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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JKPM (Jurnal Kajian Pendidikan Matematika) MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika (JPM) Arithmetic : Academic Journal of Math Jambura Journal of Mathematics Education LINEAR: Journal of Mathematics Education Hipotenusa: Journal of Research Mathematics Education (HJRME) Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal of Advanced Sciences and Mathematics Education Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Cartesian: Jurnal Pendidikan Matematika Wilangan : Jurnal Inovasi dan Riset Pendidikan Matematika International Journal of Accounting, Management, Economics and Social Sciences (IJAMESC)
Abi Fadila
Universitas Islam Negeri Raden Intan Lampung
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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STUDENTS' MATHEMATICAL CREATIVE THINKING ABILITY THROUGH GAMIFICATION-BASED CRBL LEARNING MODEL BASED ON DIFFERENCES IN LEARNING STYLES Ana Nikmatu Rahmah; Bambang Sri Anggoro; Abi Fadila
International Journal of Accounting, Management, Economics and Social Sciences (IJAMESC) Vol. 3 No. 2 (2025): April
Publisher : ZILLZELL MEDIA PRIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61990/ijamesc.v3i2.473

Abstract

This study aims to determine the influence of the gamification-based Creative Responsibility Based Learning (CRBL) learning model on students' mathematical creative thinking skills based on differences in learning styles. This study uses a quantitative approach with the type of research, namely quasi-experimental design and the design used, namely posttest only control group design. The population of this study is all grade VIII students of MTs Al-Hikmah Bandar Lampung for the 2024/2025 school year. The sampling technique uses cluster random sampling. The samples taken were three classes with experimental class 1 using the gamification-based CRBL learning model, experimental class 2 using the CRBL learning model and control class using the direct instruction learning model. The data collection technique uses tests and questionnaires. The hypothesis test uses a two-way anova test with the prerequisite tests, namely the normality and homogeneity test and the double comparison test using the scheffe test. The results of this study are that there is an influence of the gamification-based CRBL learning model on students' mathematical creative thinking ability, there is no influence of student learning style on students' mathematical creative thinking ability, and there is no interaction between the CRBL learning model and students' learning style on mathematical creative thinking ability.
PENGEMBANGAN BAHAN AJAR MATERI GEOMETRI BERORIENTASI KEMAMPUAN REPRESENTASI MATEMATIS Hadi Nugroho; Rizki Wahyu Yunian Putra; Abi Fadila
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.28478

Abstract

This research focuses on developing instructional materials oriented towards mathematical representation skills in solid geometry, aiming to evaluate their effectiveness and attractiveness to students. The study employs a Research and Development (R&D) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation phases. Data collection in this study involves both test and non-test techniques. A test was administered before and after using the instructional materials to compare students’ scores using the N-Gain test, while a non-test technique (questionnaire) was administered after the instructional materials were implemented to gather students’ responses. The final results of this research show that the instructional materials for solid geometry are valid (V = 3.28), highly attractive (M = 3.38), and sufficiently effective (criteria: the average posttest score is higher than the average pretest score, N-Gain = 0.38) in improving students’ mathematical representation skills.
PENGEMBANGAN BAHAN AJAR MATERI ALJABAR BERORIENTASI KEMAMPUAN REPRESENTASI MATEMATIS PESERTA DIDIK Rahmat Syukur; Rizki Wahyu Yunian Putra; Abi Fadila
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 3 (2025): Volume 10 No3 September, 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i3.28483

Abstract

This research aims to develop an algebra teaching materials oriented toward students' mathematical representation ability for the junior high school (SMP/MTs) level. The research employs a Research and Development (R&D) method using the ADDIE model, which consists of five stages: Analyze, Design, Development, Implementation, and Evaluation. The validity of the teaching materials was assessed by material and media experts, and its effectiveness was tested on 36 eighth-grade MTs students. The material expert validation yielded an average score of 3.67, categorized as valid, while the media expert validation resulted in an average score of 4.00, also categorized as valid. Student response questionnaires on module attractiveness showed a score of 3.26 (very attractive) from a small group of 10 students and 3.28 (very attractive) from a larger group of 26 students. The module's effectiveness was measured using the N-Gain score, which reached 0.57 classified as moderate indicating the materials are fairly effective. It can be concluded that the algebra teaching materials developed in this study, oriented toward students’ mathematical representation ability, is highly suitable to be used as a learning resource for SMP/MTs students.
PENGARUH MODEL KNISLEY BERBASIS MEAS TERHADAP PEMECAHAN MASALAH DAN NUMERASI SISWA DITINJAU DARI SELF-REGULATED LEARNING Abi Fadila; Sofyatul Aulia; Bambang Sri Anggoro
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.27584

Abstract

This study aims to analyze the effect of the Knisley learning model based on Model Eliciting Activities (MEAs) on students’ problem-solving and numeracy skills, while also examining the contribution of Self-Regulated Learning (SRL) to these outcomes. The research employed a quantitative approach with a 2×3 factorial design under a quasi-experimental method. The sample consisted of 60 eighth-grade students divided into an experimental class (taught using the Knisley model with MEAs) and a control class (taught using conventional teacher-centered methods). Data were collected through problem-solving and numeracy tests, along with an SRL questionnaire. The results showed that the Knisley learning model with MEAs significantly improved students' problem-solving and numeracy abilities compared to conventional methods. The average posttest scores in the experimental group were 83.87 for problem-solving and 79.73 for numeracy, both higher than the control group. Additionally, students with high SRL levels performed better across both domains. However, no significant interaction effect was found between the learning model and SRL levels. These findings suggest that problem-based learning approaches such as MEAs and independent learning strategies like SRL contribute separately to improved student learning outcomes. The study recommends implementing contextual, activity-based learning models alongside SRL reinforcement to enhance mathematics instruction.
Advancing mathematical representation abilities through scientifically-oriented contextual learning modules in junior secondary education Rizki Wahyu Yunian Putra; Riyama Ambarwati; Abi Fadila
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.763

Abstract

Background: Many students face difficulties in expressing mathematical ideas due to the absence of instructional materials that connect lessons with real-world contexts. Applying a contextual approach aligned with scientific inquiry may improve students’ conceptual understanding and engagement.Aims: This research seeks to develop and assess the effectiveness of contextual teaching modules designed using a scientific framework to strengthen the mathematical representation skills of junior secondary learners.Methods: Adopting the ADDIE instructional design model, this study utilized a Research and Development (R&D) methodology involving 87 seventh-grade students from two Indonesian schools. Data collection included expert validation instruments, learner feedback surveys, and pretest-posttest measurements, with analysis based on validity, practicality, and effect size metrics.Results: Expert evaluations confirmed high validity, with average ratings of 3.71 for content and 3.73 for media. Student feedback indicated high engagement across both trial groups (mean scores above 3.3). Effect size analysis showed substantial learning gains, with Cohen’s d values of 0.82 and 0.96, indicating strong impact on students’ mathematical representation ability.Conclusion: The contextual modules developed through this study, when implemented with a scientific approach, were validated as effective tools for improving students’ ability to represent mathematical concepts. These outcomes underscore the value of integrating contextual and inquiry-driven strategies into teaching practices to make abstract content more accessible and meaningful in mathematics education.
A Video-Assisted Flipbook-Based E-Module to Enhance Mathematical Critical Thinking Skiils Thea Suci Wulandari; Rizki Wahyu Yunian Putra; Abi Fadila
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 2 (2026): April - June 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i2.3986

Abstract

Mathematical critical thinking ability is one of the important competencies in mathematics learning that must be possessed by 21st-century students. However, the results of the study indicate that students' mathematical critical thinking ability is still low and the teaching materials used are less varied, so that learning is less than optimal. Therefore, this study aims to develop a video-assisted flipbook-based e-module to improve mathematical critical thinking ability. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were eighth-grade students at SMP Negeri 1 Sidomulyo, with classes selected using the Cluster random sampling technique. Data were collected through interviews, validation questionnaires, interestingness questionnaires and tests with a One Group Pretest-Posttest design. The test instrument was compiled based on indicators of critical thinking ability which include interpretation, analysis, evaluation, and inference. The results of the feasibility test by the material expert validator were 3.73, and the media expert validator were 3.37 with the criteria of "valid". The students' responses in the small group test were 3.39 and the large group 3.48 with the criteria of "very interesting". The N-Gain result of 0.72 with the category of "high" and the effect size of 0.74 with the category of "moderate" indicates that the e-module is effective and has a strong influence in improving mathematical critical thinking skills. Thus, the video-assisted flipbook-based e-module is feasible, interesting, and effective in improving mathematical critical thinking skills.
Pengembangan LKPD Berbasis Kontekstual Untuk Meningkatkan Kemampuan Representasi Matematis Peserta Didik Pada Materi Trigonometri Riana Sari; Arini Yanfauni; Rizki Wahyu Yunian Putra; Abi Fadila
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 5 No. 3 (2025): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v5i3.1843

Abstract

This study uses the research and development (R&D) method with the ADDIE model (analysis, design, development, implementation, and evaluation), the subjects of this study were students of class X of SMK PGRI 4 Bandar Lampung. The techniques used in collecting data were interviews, validation questionnaires, and product and test attractiveness questionnaires. The results of the study showed that the assessment obtained by media experts was 0.83 with very high criteria and material experts 0.88 with very high criteria. While the response of small group students was 4.5 with interesting criteria and large group trials were 4.34 with very interesting criteria. And the results of the effectiveness test obtained an n-gain effectiveness score of 0.85 with high criteria and in the form of a percentage of 85% which means it is effective for use in learning.
Learning cycle 9E integrated with instructional videos for enhancing numeracy literacy among prospective mathematics teachers: A quasi-experimental study Siska Andriani; Rizki Wahyu Yunian Putra; Indah Resti Ayuni Suri; Abi Fadila
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1394

Abstract

Background: Numeracy literacy is a fundamental competency that enables prospective mathematics teachers to interpret, analyze, and apply mathematical knowledge in authentic contexts. However, conventional mathematics instruction often emphasizes procedural proficiency rather than contextual reasoning, resulting in limited numeracy literacy development. Integrating constructivist learning with technology-enhanced instruction offers a promising approach to addressing this challenge. Aim: This study aimed to investigate the effectiveness of the Learning Cycle 9E model integrated with instructional videos in enhancing the numeracy literacy of prospective mathematics teachers. Method: A quasi-experimental study employing a pretest–posttest control group design was conducted with 50 undergraduate students enrolled in the Mathematics Education Study Program at Universitas Islam Negeri Raden Intan Lampung, Indonesia. Participants were assigned to an experimental group (n = 25) and a control group (n = 25). Data were analyzed using descriptive statistics, Shapiro–Wilk and Levene’s tests, normalized gain (N-Gain), an independent samples t-test, and Cohen’s d effect size. Results: The experimental group outperformed the control group, achieving a higher posttest mean score (84.16 vs. 71.04) and N-Gain (0.62 vs. 0.31). A significant difference was identified between the groups (t = 6.485, p < .001), accompanied by a large effect size (d = 1.84). Conclusion: Integrating the Learning Cycle 9E model with instructional videos effectively enhances numeracy literacy by fostering active knowledge construction, contextual mathematical reasoning, and meaningful technology-enhanced learning experiences in higher mathematics education.
Mathematical conceptual understanding under geogebra-assisted MASTER learning: The role of students’ self-efficacy Lia Fauziah; Bambang Sri Anggoro; Abi Fadila
Jurnal Pendidikan Matematika (JPM) Vol 12 No 2 (2026): 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.v12i2.25859

Abstract

This study examines differences in students’ mathematical conceptual understanding across instructional conditions, the role of self-efficacy in mathematical conceptual understanding, and the interaction between the GeoGebra assisted MASTER learning model and self-efficacy. The study used a quantitative, quasi-experimental design. The study population is all grade VIII students of Public Junior High School (SMP Negeri) 1 Bukit Kemuning. The sample comprised two experimental classes and one control class selected through cluster random sampling. Data were obtained using a mathematical conceptual understanding test and a self-efficacy questionnaire. The mathematical topic was circles. The intervention was conducted for five sessions in each class, with each session lasting 2 × 45 minutes. The data were first examined for normality and homogeneity before testing the hypotheses using two-way ANOVA in a 3 × 3 factorial design. The findings showed significant differences in students’ mathematical conceptual understanding across instructional conditions (p < .001). Self-efficacy was also significantly related to students’ mathematical conceptual understanding (p < .001). However, the interaction between the learning model and self-efficacy was not statistically significant (p = .170). Thus, the GeoGebra-assisted MASTER learning model may serve as an alternative instructional approach to support students’ mathematical conceptual understanding.
Co-Authors Achi Rinaldi Ana Nikmatu Rahmah Andriani, Siska Arini Yanfauni Bambang Sri Anggoro Endi Kurniawan Hadi Nugroho Heru Juabdin Sada Iin Rahmatul Ula Imam Sulhani Indah Resti Ayuni Suri Izni Marwa Hanifah Jeni Safitri Laila Maharani Lia Fauziah Meri Yati Muhamad Yasin Mujib Mujib Nasiroh Nasiroh Netriwati Netriwati Netriwati Novalia Novalia Novian Riskiana Dewi Rahmat Syukur Rahmatina Rahmatina Reza Dea Fitaloka Riana Sari Riska Rahmawati Riyama Ambarwati Rizki Wahyu Yunian Putra Rubhan Masykur Siska Andriani Siska Andriani Siti Nur Azizah Sitti Hartinah DS Sofyatul Aulia Sri Wahyuni Suryani, Lilis Thea Suci Wulandari Wahyu Nofiansyah Yulistiana Yulistiana