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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Jurnal SOLMA Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya Jurnal Cakrawala Pendas
Susilo Hadi
Universitas PGRI Adi Buana Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pendampingan Bunda PAUD dalam Pembuatan Alat Permainan Edukatif (APE) Sederhana untuk Pengenalan Konsep Bangun Datar Eka Susilowati; Nur Fathonah; Erna Puji Astutik; Susilo Hadi; Lidya Lia Prayitno
Jurnal SOLMA Vol. 9 No. 1 (2020)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (411.789 KB) | DOI: 10.29405/solma.v9i1.4714

Abstract

Bunda PAUD di Kecamatan Gondang merasa kesulitan mengenalkan bangun datar pada anak usia dini. Mereka bingung memberikan APE seperti apa kepada anak usia dini. Bunda-bunda PAUD juga menginginkan APE yang dapat dengan mudah mereka buat untuk anak didiknya dengan biaya yang ekonomis. Oleh karena itu, diperlukan adanya pelatihan untuk bunda PAUD dalam pembuatan APE yang sederhana namun mampu meningkatkan pemahaman anak usia dini mengenai konsep bangun datar. Tujuan pengabdian ini adalah untuk membantu bunda PAUD membuat APE yang mudah dibuat dalam rangka mengenalkan bangun datar ke anak usia dini. Metode yang diterapkan dalam pelatihan ini adalah metode presentasi, metode demostrasi, dan metode praktik. Alat permainan edukatif yang dibuat selain mudah dibuat juga murah bahannya dari barang bekas, namun tetap aman untuk anak usia dini. Alat-alat permainan edukatif yang dihasilkan juga dapat melatih motorik halus dan kasar anak usia dini. Hasil yang dicapai dari kegiatan pengabdian pada Bunda PAUD se Kecamatan Gondang adalah para Bunda PAUD mampu mengkreasikan atau mengimprovisasi alat pemainan edukatif (APE) yang diberikan dalam pelatihan. Dengan adanya bunda PAUD yang dapat mengkreasikan APE sederhana yang dibuat dari barang bekas, maka dapat mengurangi sampah dan diharapkan anak usia dini dapat dengan mudah memahami apa saja bangun datar, warna, dan juga membilang dalam satu APE saja yang dihasilkan.
A Analysis of Climber Students' Mathematics Communication Skills in Solving Algebraic Problems Prayogo; Hanim Faizah; Susilo Hadi
Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/bp.vol19.no1.a6857

Abstract

This study aims to describe students' mathematical communication skills in the climber category. Subjects in this study were selected based on the results of the ARP test. The techniques used in this study were tests and interviews with climber students who were selected from class VII junior high school students. For data analysis, the Miles and Huberman method was used. The results of this study are climber students are able to fulfill all the established mathematical communication indicators. Climber students are able to express real objects, situations and everyday events in the form of mathematical models (in the form of pictures, tables, diagrams, graphs, algebraic expressions), explain ideas and mathematical models (in the form of pictures, tables, diagrams, graphs, expressions algebra) into spoken or written language, Explain and create mathematical questions being studied, Listen, discuss, and write about mathematics, and Make conjectures, construct arguments, formulate definitions and generalizations.
TEACHERS' PERSPECTIVES ON OBSTACLES AND SOLUTION STRATEGIES IN MATHEMATICS TEACHING IN INCLUSIVE ELEMENTARY SCHOOL CLASSES Susilo Hadi; Reza Rachmadtullah; Dudu Suhandi Saputra; Budi Febriyanto
Jurnal Cakrawala Pendas Vol. 9 No. 4 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i4.6384

Abstract

This study aims to identify the challenges faced by teachers in teaching mathematics in inclusive elementary school classrooms and the solution strategies implemented to overcome these challenges. Teaching mathematics in inclusive classrooms involves students with diverse abilities, including students with special needs, which complicates the learning process. The research method used was descriptive qualitative, with data collected through in-depth interviews and observations of several teachers teaching in inclusive elementary school classrooms. The results indicate that the main challenges faced by teachers include differences in academic ability levels among students, limited resources, complex classroom management, difficulties in managing the behavior of students with special needs, and a lack of adequate training and support for teachers. Teachers face challenges in adapting teaching materials and teaching methods to meet the diverse needs of students, which impacts learning effectiveness. Furthermore, limited access to appropriate tools and technology is also a hindering factor. To overcome these challenges, teachers implement various solution strategies, such as using more flexible teaching methods and collaborating with support staff and specialists to provide more attention to students with special needs.
Ethnomathematics comics of Al-Akbar Mosque: Enhancing elementary students' understanding of geometric shapes Aulia Ika Aulia Oktavia; Via Yustitia; Susilo Hadi; Tommy Tanu Wijaya
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.19231

Abstract

Learning is evolving rapidly in the 21st century, as evidenced by advancements in science and technology (IPTEK), including the use of comics as a medium for learning mathematics. The incorporation of ethnomathematics comics based on the architectural features of Masjid Al-Akbar Surabaya serves as an innovative learning tool to address issues such as unengaging media and students’ reluctance to learn mathematics. This study aims to: (1) examine the process of developing ethnomathematics comics about the Al-Akbar Mosque of Surabaya to help elementary school students recognize the names and characteristics of geometric structures; (2) assess the feasibility of these comics as a learning medium; and (3) analyze teachers' and students' responses to their implementation in the classroom. This study employs a research and development (R&D) approach using the ADDIE development model, which consists of four stages: analysis, design, development, and implementation. Data collection methods include documentation, surveys, observations, interviews, and literature reviews, while data analysis combines qualitative descriptive and quantitative techniques based on expert validation and Likert-scale responses. The results indicate that (1) the three initial stages of the research process—analysis, design, and development—were successfully carried out according to the established framework; (2) validation data from material experts, linguists, and learning media specialists rated the comics as "highly feasible"; and (3) responses from class II-A teachers, expert teachers, and four class II-A students also confirmed a "highly feasible" rating. These findings suggest that the developed ethnomathematics comics based on the Al-Akbar Mosque are effective and appropriate for elementary school students in learning about geometric structures. This research contributes to mathematics education by integrating ethnomathematics into instructional media, fostering cultural appreciation while enhancing students' understanding of geometric concepts. Additionally, it provides a structured framework for developing ethnomathematics-based learning resources that can be adapted to other cultural and architectural contexts.
Critical thinking of elementary school students in solving numeracy problems in terms of learning styles: Dwi Alfan Ashari; Via Yustitia; Susilo Hadi; Tommy Tanu Wijaya
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.19585

Abstract

This study aims to describe students’ critical thinking abilities in solving numeracy problems in terms of four learning styles: activist, theorist, pragmatist, and reflector. A qualitative descriptive approach was employed, involving students who represent each learning style as classified by the Honey and Mumford model. Data were collected through numeracy tests and in-depth interviews to explore students' reasoning processes and critical thinking indicators. The findings indicate that students with an activist learning style tend to excel in the reasoning indicator, as they are able to explain their problem-solving strategies clearly and appropriately. However, their solutions often lack thoroughness, with some steps being overlooked. Students with a theorist learning style show strengths in the inference indicator, demonstrating the ability to provide logical explanations and clearly articulate cause-effect relationships. Those with a pragmatist learning style also lean towards the reasoning indicator, offering straightforward and practical explanations of their chosen strategies. Meanwhile, reflector-type learners display a preference for the inference indicator as well, outlining their steps but expressing uncertainty and hesitation in their answers. In conclusion, students’ critical thinking abilities in numeracy tasks are influenced by their learning styles, with each style showing a different emphasis on specific critical thinking indicators. This research contributes to the field by: (1) providing insights into the relationship between learning styles and critical thinking indicators in the context of numeracy; (2) informing educators on how to tailor instructional strategies to align with students’ learning styles in order to enhance critical thinking; and (3) offering a foundation for future studies aimed at developing numeracy-based learning tools that accommodate diverse learning preferences.
Co-Authors Astutik, Erna Puji Aulia Ika Aulia Oktavia Budi Febriyanto Dwi Alfan Ashari Eka Susilowati Faizah, Hanim Lidya Lia Prayitno Nur Fathonah Prayogo Prayogo Reza Rachmadtullah Saputra, Dudu Suhandi Tommy Tanu Wijaya