Articles
<![CDATA[Development of Tactil Audio Media For Low Vision Students ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Ifa Seftia Rakhma Widiyanti]]>;
<![CDATA[Saeful Mizan]]>
<![CDATA[ Journal of ICSAR Vol 6, No 1 (2022): January ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v6i12022p059
<![CDATA[This study aims to develop a valid and effective audio tactile learning media to improve the learning achievement of students with visual impairments, especially low vision. The development model used is the 4D model (Define, Design, Develop, and Disseminate). Data collection techniques include observation, interviews, documentation, and tests. This study uses a quantitative approach as a data analysis technique. The product developed is a set of learning media consisting of audio media and tactile media for mathematics statistics courses. Audio media in the form of power point video containing sound and supported by several tactile media such as colored dice, coins, colored coins, number cards, bridge cards and colored cubes. The results of expert validation tests carried out on the developed instruments are categorized as valid and effective.]]>
<![CDATA[PENINGKATAN PROFESIONALISME GURU SMP N 1 PALANG MELALUI LESSON STUDY BERBASIS SEKOLAH ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Suantoko Suantoko]]>;
<![CDATA[Djoko Apriono]]>;
<![CDATA[Heny Sulistyaningrum]]>;
<![CDATA[Arif Unwanullah]]>
<![CDATA[ Jubaedah : Jurnal Pengabdian dan Edukasi Sekolah (Indonesian Journal of Community Services and School Education) Vol. 2 No. 1 (2022): Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jub.v2i1.58
<![CDATA[The purpose of this Community Service activity is to increase the professionalism of teachers at the 1st Palang Junior High School, Tuban Regency, East Java Province through the implementation of School-Based Lesson Study. Improving teacher professionalism which is the focus of this activity includes; 1) improving the quality of learning, 2) increasing teacher knowledge about learning materials, 3) increasing teacher knowledge about the learning process, 4) increasing the ability of teachers to observe learning activities, 5) strengthening collegiality relationships between teachers, 6) strengthening the relationship between the implementation of daily learning– days with long-term learning goals, and 7) increasing teacher motivation to always develop. The method used to achieve this goal is to carry out the lesson study stages which consist of the plan-do-see-redesign stage. In the plan stage, the teacher designs learning so that students can learn from learning materials actively. In the do stage, the model teacher carries out learning according to the lesson plan. In the do stage, the principal, lecturers and other teachers act as learning observers with supporting devices in the form of observation sheets. In the see stage, the team conducts discussions in the context of reflection and improvement of learning. The results of the reflection are followed up with a redesign for the next learning design]]>
<![CDATA[IMPROVING NUMERACY SKILLS OF ELEMENTARY SCHOOL STUDENTS THROUGH PROBLEM-BASED LEARNING: AN IMPLEMENTATION OF LESSON STUDY ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Yulaikah Yulaikah]]>;
<![CDATA[Zenny Taufikurrizal]]>
<![CDATA[ Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam Vol 4, No 1 (2022): Elementeris: Jurnal Ilmiah Pendidikan Dasar Islam ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/elementeris.v4i1.14387
<![CDATA[One of the basic literacy that can be applied in primary school education is numeracy literacy. The purpose of this study was to describe the increase in numeracy literacy skills of elementary school students at SD Bina Anak Sholeh (Islamic Fullday School) in Tuban through problem-based learning. This research was conducted in Class V-B for the academic year 2021/2020, which consisted of 27 students. Problem-based learning is carried out with a lesson study approach which includes three stages, namely plan (planning), do (implementation), and see (observation and reflection) for each cycle. The results showed that the problem-based learning model could be applied to improve the numeracy literacy skills of elementary school students. The ability of teachers to develop problem-based learning plans, present problems in the form of literacy, plan learning strategies and develop numeracy literacy assessment instruments. The numeracy literacy ability of elementary school students has increased.]]>
<![CDATA[Metakognisi Siswa Operasional Konkret Dalam Pemecahan Masalah Matematika ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Andriani Andriani]]>
<![CDATA[ ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/anargya.v4i1.6067
<![CDATA[Vocational High School students should have their cognitive development stage in formal operations. However, there are still vocational high school students whose cognitive development stages are in concrete operations. The purpose of this study was to determine the students' concrete operational metacognition in solving mathematical problems. The research method used is descriptive qualitative. The research subjects were two students who were taken using purposive sampling. The research instrument used was the logical thinking ability test, problem-solving tests and metacognition interview guidelines. The data analysis stages used were examining all data, classifying the level of students' logical thinking abilities, selecting concrete operational students to be used as research subjects, reviewing the results of concrete operational student metacognition work in solving mathematical problems, verifying data and data sources that had been classified and transcribed in presentation or exposure to data. The results showed that concrete operational students carried out cognitive regulation in the step of understanding problems, implementing plans and re-examining solutions that had been produced. The metacognition skill component appeared at all three steps. Only the step of making a plan that does not occur properly regulation of cognition. It can be concluded that concrete operational students who are in grade X of vocational high school have good metacognition skills, but are weak in problem solving abilities. ]]>
<![CDATA[Peningkatan Rasa Percaya Diri Siswa Tunagrahita Melalui Pembelajaran Terintegrasi Semiotik Dengan Media Buku Pop Up ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Citra Dewi Rosalina]]>
<![CDATA[ Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2020): Dinamisia: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/dinamisia.v4i2.3940
<![CDATA[This service program is motivated by the lack of confidence in communicating retarded students in SLB C Autis Negeri Tuban. The lack of confidence in communication is caused by the lack of mastery and understanding of vocabulary. Therefore, by using a semiotic integrated learning design with pop-up book media it is hoped that it will increase the confidence of mentally retarded students, especially in communicating with others. This dedication program is carried out in the form of classroom action research involving 10 mild retarded students (C) and 5 moderate retarded students (C1). The team applies semiotic integrated learning with pop-up book media for six meetings. The results of this program indicate that there is an increase in confidence in mild and moderate retarded students at SLB C Autis Negeri Tuban. Confidence occurs through various processes, namely 1) self-performance, self-activity activities carried out in the learning process are the courage to appear in front of the class, tell stories, and answer questions. 2) there is a process of interaction and communication in learning activities between educators and students and fellow friends when the self-activity takes place. Thus, it can be concluded that through semiotic integrated learning with pop up book media can increase the confidence in communication retarded students.]]>
<![CDATA[Farming Gardening Project; Kegiatan Penanaman Nilai-Nilai Karakter Pada Siswa Tunagrahita ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Djoko Apriono]]>;
<![CDATA[Heny Sulistyaningrum]]>;
<![CDATA[Moh Mu'minin]]>
<![CDATA[ AKM Vol 2 No 1 (2021): AKM : Aksi Kepada Masyarakat Jurnal Pengabdian Kepada Masyarakat - Juli 2021 ]]>
Publisher : <![CDATA[Sekolah Tinggi Ekonomi dan Bisnis Syariah (STEBIS) Indo Global Mandiri ]]>
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DOI: 10.36908/akm.v2i1.221
<![CDATA[Siswa tunagrahita mengalami hambatan dan keterbelakangan perkembangan mental jauh di bawah rata-rata, mereka mengalami kesulitan dalam tugas akademik, komunikasi dan sosial. Siswa tunagrahita sedang dan berat biasanya menunjukkan rendahnya perilaku sosial-emosional. Mereka belum terbentuk rasa bekerja sama, tolong-menolong, berbagi, mandiri, percaya diri dan kontrol diri. Rendahnya perilaku sosial emosional dapat diminimalisir salah satunya melalui kegiatan farming gardening project. Program pengabdian ini dilaksanakan di SLB C Autis Negeri Tuban dengan sasaran siswa tunagrahita ringan (C) dan siswa tunagrahita sedang (C1). Kegiatan dilakukan melalui tahap perencanaan, pelaksanaan dan penilaian atau evaluasi. Berdasarkan hasil evaluasi menunjukkan bahwa nilai-nilai karakter dapat ditumbuh kembangkan melalui kegiatan farming gardening project.]]>
<![CDATA[EKSPLORASI ETNOMATEMATIKA PADA BATIK GEDOG ]]>
<![CDATA[Lia Listiana Wati]]>;
<![CDATA[Afdiyatul Mutamainah]]>;
<![CDATA[Lilis Setianingsih]]>;
<![CDATA[Mu'jizatin Fadiana]]>
<![CDATA[ Jurnal Riset Pembelajaran Matematika Vol 3 No 1 (2021) ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika Universitas PGRI Ronggolawe ]]>
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DOI: 10.55719/jrpm.v3i1.259
<![CDATA[Ethnomatematics is a study that contains mathematical ideas from traditional societies which are applied to certain societies which are practiced by cultural groups. One of the existing cultures in Tuban district is Gedog batik. Gedog batik ethnomatematics is a study that examines the application of mathematical concepts to Gedog batik. The purpose of this research is to examine how the mathematical concepts of the Gedog batik motif. The method used in this research is exploration with an ethnographic approach. The results showed that the Gedog batik motif contains mathematical elements, including the concepts of symmetry, transformation (reflection, translation, rotation) and congruence. By knowing the mathematical elements of Gedog batik, it is hoped that it can help understand mathematical concepts based on contextual problems that arise in the Gedog batik culture.]]>
<![CDATA[PROFIL BERPIKIR ALJABAR SISWA SMP KELAS VII DITINJAU DARI KEMAMPUAN BERPIKIR LOGIS ]]>
<![CDATA[Yuniar Astiyani]]>;
<![CDATA[Mu'jizatin Fadiana]]>
<![CDATA[ Jurnal Riset Pembelajaran Matematika Vol 3 No 1 (2021) ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika Universitas PGRI Ronggolawe ]]>
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DOI: 10.55719/jrpm.v3i1.260
<![CDATA[Algebraic thinking skills for students are important to improve in mathematics learning. Algebra is also closely related to other branches of mathematics. Because every branch of mathematics uses mathematical symbols. So it can be said that algebra is one of the keys to success in learning mathematics. The purpose of this study was to determine algebraic thinking skills in junior high school students in grade VII in terms of logical thinking skills. this type of research is a qualitative study. The subjects in this study consisted of 3 junior high school students in grade VII, each of whom occupied the abstract operasional stage, the transitional stage and the concrete operational stage which were determined through a logical thinking ability test (TKBL). After finding a subject that corresponds to the stage of logical thinking ability, the subject is given an algebraic thinking test. Data collection using written test collection using written test questions and interviews. The results of this study state that the subject of the abstract operational stage is good in algebraic thinking skills, the transitional skills and the concrete operational stage subject is lacking in algebraic thinking skills.]]>
<![CDATA[Korelasi antara kecemasan matematika dan kemampuan berpikir logis terhadap pemahaman konsep matematis siswa ]]>
<![CDATA[Desi Istiqa Yanti]]>;
<![CDATA[Mu'jizatin Fadiana]]>
<![CDATA[ PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 11, No 1 (2022): PYTHAGORAS: JURNAL PROGRAM STUDI PENDIDIKAN MATEMATIKA ]]>
Publisher : <![CDATA[UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA ]]>
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DOI: 10.33373/pythagoras.v11i1.3678
<![CDATA[Matematika merupakan salah satu ilmu yang ada disetiap jenjang, namun kenyataannya siswa masih sering merasakan cemas saat harus mempelajarinya. Kecemasan matematika sangat berpengaruh terhadap prestasi dan juga sikap siswa terhadap matematika. Siswa yang mengalami kecemasan matematika maka akan cenderung kurang dalam menangkap dan memahami materi yang disampaikan oleh guru. Dalam hal ini siswa yang berada dalam kondisi seperti ini maka kemampuan siswa dalam berpikir logispun akan berpengaruh karena dapat menyerang aspek fisiknya, seperti kegelisahan dan kegugupan. Tujuan penelitian ini adalah untuk mengetahui hubungan antara kecamasan matematika dan kemampuan berpikir logis secara parsial dan simultan terhadap pemahaman konsep matematis. Jenis penelitian ini termasuk penelitian kuantitatif dengan jenis metode korelasional. Pengumpulan data kecemasan matematika diperoleh dari kuesioner sedangkan data kemampuan berpikir logis dan pemahaman konsep matematis diperoleh dari tes soal uraian. Hasil penelitian menunjukkan 1) tidak terdapat hubungan yang signifikan antara kecemasan matematika dengan pemahaman konsep matematis. 2) tidak terdapat hubungan yang signifikan antara kemampuan berpikir logis dengan pemahaman konsep matematis. 3) tidak terdapat hubungan yang signifikan antara kecemasan matematika dan kemampuan berpikir logis terhadap pemahaman konsep matematis siswa.]]>
<![CDATA[Profil berpikir intutif siswa dalam pemecahan masalah matematika ditinjau dari kemampuan berpikir logis siswa ]]>
<![CDATA[Nanda Sintia Rosa Indah]]>;
<![CDATA[Mu'jizatin Fadiana]]>
<![CDATA[ PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021): PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika ]]>
Publisher : <![CDATA[UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA ]]>
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DOI: 10.33373/pythagoras.v10i2.3533
<![CDATA[Berpikir intuitif merupakan suatu proses kognitif yang memunculkan ide secara spontan yang bersifat segera (immediate) atau tiba-tiba (sudently). Sebagai strategi untuk menemukan cara terbaik untuk menemukan solusi yang akan digunakan dalam menyelesaikan permasalahan matematika. Siswa dalam menyelesaikan masalah matematika diperlukan kemampuan berpikir intuitif sebagai “jembatan berpikir” ketika siswa mengalami kesulitan dalam menyelesaikannya. Bukan hanya kemampuan berpikir intuitif yang harus dimiliki siswa melainkan kemampuan berpikir logis juga diperlukan oleh setiap siswa, saat melakukan pemecahan masalah. Dimana dalam berpikir intuitif juga dibutuhkan kemampuan berpikir logis untuk mengasilkan pemecahan masalah yang baik dan benar. Penelitian ini bertujuan untuk mendeskripsikan karakteristik berpikir intuitif siswa dalam pemecahan masalah matematika ditinjau dari kemampuan berpikir logis siswa. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Instrumen penelitiannya berupa tes kemampuan berpikir logis, tes berpikir intuitif dan wawancara. Penelitian ini melibatkan 25 siswa yang terdiri dari 3 siswa laki-laki dan 22 siswa perempuan. Pemgambilan subjek menggunakan Tes Kemampuan Berpikir Logis (TKBL) yang diadaptasi dari GALT (The Group Assesment of Logical Thinking). Hasil penelitian menunjukkan bahwa subjek tahap operasional konkret menyelesaikan tes berpikir intuitif melibatkan beberapa sifat intuisinya diantaranya: Extrapolativiness, Implicitness dan Self-evident serta melibatkan karakteristik berpikir intuitif Power Of Synthesis , sedangkan subjek tahap transisional dalam menyelesaikan tes berpikir intuitif melibatkan beberapa intuisinya diantaranya: Extrapolativiness dan Self-evident serta menggunakan karakter berpikir intuitif Catalyc Inference. Sedangkan subjek tahap operasional formal dalam menyelesaikan tes berpikir intuitif melibatkan beberapa intuisinya diantaranya: extrapolativiness dan self-evident serta melibatkan karakter berpikir intuitif common sense]]>
