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All Journal Jurnal Elemen Jurnal Penelitian Pendidikan IPA (JPPIPA) Numeracy : Jurnal Ilmiah Pendidikan Matematika JURNAL SERAMBI ILMU Malikussaleh Journal of Mathematics Learning (MJML) Jurnal Ilmiah Kanderang Tingang Community Development Journal: Jurnal Pengabdian Masyarakat Asimetris: Pendidikan Matematika dan Sains Jurnal Pengabdian Masyarakat Nusantara Jurnal Pendidikan Matematika Malikussaleh SWARNA Electronic Journal of Education, Social Economics and Technology SWARNA: Jurnal Pengabdian Kepada Masyarakat Jurnal Solusi Masyarakat Dikara
Nuraina Nuraina
Universitas Malikussaleh
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Analisis Proses Berpikir Kritis Mahasiswa dalam menyelesaikan Soal Aljabar Bilangan Kompleks berdasarkan Kemampuan Matematika Nuraina Nuraina; Rohantizani Rohantizani; Sadriaton Muliana
Asimetris: Jurnal Pendidikan Matematika dan Sains Vol 5 No 1 (2024): Asimetris: Jurnal Pendidikan Matematika dan Sains
Publisher : Pendidikan Matematika Universitas Almuslim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51179/asimetris.v5i1.2624

Abstract

Penelitian ini bertujuan untuk menganalisis proses berpikir kritis mahasiswa dalam menyelesaikan soal aljabar bilangan komplek berdasarkan kemampuan matematika. Penelitian ini menggunakan pendekatan deskripsi kualitatif yang dilaksanakan di Universitas Malikussaleh, tepatnya pada Program Studi Pendidikan Matematika, yang terdiri dari 25 orang mahasiswa sebagai subjek. Berdasarkan hasil analisis kesalahan dari masing- masing subjek dapat disimpulkan bahwa subjek banyak melakukan kesalahan dalam menyelesaikan soal bilangan kompleks, kesalahan yang dilakukan terjadi pada saat subjek menggunakan operasi perkalian, pengurangan dan penjumlahan yang mana materi ini merupakan materi paling dasar dalam pembelajaran matematika dan ada beberapa subjek salah memasukkan nilai yang diketahui pada soal, kemudian ada beberapa subjek yang tidak menentukan hasil akhir sehingga jawabannya dianggap tidak benar. Penyebab mahasiswa melakukan kesalahan tersebut yang ditinjau dari kemampuan matematika diantaranya mahasiswa kesulitan dalam memahami proses operasi perkalian, pengurangan dan penjumlahan yang menjadi materi paling dasar matematika, mahasiswa banyak yang melupakan konsep-konsep dasar matematika tentang operasi perkalian, pengurangan dan penjumlahan, kurangnya latihan mandiri mahasiswa terkait materi dasar matematika dan mahasiswa sering terburu-buru dalam mengerjakan soal dan tidak mengecek ulang jawaban.
PELATIHAN PENERAPAN STRATEGI PEMBELAJARAN INOVATIF BERBASIS TPCK PADA MATA PELAJARAN MATEMATIKA BAGI GURU SEKOLAH MENENGAH ATAS Rohantizani Rohantizani; Nuraina Nuraina; Mursalin Mursalin; Rahmi Hayati
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2025): Volume 6 No 3 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i3.45904

Abstract

Guru abad 21 harus memiliki pengetahuan sekaligus keterampilan dalam menggunakan berbagai perangkat teknologi baik yang tradisional maupun modern untuk memfasilitasi belajar dan meningkatkan hasil pembelajaran. Artikel ini bertujuan untuk mendefinisikan, menjelaskan tentang pengukuran, dan menjelaskan tentang pengembangan Technological Pedagogical Content Knowledge (TPCK). Penulisan artikel menggunakan metode survei untuk mengetahui tingkat TPCK pada guru matematika. Hasil kajian mendapati bahwa, TPCK merupakan salah suatu jenis pengetahuan baru yang harus dikuasi guru untuk dapat mengintegrasikan teknologi dengan baik dalam pembelajaran. TPCK dapat dijadikan sebagai kerangka kerja untuk mendesain kurikulum pendidikan guru yang lebih sesuai dengan era dan tuntutan pembelajaran Abad 21. Berdasarkan pelatihan yang telah dilakukan, dapat disimpulkan bahwa pelaksanaan kegiatan pengabdian kepada masyarakat oleh Prodi Pendidikan Matematika FKIP Universitas Malikussaleh berjalan dengan sukses dan lancar. Berdasarkan hasil angket, hampir seluruh peserta memberikan tanggapan positif, memperoleh persentase 95,81% dengan kategori sangat baik.
Pengaruh Model Pembelajaran Auditory Intellectually Repetition Berbantuan Wordwall Terhadap Kemampuan Berpikir Kritis Matematis Siswa Ilyani Anis; Nuraina Nuraina; Haves Qausar
Jurnal Ilmiah Kanderang Tingang Vol 17 No 01 (2026): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v17i01.409

Abstract

Students’ critical thinking skills in mathematics remain relatively underdeveloped. This is due to their tendency to approach problems from only one perspective, which limits their ability to evaluate and select effective solutions. Therefore, innovative and varied learning models are needed to foster these skills, one of which is the Auditory Intellectually Repetition (AIR) learning model. This study aims to determine the effect of the AIR learning model assisted by Wordwall on students’ mathematical critical thinking skills. The research employed a quasi-experimental design with a nonequivalent posttest-only control group. The population consisted of eighth-grade students at UPTD SMP Negeri 2 Gandapura. Saturated sampling was used, with class VIII-B assigned as the experimental group and class VIII-A as the control group. Data were collected through a post-test to measure students’ mathematical critical thinking skills and were analyzed using an independent samples t-test with the aid of SPSS version 25, at a 5% significance level. The results showed a significance value (Sig. 2-tailed) of 0.028 < 0.05. Therefore, it can be concluded that the AIR learning model supported by Wordwall has a significant effect on students’ mathematical critical thinking skills in mathematics learning.
Pengaruh Model Pembelajaran Auditory Intellectually Repetition Berbantuan Wordwall Terhadap Kemampuan Berpikir Kritis Matematis Siswa Anis Ilyani; Nuraina Nuraina; Haves Qausar
Jurnal Ilmiah Kanderang Tingang Vol 16 No 2 (2025): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v16i2.411

Abstract

Students' critical thinking skills in mathematics are still relatively underdeveloped. This is because students tend to view problems from only one perspective, making them less able to evaluate and choose effective solutions. Therefore, innovative and diverse learning models are needed to develop this ability, one of which is the Auditory Intellectually Repetition (AIR) learning model. This study aims to determine the effect of using the AIR learning model with the help of word walls on students' mathematical critical thinking skills. This study is a quasi-experimental study with an unequal posttest-only control group design. The study population consisted of eighth-grade students at the UPTD of SMP Negeri 2 Gandapura. A saturated sampling technique was used, with class VIII-B as the experimental group and class VIII-A as the control group. Data were collected using a post-test to measure mathematical critical thinking skills. Data were analyzed using an independent sample t-test with the help of SPSS version 25 software, with a significance level set at 5%. The results of the analysis showed that the significance value (Sig. 2-tailed) was 0.028 < 0.05. Therefore, it can be concluded that the AIR learning model, which is supported by wordwall, has an influence on students' critical mathematical thinking skills in mathematics learning.
Optimalisasi Kemampuan Literasi Digital Mahasiswa dengan Pemanfaatan Renderforest.com Nuraina Nuraina; Rohantizani Rohantizani; Rahmi Hayati
Jurnal Pengabdian Masyarakat Nusantara (JPMN) Vol. 5 No. 2 (2025): Agustus 2025 - Januari 2026
Publisher : Lembaga Komunitas Informasi Teknologi Aceh (KITA), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35870/jpmn.v5i2.5558

Abstract

Digital literacy is an essential skill that students must possess to navigate the challenges of the digital era. It encompasses the ability to utilize technology to support learning, work, and creative activities. However, several studies indicate that many students still face limitations in the digital literacy skills required to participate optimally in today’s world. This Community Service Program was designed to enhance students’ digital literacy by providing training on the use of Renderforest.com, an online platform offering services for creating animated videos, graphic designs, and digital marketing materials. The participants consisted of 30 seventh-semester students from the Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Malikussaleh. This training was conducted over two days with a total duration of 4 hours per day. The implementation methods included delivering instructional materials, hands-on practice in creating accounts and exploring Renderforest.com’s features, group discussions, and evaluation of the digital products produced by the students. The results show that 90% of the students successfully mastered Renderforest.com’s basic features, 88% demonstrated high motivation and enthusiasm, and 85% gained an understanding of the importance of digital literacy for supporting their learning and career readiness. In conclusion, the training proved effective in improving students’ digital literacy skills while equipping them with competencies that are highly relevant to the demands of the current digital age.
Penyusunan Instrumen Tes Bagi Guru Matematika Berbasis Problem Solving dan Literasi Numerasi Rohantizani Rohantizani; Nuraina Nuraina; Jumadi Jumadi; Nur Fadhilah; Nurjannah Nurjannah
Jurnal Pengabdian Masyarakat Nusantara (JPMN) Vol. 5 No. 2 (2025): Agustus 2025 - Januari 2026
Publisher : Lembaga Komunitas Informasi Teknologi Aceh (KITA), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35870/jpmn.v5i2.5689

Abstract

This community service activity was motivated by the limited competence of high school mathematics teachers in developing test instruments as a strategy for mathematics learning based on problem solving and numerical literacy. In addition, teachers’ creativity in designing learning tools—particularly test instruments aligned with teaching modules and student worksheets (LKPD) based on problem solving and numerical literacy—remains low. Therefore, this training program was designed to enhance teachers’ competence and creativity in developing test instruments as part of effective learning strategies, especially those integrated with problem solving and numerical literacy-oriented teaching modules and LKPD. The methods employed in this program include lectures, interactive discussions, and hands-on training. The lecture method was used to deliver theoretical concepts related to test instruments that align with problem solving and numerical literacy-based modules and LKPD. The training method involved participants directly in the process of designing and developing learning strategies. Meanwhile, the dialogic method was implemented to address challenges encountered by participants during the training sessions. The target participants of this program were high school mathematics teachers in North Aceh. The training provided significant benefits, particularly in improving teachers’ competence and creativity in developing effective mathematics learning tools.
Pelatihan Pembuatan LKPD untuk Mengembangkan Kemampuan Pemecahan Masalah Matematis dalam Materi Aljabar Rohantizani Rohantizani; Nuraina Nuraina; Henni Fitriani; Nuraini Fatmi; Suwanto Suwanto
Jurnal Solusi Masyarakat Dikara Vol 6, No 2 (2026): Agustus 2026
Publisher : Yayasan Lembaga Riset dan Inovasi Dikara

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

Abstract

Kemampuan pemecahan masalah matematis merupakan salah satu kompetensi utama yang harus dimiliki siswa dalam pembelajaran matematika abad ke-21. Kompetensi ini tidak hanya berkaitan dengan kemampuan menyelesaikan soal, tetapi juga mencakup kemampuan memahami masalah, merancang strategi penyelesaian, melaksanakan strategi secara sistematis, serta melakukan refleksi dan evaluasi terhadap hasil yang diperoleh. Namun, berbagai hasil penelitian terkini menunjukkan bahwa kemampuan pemecahan masalah matematis siswa, khususnya pada materi aljabar, masih berada pada kategori rendah hingga sedang. Salah satu faktor yang berkontribusi terhadap kondisi tersebut adalah penggunaan bahan ajar yang belum dirancang untuk menstimulasi proses berpikir tingkat tinggi siswa. Lembar Kerja Peserta Didik (LKPD) yang digunakan di sekolah umumnya masih bersifat prosedural dan berorientasi pada latihan rutin. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam merancang LKPD berbasis pemecahan masalah matematis pada materi aljabar. Metode pelaksanaan meliputi analisis kebutuhan, penyampaian materi konseptual, praktik penyusunan LKPD, pendampingan, serta evaluasi dan refleksi. Hasil kegiatan menunjukkan bahwa guru mengalami peningkatan pemahaman dan keterampilan dalam menyusun LKPD yang kontekstual, sistematis, dan berorientasi pada proses berpikir siswa. Kegiatan ini diharapkan dapat memberikan kontribusi terhadap peningkatan kualitas pembelajaran matematika serta pengembangan kemampuan pemecahan masalah matematis siswa secara berkelanjutan.
Exploring Ethnomathematics at the Islamic Center Mosque in Lhokseumawe as a Learning Resource for Arithmetic Sequences and Series in Junior High School Rohantizani Rohantizani; Nuraina Nuraina; Mursalin Mursalin; Eri Saputra; Suwanto Suwanto; Rahmi Hayati
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1403

Abstract

This study aims to explore the ethnomathematical potential embedded in the architecture of the Islamic Center Mosque in Lhokseumawe as a learning resource for teaching arithmetic sequences and series at junior secondary school level. The research adopts a qualitative approach employing an exploratory case study design. Data were collected through systematic architectural observations, visual documentation, semi-structured interviews with building managers and mathematics teachers, and numerical analysis of recurring structural patterns. The findings reveal that the arrangement of columns, arches, dome ornaments, and floor tile configurations exhibits numerical regularities that can be modelled using arithmetic sequences and series. The uniform spacing between columns reflects the concept of a common difference in arithmetic sequences, while the layered dome ornamentation illustrates the relationship between the nth term and the sum of the first n terms in an arithmetic series. These results demonstrate that mosque architecture embodies not only aesthetic and religious values but also structured mathematical principles relevant to classroom instruction. Integrating cultural context into mathematics learning enhances conceptual understanding, promotes student engagement, and increases the meaningfulness of abstract mathematical concepts. Therefore, the ethnomathematical exploration of mosque architecture offers a pedagogically sound and contextually relevant strategy for teaching arithmetic sequences and series in junior secondary education.
Co-Authors Amelia Prihatiningrum Aminuyati Anis Ilyani Asmaul Husna Eri Saputra Erna Isfayani Fakhrah Haves Qausar Hayatun Nufus Hayatun Nufus Henni Fitriani Ilyani Anis Jumadi Jumadi Kurnia Ramadani Br Siregar M Mursalin Marina Fadhilla Mila Kartika Sari Bangun Muliana Muliana Muzaifa Suryani Hawa Nur Fadhilah Nur Mahyuni Nuraini Fatmi Nurjannah Nurjannah Rahmi Hayati Rohantizani Rohantizani Sadriaton Muliana Suwanto Suwanto Suwanto Suwanto Syarifah Rita Zahara Ucuk Puji Rahayu Wulandari Wulandari