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All Journal JPP ALGORITMA : Journal of Mathematics Education Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Jurnal Jendela Pendidikan Journal of Society and Development Jurnal Hasil Inovasi Masyarakat (JHIM) Journal Socio Humanities Review
Azi Nugraha
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Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN METAKOGNITIF BERBASIS HUMANISTIK UNTUK MENUMBUHKAN BERPIKIR KRITIS SISWA PADA MATERI HIMPUNAN KELAS VII Nugraha, Azi
JPP Vol 1, No 1 (2011): JPP
Publisher : JPP

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

Abstract

This study aim to know whether the learning devices of mathematics by using Humanistic Based Metacognitive Approach to grow Critical Thinking Ability on Set Material. The type of this study is development research using modified Thiagarajan, Semmel & Semmel model. The learning devices that developed are syllabus, lesson plan, student book, worksheet, and the Critical Thinking Ability Test. The results suggests that obtained learning devices of syllabus with a mean value 3.67, lesson plan with a mean value 3.79, student books with a mean value 3.67, worksheet with a mean value 3.70, and critical thinking ability test with a mean value 3.76, then the learning devices are valid. The process of mathematics learning by using humanistic based metacognitive approach to grow critical thinking ability is proven to be effective. The effectiveness is characterized by the achievement of student mastering learning criteria is more than orequal to 80% classically and is greater than or equal to 65 individually, the critical thinking abilitiy of students are affected both by the activitiy and skills of students by 89.8 % and the average of critical thinking skills in class of test device is better than the control class.Keywords: Development of Learning Devices, Metacognitive Approach, humanistic, Critical Thinking.
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN METAKOGNITIF BERBASIS HUMANISTIK UNTUK MENUMBUHKAN BERPIKIR KRITIS SISWA PADA MATERI HIMPUNAN KELAS VII Nugraha, Azi
JPP Vol 1, No 1 (2011): JPP
Publisher : JPP

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

Abstract

This study aim to know whether the learning devices of mathematics by using Humanistic Based Metacognitive Approach to grow Critical Thinking Ability on Set Material. The type of this study is development research using modified Thiagarajan, Semmel & Semmel model. The learning devices that developed are syllabus, lesson plan, student book, worksheet, and the Critical Thinking Ability Test. The results suggests that obtained learning devices of syllabus with a mean value 3.67, lesson plan with a mean value 3.79, student books with a mean value 3.67, worksheet with a mean value 3.70, and critical thinking ability test with a mean value 3.76, then the learning devices are valid. The process of mathematics learning by using humanistic based metacognitive approach to grow critical thinking ability is proven to be effective. The effectiveness is characterized by the achievement of student mastering learning criteria is more than orequal to 80% classically and is greater than or equal to 65 individually, the critical thinking abilitiy of students are affected both by the activitiy and skills of students by 89.8 % and the average of critical thinking skills in class of test device is better than the control class.Keywords: Development of Learning Devices, Metacognitive Approach, humanistic, Critical Thinking.
Peningkatan Kompetensi Guru Sekolah Dasar melalui Penguatan Pembelajaran Berdiferensiasi Berbasis Hypothetical Learning Trajectory Anggara, Benny; Wandari, Wily; Nugraha, Azi; Saparudin, Imam; Tasman, Maman
Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2023): Abdi Wiralodra
Publisher : universitas wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/abdi.v5i1.91

Abstract

Rendahnya sosialisasi tentang implementasi merdeka belajar di beberapa daerah sehingga terjadi kesenjangan pemahaman dikalangan guru. Disisi lain guru harus memiliki kompetensi dalam implementasi merdeka belajar melalui pembelajaran yang dapat mengakomodasi seluruh kemampuan dan keberagaman siswa. Oleh karena itu, penguatan pembelajaran berdiferensiasi berbasis Hypothetical Learning Trajectory perlu dilakukan kepada para guru untuk meningkatkan kompetensinya dalam kerangka implementasi merdeka belajar. Metode dalam kegiatan pengabdian ini menggunakan teknik pelatihan. Pelatihan diberikan kepada 15 guru pada dua SD Negeri berbeda yang berada di Kecamatan Sumberjaya, Majalengka. Pelatihan dilaksanakan dengan pendekatan luring dan juga daring menggunakan zoom dan Whatsapp Group. Pengumpulan data dalam kegiatan ini menggunakan angket respon guru yang dianalisis berdasarkan kejelasan pemateri, sistematisasi materi, dan pemahaman terhadap materi. Kegiatan pelatihan yang diberikan tersebut memiliki dampak positif terhadap kompetensi guru dalam menerapkan prinsip merdeka belajar. Respon tersebut sangat positif dan cenderung guru merasa sangat puas dalam pelaksanaan pelatihan yang diberikan. Kompetensi guru dalam memahami kerangka merdeka belajar juga mengalami peningkatan antara 40% sampai dengan 75% antara pemahaman sebelum pelatihan dengan pemahaman setelah pelatihan dilakukan. Namun, sebagai catatan kegiatan pelatihan secara daring akan lebih efektif jika dilakukan dengan pendekatan luring sehingga peserta dapat memberikan perhatian dan fokus yang lebih optimal
REKONTEKSTUALISASI KONSEP MATEMATIKA BERBASIS PRIMBON PETUNGAN (NASKAH KUNO INDRAMAYU) Nugraha, Azi; Septianawati, Tia; Anggara, Benny
ALGORITMA: Journal of Mathematics Education Vol 6, No 1 (2024): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v6i1.40356

Abstract

AbstractCognitive input as a stimulus in developing students' mathematical thinking skills needs to be developed through recontextualization of concepts in more meaningful learning activities. An exploration of the values of life that develop in society, one of which is the Primbon Petungan Indramayu. The aim of this research is to recontextualize results-based mathematical concepts. This research uses qualitative research methods with an ethnographic research design. The subjects in this research consisted of cultural figures, mathematics teachers and students in Indramayu Regency. Based on the research results, it was found that part of the Indramayu Primbon Petungan, namely dinalabuan, is related to the concept of opportunity. Then Dina Labuan basic calculations were used as a basis for recontextualizing the concept of opportunity which was integrated into several learning activities. These learning activities are equipped with predicted responses and anticipated alternatives that can be carried out by the teacher.AbstrakInput kognitif sebagai stimulus dalam mengembangkan keterampilan berpikir matematis siswa perlu dikembangkan melalui rekontekstualisasi konsep pada aktivitas belajar yang lebih bermakna. Eksplorasi terhadap nilai-nilai kehidupan yang berkembang di masyarakat salah satunya Primbon Petungan Indramayu. Tujuan dari penelitian ini adalah melakukan rekontekstualisasi konsep matematika yang berbasis hasil eksplorasi Primbon Petungan. Penelitian ini menggunakan metode penelitian kualitatif dengan desain penelitian etnografi. Subjek dalam penelitian ini terdiri dari budayawan, guru matematika, dan siswa di Kabupaten Indramayu. Berdasarkan hasil penelitian, diperoleh bahwa bagian dari Primbon Petungan Indramayu yaitu Dina Labuan memiliki keterkaitan dengan konsep peluang. Penentuan hari baik menggunakan prinsip Dina Labuan dijadikan sebagai dasar dalam mengembangkan rekontekstualisasi konsep peluang yang diintegrasikan dalam beberapa aktivitas belajar. Aktivitas belajar tersebut dilengkapi dengan prediksi respon dan alternatif antisipasi yang dapat dilakukan oleh guru sehingga dapat menjadi desain pembelajaran yang dapat digunakan oleh guru matematika dalam mengajarkan konsep peluang.
Implementasi aplikasi Odoo untuk optimalisasi manajemen inventaris dan penjualan pada UMKM Empal Gentong di Ciperna Salsabila, Adisty Putri; Zahira, Putri Zalfa; Nugraha, Azi; Santoso, Helmi; Thalia, Jeniffer Thalia P; Jamaluddin, Muhammad MH; Yuningsih, Yuningsih
Jurnal Hasil Inovasi Masyarakat Vol. 3 No. 1 (2025): Januari - Juni
Publisher : Borneo Novelty Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70310/jhim.2025.03010634

Abstract

Penelitian ini bertujuan untuk mengimplementasikan aplikasi Odoo sebagai solusi digital dalam pengelolaan inventaris dan penjualan pada UMKM Empal Gentong di Cirebon. Sebelumnya, proses bisnis UMKM ini, termasuk pencatatan stok dan penjualan, dilakukan secara manual, yang kurang efisien dan rentan kesalahan. Implementasi modul Inventory dan Sales pada Odoo memungkinkan pencatatan stok bahan baku dan transaksi penjualan secara real-time, membantu pemilik memantau tren penjualan dan kebutuhan bahan secara akurat. Hasil penelitian menunjukkan bahwa penggunaan Odoo meningkatkan efisiensi operasional dengan mengurangi pemborosan bahan dan mempermudah pengelolaan stok. Keuntungan yang dihasilkan juga dapat dimonitor secara lebih terstruktur melalui laporan otomatis, yang membantu dalam perencanaan strategi bisnis lebih lanjut. Implementasi teknologi ini berpotensi memperkuat daya saing UMKM di tengah persaingan bisnis kuliner modern dengan memberikan solusi manajemen yang terintegrasi dan efisien.
Learning Trajectory Peserta Didik Pada Materi Kubus Ditinjau Dari Kemampuan Matematis Dan Gaya Belajar Hanipah, Siti; Solahudin, Iman; Nugraha, Azi
JURNAL JENDELA PENDIDIKAN Vol. 5 No. 01 (2025): Jurnal Jendela Pendidikan: Edisi Februari 2025
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v5i01.1211

Abstract

Penelitian ini bertujuan untuk mengetahui Learning Trajectory peserta didik pada proses pembelajaran materi kubus dengan meninjau pada kemampuan matematis dan gaya belajar peserta didik. Penelitian ini menggunakan metode kualitatif deskriptif. Pengumpulan data pada penelitian ini menggunakan tes angket gaya belajar, tes tulis learning trajectory dan wawancara. Hasil penelitian ini mendeskripsikan hasil analisis learning trajectory peserta didik dengan kemampuan matematis tinggi,sedang, dan rendah serta karakteristik gaya belajar peserta didik audio, visual dan kinestetik. Terdapat keberagaman learning trajectory pada peserta didik dalam memahami materi kubus, dimana Hypothetical Learning Trajectory yang disusun peneliti sebagai alur pemahaman materi kubus. Peserta didik dengan kemampuan matematis tinggi telah mampu memahami materi kubus sebagaimana hasil wawancara memperkuat jawaban hasil tes. Subjek yang memiliki kemampuan matematis sedang telah mampu memahami sebagian materi kubus. Subjek dengan kemampuan matematis rendah belum sesuai dengan capaian Hypothetical learning trajectory yang disusun peneliti karena belum memahami materi penunjang kubus. Selanjutnya peserta didik yang bergaya belajar audio memahami materi kubus ketika benar-benar memperhatikan guru menjelaskan, Subjek yang bergaya belajar visual, menunjukkan pemahaman jika subjek dibantu dengan gambar materi yang jelas. Selain itu subjek dengan gaya belajar kinestetik akan mempelajari hal-hal yang konkrit.
Learning Trajectory of Arithmetic Sequences and Series with a PMRI Approach Using the Context of Yogyakarta's Kawung Batik Fabric: Lintasan Belajar Barisan dan Deret Aritmatika dengan Pendekatan PMRI Menggunakan Konteks Kain Batik Kawung Yogyakarta Fadilah, Elly Rizeqia; Nugraha, Azi; Marissa, Erlinda Isulis
Journal of Society and Development Vol. 4 No. 2 (2024)
Publisher : Medpro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57032/jsd.v4i2.292

Abstract

Mathematics learning is often perceived as abstract and disconnected from students’ real-life experiences. To bridge this gap, this study developed a culturally contextualized learning trajectory using Kawung Batik patterns from Yogyakarta to support students' understanding of arithmetic sequences and series. Employing the Indonesian Realistic Mathematics Education (PMRI) approach within a design research framework, this study followed three main phases: preliminary phase, design experiments (pilot and teaching experiments), and retrospective analysis. The participants were 32 tenth-grade science students at SMAS Muhammadiyah Kedawung. The findings indicate that the Kawung Batik context facilitated students’ transition from informal to formal reasoning in learning arithmetic sequences and series. Students actively identified patterns, organized batik motifs into arithmetic sequences, and formulated the general term and the sum of the first n terms through meaningful contextual engagement. Visual strategies and group discussions promoted active participation and conceptual understanding in solving culturally grounded mathematical problems. This study contributes to the development of culturally contextual mathematics instruction in Indonesia and provides a practical model for designing meaningful arithmetic sequence and series lessons. The proposed learning trajectory serves as a reference for teachers seeking to connect mathematics learning with students' cultural environments.
REKONTEKSTUALISASI KONSEP MATEMATIKA BERBASIS PRIMBON PETUNGAN (NASKAH KUNO INDRAMAYU) Nugraha, Azi; Septianawati, Tia; Anggara, Benny
ALGORITMA: Journal of Mathematics Education Vol. 6 No. 1 (2024): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v6i1.40356

Abstract

AbstractCognitive input as a stimulus in developing students' mathematical thinking skills needs to be developed through recontextualization of concepts in more meaningful learning activities. An exploration of the values of life that develop in society, one of which is the Primbon Petungan Indramayu. The aim of this research is to recontextualize results-based mathematical concepts. This research uses qualitative research methods with an ethnographic research design. The subjects in this research consisted of cultural figures, mathematics teachers and students in Indramayu Regency. Based on the research results, it was found that part of the Indramayu Primbon Petungan, namely dinalabuan, is related to the concept of opportunity. Then Dina Labuan basic calculations were used as a basis for recontextualizing the concept of opportunity which was integrated into several learning activities. These learning activities are equipped with predicted responses and anticipated alternatives that can be carried out by the teacher.AbstrakInput kognitif sebagai stimulus dalam mengembangkan keterampilan berpikir matematis siswa perlu dikembangkan melalui rekontekstualisasi konsep pada aktivitas belajar yang lebih bermakna. Eksplorasi terhadap nilai-nilai kehidupan yang berkembang di masyarakat salah satunya Primbon Petungan Indramayu. Tujuan dari penelitian ini adalah melakukan rekontekstualisasi konsep matematika yang berbasis hasil eksplorasi Primbon Petungan. Penelitian ini menggunakan metode penelitian kualitatif dengan desain penelitian etnografi. Subjek dalam penelitian ini terdiri dari budayawan, guru matematika, dan siswa di Kabupaten Indramayu. Berdasarkan hasil penelitian, diperoleh bahwa bagian dari Primbon Petungan Indramayu yaitu Dina Labuan memiliki keterkaitan dengan konsep peluang. Penentuan hari baik menggunakan prinsip Dina Labuan dijadikan sebagai dasar dalam mengembangkan rekontekstualisasi konsep peluang yang diintegrasikan dalam beberapa aktivitas belajar. Aktivitas belajar tersebut dilengkapi dengan prediksi respon dan alternatif antisipasi yang dapat dilakukan oleh guru sehingga dapat menjadi desain pembelajaran yang dapat digunakan oleh guru matematika dalam mengajarkan konsep peluang.
Improving the Metacognition Ability of Class VIII Middle School Students on the Use of Function Boards in Mathematics Nugraha, Azi; Isulis Marissa, Erlinda
Journal Socio Humanities Review Vol 2 No 2 (2022): VOLUME 2 NUMBER 2 SEPTEMBER 2022
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Jati

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Abstract

Metacognition is critical to achieving success in learning, so it is important to examine the activity and growth of metacognition to ensure effective teaching methods that enable students to utilize their information effectively while regulating their metacognitive processes. However, in reality, students' metacognitive capacity is still lacking. One important component to improve students' metacognition is their initial knowledge about the material being studied. Various ways are used to convey material, one of these ways is by using educational media. The board functions as a pedagogical tool in mathematics education, specifically designed to illustrate abstract understanding of relationships and functions to middle school students in grade 8. The research methodology used is quantitative research using Pretest-Posttest Control Group Design. This design involves two different groups or classes: the experimental class and the control class. The research focused on the population of class VIII students at SMP Negeri 1 Sumedang. The instrument used was a metacognitive ability test given to the experimental class after mathematics learning was completed, using a functional whiteboard. The data collection method used is a test approach. The data analysis techniques used include the use of the difference between two means test and the n-gain test to assess the amount of growth. These findings show a significant increase in the metacognitive abilities of students who were taught using a functional whiteboard, compared to those who were taught without using a functional whiteboard.
Co-Authors Benny Anggara Fadilah, Elly Rizeqia Hanipah, Siti Iman Solahudin Isulis Marissa, Erlinda Jamaluddin, Muhammad MH Marissa, Erlinda Isulis Salsabila, Adisty Putri Santoso, Helmi Saparudin, Imam Septianawati, Tia Tasman, Maman Thalia, Jeniffer Thalia P Wily Wandari Yuningsih Yuningsih Zahira, Putri Zalfa