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All Journal Union: Jurnal Ilmiah Pendidikan Matematika GEMBIRA (Pengabdian Kepada Masyarakat) Indonesian Educational Research Journal
Nur'aini Muhassanah
Universitas Nahdlatul Ulama Purwokerto
Religion Humanities Civil Engineering, Building, Construction & Architecture Education Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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PELATIHAN PELATIHAN PENULISAN EQUATION PADA MICROSOFT WORD MENGGUNAKAN BAHASA LaTeX DALAM PEMBELAJARAN MATEMATIKA DI LINGKUNGAN MGMP MATEMATIKA SMK KABUPATEN BANYUMAS Afifah Hayati; Dwiani Listya Kartika; Nur'aini Muhassanah
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 1 No 03 (2023): JUNI 2023
Publisher : Media Inovasi Pendidikan dan Publikasi

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Abstract

Pengembangan media pembelajaran di bidang pendidikan sesuai dengan perkembangan zaman diperlukan. Kemampuan dalam pengembangan tersebut sangat dibutuhkan oleh para guru dalam berbagai tingkat pendidikan pada era digitalisasi ini. Kurangnya kemampuan adaptasi para guru dalam mengikuti perkembangan berbagai jenis media pembelajaran pada era ini adalah salah satu kendala yang dijumpai para guru dalam pengembangan media pembelajaran. Fenomena tersebut terjadi di Lingkungan Musyawarah Guru Mata Pelajaran (MGMP) Matematika SMK Kabupaten Bannyumas. Salah satu perangkat lunak yang digunakan dalam pengembangan media pembelajaran adalah Microsoft Word. Dalam pelatihan penulisan media pembelajaran pada Microsoft Word yang berfokus pada Mata Pelajaran Matematika ini, peserta diperkenalkan dengan penulisan equation menggunakan Bahasa LaTeX dalam berbagai materi di Mata Pelajaran Matematika tingkat SMK. Metode yang digunakan dalam pelatihan ini adalah diskusi dan tanya jawab. Penulisan dengan Bahasa LaTeX ini dapat mempersingkat waktu penulisan pada Microsoft Word sehingga meningkatkan keefisienan waktu bagi para guru dalam mempersiapkan Kegiatan Belajar Mengajar.
Application of the Kahoot game-based problem-based learning model to increase motivation and learning achievement in the calculus Nur'aini Muhassanah; Dwiani Listiya Kartika
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 3 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i3.15949

Abstract

The purpose of this study is to raise student achievement and learning motivation by implementing problem-based learning based on the Kahoot game. This research was carried out from February to April 2023. This type of research is classroom action research, which consists of 2 cycles, each with four stages: planning, implementing, observing, and reflecting. This research was conducted on 12 students of the mathematics study program, even in the semester 2022/2023, who took the Calculus 2 course. Data collection techniques were tests and observations. The results of this research are as follows: 1) There was an increase in learning achievement after implementing the Kahoot game-based problem-based learning model seen from the class average before learning. 57.87 and after cycles I and II, with a class average of 71.5 and 80.25. 2) increase student learning motivation. This is indicated by the results of the learning motivation data before the research, which met the good enough criteria; as many as seven students (58.33%) and five students (41.67%) met the good criteria. After taking action, eight students (66.67%) fell into the good criteria, and four (33.33%) fell into the very good criteria.
Analysis of student errors based on Polya’s steps in three-dimensional geometry Nur'aini Muhassanah; Ana Setiani
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17575

Abstract

Students often experience difficulties in learning mathematics, particularly in solving word problems. Consequently, students make many errors when answering story questions in mathematics. The aim of this research is to describe students' mistakes according to Polya's theory in solving story problems on three-dimensional geometry materials. Student mistakes identified in Polya's theory include: understanding the problem, planning a solution, implementing the solution plan, and re-examining the obtained solution. The research method used is descriptive qualitative. The technique used is an interactive data analysis model from Miles & Huberman, which consists of four steps in analysis activities: data collection, data reduction, data presentation, and conclusion synthesis. The subjects of this research were 20 students from the Elementary School Teacher Education Study Program. The instruments used in this research are tests in the form of problem-solving questions and non-test instruments, including interviews. The results of the research indicate that many students made errors during the re-examination stage, primarily due to a lack of thoroughness in recording the conclusions from their calculations. For this reason, it is necessary to develop learning methods or models that improve the ability to understand concepts, use a variety of problem-solving strategies, and develop thinking process skills that can help reduce errors in solving mathematical problems.
Implicit Pedagogical Alignment with van Hiele Theory in Geometry Learning: Teachers’ Understanding, Instructional Practices, and Assessment Nur'aini Muhassanah; Ariyadi Wijaya; Syukrul Hamdi; Heri Retnawati; Wahyu Setyaningrum; Novi Andri Nurcahyono
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.158

Abstract

Teachers’ understanding of students’ geometric thinking is essential for designing geometry instruction that supports cognitive development. Although previous studies have demonstrated the effectiveness of van Hiele-based instruction, little is known about how teachers understand and enact its principles in classroom practice. This study explored junior secondary mathematics teachers’ understanding of the van Hiele theory, their perceptions of students’ geometric thinking levels, the instructional strategies they employ, and their assessment practices in geometry learning. A qualitative phenomenological approach was conducted with eleven junior secondary mathematics teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers have limited formal understanding of the terminology and hierarchical structure of the van Hiele theory. Nevertheless, they demonstrate implicit pedagogical alignment with its principles through their classroom practices. Teachers were able to identify students’ geometric thinking, particularly at the visualization and analysis levels, and employed concrete and visual representations, exploratory learning, classroom discussion, questioning, and contextual problem-solving to support students’ learning. Assessment practices included oral questioning, written tasks, observations, presentations, and formative assessment, although assessment of higher-order geometric reasoning remained limited. These findings suggest that teachers’ professional experience can foster pedagogical practices consistent with van Hiele’s principles despite limited theoretical mastery. The study contributes empirical evidence of implicit pedagogical alignment and highlights the importance of professional development that integrates teachers’ practical experience with a systematic understanding of geometric thinking.
Co-Authors Afifah Hayati Ambar Winarni Ana Setiani Ariyadi Wijaya Dwiani Listiya Kartika Dwiani Listya Kartika Heri Retnawati Novi Andri Nurcahyono Syukrul Hamdi Wahyu Setyaningrum