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All Journal AlphaMath: Journal of Mathematics Education Pi: Mathematics Education Journal Jurnal Cendekia : Jurnal Pendidikan Matematika FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal Pendidikan dan Kebudayaan Missio Jurnal Studi Guru dan Pembelajaran Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Mandalika Mathematics and Educations Journal Mosharafa: Jurnal Pendidikan Matematika Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Journal of Educational Sciences Pi: Mathematics Education Journal Al-Irsyad Journal of Mathematics Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JNPM (Jurnal Nasional Pendidikan Matematika) Mathema: Jurnal Pendidikan Matematika Journal of Counseling, Education and Society
Nuriana Rachmani Dewi
Universitas Negeri Semarang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Social Sciences Other

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Development of Geogebra Assisted Teaching Materials Surface Area of Roying Objects Arie Wahyuni; St Budi Waluya; Nuriana Rachmani Dewi; Destia Wahyu Hidayati
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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

Abstract

One of the learning activities is teaching materials. Teaching materials are very helpful for students when they have difficulty understanding the learning material. The purpose of this research is to produce teaching materials assisted by geogebra material on the surface area of ​​rotating objects that are valid and practical. This research method uses the 4D development research method, but the researchers only arrived at the 3D stage of defining, designing, and developing. The research instrument used a validation sheet of 2 material experts and 1 media expert. The results of the study obtained that teaching materials assisted by geogebra material on the surface area of ​​rotating objects were valid and practical. The average acquisition of expert validation is 3.90, which means that the average score of expert validation is in the good category and is feasible to be tested. The results of the questionnaire response analysis and direct interviews, it can be concluded that these teaching materials help students learn the material because they are considered easy to understand and lead students to find problem solving using geogebra.
Numerical Literacy Skills of Vocational High School Students in Solving HOTS Problems Nurokhmi Wahyu Setiani; Mohammad Asikin; Nuriana Rachmani Dewi
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 2, November 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v8i2.14161

Abstract

This study aims to describe the numeracy literacy skills of Vocational High School (SMK) students in solving High Order Thinking Skills (HOTS) problems. The type of research used is descriptive qualitative research. Sampling was done by purposive sampling technique. This research was conducted at SMK Komputama Jeruklegi in XI TKJ 1. Data collection used a numeracy literacy test and interview guidelines. The results showed that students answered correctly on indicator 1 of numeracy literacy by 37.7%; indicator 2 by 31.9%; and indicator 3 by 27.2%. If viewed based on the percentage of each category of HOTS questions, the correct answer in the C4 category (analyze) is 33.9%; category C5 (evaluate) by 28.3%; and category C6 (create) by 32.6%. Based on these results, it shows that students' numeracy literacy skills are still low in solving questions in the HOTS category. The results of this study serve as a reference for teachers and schools to implement more effective and innovative learning so as to improve students' skills in solving problems with higher-order thinking categories. Besides that, it can also be used as a consideration for teachers and students in implementing learning that can foster students' literacy skills.
Keefektifan Model Pembelajaran PACE Berbantuan Google Classroom terhadap Kemampuan Penalaran Matematis Siswa pada Materi Phytagoras Miftah Fathur Rahmi; Nuriana Rachmani Dewi; Kristina Wijayanti
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 2 (2024): Mei - Agustus 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.2.2024.4355

Abstract

Reasoning is a very important aspect of mathematical ability in learning mathematics. Mathematical reasoning ability is not optimal, one of which is learning that does not involve students enough. One of the learning models that encourages students to be active in the learning process is the PACE model. The aim of this research is to determine the effectiveness of PACE learning assisted by Google Classroom on students' mathematical reasoning abilities. This research uses a quantitative approach with a quasiexperimental research design and the form used is the nonequivalent pretest-posttest control group design. In this design there are two groups selected randomly (cluster random sampling).The data collection techniques used are test techniques and observation techniques. Based on research results, PACE learning assisted by Google Classroom is effective for mathematical reasoning abilities. This can be seen from the obtained which is greater than , so is rejected. This means that the results of the mathematical reasoning ability test of students using Pythagorean material who used PACE learning assisted by Google Classroom completed classical learning. Then we get so is rejected. This means that the proportion of students who complete learning with PACE learning assisted by Google Classroom is more than the proportion of students who complete learning with Problem Based Learning (PBL). Apart from that, we get then is rejected. This means that the average mathematical reasoning ability of students using PACE learning assisted by Google Classroom is more than the average mathematical reasoning ability using PBL. And obtained then is rejected. This means that the average mathematical reasoning ability after being subjected to PACE learning assisted by Google Classroom is better than the mathematical reasoning ability of students before being subjected to PACE learning assisted by Google Classroom.
THE USE OF LIVEWORKSHEETS AND PROBLEM BASED LEARNING (PBL) MODELS IN IMPROVING STUDENTS' CRITICAL MATHEMATICAL THINKING SKILLS Siti Lisa Bitasmi’ah; Isnarto; Nuriana Rachmani Dewi
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 5 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i5.3273

Abstract

Mathematics is one of the subjects given to students starting from elementary school to college. Mathematics learning aims to develop students in thinking logically, analytically, regularly and critically. Problem Based Learning (PBL) is a teaching method that presents real-world situations in the learning process with the aim of improving students' critical thinking skills in interactive learning. Interactive learning using Liveworksheets allows teachers to present material in a more interesting and challenging way, so that students are more actively involved in the learning process. This study aims to determine: (1) the effectiveness of using Liveworksheets in improving students' mathematical critical thinking skills, (2) the effectiveness of the Problem Based Learning (PBL) learning model in improving students' mathematical critical thinking skills. The preparation of this article uses the SLR (Systematic Literature Review) method where the articles collected are only articles published within a maximum of the last 6 years (2019-2025). Based on the results of this study, it was found that the use of Liveworksheets in the Problem Based Learning (PBL) learning model can improve students' mathematical critical thinking skills.
Systematic Literature Review: The Letter of the Ethnomathematics Approach in Improving Critical Thinking Skills Faza Intan Azzahra; Nuriana Rachmani Dewi; Zaenuri Zaenuri; Walid Walid
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.998

Abstract

This study aims to examine the implementation of the ethnomathematics approach in mathematics learning to improve the critical thinking skills of junior high and high school students. The method used is a Systematic Literature Review (SLR) of 19 relevant articles published between 2020 and 2025. Articles were selected through Google Scholar, Semantic, and Scopus with strict inclusion and exclusion criteria. The analysis shows that the integration of local cultural contexts with mathematics material significantly improves critical thinking skills through the interpretation of mathematical concepts in real life. The summary of findings highlights an increase in motivation, conceptual understanding, and analytical skills, symbol interpretation, and mathematical argumentation. Many studies report successful implementation through various innovative learning models such as inquiry-based learning, problem-based learning, and the use of digital media such as 3D e-modules, Android applications, and virtual reality that link local culture with mathematics material. These findings recommend an ethnomathematics approach as a contextual strategy to improve student engagement, understanding, and critical thinking skills.
Implementasi Media POTRAME dalam Meningkatkan Pemahaman Matematis Materi Bangun Ruang Siswa SMP Elisa Mutiara Fatmadewi; Faiza Jasmine Syakir; Verda Chamelia Putri; Adinda Cahya Fadillah; Fawwaz Haryolukito Pambudi; Nuriana Rachmani Dewi
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10137

Abstract

Penelitian ini bertujuan untuk mengimplementasikan media pembelajaran POTRAME: Pop-Up Book berbasis Augmented Reality pada Jajanan Tradisional Nusantara Guna Meningkatkan Pemahaman Matematis siswa SMP pada materi bangun ruang. Latar belakang penelitian didasarkan pada kesulitan siswa dalam memvisualisasikan objek tiga dimensi serta keterbatasan media pembelajaran yang tersedia. Penelitian ini menggunakan metode quasi eksperimen dengan desain one group pretest-posttest. Subjek penelitian terdiri atas 30 siswa SMP Negeri di Kota Semarang. Instrumen penelitian berupa tes pemahaman konsep. Hasil analisis data menunjukkan adanya peningkatan nilai dari pretest ke posttest. Selanjutnya, uji paired sample t-test menunjukkan adanya perbedaan signifikan antara nilai pretest dan posttest, sehingga dapat disimpulkan bahwa POTRAME efektif dalam meningkatkan pemahaman matematis siswa pada materi bangun ruang.
KAJIAN TEORI: WEBSITE PEMBELAJARAN BERBASIS CANVA DENGAN MODEL PREPROSPEC BERBANTUAN TIK-STEM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS Eka Sari Laras Asih; Nuriana Rachmani Dewi
Al-Irsyad Journal of Mathematics Education Vol 5 No 1 (2026): AL–IRSYAD JOURNAL OF MATHEMATICS EDUCATION
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijme.v5i1.676

Abstract

Pendidikan abad ke-21 menuntut peserta didik memiliki kemampuan berpikir kritis matematis sebagai kompetensi esensial untuk menghadapi permasalahan kompleks dan perkembangan teknologi. Namun, berbagai studi dan hasil PISA menunjukkan bahwa kemampuan berpikir kritis matematis peserta didik di Indonesia masih tergolong rendah. Penelitian ini bertujuan untuk mengkaji secara sistematis pemanfaatan Website pembelajaran berbasis Canva dengan model Prepropsec berbantuan TIK-STEM dalam mendukung peningkatan kemampuan berpikir kritis matematis peserta didik. Metode penelitian yang digunakan adalah Systematic Literature Review (SLR) dengan menganalisis artikel jurnal nasional dan internasional lima tahun terakhir yang relevan. Proses analisis dilakukan melalui tahap pengorganisasian, sintesis, dan identifikasi untuk menemukan pola dan keterkaitan temuan penelitian. Hasil kajian menunjukkan bahwa integrasi Website pembelajaran berbasis Canva dengan model Prepropsec berbantuan TIK-STEM mampu menciptakan pembelajaran matematika yang kontekstual, interaktif, dan berpusat pada peserta didik. Dengan demikian, Website pembelajaran berbasis Canva dengan model Prepropsec berbantuan TIK-STEM berpotensi menjadi inovasi pembelajaran yang relevan untuk meningkatkan kualitas pembelajaran matematika.
Use Of Augmented Reality as an Alternative Media for Learning Mathematics: A Systematic Literature Review Dina Prasetyowati; Wardono Wardono; Scolastika Mariani; Nuriana Rachmani Dewi
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3536

Abstract

Teknologi Augmented Reality (AR) kini menjadi tren yang berkembang di bidang pendidikan. Augmented Reality mempunyai kemampuan untuk menggabungkan dunia digital dan dunia nyata yang kemudian mengarah pada munculnya kemungkinan-kemungkinan baru dalam meningkatkan kualitas kegiatan belajar mengajar. Studi ini bertujuan untuk memahami seberapa efektif penggunaan Augmented Reality sebagai media alternatif dalam pembelajaran matematika di lembaga pendidikan. Studi ini menerapkan metode Systematic Literature Review (SLR) dengan mengumpulkan artikel-artikel dari berbagai jurnal internasional maupun nasional menggunakan kata kunci yang sudah ditetapkan. Terdapat 231 artikel yang ditemukan pada tahap awal pencarian dengan total 23 artikel yang memenuhi kriteria inklusi dan eksklusi. Hasilnya pemanfaatan AR dalam pendidikan matematika telah diterapkan dan diterapkan sebagai media pendukung pembelajaran interaktif di berbagai tingkatan mulai dari sekolah dasar hingga perguruan tinggi. Temuan dari ulasan ini mendukung literatur mengenai pemanfaatan Augmented Reality sebagai media alternatif dalam pembelajaran matematika. Augmented Reality (AR) technology has become an emerging trend in the field of education. AR is capable of integrating digital elements with the real environment, thereby creating new opportunities to enhance the quality of teaching and learning processes. This study aims to understand how effective the use of Augmented Reality as an alternative media in mathematics learning in educational institutions is. This study applies the Systematic Literature Review (SLR) method by collecting articles from various international and national journals using predetermined keywords. There were 231 articles found in the initial stage of the search with a total of 23 articles meeting the inclusion and exclusion criteria. The results show that AR has been applied and implemented in mathematics education as a supporting media for interactive learning at various levels, from elementary school to university. The findings of this review support the literature on the use of Augmented Reality as an alternative medium in mathematics learning.
Analysis of Students' Errors in Solving PISA Mathematical Literacy Problems Based on Wonosobo Ethnomathematics Aufaa Ronaa Almaas; Nuriana Rachmani Dewi; Walid; Zaenuri
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 2 (2026): JRPIPM AGUSTUS 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n2.p188-203

Abstract

This study aims to describe students' errors in solving PISA mathematical literacy problems based on Wonosobo ethnomathematics and to identify the types of student errors in the formulate, employ, and interpret indicators. The study used a qualitative descriptive approach with 24 students of class VII B as research subjects. Data collection techniques were carried out through a mathematical literacy test based on the Wonosobo ethnomathematics context, interviews, and documentation of student work results. Data analysis used the Miles, Huberman, and Saldana model which includes data reduction, data presentation, and conclusion drawing. The results showed that students' mathematical literacy abilities were still in the low category with an average score of 52.77. In the formulate indicator, students had errors in systematically constructing mathematical models from contextual problems. In the employ indicator, students were not yet able to use mathematical concepts and procedures appropriately and tended to immediately write the final answer without showing the complete solution steps. Meanwhile, in the interpret indicator, students still had errors in interpreting the solution results according to the context of the problem. The most dominant error occurred in the employ indicator because students were less careful in performing calculations and were not yet accustomed to writing down the solution procedure sequentially. Based on the research results, more contextual and meaningful mathematics learning is needed through an ethnomathematics approach so that students become accustomed to solving problems systematically at the formulate, employ, and interpret stages.
Students' mathematical understanding ability in curved-sided space structure material reviewed from self-confidence through learning with potrame media Adinda Cahya Fadillah; Nuriana Rachmani Dewi
Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/08jces691300

Abstract

This study examined the effect of POTRAME, an augmented-reality (AR)-enhanced pop-up book medium, on ninth-grade students’ mathematical understanding of curved-sided three-dimensional shapes and explored differences by self-confidence. A mixed-methods design was employed, with quantitative data collected first, followed by qualitative explanation (Toyon, 2021). The quantitative phase used a quasi-experimental one-group pretest–posttest design involving 25 ninth-grade students from one public junior high school in Semarang City, selected through cluster random sampling (Li et al., 2024). The qualitative phase involved six students representing high, moderate, and low self-confidence categories. The mathematical understanding test and self-confidence questionnaire were validated by three experts and piloted. The test obtained an Aiken’s V of 0.81 and Cronbach’s alpha of 0.79, while the questionnaire obtained an Aiken’s V of 0.83 and Cronbach’s alpha of 0.85, indicating acceptable validity and reliability (Maulana, 2022; Zakariya, 2022). Quantitative data were analyzed using the paired-sample t-test and N-Gain index, while qualitative data were analyzed descriptively through data reduction, display, and conclusion drawing (Rofiah, 2022). Mean scores increased from 14.31 at pretest to 74.96 at posttest, with an N-Gain of 0.71 (high category) and a significant paired-sample t-test result (p < .05). Higher-self-confidence students demonstrated more coherent and systematic conceptual understanding, whereas lower-self-confidence students had greater difficulty organizing solutions. Because the study lacked a control group, the findings indicate an association between POTRAME use and improved mathematical understanding rather than definitive causal effects. The results provide exploratory support for further evaluation of AR-based pop-up book media in geometry instruction.
Co-Authors Adinda Cahya Fadillah Agung Setiawan Amalliyah, Nor Anggriati Ledu Ngaba Arie Wahyuni Arina Ulil Faroh Aufaa Ronaa Almaas Budi Waluya Destia Wahyu Hidayati, Destia Wahyu Dina Prasetyowati Dwi Erna Novianti Dwijanto Dwijanto E Sohilait Eka Sari Laras Asih Elisa Mutiara Fatmadewi Ema Butsi Prihastari Faiza Jasmine Syakir Fawwaz Haryolukito Pambudi Faza Intan Azzahra Isnarto Iwan Junaedi Kartono , Kintoko Kintoko Kristina Wijayanti Larasati Tiara Medyasari Masnia, Masnia Miftah Fathur Rahmi Mohammad Asikin Noviana Dini Rahmawati Novita Sasmita Nurokhmi Wahyu Setiani Nursaodah Nursaodah Rochmad Rochmad - Rochmad Rochmad S B Waluya Scolastika Mariani Shinta Permatasari Siti Lisa Bitasmi’ah St. Budi Waluya Teti Trisnawati Verda Chamelia Putri Walid Walid Walid, Walid Wanda Mufarida Wardono Wardono Yeni Heryani Yoni Sunaryo Yusuf Arkham Prihandika Zaenuri Mastur Zulqoidi R. Habibie