Articles
<![CDATA[Etnomatematika Bangunan Pionering Pramuka terhadap Minat dan Kreativitas Siswa ]]>
<![CDATA[Ardiyanti, Bela]]>;
<![CDATA[Choirudin, Choirudin]]>;
<![CDATA[Ningsih, Eka Fitria]]>
<![CDATA[ Jurnal Penelitian Tindakan Kelas Vol. 1 No. 3 (2024): Jurnal Penelitian Tindakan Kelas (Januari) ]]>
Publisher : <![CDATA[CV Bimbingan Belajar Assyfa ]]>
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DOI: 10.61650/jptk.v1i3.509
<![CDATA[Pembelajaran etnomatematika dengan menggunakan bangunan pionering pramuka telah menjadi subjek penelitian yang menarik dalam konteks meningkatkan minat dan kreativitas siswa di MTs Roudlotut Tholibin dalam pembelajaran matematika. Pendekatan ini menekankan pengalaman langsung siswa dalam konteks budaya lokal dengan tujuan membuat pembelajaran matematika menjadi lebih menarik dan relevan. Aktivitas pembangunan bangunan pionering pramuka merangsang kreativitas siswa dalam merancang, merencanakan, dan membangun struktur yang unik dan fungsional sehingga memungkinkan siswa untuk mengembangkan solusi-solusi kreatif terhadap tantangan teknis yang dihadapi. Selain itu, pembelajaran melalui bangunan pionering pramuka juga memperkuat keterampilan kolaborasi siswa, sambil memfasilitasi pengalaman praktis tentang bagaimana konsep-konsep matematika diterapkan dalam kehidupan sehari-hari. Melalui pengalaman ini, siswa tidak hanya belajar tentang Matematika, tetapi juga mengalami secara langsung bagaimana Matematika dapat diterapkan dalam kegiatan nyata, yang membuat pembelajaran lebih bermakna dan relevan. Motede yang digunakan dalam penelitian ini adalah kualitatif dengan pengambilan data secara observasi dan wawancara. Dengan demikian, hasil penelitian ini menunjukkan bahwa siswa kelas VIII MTs Roudlotut Tholibin dalam pembelajaran etnomatematika menggunakan bangunan pionering pramuka secara signifikan dapat meningkatkan minat dan kreativitas siswa dalam pembelajaran matematika serta memberikan pengalaman pembelajaran yang bermakna dan relevan dengan konteks budaya serta kehidupan siswa.]]>
<![CDATA[Pelatihan Pemanfaatan Media Pembelajaran bagi Guru Matematika di Kota Metro ]]>
<![CDATA[Eka Fitria Ningsih]]>;
<![CDATA[Sugiarto]]>;
<![CDATA[Anna Fadilatul Mukharomah]]>
<![CDATA[ Jurnal Pengabdian Multidisiplin Vol. 3 No. 3 (2023): Jurnal Pengabdian Multidisiplin ]]>
Publisher : <![CDATA[Kuras Institute & Scidac Plus ]]>
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DOI: 10.51214/00202303679000
<![CDATA[Penelitian ini merupakan hasil dari kegiatan pengabdian kepada masyarakat yang bertujuan untuk (1) memberikan pengalaman kepada mahasiswa untuk meracang media pembelajaran sesuai dengan kebutuhan di sekolah, (2) melatih guru untuk mampu memanfaatkan media pembelajaran matematika, (3) mensosialisasikan pemanfaatan media pembelajaran matematika bagi guru. Kegiatan ini meliputi empat tahapan, tahap pertama yaitu diskusi bersama dengan guru-guru mengenai kebutuhan media untuk membantu pembelajaran. Tahapan kedua yaitu pembuatan media pembelajaran bersama mahasiswa sesuai dengan kebutuhan di lapangan. Tahap ketiga yaitu implementasi media pembelajaran di kelas. Kegiatan ini mendapatkan respon yang positif dari peserta didik yang mengikuti pembelajaran matematika. Tahap keempat yaitu sosialisasi pemanfaatan media pembelajaran bagi guru-guru. Kegiatan ini mendapatkan respon yang positif dari guru-guru. Hal ini ditunjukkan dari hasil evaluasi kegiatan bahwa guru memiliki sikap yang positif untuk memanfaatkan media dalam pembelajaran matematika.]]>
<![CDATA[Analysis of Mathematics Problem-solving Ability of Junior High School Students Based on APOS Theory Viewed from the Type of Learning Styles ]]>
<![CDATA[Rahmah, Kamilia]]>;
<![CDATA[Inganah, Siti]]>;
<![CDATA[Darmayanti, Rani]]>;
<![CDATA[Sugianto, Rahmad]]>;
<![CDATA[Choirudin, Choirudin]]>;
<![CDATA[Ningsih, Eka Fitria]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 5, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v5i2.25
<![CDATA[This study aims to describe students' mathematical problem-solving based on APOS theory on Kolb's learning styles. This type of research is qualitative with a descriptive approach. The subjects of this study were four students who represented each of Kolb's learning styles. This study's data collection techniques used Kolb's learning styles questionnaire, APOS theory-based problem-solving aptitude test, and unstructured interviews. Data analysis of this research is to reduce data, present data, and draw conclusions. The study results concluded that the subject of assimilator and convergent learning styles could work on problems correctly starting from the action stage, process stage, object stage, and schema stage, although with different problem-solving steps. Subjects with the type of accommodator and diverger learning styles can only solve problems correctly at the action, process, and object stages, while for the schema stage, they have not been able to provide the right solution.]]>
<![CDATA[Application of zathura mathematics media to improve critical thinking ability ]]>
<![CDATA[Nurkhofifah, Watini]]>;
<![CDATA[Choirudin, Choirudin]]>;
<![CDATA[Ningsih, Eka Fitria]]>;
<![CDATA[Anwar, M. Saidun]]>; Setiawan, Agus
<![CDATA[ Journal of Teaching and Learning Mathematics Vol. 1 No. 2 (2024): Journal of Teaching and Learning Mathematics (January) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jtlm.v1i2.31626
<![CDATA[This study aims to increase students' critical thinking ability through applying Zathura Mathematics media. This research is quantitative research with an experimental approach. The research was conducted at the MTs Mathla'ul Anwar Rawa Selapan school with samples from classes VII B and VII C. The data collection instrument was a validation sheet—assessment, sheet posttest, and documentation. The average value of the results Study or the mean is 47.68 and 57.59. Therefore, descriptive statistics can conclude that there is a difference between learning using Zathura Mathematics media and not using media. Sig value. (2-tailed) of 0.086 > 0.05, it is concluded that H0 is accepted and H1 is rejected, which means there is no significant difference between learning using Zathura Mathematics media and learning not using media. This research concludes that there is no significant difference between learning and using Zathura Mathematics media and learning without media. External variables may influence the research results but cannot be controlled by the researcher. However, descriptive statistics can conclude that there is a difference between learning using Zathura Mathematics media and not using media. With the results of this research, it can be said that there is an influence on the use of learning media. Zathura Mathematics can improve students' critical thinking abilities.]]>
<![CDATA[Interactive quiz media based on the Kahoot educational game to increase student motivation and learning outcomes ]]>
<![CDATA[Latifah, Aslihatul]]>;
<![CDATA[Choirudin, Choirudin]]>;
<![CDATA[Ningsih, Eka Fitria]]>
<![CDATA[ Journal of Teaching and Learning Mathematics Vol. 2 No. 1 (2024): Journal of Teaching and Learning Mathematics (July) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jtlm.v2i1.32909
<![CDATA[The aim of this research is to evaluate impact use of quiz media interactive educational game based on Kahoot motivation and achievement Study student before and after implementing the Kahoot game. This research uses method quantitative experimental, with variables being measured through tests, questionnaires, and interviews structured to ensure the data collected nature numeric and can analyzed in a way statistics. This research also applies technique taking sample use cluster random sampling method. Data collection techniques involve use tests and questionnaires. Data analysis was carried out using analysis variance Multivariate using Wilk's Lambda test. Research results using test description of 5 pretests and 5 posttests in class VIII A Mts Mathla'ul Anwar Rawa Selapan show that Kahoot gaming media has a significant impact to enhancement motivation and results Study student. The results of MANOVA analysis show mark significance of 0.000 for Wilk's Lambda test, which is more small from level established significance previously. Hence, hypothesis zero rejected, implies that the use of Kahoot gaming media has a significant impact on motivation and results Study student]]>
<![CDATA[Membangun empati di era eksponensial melalui norma sosiomatematika ]]>
<![CDATA[Ningsih, Eka Fitria]]>
<![CDATA[ Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 10 No. 1 (2022): June ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jppfa.v10i1.29357
<![CDATA[Penelitian ini bertujuan untuk menganalisis upaya membangun rasa empati pada peserta didik melalui pembelajaran matematika. Era eksponensial merupakan era dengan perkembangan teknologi yang sangat cepat. Perkembangan teknologi menjadi penyebab problem menurunya empati pada diri manusia. Melalui penelitian kualitatif dengan studi literatur digambarkan secara jelas, objektif, sistematis, analitis dan kritis untuk menumbuhkan empati melalui norma sosiomatematika. Data yang dijadikan sebagai literatur merupakan artikel-artikel penelitian yang diterbitkan pada jurnal nasional maupun internasional bereputasi. Pengumpula data menggunakan bantuan mesin pencari Google Scholar dengan kata kunci "empathy in education". Hasil penelitian ini menunjukan bahwa norma sosiomatematika dapat menumbuhkan rasa empati. Perhatian terhadap argumentasi yang dipaparkan oleh peserta didik dapat memunculkan rasa empati. Empati dapat menumbuhkan persahabatan dan memudahkan kerjasama. Diharapkan guru dalam mengembangkan model pembelajaran matematika memperhatikan bagaimana norma-norma sosiomatematika yang terbentuk. Salah satu alternatif model pembelajaran yang ditawarkan yaitu model pembelajaran matematika yang mengakomodasikan budaya lokal. Budaya yang telah terbukti memiliki nilai-nilai luhur untuk mengatur kehidupan bersama dalam masyarakat.AbstractThis study analyzes efforts to build empathy in students through learning mathematics. The exponential era is an era with very fast technological developments. Technological developments cause the problem of decreasing empathy in humans through qualitative research with literature studies described clearly, objectively, systematically, analytically, and critically to foster empathy through sociomathematical norms. The data used as literature are research articles published in reputable national and international journals. The data collectors used the help of the Google Scholar search engine with the keywords "empathy in education". The results of this study indicate that sociomathematical norms can foster a sense of empathy. Attention to the arguments presented by students can create a sense of empathy. Empathy can foster friendship and facilitate cooperation. Teachers in developing mathematics learning models are expected to pay attention to how sociomathematical norms are formed. One alternative learning model offered is a mathematics learning model that accommodates local culture. A culture that has been proven to have noble values regulates life together in society.]]>
<![CDATA[IS COMMUNICATING MATHEMATICS PART OF THE EASE OF ONLINE LEARNING FACTOR? ]]>
<![CDATA[Eka Fitria Ningsih]]>;
<![CDATA[Sugiman Sugiman]]>;
<![CDATA[C. Asri Budiningsih]]>;
<![CDATA[Dita Surwanti]]>
<![CDATA[ Jurnal Infinity Vol 12 No 1 (2023): VOLUME 12, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v12i1.p151-164
<![CDATA[In this study, we focus on self-disclosure, communicating mathematics, and infrastructure support in determining the ease of online learning for students of mathematics education study programs. The sample in this study were students (n=465) who were asked voluntarily to fill out an online questionnaire. Participants consisted of 335 female students (72%) and 130 male students (28%) from various universities in Indonesia. The data were analyzed quantitatively using structural equation modeling. The results of the path analysis show that the ease of online learning is influenced by self-disclosure, communicating mathematics, and infrastructure support. The R square results show that these factors influence 47%. Each path analysis shows that self-disclosure (r = 0.556 p= 0.000) and infrastructure support (r = 0.243 p = 0.000) have a significant positive relationship with the ease of online learning. Meanwhile, communicating mathematics (r = -0.025 p =0.507) has an insignificant negative relationship to the ease of online learning. Further research is needed to see how the impact of mathematical application support communicating mathematics in online learning.]]>
<![CDATA[Development of Learning Media for Ethnomathematics and Culture of Lampung with the Powtoon Application ]]>
<![CDATA[Choirudin Choirudin]]>;
<![CDATA[Eka Fitria Ningsih]]>;
<![CDATA[Hanif Amrulloh]]>;
<![CDATA[Muhammad Saidun Anwar]]>;
<![CDATA[Isnaini Nur Azizah]]>;
<![CDATA[Mega Suaedah Prastika]]>
<![CDATA[ Jurnal Tadris Matematika Vol 3 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2020.3.2.141-152
<![CDATA[This study aims to develop Mathematics learning media using ethnomathematics based Powtoon applications. This study is using the Borg and Gall development model. Media development is carried out on the material of a flat triangle and quadrilateral of Class VII Junior High School. Data collection instruments used were media expert questionnaires, material experts used to test the quality of mathematics-based Powtoon learning media, and student response questionnaires to test interest in the developed media. Data collection methods used the form of interviews, documentation and questionnaires. This research resulted in ethnomathematics based Powtoon learning media. The results of the assessment by media experts scored 88% in the very feasible category, the assessment of the material experts obtained a score of 87% in the very feasible category, while based on trials in class VII students of Ma'arif 1 Metro SMP which amounted to 22 students obtained a score of 80% with the eligible category. The development of ethnomathematics based Powtoon learning media is feasible and can be used by teachers and students as learning media.]]>
<![CDATA[The Formation of Students' Religious Character through Islamic Religious Eduction Learning Asma'ul Husna Material at Ma'arif 1 Middle School ]]>
<![CDATA[Nazila, Laili Nazila]]>;
<![CDATA[Aziz Q, Ikhwan]]>;
<![CDATA[Ningsih, Eka Fitria]]>
<![CDATA[ International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia ]]>
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DOI: 10.33648/ijoaser.v8i1.944
<![CDATA[This research aims to determine the process of implementing the habit of reading the Asmaul Husna, the supporting and inhibiting factors in the process of implementing the habit, in order to shape the religious character of students at SMP Ma'arif 1 Metro. The type of research used is field research with a qualitative descriptive approach. The data collection method was carried out in three stages, namely: Observation, interviews and documentation. Meanwhile, the data analysis techniques are: data reduction, data presentation, and drawing conclusions. The results of this research found that: The results of the research show that the formation of religious character is carried out through synergy between routine religious activities (such as congregational midday prayers, reading Surah Yasin and Asma'ul Husna), teacher example, and integrating character values in the learning process. Even though there are obstacles such as low student awareness and lack of consistency in learning, teachers still play an important role as motivators and role models. The gradual cultivation of religious character shows a positive impact on changes in student behavior, both in the school environment and in everyday life. These findings emphasize the importance of PAI learning as an effective medium in forming students' religious character holistically.]]>
<![CDATA[Penerapan Motif Flora dan Fauna sebagai Inspirasi Penciptaan Karya Batik Tulis ]]>
<![CDATA[Eka Fitria Ningsih]]>;
<![CDATA[Misgiya Misgiya]]>
<![CDATA[ Imajinasi : Jurnal Ilmu Pengetahuan, Seni, dan Teknologi Vol. 2 No. 2 (2025): Juni : Imajinasi : Jurnal Ilmu Pengetahuan, Seni, dan Teknologi ]]>
Publisher : <![CDATA[Asosiasi Seni Desain dan Komunikasi Visual Indonesia ]]>
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DOI: 10.62383/imajinasi.v2i2.619
<![CDATA[Batik has been recognized by UNESCO as a Masterpiece of the Oral and Intangible Heritage og Humanity on October 2, 2009. Hand-drawn batik is batik produced using a canting tulis as a tool to apply wax to the surface of the cloth. In creating this work, the author used the Hendriyana creation method. The stages of the process of creating a work of art from this method include: 1. Preparation stage 2. Imagination stage 3. Imagination development stage and 4. Work stage. This creation research aims to produce innovations in flora and fauna works in hand-drawn batik motifs. The flora and fauna motifs that the author uses in creating this hand-drawn batik work are rose, dahlia, and butterfly motifs. The results of the creation of hand-drawn batik works with flora and fauna motifs produced 12 batik works in the form of two-dimensional works measuring 100 x 200 cm which can be used as clothing materials. Using the colet technique in the coloring process to produce more dynamic and expressive color variations. The process of creating hand-drawn batik begins with the process of making a motif on paper, transferring the pattern from the paper to the cloth, the canting process, giving color to the cloth, and drooping the cloth.]]>
