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All Journal Jurnal Pengajaran MIPA KADIKMA Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Equation: Teori dan Penelitian Pendidikan Matematika Jurnal Pengembangan Pembelajaran Matematika Jurnal Filsafat Indonesia Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education Jurnal Pengembangan Pembelajaran Matematika Jurnal Pendidikan MIPA
Wulandari, Nidya Ferry
UIN Sunan Kalijaga Yogyakarta
Education Mathematics Social Sciences Other

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IMPLEMENTASI POPSICLE STICK RANDOM CALLING UNTUK MENCIPTAKAN PELUANG YANG SAMA DALAM BERPARTISIPASI DAN TIDAK ADA DOMINASI SISWA PINTAR DI SMP N 4 PAKEM Wulandari, Nidya Ferry; Hidayatullah, M Tamim; Ramadani, Iqbal
Kadikma Vol 12 No 3 (2021): Desember 2021
Publisher : Department of Mathematics Education , University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/kdma.v12i3.28547

Abstract

Students in SMP Negeri 4 Pakem have high-level participation and are very active when they learn in class. But we cannot ignore that there are some students that do not share their ideas or comment in front of the class. Based on observation, students’ participation is dominated by some students. That is why the objective of this study was to shed light on the implementation of the random calling technique using popsicle sticks to improve all of the students’ participation. The research was qualitative narrative research which has seventh-grade students in SMP Negeri 4 Pakem as the research subject. To collect the data used observation technique and questionnaire. The data collected was analyzed by using a descriptive technique based on data triangulation. The result of this study is that teacher and students make an agreement on how to implement random calling using popsicle sticks. This random calling technique is used after giving students an opportunity to be active in class voluntarily. Based on the questionnaire submitted, 75% of students agree that mathematics learning using random calling gives them a broad opportunity and they feel challenged in class.
Analyzing junior high school students’ mathematical creative thinking skill in mathematical modelling Ramadani, Iqbal; Wulandari, Nidya Ferry; Triliana
Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education Vol. 1 No. 2 (2021): October 2021
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika Sekolah UIN Sunan Kalijaga Yogyakarta Jl. Marsda Adisucipto, Yogyakarta 55281

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/quadratic.2021.012-07

Abstract

Creative thinking skills are one of the skills that must be developed in order to pursue developments in the 21st century. The development of creative thinking skills must be applied within a formal education level. One of the areas of study taught in formal education is mathematics. Mathematics can be used to solve problems in everyday life by using mathematical modeling. This study aimed to analyze the students' mathematical creative thinking skills in mathematical modeling with descriptive design. The steps on this research consisted of designing a test of creative thinking skills; Interviewed test results of mathematical creative thinking skills; and analyzed student answers results on mathematical creative thinking skills tests. The subject of the study consisted of 65 of junior high school students of class VIII. Findings demonstrate the skills of creative thinking students in modeling in the category of students with high mathematical abilities is that students can create unique models and seek solutions using different ways with logical and systematic, in medium category, students have a tendency to use trial and error methods as well as procedural ways to test models made, while in low category, students tend to use trial and error Test the model and resolve the problem.
Pengembangan Lembar Kerja Peserta Didik Berbasis Discovery Learning Dalam Meningkatkan Hasil Belajar Siswa Kelas XI Di SMA Negeri 1 Jogonalan Sri Wahyuningsih; Endar Chrisdiyanto; Nidya Ferry Wulandari
Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education Vol. 3 No. 02 (2023): October 2023
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika Sekolah UIN Sunan Kalijaga Yogyakarta Jl. Marsda Adisucipto, Yogyakarta 55281

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/quadratic.2023.032-01

Abstract

Education is one effort to improve the quality of human resources. This quality improvement is carried out through the process of learning activities. Indicators of the success of learning activities are learning outcomes. Student learning outcomes are still relatively low because teaching materials do not yet facilitate students in improving their learning outcomes. One of the teaching materials that can be developed to improve learning outcomes is LKPD. The research aims to improve student learning outcomes using discovery learning-based LKPD. This type of research is research and development (Research and Development) which consists of several main steps, namely: problem identification, data collection, product design, product improvement. Research was carried out on class XI students at SMA Negeri 1 Jogonalan, Klaten Regency. The analysis technique used is descriptive quantitative. The results obtained from this research are in the form of a product, namely a K-13 Student Worksheet based on Discovery Learning on Transformational Geometry material. The research results show that the feasibility of developing LKPD based on discovery learning as assessed by media experts is in the feasible category (0.81). and Thus it can be concluded that discovery learning-based LKPD can be used in the SMA Negeri 1 Jogonalan, Klaten Regency environment. The results of student learning using the essay test were 28 students (80%) who completed it by achieving a KKM score ≥ 75, and 7 students (20%) had not achieved the KKM score or had not yet completed it. Keywords: Keywords: LKPD, Discovery Learning, Learning Outcomes
Pengembangan modul ajar materi statistika SMA/MA berbasis Asesmen Kompetensi Minimum (AKM) dan moderasi beragama Arfinanti, Nurul; Latif, Burhanuddin; Wulandari, Nidya Ferry; Hajid, Gamal Abdul Nasher Al
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 1 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 1 February 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.71.47-64

Abstract

Literasi numerasi serta moderasi beragama adalah dua konsep yang menjadi isu strategis nasional saat ini. Kedua konsep tersebut dapat diintegrasikan dalam pembelajaran matematika melalui internalisasi nilai-nilai moderasi beragama dan literasi numerasi pada materi statistik. Tujuan dari penelitian ini adalah untuk mengeksplorasi materi statistika SMA/MA berbasis Asesmen Kompetensi Minimum (AKM) dan moderasi beragama. Jenis penelitian yang digunakan dalam penelitian pengembangan ini adalah Model Plomp. Hasil penelitian masing-masing langkah Model Plomp adalah 1) Buku ajar yang tersedia belum memiliki kecukupan materi numerasi dan moderasi beragama, 2) Modul berbasis AKM dan Moderasi Beragama menjadi hal yang perlu dikembangkan untuk mengatasi permasalahan, 3) Modul berbasis AKM dan Moderasi Beragama memperoleh nilai validasi sangat baik dari expert dengan rata-rata persentase keidealan sebesar 86,429% ,respon baik dari siswa dengan rata-rata persentase sebesar 74,82% , mendapatkan nilai ketuntasan klasikan dalam numerasi sebesar 78,95%, mendapatkan indeks moderasi beragama sebesar 79,37%. Media pembelajaran berbasis AKM dan moderasi beragama pada materi Statistika dikembangakan menggunakan Model Plomp dan telah memenuhi kriteria valid berdasarkan penilaian ahli, kriteria praktis berdasarkan respon positif siswa, serta kriteria efektif berdasarkan persentase ketuntasan baik dalam numerasi maupun moderasi beragama.
Guided Discovery Learning Integrated with Numbered Heads Together: Effects on Mathematical Problem-Solving and Student Engagement Dewi, Indriana Puspita; Wulandari, Nidya Ferry
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2382-2402

Abstract

This study aims to determine the effectiveness of the Guided Discovery Learning (GDL) model integrated with the Numbered Heads Together (NHT) cooperative approach in improving students’ mathematical problem-solving ability and student engagement. Effectiveness in this research is operationally defined as a statistically and practically significant improvement in students’ scores and engagement compared to conventional learning. This research employed a quasi-experimental design with a nonequivalent control group. The participants were three intact eighth-grade classes at SMPN 1 Jetis Bantul, selected via cluster random sampling. Class VIII A was taught using GDL combined with NHT, class VIII D used GDL without group work, and class VIII B used conventional learning. Data were collected through a mathematical problem-solving test and a student engagement scale, both validated by experts and tested for reliability. Data analysis used One-Way ANOVA followed by a Tukey HSD post hoc test and Kruskal–Wallis to determine significant mean differences among the three groups, complemented by effect size interpretation to assess the magnitude of differences. The results revealed that the GDL with the NHT model was significantly more effective than conventional learning in improving students’ mathematical problem-solving ability (p < 0.05, Cohen’s d = 0.86). However, there was no statistically significant difference between the GDL+NHT and GDL-only groups, indicating that adding NHT did not confer a significant cognitive benefit beyond the GDL model alone. In contrast, the NHT component meaningfully enhanced students’ engagement, particularly in participatory aspects such as oral, visual, and motor engagement, compared to both the GDL-only and conventional groups. The GDL model, either with or without NHT, effectively enhances students’ mathematical problem-solving ability and student engagement compared to conventional instruction. Future studies are recommended to examine this integration in broader contexts and longer durations to explore its potential for sustainable classroom engagement.    Keywords: effectiveness, problem-solving ability, student engagement, guided discovery learning model with numbered heads together, quasi-experimental design.
Co-Authors Ach Chairy Atika Cahya Fajriyati Nahdiyah Dewi, Indriana Puspita Endar Chrisdiyanto Hajid, Gamal Abdul Nasher Al Hidayatullah, M Tamim Iqbal Ramadani Jailani Jailani Latif, Burhanuddin Nurul Arfinanti Prabowo, Irfa’il Mar’ie Reny Jamaliyah Shaleh, Shaleh Sigit Prasetyo Sutarna Sutarna, Sutarna Triliana