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All Journal Jurnal Edukasi Universitas Jember KADIKMA CAUCHY: Jurnal Matematika Murni dan Aplikasi AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika Unisda Journal of Mathematics and Computer Science (UJMC) JTAM (Jurnal Teori dan Aplikasi Matematika) Warta Pengabdian Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran JPKMI (Jurnal Pengabdian Kepada Masyarakat Indonesia) Contemporary Mathematics and Applications (ConMathA) COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmu Pendidikan Sekolah Dasar CGANT JOURNAL OF MATHEMATICS AND APPLICATIONS JAMAIKA: Jurnal Abdi Masyarakat Pancaran Pendidikan
Robiatul Adawiyah
Program Studi Pendidikan Matematika, Universitas Jember, Jember, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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DIMENSI METRIK SISI PADA KELUARGA GRAF TANGGA Adawiyah, Robiatul; Prihandini, Rafiantika Megahnia
Kadikma Vol 12 No 1 (2021): April 2021
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v12i1.24810

Abstract

Misalkan G adalah graf terhubung dan sederhana, dinotasikan sebagai , dengan adalah himpunan titik dan adalah sebuah sisi. Jarak antara titik v dan sisi e dinotasikan sebagai Titik membedakan dua sisi jika Himpunan titik W dari graf terhubung G adalah generator dimensi metrik sisi pada G jika untuk setiap dua sisi dari G dibedakan oleh beberapa titik dari . Dimensi metrik sisi merupakan kardinalitas minimum dari semua genetor dimensi metrik sisi pada G yang dilambangkan dengan . Pada Penelitian ini, akan diteliti dimensi metrik sisi pada beberapa keluarga graf tangga yaitu graf tangga dan graf tangga miring untuk
Metric Coloring of Pencil Graphs Adawiyah, Robiatul; Pujiyanto, Arif; Kristiana, Arika Indah; Dafik, Dafik; Prihandini, Rafiantika Megahniah; Susanto, Susanto
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 1 (2025): January
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i1.27242

Abstract

A graph is defined as an ordered pair (V,E), where V is a non-empty set of elements called vertices, and E is a set of edges that are finite and may be empty. Each edge connects two distinct vertices from V(G). Let f:V(G)→{1,2,3,…,k} be a coloring of the vertices of graph G, where two adjacent vertices can be colored with the same color. Considering the set of color classes Π={C_1,C_2,…,C_k}, for a vertex v in G, the color representation of v is a k-vector r(Π)=(d(v,C_1 ),d(v,C_2 ),…,d(v,C_k )),, where d(v,C_1 )=min⁡{d(v,c)∶c∈C_1}. If r(u | Π )≠r(v | Π ) for every two adjacent vertices u and v in G, the coloring is called a metric coloring of G. Thus, it can be concluded that two adjacent vertices u and v can be colored with the same color if their metric code conditions are different. The minimum number of the metric coloring is called as metric chromatic number. The goal of this research is analizing the metric chromatic number of the pencil graph. This graph was chosen because no previous research had been carried out on this graph. The proof begins by determining the lower bound, then determining the upper bound by checking coloring function and checking the metric coloring function and the metric code function of each vertex. In this research, we got the exact value of metric chromatic number of several type of pencil graph.
The Implementation of Process Differentiated Instruction Based on VARK Learning Styles for Junior High School Students in Solving Statistics Problems Falih Hemi Wibisono Putra; Susi Setiawani; Robiatul Adawiyah; Edy Wihardjo
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p211-226

Abstract

This research, titled "The Implementation of Process Differentiated Instruction Based on VARK Learning Styles for Junior High School Students in Solving Statistics Problems," was prompted by a discrepancy between the Merdeka Curriculum's mandate for diverse learning and the continued use of conventional teaching at SMPN 1 Panti. The study aimed to implement and describe the effects of process-differentiated instruction based on VARK learning styles on students' statistical problem-solving abilities. A quasi-experimental, nonequivalent control group design was employed, involving two eighth-grade classes: an experimental group (n = 29) and a control group (n = 29). The experimental group received process differentiation tailored to VARK styles, while the control group received conventional instruction. Data were collected via pretests and posttests and analyzed using non-parametric statistics. The findings showed no statistically significant difference in problem-solving outcomes between the two groups (Mann-Whitney U, p = 0,151). However, the Wilcoxon Signed-Rank test revealed a significant improvement in the experimental group’s scores from pretest to posttest (p = 0,000). Moreover, student interviews indicated that the differentiated approach significantly increased their motivation and engagement. It was concluded that while the short-term intervention did not yield statistically superior test scores, it profoundly enhanced the learning process and student experience.
PENINGKATAN KOMPETENSI GURU SMA AL-FURQAN JEMBER MELALUI WORKSHOP DEEP LEARNING BERBANTUAN AI Randi Pratama Murtikusuma; Ervin Oktavianingtyas; Dinawati Trapsilasiwi; Robiatul Adawiyah
COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/community.v6i1.8410

Abstract

Digital transformation in education requires teachers not only to master technology but also to integrate it into meaningful learning practices. This community service program aimed to enhance the competencies of teachers at SMA Al-Furqan Jember in implementing deep learning supported by artificial intelligence (AI). The activity was conducted through an intensive workshop involving 16 teachers from various subject areas, focusing on strengthening AI literacy, understanding the concepts of deep learning namely meaningful, mindful, and joyful learning and utilizing Padlet TA and Gimkit as learning platforms. The implementation methods included needs analysis, theoretical and practical training sessions, as well as evaluation through pre-tests, post-tests, questionnaires, and interviews. The results showed an improvement in teachers’ competencies in designing AI-assisted lesson plans, developing interactive learning activities, and understanding deep learning concepts more comprehensively. Teachers also expressed positive responses to the use of Padlet and Gimkit, as these tools were considered effective in increasing student engagement and learning creativity. This program demonstrates that practice-based mentoring is effective in supporting the sustainable implementation of deep learning in school-based instruction. ABSTRAK Transformasi digital dalam pendidikan menuntut guru tidak hanya menguasai teknologi, tetapi juga mampu mengintegrasikannya dalam pembelajaran yang bermakna. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru SMA Al-Furqan Jember dalam menerapkan pembelajaran deep learning berbantuan kecerdasan buatan (AI). Kegiatan dilaksanakan melalui workshop intensif yang melibatkan 16 guru dari berbagai mata pelajaran, dengan fokus pada penguatan literasi AI, pemahaman konsep deep learning yang meliputi meaningful, mindful, dan joyful learning, serta pemanfaatan platform Padlet TA dan Gimkit. Metode pelaksanaan meliputi analisis kebutuhan, pelatihan teori dan praktik, serta evaluasi melalui pre-test, post-test, angket, dan wawancara. Hasil kegiatan menunjukkan adanya peningkatan kompetensi guru dalam menyusun perangkat pembelajaran berbantuan AI, merancang aktivitas pembelajaran interaktif, serta memahami konsep pembelajaran mendalam secara lebih komprehensif. Guru juga memberikan respons positif terhadap penggunaan Padlet dan Gimkit karena dinilai mampu meningkatkan keterlibatan dan kreativitas dalam pembelajaran. Kegiatan ini membuktikan bahwa pendampingan berbasis praktik efektif dalam mendorong implementasi pembelajaran deep learning secara berkelanjutan di sekolah.
KARAKTERISTIK KEMAMPUAN BERPIKIR SPASIAL SISWA BERDASARKAN KEMAMPUAN MATEMATIKA DALAM PEMBELAJARAN GEOGEBRA BERBASIS ETNOMATEMATIKA GUDANG ATAG Ziefa Fitria Noviyanti Thifal Rif’at; Erfan Yudianto; Lela Nur Safrida; Susanto Susanto; Robiatul Adawiyah
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol. 12 No. 4 (2025)
Publisher : Universitas Ahmad Dahlan

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

Abstract

Students frequently demonstrate different spatial thinking characteristics despite experiencing the same geometry learning environment. However, limited attention has been given to how these characteristics vary according to students' mathematical ability. This study aimed to describe students' spatial thinking characteristics based on mathematical ability in GeoGebra-supported ethnomathematics learning using the Gudang Atag context. A qualitative descriptive approach was employed involving 31 eighth-grade students from a junior high school in Jember, Indonesia. Based on their mathematics achievement, students were classified into high, moderate, and low mathematical ability groups. One representative student from each group was selected for in-depth analysis through a spatial thinking test and semi-structured interviews. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while data credibility was established through technique triangulation. The findings revealed distinct spatial thinking characteristics across the three mathematical ability groups. Students with high mathematical ability demonstrated accurate spatial visualization, orientation, and spatial relations, whereas students with moderate mathematical ability were able to perform these aspects but still relied on GeoGebra to confirm their visual representations. In contrast, students with low mathematical ability depended heavily on GeoGebra to recognize object structures and experienced difficulties in constructing stable mental representations of spatial relationships. These findings indicate that mathematical ability shapes students' spatial thinking characteristics even when they participate in the same learning environment. The study provides empirical evidence that can support teachers in designing geometry instruction that accommodates students' diverse spatial thinking characteristics
Co-Authors Antonius Cahya Prihandoko Arika Indah Kristiana Arika Indah Kristiana D. Dafik Dafik Dinawati Trapsilasiwi Edy Wihardjo Elsa Yuli Kurniawati Erfan Yudianto Ermita Rizki Albirri Ermita Rizki Albirri Ervin Oktavianingtyas Falih Hemi Wibisono Putra I Made Tirta Indi Izzah Makhfduloh Inge Wiliandani Setya Putri Khilyah Munawaroh Lioni Anka Monalisa, Lioni Anka Muhammad Gufronil Halim Muhammad Lutfi Asy’ari Mutiara Bilqis Nabilah Ayu Az-Zahra Nuwaila Izzatul Muttaqi Prihandini, Rafiantika Megahniah Pujiyanto, Arif Qurrota A'yuni Ar Ruhimat Qurrotul A’yun Rafelita Faradila Sandi Rafiantika Megahnia Rafiantika Megahnia Prihandini Rafiantika Megahniah Prihandini Randi Pratama Murtikusuma Reza Ambarwati Ridho Alfarisi, Ridho S Slamin Saddam Hussen Slamin Slamin Slamin Susanto Susanto Susanto, Susanto Susi Setiawani Tawakal, Anzori Zainur Rasyid Ridlo Ziefa Fitria Noviyanti Thifal Rif’at