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All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika Inovasi Pendidikan: Jurnal Pendidikan
Prima Yudhi
Universitas Muhammadiyah Sumatera Barat
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengembangan MARION 4.0 pada Materi Bangun Ruang untuk Pembelajaran Inovasi di Era New Normal Prima Yudhi; Yuliani Fitri
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 1 (2022): Volume 6 Nomor 1 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i1.1166

Abstract

Penelitian ini bertujuan menghasilkan multimedia tutorial interaktif sebagai upaya menyongsong pendidikan 4.0 yang akan menjadi new normal di era digital pasca COVID-19 nantinya. Implementasi dilakukan dalam pembelajaran materi bangun ruang, karena materi tersebut memiliki kompleksitas relatif tinggi. Pembelajarannya menjadi sulit ketika umumnya pemaparan konsep divisualisasikan melalui gambar-gambar statis. Peserta didik membutuhkan penalaran yang cermat mengenai konsep-konsep materi dengan melakukan banyak percobaan. Akibatnya alokasi waktu pembelajaran masih belum mencukupi. Penelitian ini merupakan penelitian pengembangan (developmental research) dan mengacu pada model Instructional Development Institute (IDI) yang terdiri atas tiga tahap, yaitu penentuan (define) atau analisis kebutuhan, pengembangan (develop) dan evaluasi (evaluate). Subjek penelitian pada kelas terbatas berjumlah 30 orang peserta didik SMPN 1 Padang Panjang pada kelas VIII.C. Hasil pengembangan berupa MARION 4.0 memperoleh kevalidan dari segi isi dan konstruk, sedangkan dari uji praktikalitas menunjukkan kemudahan penggunaan yang tinggi, minat belajar meningkat, dan peserta didik lebih aktif dalam belajar. Peningkatan ketuntasan hasil belajar peserta didik mencapai hingga 76,67%. Berdasarkan kondisi tersebut disimpulkan bahwa MARION 4.0 yang dikembangkan telah valid, praktis dan efektif digunakan sebagai media pembelajaran inovasi untuk peserta didik kelas VIII Sekolah Menengah Pertama.
Integrasi Digital Pada E-LKPD Berbasis RME Untuk Mengoptimalkan Pemecahan Masalah Aljabar Prima Yudhi
Inovasi Pendidikan Vol 12, No 2 (2025): Volume 12 No. 2, November 2025
Publisher : FKIP UMSB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/ip.v12i2.7689

Abstract

The abstraction of algebraic concepts presents a significant barrier to students' mathematical problem-solving proficiency. While Realistic Mathematics Education (RME) offers a pedagogical bridge by grounding mathematics in reality, its integration with digital media remains underexplored. This study aims to develop and critically analyze the mechanism of action of an Electronic Student Worksheet (E-LKPD) based on RME to optimize algebraic problem-solving skills. Utilizing the Research and Development (RD) methodology with the ADDIE framework, the study involved expert validation, practicality testing, and effectiveness assessment. Data analysis reveals a pedagogical alignment: the product achieved high validity scores (Material 87.5%, Media 80%, Language 86.67%) and practicality (88.17%). Crucially, the mechanism of action identified demonstrates that the E-LKPD's digital affordances successfully scaffold the mathematization process, transforming abstract symbols into tangible problem-solving tools. Consequently, student mastery increased significantly from an initial average of 26.92% to a post-intervention average of 91.15%, with 84.37% of students achieving classical mastery. This study confirms that the synergy between RME context and digital interactivity is a potent catalyst for mathematical understanding.
PERAN ETNOMATEMATIKA DALAM MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA ABSTRAK MELALUI LITERASI MATEMATIS Prima Yudhi
Inovasi Pendidikan Vol 13, No 1 (2026): Volume 13 No. 1, Maret 2026
Publisher : FKIP UMSB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/ip.v13i1.8449

Abstract

Ethnomathematics has emerged as a strategic approach in mathematics education to bridge abstract concepts with students' cultural experiences. This study aims to categorize the main themes from recent literature, identify the common denominator, and formulate the mechanisms of action of ethnomathematics in enhancing the understanding of abstract concepts and numeracy literacy. A systematic literature review was conducted using sources indexed in Scopus, Web of Science, and Sinta (2020–May 2026). A total of 35 articles met the inclusion criteria. The analysis revealed four main themes: (1) ethnomathematics in geometry and solid figures; (2) ethnomathematics based on traditional games; (3) ethnomathematics in batik art and architecture; and (4) integration of ethnomathematics with digital technology (AR, comics, e-modules). The common denominator across all themes is the use of local cultural contexts as a “concrete-abstract bridge”. The mechanisms of action include: (a) providing familiar real-world contexts; (b) structured mathematical literacy activities (formulate–employ–interpret); (c) social and reflective knowledge construction; and (d) enhanced motivation and cultural identity reinforcement. This study concludes that ethnomathematics effectively improves understanding of abstract mathematical concepts and numeracy literacy through a cultural bridging mechanism; however, its optimization requires teacher training, development of teaching materials, and curriculum policy support.
Co-Authors Yuliani Fitri