntut siswa untuk memiliki kemampuan berpikir tingkat tinggi, salah satunya yaitu kemampuan berpikir kritis. Kemampuan berpikir kritis sangat berpengaruh terhadap proses berpikir siswa dalam menyelesaikan masalah. Namun, fakta menunjukkan bahwa kemampuan berpikir kritis siswa Indonesia masih sangat rendah. Selain itu, kemampuan berpikir kritis dipengaruhi oleh beberapa faktor, antara lain tipe kepribadian. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis siswa dalam menyelesaikan soal setara Programme for International Student Assessment (PISA) ditinjau dari tipe kepribadian. Penelitian ini merupakan penelitian kualitatif yang dilaksanakan di SMPN 6 Banda Aceh. Subjek penelitian ini dijaring melalui pemberian angket kepribadian Myers Briggs Type Indicator (MBTI) dan Eysenck Personality Inventory (EPI) kepada 100 siswa untuk dikategorikan berdasarkan tipe kepribadian yang diteliti, yaitu introvert dan ekstrovert. Berdasarkan skor tertinggi dari hasil angket kepribadian, pengamatan, serta rekomendasi dari ahli psikologi, terpilih dua siswa berkepribadian introvert dan dua siswa berkepribadian ekstrovert. Kemudian, keempat subjek penelitian tersebut diberikan soal-soal setara PISA sebagai instrumen peneliti untuk menggali data proses berpikir kritis siswa ketika dilakukan wawancara. Data dianalisis dengan cara meduksi data, menyajian data, dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa berkepribadian introvert dalam menyelesaikan soal-soal setara PISA lebih baik dibandingkan siswa berkepribadian ekstrovert. Oleh karena itu, diharapkan agar guru dapat lebih memperhatikan kelemahan yang dimiliki oleh masing-masing tipe kepribadian siswa sehingga guru dapat membantu siswa secara tepat.

Developing e-learning-based remedial learning videos on function for senior high schools Rahmah Johar; Amna Sri Rizeky; Mailizar
Journal of Honai Math Vol. 7 No. 3 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i3.665

Mastery learning remains a critical challenge in education, often resulting in the need for remedial programs to support students in achieving competency. Despite their importance, existing remedial programs frequently fail to achieve their intended outcomes due to a lack of engaging and efficient instructional tools. To address this gap, this study introduces a novel e-learning-based remedial video designed to enhance student learning on the topic of functions. The research aimed to develop a remedial learning video that meets the criteria for validity, practicality, and effectiveness. The study employed a Research and Development (R&D) methodology following the Plomp model, which consists of three phases: preliminary research, prototyping, and assessment. The research was conducted in a high school in Banda Aceh, Indonesia, involving three distinct groups: nine students participated in the readability test, 60 students undertook the diagnostic test, and 18 students engaged in remedial learning activities. Data collection utilized validation sheets for the video, diagnostic and remedial tests, and student response questionnaires, with descriptive analysis applied to evaluate the findings. The results revealed that the e-learning-based remedial video demonstrated strong validity, with expert assessments yielding a score of 86.19% (very valid). Practicality was confirmed by positive student feedback, with a response rate of 92.62%. Effectiveness was also evident, as 95% of students achieved mastery learning following the remedial intervention, and the N-Gain score reflecting improvement in student performance was 0.72 (high). These outcomes underscore the effectiveness of e-learning-based remedial videos as an innovative and interactive solution to address students' lack of mastery learning. The findings contribute to educational practice by offering teachers and students an accessible and effective tool to enhance learning outcomes, with significant potential for broader application.

Development of Numeracy Questions Based on the Free Nutritious Meal Program at High School Silda Hikmaya; Rahmah Johar; Mohd. Harun
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.v8i2.282

Numeracy skills are essential competencies in 21st-century mathematics education, playing a crucial role in fostering critical thinking and contextual problem-solving. However, the availability of high-quality numeracy assessment instruments based on real-world contexts remains limited, particularly those integrating the context of the Free Nutritious Meal Program (Makan Bergizi Gratis/MBG) at the high school level. This study aims to develop numeracy items based on the MBG context in the algebra domain for 10th-grade students that are valid, practical, and have potential effectiveness in improving students' numeracy skills. This study employed a research and development (R&D) method using the Tessmer model, which includes preliminary and formative evaluation stages (self-evaluation, expert review, one-to-one, small group, and field testing). The participants were 10th-grade students from a high school in Banda Aceh, with 36 students involved in the field test. The results of the study indicate that the developed instrument has very high validity (89.64%), practicality in the "practical" category (74.17%), and effectiveness, as evidenced by 66.67% of students falling into the "effective" and "fairly effective" categories. These findings indicate that MBG context-based numeracy questions are suitable for use as an innovative assessment instrument that can support the development of students' numeracy skills, particularly in the aspects of modeling, application, and mathematical reasoning.

Co-Authors . Khalisna . Saminan Abubakar Abubakar Adek Elfera Chandrawati, Adek Elfera Aini Wahyuna Ainuna Fasha Aklimawati Aklimawati, Aklimawati Ali Ridho Amna Sri Rizeky Andariah Andariah Andariah Andariah Andariah Andariah Andi Ulfa Tenri Pada Anggun Salsabila Anizar Ahmad Anizar Ahmad Anwar Anwar Anwar Anwar Anwar Arhamni Arhamni Arta Maisela Asdarina, Orin Aslamiah, Shuaibatul Aslamiah, Suaibatul Asmaul Husna Azzahra, Cut Ina Bahrun Bahrun Bahrun Bahrun Bahrun Bahrun Bainuddin Yani Bansu Irianto Ansari Bintang Zaura Bintang Zaura Budi Azhari Cut Khairunnisak Cut Laila Kulsum Cut Morina Zubainur Cut, Siti Sabariah Dadang Juandi Darkasyi, Muhammad Decy Dhayanti Dedek Faradilla Dessy Amalia Dessy Amalia, Dessy desy wulandari Detiana Amir Devi Arhami Putri Dewi Agus Tiani Dewi Andayani Dewi Annisa Dhayanti, Decy Dian Patmawati Diandita, Elly Rizki edumatica FKIP Eka Junita Elah Nurlaelah Elizar Elizar Ellianti, Ellianti Elly Rizki Diandita Erfansyah, Muhammad Erna Isfayani Erna Wirda Erni Maidiyah Erni Maidiyah Erni Maidiyah Evi Ramadhani Evi Ramadhani Fadhiliani, Dwi Fahlida Harnita Fahlida Harnita Farrah Maulidia Farrah Maulidia Fathiya Salsabila Fathiya Salsabila Fatma Salinda Fitriadi Mahmud Fitriadi Mahmud Fitriati FKIP, edumatica Hajidin . Hajidin Hajidin Hajidin Hajidin Hannah-Charis O. Walker Harnita, Fahlida Hasbi, M. Hidayah Nurul Fajri Hidayat, Mukhlis Hifzi Meutia Hizir Sofyan Hizir Sofyan Husin, M. Husnul Khatimah Ibnu Zaina Ika Mulia Diarni Ikhwanuddin Ikhwanuddin Irma Yanti Irnanda , Irnanda, Irnanda Ishak, Muhammad Izzuddin Syakir Isyafani, Erna Jarnawi Afgani Dahlan jul siga putra Jumiati . Junita, Eka Junita, Eka Khairani, Salsabila Khairiyah Rahma Lubis Khairiyah Rahma Lubis Khairul Umam Khalisna Khalisna Khusnul Safrina lestari, mulia Lestiana, Yeni Lina, Sri Intan Linda Vitoria, Linda Lisa Ramadhani Liza Indriyani Liza Rahmah M Ikhsan M Ikhsan M IKHSAN M. Ali Sarong M. Darkasyi M. Duskri M. Hasbi M. Ikhsan M. Ikhsan M. Ikhsan M. Ikhsan M. Ikhsan M. Syukri M.Ikhsan M.Ikhsan, M.Ikhsan Mahdalena Mahdalena Mahdalena Mailizar Mailizar Mailizar Mailizar Mailizar Mailizar Mailizar Mailizar Mailizar Mailizar Mailizar Mailizar Marty Mawarpury Marwan Ramli Maulida, Gebrina Rezki Mawaddah Mawaddah Mila Furrahmah Mimie Saputri Mohd Harun Moulina, Aisyah Rayhan Muhammad Hasbi MUHAMMAD HASBI Muhammad Subianto Muhsin Muhsin Mukhlis Hidayat Mulia Lestari Munzir, Said MUSTAQIM MUSTAQIM Mutia Fariha Mutiawati Mutiawati Mutiawati Nanda Rahmatul Wahidah Nasrullah Nasrullah Neni Mariana Nolismasari Nolismasari Nur Anwar Nur Anwar Nur Dewi Nurdiansyah Nurdiansyah Nurjani Nurjani Nurniqta Nuzulidar Nuzulidar Oktavia, Rini Rahmadani, Farah Putri Rahmadia Tiara Agusta Rahmawati Rahmawati Rahmi Fuadi Rahmi Hayati Raihan Raihan, Raihan Ramadhani, Evi Ratu Fazlia Rahmayani Razid Ananda Siregar Rezeki, Rike Arami Rina Puspita Sari Rini Sulastri Rini Sulastri Rini Sulastri Rita Novita Rizki Julina Rizki Julina Rizky Amalia Rohaida . Rohaizati, Ulya Rosnawati Rosnawati Rosnawati Rossya, Nadila Rizki Rusniati Rusniati Rusniati Safinatunnaja, Safinatunnaja Safrida Yanti Safrida Yanti Said Munzir Said Munzir Said Munzir Said Munzir Salsabila Khairani Salsabila, Maimanah Salsabila, Nada Saminan Saminan Saminan, Saminan Samsul Bahri Sembiring, Rinawati Shinta Dewi Silda Hikmaya Siti Rahmatina Siti Sara Sri Haryani Sri Yusniarti Sry Rasyiidu Tebe Suaibatul Aslamiah Suci Mahya Sari Suhartati Suhartati Suhartati Suhartati Suhartati Suhartati Sulastri , Rini Sulastri Sulastri Sulastri Sulastri Sulastri*, Sulastri Sulastri, Sulastri Suryawati Suryawati Suryawati Suryawati Susanti Panca Wahyuni Syahjuzar Syahjuzar Syamsul Arifin Syamsul Rizal T. Mahmudi T. Marwanda Tari Anjani Taufik Fuadi Abidin Trikoesoemaningtyas Tuti Zubaidah Ulfa Meirida Uliyatul Usnul Ulya Rohaizati Usman Usman Usnul, Uliyatul Utari Sumarmo Utari Sumarmo Vidia Purnama Sari Wahidah, Nanda Rahmatul Wiwit Artika Wulandari Wulandari Yaya S. Kusumah Yuhasriati Yuhasriati Yuhasriati Yuhasriati Yuli Ariani Yulia Yulia Yulinar Safitri Yuniara, Ridha Yuniati Yuniati Yusniarti, Sri Yusrizal Yusrizal Yuwaldi Away Zahratul Idami Zainal Abidin Zuraida IM

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