Article Per Year (5 Year)
p-Index From 2021 - 2026
1.704
P-Index
This Author published in this journals
All Journal Jurnal Daya Matematis Jurnal SOLMA Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Sekolah Dasar Jurnal Inovasi Pendidikan Dasar M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Ideas: Jurnal Pendidikan, Sosial dan Budaya Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran JS (Jurnal Sekolah)
Kowiyah Kowiyah
Universitas Muhammadiyah Prof. DR. HAMKA
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
The Development of Mathematic Learning Using Virtual Reality Assisted by MilleaLab Application Natasha Kirana; Kowiyah Kowiyah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.995

Abstract

This research is motivated by the finding that some students have difficulty understanding the concepts of LCM and GCF, because they have difficulty explaining the basics and distinguishing between LCM and GCF, which causes a decrease in learning motivation. Some students have not been able to explain the basic concepts well, and have difficulty in distinguishing between LCM and GCF, resulting in decreased learning motivation. Therefore, innovation in mathematics teaching methods is needed to make learning more interesting and effective. One solution is learning media facilitates students understanding through Virtual Reality technology. This research aims to produce Virtual Reality learning media that is valid, practical and appropriate for the MilleaLab Application. This research applies the ADDIE Research and Development (R&D) method. The research subjects were elementary school students from 2 classes: limited scale, and large scale. At each stage, referring to open media innovation in mathematics learning, the product was validated by experts who confirmed its suitability for students. Large-scale students response data showed a positive rate of 87,78% , classified as ‘’Good’’, indicating it can help students understand the material well. Trial data indicates that some students understand the functions and operation of Virtual Reality, but still required guidance in its use. Based on these result, it is recommended that an intensive and structured introduction and training in the use of Virtual Reality be provided. Ongoing mentoring is needed to ensure students fully understand the function and operation of Virtual Reality device, thereby maximizing their learning potential.
The Effect of Educational Monopoly Learning Media on Fourth-Grade Students' Achievement in Fraction Operations Yurika Gustiyani Rasyidina; Kowiyah Kowiyah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 2 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i2.1184

Abstract

Underperformance in mastering fraction operations continues to pose a significant obstacle within elementary mathematics instruction, largely attributable to traditional teaching approaches and insufficient integration of interactive educational resources. The present investigation sought to assess the impact of an Educational Monopoly (Monopoly Edukatif) instructional tool on the academic performance of fourth-grade learners in fraction operations at SDN Jatibening 04. The study adopted a quantitative framework utilizing a quasi-experimental design with a Posttest-Only Control Group configuration. A total of 60 fourth-grade students were recruited through purposive sampling techniques, equally distributed into an experimental cohort and a control cohort of 30 students each. Students in the experimental condition engaged with instruction facilitated by the Educational Monopoly tool, while those in the control condition experienced traditional pedagogical methods. Performance data were gathered via a posttest comprising five open-ended questions and subjected to descriptive statistical procedures, Shapiro–Wilk normality assessment, Levene's homogeneity verification, independent-samples t-test, and Cohen's d for effect magnitude estimation. Findings demonstrated a statistically significant disparity in academic performance between the cohorts (t = 6.745, p < 0.001). Students in the experimental condition attained a superior mean posttest score (M = 78.33) compared to their counterparts in the control condition (M = 62.00). Additionally, the computed effect magnitude (Cohen's d = 1.74) reflected a substantial practical significance. These outcomes indicate that the Educational Monopoly instructional tool serves as an efficacious pedagogical resource for enhancing elementary students' competency in fraction operations through fostering active engagement, facilitating deeper conceptual understanding, and increasing overall classroom involvement.
Co-Authors Auliya Robiah Adawiyah Daniel Fernandez Dita Afifah Ramadhini Firbi Utami Gesit Puspa Pamungkas Ima Mulyawati Khoerul Umam Natasha Kirana Oktavia Nadia Ikawati Rara Andyra Riskika Febriyandani Sinta Nurcahyana Siti Yuaeni Ulfah Yurika Gustiyani Rasyidina