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KEMAMPUAN REPRESENTASI MATEMATIS DITINJAU DARI GAYA BELAJAR SISWA SMA DI KOTA CIREBON DALAM MENYELESAIKAN MASALAH SPLDV dan SPtLDV Nur Komalasari; Sri Winarsih; Anggita Maharani; Muchamad Subali Noto
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 4 No 3 (2024): IJHESS DECEMBER 2024
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v4i3.1379

This study aims to analyze the characteristics of students with visual, auditory and kinesthetic learning styles in solving SPLDV and SPtLDV problems. The research method taken is a qualitative research method. Qualitative research is carried out by means of observation, interviews, or document review. The results of this study are the characteristics of thirty-six students obtained that students who have symbolic representation skills are twelve students (33.33%) with five students (13.89%) having a kinesthetic learning style, three students (8.33%) having an auditory learning style, and four students (11.11%) having a visual learning style. Then students who had verbal representation skills were ten students (27.78%) with four students (11.11%) having a kinesthetic learning style, five students (13.89%) having an auditory learning style, and one student (2.78%) having a visual learning style. The students who had visual representation skills were fourteen students (38.89%) with four students (11.11%) having a kinesthetic learning style, one student (2.78%) having an auditory learning style, and nine students (25%) having a visual learning style.

Augmented Reality and Its Use in Elementary School Education: A Systematic Literature Review Tarmidzi, Tarmidzi; Andari, Kadek Dewi Wahyuni; Sari, Atikah; Nuryanti, Mira; Arfiyanti, Riskha; Noto, Muchamad Subali
Jurnal Prima Edukasia Vol. 13 No. 1 (2025): January 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i1.75094

Learning in elementary schools, in this era of information technology development, should ideally utilize existing technology to enhance students' motivation and interest in learning. Ultimately, this can address learning issues and improve students' understanding and thinking abilities. This study aims to determine augmented reality's contribution and practical implications in elementary school education. This research used a Systematic Literature Review (SLR) with a selection of 29 articles related to the use of augmented reality in elementary school education. The PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) method is employed for article searches in this research. The PRISMA method consists of four stages: (1) data search; (2) data screening; (3) data eligibility; (4) identifying similarities and differences from the obtained data. Based on the review results, it is evident that augmented reality positively contributes to various subjects and can be integrated with games and STEM education. Augmented reality also has excellent practical implications in education because it can increase students' motivation, interest, understanding, and critical and creative thinking abilities. Augmented reality is also capable of enhancing students' 21st-century skills.

Pelatihan Penguatan Numerasi Bagi Guru SMK AS-SALAM Untuk Meningkatkan Kompetensi Pembelajaran Setiyani, Setiyani; Noto, Muchamad Subali; Nurul Ikhsan Karimah; Laelasari; Yusida Gloriani; Turini Erawati; Sri Sumarwati
Babakti: Journal of Community Engangement Vol. 2 No. 1 (2025): April
Publisher : Universitas Singaperbangsa Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/babakti.v2i1.88

Kemampuan numerasi merupakan keterampilan dasar yang penting untuk dimiliki oleh siswa guna menghadapi tantangan dunia kerja dan kehidupan sehari-hari. Namun, hasil observasi awal menunjukkan bahwa guru di SMK As-Salam masih memiliki keterbatasan dalam memahami konsep numerasi secara mendalam dan mengintegrasikannya ke dalam pembelajaran lintas mata pelajaran. Untuk itu, kegiatan pengabdian ini bertujuan memberikan pelatihan penguatan numerasi kepada guru-guru di SMK As-Salam guna meningkatkan kompetensi mereka dalam merancang dan melaksanakan pembelajaran berbasis numerasi. Metode pelaksanaan kegiatan meliputi tahap identifikasi kebutuhan, Pelaksanaan Pelatihan, evaluasi dan refleksi, serta tindak lanjut. Materi pelatihan dirancang untuk memberikan pemahaman yang komprehensif tentang numerasi, mulai dari konsep dasar hingga penerapannya dalam konteks pembelajaran SMK. Berdasarkan hasil pengabdian diperoleh temuan bahwa Sebagian besar guru menanggap numerasi adalah matematika, selalu HOTS, dan selalu berhubungan dengan angka. Setelah penyampaian materi, terdapat peningkatan signifikan dalam pemahaman dan keterampilan guru dalam mengintegrasikan numerasi ke dalam proses pembelajaran. Kegiatan ini diharapkan tidak hanya meningkatkan kompetensi guru tetapi juga memberikan dampak positif pada kualitas pembelajaran di SMK As-Salam, sehingga siswa dapat lebih siap menghadapi kebutuhan dunia kerja yang semakin kompleks. Adapun keberlanjutan program ini akan difokuskan pada penguatan komunitas belajar antar guru untuk berbagi praktik terbaik dalam pembelajaran berbasis numerasi.

Mathematical Proof: The learning obstacles of pre-service mathematics teachers on transformation geometry Noto, Muchamad Subali; Priatna, Nanang; Dahlan, Jarnawi Afgani
Journal on Mathematics Education Vol. 10 No. 1 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Several studies related to mathematical proof have been done by many researchers on high-level materials, but not yet examined on the material of transformation geometry. The aim of this research is identification learning obstacles pre-service teachers on transformation geometry. This study is qualitative research; data were collected from interview sheets and test. There were four problems given to 9 pre-service mathematics teachers. The results of this research were as follows: learning obstacles related to the difficulty in applying the concept; related to visualize the geometry object; related to obstacles in determining principle; related to understanding the problem and related obstacles in mathematical proofs such as not understanding and unable to express a definition, not knowing to use the definition to construct the proof, not understanding the use of language and mathematical notation, not knowing how to start the proof.

Mathematical Literacy through PBL-Team Teaching with Educaplay: A Case Study Based on Students’ Learning Styles Rahmadani, Rhaesa Fadillah; Pusparani, Nilam; Noto, Muchamad Subali; Sundawan, Mohammad Dadan
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15980

This study aims to describe the mathematical literacy skills of junior high school students on the geometry of tubes and cones by applying the Problem-Based Learning (PBL) model with a team teaching strategy assisted by Educaplay digital media in terms of student learning styles. This study employed a descriptive qualitative approach with a case study design. The research subjects consisted of 30 eighth-grade students, with an in-depth analysis focused on three students, each representing a dominant learning style: visual, auditory, and kinesthetic. The research instruments included a learning style questionnaire, a mathematics literacy test based on local cultural contexts, and semi-structured interviews. The results indicated that visual learners tended to excel in interpreting visual contexts but struggled with abstract mathematical formulation. Auditory learners demonstrated understanding through verbal explanations but showed weaknesses in procedural aspects, while kinesthetic learners exhibited strong spatial reasoning through hands-on experiences. This study reveals that implementing the PBL model, integrated with team teaching strategies and the interactive media Educaplay, positively impacts the development of students’ mathematical literacy, taking into account differences in learning styles and their connection to local cultural contexts.

Pelatihan Penguatan Numerasi Bagi Guru SMK AS-SALAM Untuk Meningkatkan Kompetensi Pembelajaran Setiyani, Setiyani; Noto, Muchamad Subali; Nurul Ikhsan Karimah; Laelasari; Yusida Gloriani; Turini Erawati; Sri Sumarwati
Babakti: Journal of Community Engangement Vol. 2 No. 1 (2025): April
Publisher : Universitas Singaperbangsa Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/babakti.v2i1.88

Kemampuan numerasi merupakan keterampilan dasar yang penting untuk dimiliki oleh siswa guna menghadapi tantangan dunia kerja dan kehidupan sehari-hari. Namun, hasil observasi awal menunjukkan bahwa guru di SMK As-Salam masih memiliki keterbatasan dalam memahami konsep numerasi secara mendalam dan mengintegrasikannya ke dalam pembelajaran lintas mata pelajaran. Untuk itu, kegiatan pengabdian ini bertujuan memberikan pelatihan penguatan numerasi kepada guru-guru di SMK As-Salam guna meningkatkan kompetensi mereka dalam merancang dan melaksanakan pembelajaran berbasis numerasi. Metode pelaksanaan kegiatan meliputi tahap identifikasi kebutuhan, Pelaksanaan Pelatihan, evaluasi dan refleksi, serta tindak lanjut. Materi pelatihan dirancang untuk memberikan pemahaman yang komprehensif tentang numerasi, mulai dari konsep dasar hingga penerapannya dalam konteks pembelajaran SMK. Berdasarkan hasil pengabdian diperoleh temuan bahwa Sebagian besar guru menanggap numerasi adalah matematika, selalu HOTS, dan selalu berhubungan dengan angka. Setelah penyampaian materi, terdapat peningkatan signifikan dalam pemahaman dan keterampilan guru dalam mengintegrasikan numerasi ke dalam proses pembelajaran. Kegiatan ini diharapkan tidak hanya meningkatkan kompetensi guru tetapi juga memberikan dampak positif pada kualitas pembelajaran di SMK As-Salam, sehingga siswa dapat lebih siap menghadapi kebutuhan dunia kerja yang semakin kompleks. Adapun keberlanjutan program ini akan difokuskan pada penguatan komunitas belajar antar guru untuk berbagi praktik terbaik dalam pembelajaran berbasis numerasi.

Mathematical Literacy through PBL-Team Teaching with Educaplay: A Case Study Based on Students’ Learning Styles Rahmadani, Rhaesa Fadillah; Pusparani, Nilam; Noto, Muchamad Subali; Sundawan, Mohammad Dadan
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15980

This study aims to describe the mathematical literacy skills of junior high school students on the geometry of tubes and cones by applying the Problem-Based Learning (PBL) model with a team teaching strategy assisted by Educaplay digital media in terms of student learning styles. This study employed a descriptive qualitative approach with a case study design. The research subjects consisted of 30 eighth-grade students, with an in-depth analysis focused on three students, each representing a dominant learning style: visual, auditory, and kinesthetic. The research instruments included a learning style questionnaire, a mathematics literacy test based on local cultural contexts, and semi-structured interviews. The results indicated that visual learners tended to excel in interpreting visual contexts but struggled with abstract mathematical formulation. Auditory learners demonstrated understanding through verbal explanations but showed weaknesses in procedural aspects, while kinesthetic learners exhibited strong spatial reasoning through hands-on experiences. This study reveals that implementing the PBL model, integrated with team teaching strategies and the interactive media Educaplay, positively impacts the development of students’ mathematical literacy, taking into account differences in learning styles and their connection to local cultural contexts.

Trends and Challenges in Gamification for Elementary Education A Bibliometric and Systematic Literature Review Pangestu, Aditya; Aminah, Aminah; Wulandari, Ghina Antania; Noto, Muchamad Subali; Tarmidzi, Tarmidzi
Publikasi Pendidikan Vol 15, No 3 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v15i3.75575

This study aims to explore the use of gamification in elementary education and its influence on students’ learning experiences. Gamification, which involves incorporating game like elements into instructional practices, has emerged as an innovative strategy to boost student engagement and motivation. Adopting a bibliometric and systematic review approach, this study analyzed 188 articles retrieved from the Scopus database, focusing on publications addressing gamification in elementary education between 2013 and 2024. Results indicate a marked rise in research outpour starting around 2014, reflecting growing academic interest in this field. The findings reveal that well-designed gamification can enhance student motivation, participation, and learning outcomes. Nonetheless, several barriers were identified, including limited resources, insufficient teacher training, and challenges in aligning game based approaches with existing curricula. The study also suggests that combining gamification with active and interactive teaching methods yields better results compared to traditional approaches. Based on these insights, it recommend that schools and policymakers strengthen their support for developing and implementing gamification strategies in elementary education and invest in ongoing teacher professional development. By addressing these challenges, gamification can serve as a valuable tool for improving the quality of elementary education in Indonesia.

Mathematics Pre-Service Teachers’ Understanding on Oughtred and His Inventions Noto, Muchamad Subali; Putri, Anisyah Pratiwi; Harisman, Yulyanti; Harun, Lukman
Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 2 (2023): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i2.776

Penemuan William Oughtred berupa alat peraga yang disebut slide rule membuat matematika terus berkembang. Slide rule membantu para ilmuwan dan teknisi dalam melakukan perhitungan matematika kompleks, serta membuka jalan perkembangan teknologi baru. Tujuan penelitian untuk memotivasi, memberikan informasi, dan mengetahui pengetahuan mahasiswa calon guru mengenai matematikawan Oughtred dan penemuannya. Penelitian berjenis kualitatif dengan metode literature review dan studi kasus. Literatur review didapatkan dari beberapa jurnal yang berhubungan. Teknik pengumpulan data dilakukan dengan menelaah, menganalisis, dan mengelompokkan sehingga diperoleh kesimpulan. Studi kasus didapat dari wawancara terhadap subjek penelitian, yaitu 10 mahasiswa prodi pendidikan matematika. Instrumen berbentuk wawancara terbuka. Setiap mahasiswa diberikan pertanyaan mengenai pengetahuan tentang William Oughtred dan penemuannya. Analisis data dilakukan dengan meta analisis dan analisis tematik. Hasil penelitian menunjukan terdapat tiga kategori respon mahasiswa pendidikan matematika terhadap topik wawancara. Kategori tersebut yaitu Know History Oughtred, Forget History Oughtred, dan Indifferent to History Oughtred. William Oughtred's invention in the form of a teaching aid called the slide rule made mathematics continue to develop. Slide rules help scientists and technicians perform complex mathematical calculations and pave the way for new technological developments. The research aims to motivate, provide information, and find out the knowledge of prospective teacher students about the mathematician Oughtred and his findings. Qualitative research used literature review and case study methods. Literature reviews were obtained from several related journals. Data collection techniques are carried out by examining, analyzing, and grouping conclusions obtained. Case studies were obtained from interviews with research subjects, namely 10 students in a mathematics education study program. The instrument is in the form of an open interview. Each student is given questions regarding knowledge about William Oughtred and his discoveries. Data analysis was performed by meta-analysis and thematic analysis. The results showed that there were three categories of mathematics education students' responses to the interview topic. These categories are Know History Oughtred, Forget History Oughtred, and Indifferent to History Oughtred.

Uncovering the Secrets Behind Enumeration Rules: The Art of Combinatorics Thinking Bilkis, Cahaya; Martini; Muchamad Subali Noto; Irmawati Liliyana Kusuma Dewi
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.1154

This research aims to analyze students' combinatorial thinking skills after using learning worksheets on enumeration rules. This research aims to provide solutions by applying learning materials to improve students' combinatorial thinking skills in solving math problems. The research method used is qualitative research. The research technique in this case is to use data triangulation. The purpose of triangulation is to increase the validity and reliability of research findings by confirming or complementing findings from various sources or perspectives. The results in this study are the diversity of the fulfillment of indicators in the ability to think combinatorics, including students with the S-1 category can fulfill all indicators of combinatorics thinking ability. Students in the S-2 category only fulfill 1 indicator of combinatorics thinking ability. Students in the S-3 category could not fulfill all the indicators of combinatorics thinking ability.

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