Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) J-KIP (Jurnal Keguruan dan Ilmu Pendidikan)
Ai Tusi Fatimah
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
RENCANA PELAKSANAAN PEMBELAJARAN MATEMATIKA DI SEKOLAH MENENGAH KEJURUAN Ai Tusi Fatimah; Asep Amam
JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 11, No 2 (2018): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 11 Nomor 2 Agustus
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (184.906 KB) | DOI: 10.30870/jppm.v11i2.3756

Abstract

This study aims to describe the lesson plan in vocational high schools. The analysis of lesson plan is based on: (1) conformity with the principles of lesson plan formulation in regulation of education and culture minister No. 22 of 2016 about standard of basic and intermediate education process; (2) conformity with the characteristics of learners, vocational mathematics knowledge, and learning activities in vocational education. Based on the analysis, it is necessary to develop lesson plan of vocational high schools tailored to the needs of learners and vocational mathematics knowledge in the work in the field of expertise both contextually and practically which will have implications for the design of mathematics tasks. Keywords:  Lesson Plan, Mathematics, Vocational
ANALISIS KEMAMPUAN PENALARAN MATEMATIS SISWA SMK AGRIBISNIS DALAM KONTEKS BUDIDAYA IKAN LELE Febriani Rahayu; Ai Tusi Fatimah; Nur Eva Zakiah
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 7, No 1 (2026): FEBRUARI
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v7i1.20658

Abstract

ABSTRACTBased on the results of PISA, it shows that mathematics in Indonesia is still relatively low in its reasoning ability. Mathematical reasoning ability is also included in the objectives of mathematics learning. The purpose of this study is to analyze the mathematical reasoning ability of SMKN 1 Cipaku students, more precisely in the Freshwater Fisheries Agribusiness expertise in the context of catfish cultivation. This study uses a qualitative approach with a case study strategy. The subjects used were 15 people who were class XI Agribusiness students at one of the SMK in Ciamis. Data collection techniques used in this study were mathematical reasoning ability test sheets, interviews and documentation. Data analysis was carried out by applying the data analysis model from Miles, namely data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) The mathematical reasoning ability of SMK Agribusiness students in the context of catfish cultivation is quite good. Students' reasoning ability is very strong in the flexibility indicator and the ability to use mathematical concepts or rules. Indicators of novelty have been seen in some students, but not all. While the reasonableness indicator still needs to be developed further in most students (2) The solutions produced by students are still not clear and reasonable. This shows that the novelty indicator is only visible in some students and the reasonableness indicator is still relatively low or less visible in most. 
Mathematics Education Students' Perceptions in Designing AI-Assisted Mathematics Problems: A Case Study of Agricultural Context Adang Effendi; Ai Tusi Fatimah; Ida Nuraida
Jurnal Penelitian dan Pembelajaran Matematika Vol 19, No 1 (2026): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 19 Nomor 1 Februari
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppm.v19i1.39192

Abstract

The rapid advancement of generative artificial intelligence (AI) has opened new opportunities in education, particularly in supporting mathematics problem design. This study investigates the perceptions and intentions of prospective mathematics teacher students regarding the use of generative AI as a tool for designing context-based mathematics problems related to corn cultivation. Employing a mixed-methods approach with an exploratory sequential design, data were collected from mathematics education students enrolled in an Applied Mathematics course through questionnaires and semi-structured interviews. The research procedure implemented a series of hierarchical challenges in problem design, progressing from general agricultural contexts to more specific applications involving corn shelling technology. This design aimed to examine how students adapted their use of AI as the level of contextual complexity increased. Quantitative data were analyzed using descriptive statistics to examine students’ perceptions and intentions, and inferential statistics to identify differences based on demographic characteristics. Qualitative data were analyzed thematically to capture participants’ experiences and reflections. The findings indicate that students demonstrated highly positive perceptions of generative AI, recognizing it as a valuable tool for enhancing digital competence, supporting career development, and facilitating the design of contextual mathematics problems. Participants also reported high levels of comfort and strong intentions to integrate AI into their future teaching practices. However, the frequency of AI use was moderate, reflecting participants’ awareness of the technology’s limitations. No significant differences in perceptions or intentions were found based on gender or prior experience with corn cultivation. Qualitative results revealed that AI functioned as an effective collaborative and iterative tool for idea generation, while challenges such as limited contextual realism, rigid responses, potential logical errors, and concerns about overreliance were noted. The study concludes that while prospective teachers hold positive attitudes toward generative AI, there is a critical need to strengthen AI literacy, critical thinking, and ethical awareness through targeted integration in mathematics teacher education programs
Co-Authors Adang Effendi Asep Amam Febriani Rahayu Ida Nuraida Nur Eva Zakiah