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Attin Warmi

Universitas Singaperbangsa Karawang

Author-ID : 3203091

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Pendampingan Pembuatan Media Manipulative bagi Mahasiswa Calon Guru Matematika Attin Warmi; Nita Hidayati; Hanifah Hanifah
J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Vol. 10 No. 1 (2026): April 2026
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/j-abdipamas.v10i1.5325

ABSTRACT This activity aims to equip prospective mathematics teacher students with skills in creating and developing manipulative media, which is a type of learning media that can be used to facilitate the learning process in the classroom. The method used in this activity consists of three stages, namely needs analysis, design, and mentoring in the creation of manipulative media. The results of the activity show that prospective mathematics teacher students are able to understand the need for manipulative media in schools. In addition, they are also able to create and develop interesting mathematical manipulative media for each learning material. The evaluation of the activity shows an increase in the creativity of prospective mathematics teacher students in developing manipulative media for learning in schools. Based on these results, it can be concluded that mentoring in the creation of mathematical manipulative media can explore the potential of prospective mathematics teacher students and encourage them to express their creativity in designing manipulative media that can concretize abstract concepts so that they are more easily understood by students. Keywords: mentoring, manipulative media, prospective teachers ABSTRAK Kegiatan ini bertujuan untuk membekali mahasiswa calon guru matematika dengan keterampilan dalam membuat dan mengembangkan media manipulatif, yang merupakan salah satu jenis media pembelajaran yang dapat digunakan untuk memfasilitasi proses pembelajaran di kelas. Metode yang digunakan dalam kegiatan ini terdiri atas tiga tahap, yaitu analisis kebutuhan, perancangan, dan pendampingan pembuatan media manipulatif. Hasil kegiatan menunjukkan bahwa mahasiswa calon guru matematika mampu memahami kebutuhan media manipulatif di sekolah. Selain itu, mereka juga mampu menciptakan dan mengembangkan media manipulatif matematika yang menarik untuk setiap materi pembelajaran. Evaluasi kegiatan menunjukkan adanya peningkatan kreativitas mahasiswa calon guru matematika dalam mengembangkan media manipulatif untuk pembelajaran di sekolah. Berdasarkan hasil tersebut, dapat disimpulkan bahwa pendampingan dalam pembuatan media manipulatif matematika mampu menggali potensi mahasiswa calon guru serta mendorong mereka untuk mengekspresikan kreativitas dalam merancang media manipulatif yang dapat mengonkretkan konsep abstrak sehingga lebih mudah dipahami oleh peserta didik. Keywords :pendampingan, media manipulative, calon guru

Analisis kesulitan siswa pada materi teorema Pythagoras ditinjau dari kemampuan numerik Azfa Nur Aqilah; Attin Warmi; Hanifah Hanifah; Kiki Nia Sania Effendi
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 1 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i1.28690

This study aims to analyze the difficulties of junior high school students in solving mathematics problems on the Pythagorean Theorem material in terms of numerical ability based on the limitations of specific studies on numerical barriers affecting students' accuracy in applying the Pythagorean concept. The approach used is qualitative with a case study method. The research subjects consisted of 24 ninth-grade students at an Islamic junior high school in East Karawang, selected through purposive sampling based on the subject teacher's recommendations regarding learning barrier characteristics. The instruments used were a numerical ability test, Pythagorean Theorem questions, and interview guidelines. The results showed that the majority of students had low numerical ability and experienced difficulties in various indicators, such as performing calculations, thinking logically, problem solving, and recognizing number patterns. Even students with high numerical ability still had difficulty determining the slant side in Pythagorean problems. These findings indicate the importance of considering numerical ability in the learning process to develop more targeted and personalized learning methods.

Students’ Mathematical Critical Thinking Processes in Solving Algebraic Problems: A Qualitative Analysis Based on Watson–Glaser Indicators Merlina Dwi Astuti; Attin Warmi; Kiki Nia Sania Effendi
Jurnal Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.16564

Mathematical critical thinking is a fundamental competence required for effective algebraic problem solving; however, many students experience difficulties that extend beyond procedural errors. This study aims to analyze junior secondary students’ mathematical critical thinking processes in solving algebraic problems based on the Watson–Glaser critical thinking indicators. Employing a qualitative descriptive design, the study involved 40 seventh-grade students from a public junior high school in Indonesia. Written test data were used to describe the overall distribution of students’ critical thinking levels, while in-depth qualitative analysis was conducted on three purposively selected students representing high, moderate, and low ability levels. Data were analyzed through indicator-based scoring and qualitative content analysis supported by interview data. The findings reveal that students’ mathematical critical thinking ability was predominantly low, with major difficulties in deductive reasoning and the evaluation of arguments. Qualitative results indicate distinct reasoning patterns across ability levels: high-ability students demonstrated coherent reasoning but weak communication of conclusions, moderate-ability students showed fragmented and inconsistent reasoning, and low-ability students relied heavily on intuitive guessing with limited conceptual understanding. These findings highlight the need for process-oriented, differentiated instructional strategies that explicitly foster critical thinking in algebraic learning.

Analisis Kemampuan Koneksi Matematis Siswa dalam Menyelesaikan Masalah Kontekstual Azfa Nur Aqilah; Attin Warmi; Hanifah Hanifah
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.11928

This study aims to analyze students’ mathematical connection skills in solving contextual problems involving flat-sided three-dimensional shapes, based on the limited existing literature regarding students’ thought processes when connecting concepts to complex problems. The research approach adopts a qualitative case study method. The research subjects consisted of 34 ninth-grade students in class IX-H at a junior high school in Jakarta, selected to describe variations in mathematical connection skills. The instrument used was a validated mathematical connection skills test. Data were analyzed in depth through the students’ responses. The results of the study indicate significant variations in connection abilities; the majority of students were able to complete general procedures but faced difficulties with contextual problems requiring the integration of multiple concepts. A disruption in the flow of thinking was observed when students were presented with contextual problem narratives involving complex thinking stages. These findings indicate the importance of strengthening abstraction skills and problem-modeling strategies in the learning process to help students connect various mathematical concepts when solving real-world problems. Penelitian ini berupaya untuk menganalisis kemampuan koneksi matematis siswa dalam menyelesaikan permasalahan kontekstual pada materi bangun ruang sisi datar, yang didasarkan pada masih terbatasnya literatur mengenai proses berpikir siswa saat menghubungkan konsep pada masalah kompleks. Pendekatan penelitian m mengadopsi metode kualitatif jenis studi kasus. Subjek penelitian terdiri dari 34 siswa kelas IX-H di salah satu SMP Jakarta yang dipilih untuk mendeskripsikan variasi kemampuan koneksi matematis. Instrumen yang digunakan berupa tes kemampuan koneksi matematis yang telah dinyatakan valid. Data dianalisis secara mendalam melalui hasil jawaban siswa. Hasil penelitian menunjukkan adanya variasi kemampuan koneksi yang signifikan, mayoritas siswa mampu menyelesaikan prosedur umum namun terkendala pada masalah kontekstual yang membutuhkan integrasi beberapa konsep. Ditemukan adanya keterputusan alur berpikir saat siswa dihadapkan pada narasi soal kontekstual dengan tahapan berpikir kompleks. Temuan ini mengindikasikan pentingnya penguatan kemampuan abstraksi dan strategi pemodelan masalah dalam proses pembelajaran untuk membantu siswa menghubungkan berbagai konsep matematika saat menyelesaikan persoalan dunia nyata.

Pengaruh Kemampuan Pemecahan Masalah Matematis Terhadap Hasil Belajar Siswa Sekolah Menengah Kejuruan (SMK) Ananda Safitri; Attin Warmi; Hanifah Hanifah
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.11978

This research was conducted due to the low mathematical problem-solving ability on the mathematics learning outcomes of Vocational High School (SMK) students which are not optimal. The purpose of this study is to analyze the influence of mathematical problem-solving ability on student learning outcomes. The approach in this study uses quantitative with a population of all grade XI students of SMKS Bina Karya 2 Karawang, totaling 103 students, and 26 students as a sample determined through a purposive sampling technique. Essay tests to measure mathematical problem-solving ability and Mid-Semester Test (UTS) scores are the instruments used as indicators of learning outcomes. Data were analyzed through normality tests, linearity tests, and simple linear regression analysis. The study shows that mathematical problem-solving ability has a positive and significant influence on student learning outcomes, with a significance value of 0.000 (<0.05) and a regression equation of Y = 5.342 + 0.596X. The amount of contribution given reaches 45%, which indicates that this ability is one of the important factors in improving learning outcomes, although there are still other factors that play a role.

Pemanfaatan ubin sebagai alat peraga garis bilangan untuk pembelajaran operasi hitung bilangan bulat Hanifah Hanifah; Nita Hidayati; Attin Warmi; Ramlah Ramlah
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i2.38869

AbstrakKegiatan pengabdian masyarakat ini dilatarbelakangi oleh permasalahan bahwa kenyataan di lapangan terdapat beberapa sekolah yang menyajikan pelajaran matematika di kelas kurang bervariasi dalam penggunaan media pembelajaran, hal ini menyebabkan siswa hanya menguasai materi yang diberikan tanpa mengetahui konsep materi tersebut. Pada sekolah dasar, siswa sudah belajar tentang operasi hitung pada bilangan bulat positif dan negatif. Pada materi operasi hitung bilangan bulat, siswa kesulitan dalam memahami simbol positif dan negatif pada bilangan bulat apabila dikenai sebuah operasi hitung. Tujuan pelaksanaan pengabdian ini untuk memberikan gambaran kepada siswa bahwa penyampaian pembelajaran matematika pada materi operasi bilangan bulat dapat memanfaatkan ubin lantai kelas sebagai garis bilangan untuk mempermudah siswa dalam menyelesaiakan operasi bilangan bulat positif dan negatif dan juga dapat menciptakan suasana belajar yang menyenangkan. Kegiatan ini dilaksanakan di SDN Sukaharja II dan SDN Telukjambe II, Kabupaten Karawang, Jawa Barat dengan jumlah 70 siswa dari kedua sekolah tersebut. Metode pelaksanaan kegiatan ini meliputi empat tahap, yaitu: identifikasi masalah, perencanaan, pelaksanaan dan evaluasi. Kegiatan ini dapat meningkatkan kemampuan siswa dalam membuat dan memperagakan alat peraga garis bilangan dengan memanfaatkan ubin lantai kelas, sehingga kegiatan ini dapat meningkatkan hasil belajar siswa. Siswa sangat tertarik dan antusias dalam mengikuti setiap kegiatan yang dilakukan. Kegiatan ini juga meningkatkan motivasi dan kreativitas siswa dalam mengikuti pembelajaran matematika di kelas. Dengan meningkatnya motivasi dan kreativitas siswa sehingga dapat meningkatkan kemampuan matematis siswa pada materi bilangan bulat. Kata kunci: operasi bilangan bulat; garis bilangan; ubin lantai kelas. AbstractThis community service activity is motivated by the problem that in reality in the field there are several schools that present mathematics lessons in class with less variety in the use of learning media, this causes students to only master the material given without understanding the concept of the material. In elementary school, students have learned about arithmetic operations on positive and negative integers. In the material on arithmetic operations on integers, students have difficulty understanding the positive and negative symbols in integers when subjected to an arithmetic operation. The purpose of this community service is to provide an overview to students that the delivery of mathematics learning on the material on integer operations can utilize classroom floor tiles as number lines to make it easier for students to complete positive and negative integer operations and can also create a fun learning atmosphere. This activity was carried out at SDN Sukaharja II and SDN Telukjambe II, Karawang Regency, West Java with a total of 70 students from the two schools. The method of implementing this activity includes four stages, namely: problem identification, planning, implementation and evaluation. This activity can improve students' ability to create and demonstrate number line props using classroom floor tiles, thereby improving student learning outcomes. Students are very interested and enthusiastic in participating in each activity. This activity also increases student motivation and creativity in participating in mathematics learning in class. By increasing student motivation and creativity, students can improve their mathematical abilities in the topic of integers. Keywords: integer operations; number line; classroom floor tiles.

An Analysis of Adaptive Reasoning Ability in Middle School Students Mathematics Learning Dela Amelia Putri; Attin Warmi
Jurnal Pendidikan Matematika (JPM) Vol 10 No 2 (2024): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v10i2.21981

Mathematics is one of the subjects taught in formal educational institutions, which is an important part of efforts to improve the quality of education. Students' adaptive reasoning ability in mathematics is reflected through their critical, logical, and systematic thinking, and their objective, honest, and disciplined nature in solving problems, whether in mathematics, other subjects, or daily life. This study aims to evaluate the adaptive reasoning ability in mathematics of middle school students. This research employs a qualitative approach with a descriptive method. The subjects of this study were 14 students from SMPIT Al-Irsyad Al-Islamiyyah Karawang, grouped into five levels: very high, high, medium, low, and very low. Data were collected from the tests on adaptive reasoning ability in mathematics to understand the students' reasoning abilities. Scores were given to students who answered each question based on the indicators achieved. The highest percentage was obtained on the indicator of forming conjectures, at 48.21%, while the lowest rate was 3.57% on the indicator of finding patterns in a mathematical phenomenon. Overall, the average results for each indicator were: Indicator 1 - 48.21%, Indicator 2 - 26.79%, Indicator 3 - 35.71%, Indicator 4 - 8.93%, and Indicator 5 - 3.57%. Therefore, the average percentage of student achievement in answering the adaptive reasoning ability test in mathematics was 24.64%. It can be concluded that middle school students' mastery of adaptive reasoning ability in mathematics is categorized as low.

Effects of Think–Pair–Share on Students’ Achievement and Improvement in Mathematical Understanding of Linear Equations Merlina Dwi Astuti; Attin Warmi; Haerudin
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18704

Developing students' mathematical understanding remains a persistent challenge in mathematics education, particularly in learning algebraic concepts such as linear equations, where students frequently rely on procedural knowledge rather than conceptual reasoning. This study investigated the effectiveness of the Think–Pair–Share (TPS) strategy in improving students' mathematical understanding of linear equations compared with conventional instruction. A quasi-experimental nonequivalent pretest–posttest control group design was employed involving 74 eighth-grade students from a public junior high school in Karawang, Indonesia. Participants were selected through purposive sampling and assigned to an experimental group (n = 37) and a control group (n = 37). Mathematical understanding was measured using an essay test developed from the National Council of Teachers of Mathematics (NCTM) indicators, and the data were analyzed using independent-samples t-tests and N-gain analysis. The results indicated no significant difference in students' initial mathematical understanding between the groups (p = .604). Following the intervention, students taught through TPS achieved significantly higher posttest scores than those receiving conventional instruction (58.78 vs. 47.30; p = .026) and demonstrated greater learning improvement, with a moderate N-gain (0.391) compared with the control group's low N-gain (0.242; p = .021). The posttest comparison also yielded a moderate practical effect (Cohen's d = 0.53), indicating that TPS produced educationally meaningful improvements in students' conceptual learning. These findings suggest that TPS provides an effective collaborative learning environment for strengthening students' mathematical understanding of linear equations and supports its implementation as a pedagogical strategy for secondary mathematics instruction.

Integrating STEM project into mathematics learning design to improve the students’ mathematical literacy Nita Hidayati; Attin Warmi; Hanifah Hanifah; Latifah Darojat; Shahrun Niza Sofian; Epin Hidayat
International Journal on Education Insight Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i2.15963

Students need to develop sufficient mathematical literacy. In reality, however, not all students demonstrate good mathematical literacy. The project-based learning (PjBL) model is a recommended teaching model, then STEM is a broad approach. This echo produces a STEM-integrated project learning model. Based on this description, researchers designed and developed Local Instructional Theory (LIT) in the form of mathematics learning with a STEM-integrated project learning model on the topic of lines and angles. This study uses a design research method, which includes three research stages: preliminary, teaching experiment, retrospective analysis. The research subjects were students taking Geometry courses. Data collection techniques used were interviews, documentation, field notes, and written tests that were collected and analyzed to improve HLT. This study was designed in three activities: creating a Joglo house project with maximum STEM-based enlightenment, identifying the concept of lines and angles and measuring angle sizes, then categorizing the types of angles and understanding the relationships between angles. From the results of all the activities that have been carried out, the learning trajectory provides students with activities that are enthusiastic in learning, creative in creating, active in discussions, and group learning to complete an assigned project. The use of LIT produces a design that has a strong theoretical basis because each learning syntax is compiled based on a synthesis of various theories and empirical research results, then validated through research and development stages.

Co-Authors Achmad Nawawi Adi Ihsan Imami Ahmad Nawawi Ajeng Dwiyani Safitri Alfi Rahmawati Alpha Galih Adirakasiwi Alpha Galih Adirakasiwi amelia elsandra putri Ananda Safitri Annisa Hapsari Utami Asiah Hanifatul Huda Azfa Nur Aqilah Azfa Nur Aqilah Azhar Syahfirza Ramli Hutama Tegas Dela Amelia Putri Desi Nilasari Dina Kurnia Dini Gustiani Dwi Putri Eka Haryati Elisabeth Sampeuli Epin Hidayat Erik Santoso Erik Santoso Firda Rahmawati Haerudin Hanifah Hanifah Hidayati, Nita Indah Mutiara Cahya Irfan Maulana Irfan Maulana Irfan Ismi Novita Sari Istiqomah Yahya Karunia Eka Lestari Kiki Nia Sania Efendy Kiki Nia sania Effendi Komarudin Muhamad Zaelani Latifah Darojat Lessa Roesdiana Maria Emiwati Sihotang Melisa Kusumawardani Merlina Dwi Astuti Moza Latisya Riswadi Muhamad Kurnia Sugandi Nia Sagita Novi Darojatun Nisa Purwantoro Purwantoro Purwantoro Putri Rezkiani Ramlah Redo Martila Ruli Risky Nugroho Rita Nurkhalipah Rohmah, Hany Fathu Shahrun Niza Sofian Shinta Oktavianingsih Siti Muthmainah Darmawan Sulis Regita Cahyani Titi Tri Lestari Titin Sri Hartini Tri Wulandari Uri Ayulina Purba Vivin andini Vivin Andini Wahyu Wulandari Wiwin Wiwin Yosy Candraningsih

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