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All Journal SAINSMAT Jurnal Infinity Jurnal Karya Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika LEMMA: Letters Of Mathematics Education Jurnal Elemen Eduma : Mathematics Education Learning and Teaching KALAMATIKA Jurnal Pendidikan Matematika Jurnal Matematika: MANTIK Jurnal Pengabdian Pada Masyarakat Procediamath Teorema: Teori dan Riset Matematika JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Minda Baharu M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Perdikan: Journal of Community Engagement Journal of Didactic Mathematics Journal of Educational Experts (JEE) Mosharafa: Jurnal Pendidikan Matematika Bima Abdi: Jurnal Pengabdian Masyarakat Edumatica: Jurnal Pendidikan Matematika SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam International Journal of Educational Research Excellence (IJERE) Journal Focus Action of Research Mathematic (Factor M) International Journal of Contemporary Studies in Education Euclid Ar-Riyadhiyyat: Jurnal Pendidikan Matematika JNPM (Jurnal Nasional Pendidikan Matematika) IndoMath: Indonesia Mathematics Education Jurnal Infinity Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan Mathematics Education Journal
Surya Amami Pramuditya
Universitas Swadaya Gunung Jati
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Developing mathematics virtual reality based on understanding mathematical concepts Anisa, Putri Mutiara; Saenih, Saenih; Oktaviani, Anisa; Pramuditya, Surya Amami; Sundawan, Mohammad Dadan
Jurnal Elemen Vol 10 No 2 (2024): May
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i2.25487

Abstract

This research was motivated by students' difficulties understanding the basic concepts of abstract flat-side spatial shapes. So, learning media is needed to help students understand the material that is made interesting by utilising technology in the form of virtual reality. The research aims to determine the development of virtual reality media towards students' conceptual understanding, which has been tested validly and practically, so that it can be used as an active and exciting learning media. The method used in this research is a qualitative approach using the Research and Development method and the ADDIE model using the Millealab application. Participants were eighth-grade students at junior high schools. The outcomes of the research show that virtual reality is an innovative learning media that utilises technological developments in learning media and provides a quick, engaging, and fun understanding so that students can more easily understand mathematical concepts in flat-sided material. Virtual reality learning media has been extensively tested to be valid, practical, and suitable for use in learning. Suggestions for this research can provide an innovative development of virtual learning media, which still has many shortcomings, so that it is much better and produces like learning.
DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING Muchamad Subali Noto; Surya Amami Pramuditya; Yudrick Maulana Fiqri
Jurnal Infinity Vol 7 No 1 (2018): Volume 7 Number 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v7i1.p61-68

Abstract

In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1) analysis of the situation didactic before learning, 2) analysis of metapedadidatik and 3) the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test), interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1) students' difficulties in relating the material prerequisites to limit problems. 2) students can not write properly limit symbol, 3) students can not apply a limit theorem, 4) students are not able to determine the limit value at one point, and 5) students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of  with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.
CHARACTERISTICS OF STUDENTS' MATHEMATICAL PROBLEM SOLVING ABILITIES IN OPEN-ENDED-BASED VIRTUAL REALITY GAME LEARNING Surya Amami Pramuditya; Muchamad Subali Noto; Fuji Azzumar
Jurnal Infinity Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i2.p255-272

Abstract

This research is motivated by the problem-solving ability of students is still low, and the teaching materials used cannot be studied independently. The purpose of this study was to determine students' profiles about students' problem-solving abilities seen from indicators of choosing and implementing the problem-solving strategies to solve mathematical and outside mathematics using open-ended-based virtual reality games. A virtual reality game through open-ended-based learning media is made with the concept of moving the situation of learning mathematics in the real world into a virtual world displayed through a computer. This research used a qualitative method with a case study design. The research instrument used is a question of mathematical problem-solving ability through open-ended-based and interview transcripts. The research subjects were six eighth grade Junior High School students consisting of two students with high knowledge, two with moderate knowledge, and two with common knowledge. The result showed that students have different mathematical problem-solving abilities from each indicator, namely 1) identifying the adequacy of data for problem-solving, 2) making mathematical models from everyday situations or problems, 3) selecting and implementing strategies to solve math and math problems outside of using virtual reality games through open-ended based.
MathAR Book Technology Innovation: Effectiveness of Using Augmented Reality-Based Mathematics Books on Students' Mathematical Understanding Ability Prihatini, Atik; Dewi, Utami; Pramuditya, Surya Amami; Aminah, Neneng
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.1141

Abstract

Educational innovation continues to develop with advances in digital technology, including the use of Augmented Reality (AR) in learning. This research aims to measure the effectiveness of AR-based mathematics books (MathAR Book) on students' mathematical understanding. MathAR Book integrates traditional learning content with AR elements such as 3D visualization and interactive animations to increase student interest and engagement in learning mathematics. This research methodology uses a quasi-experimental approach with a pretest-posttest design. The sample consisted of class XII students who were randomly selected and divided into an experimental group that used the MathAR Book and a control group that used conventional textbooks. The instruments used include tests of understanding mathematical concepts, learning motivation questionnaires, and in-depth interviews. The results showed a significant increase in students' mathematical understanding in the experimental group compared to the control group. MathAR Book students also showed increased learning motivation and concept visualization abilities. Student feedback indicates that AR creates a more engaging and effective learning environment. In conclusion, the MathAR Book effectively improves students' mathematical understanding.
Analysis of Student Perceptions on the Use of Interactive Mathematics Learning Media Dewi, Utami; Atik Prihatini; Surya Amami Pramuditya; Neneng Aminah
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.1147

Abstract

This study analyzes students' perceptions of using Quizizz as an interactive mathematics learning media in the classroom. Quizizz media was chosen because Quizizz is the most popular among teachers and students. Using a quantitative descriptive method, the study involved 60 grade X high school students who had used Quizizz. Data were collected through a Likert-scale-based closed questionnaire, measuring ease of use, learning benefits, and student engagement. The analysis showed that students had positive perceptions of Quizizz, with 80% stating that the platform was easy to use, 75% feeling that Quizizz helped them understand the material, and 70% feeling more motivated. Linear regression tests showed a significant relationship between ease of use, learning benefits, and student engagement in learning motivation. Most students felt more active and motivated while using Quizizz, most likely due to the competitive elements such as the leaderboard and point system. These elements not only boost students' intrinsic motivation but also generate extrinsic motivation through healthy competition among students. The more positive students' perceptions of Quizizz, especially in ease of use and learning benefits, the higher their motivation to participate in the learning process. This study concluded that Quizizz is an effective mathematics learning media, improves learning outcomes, and motivates students to be more actively involved in learning.
Students' Mathematical Understanding Ability On The Material Of The Linear Absolute Value Of One Variable Assisted By A Digital Module Pujakusuma, Gina Kustina; Pramuditya, Surya Amami
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 1 (2023): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i1.273

Abstract

Mathematical understanding ability is an ability that is considered important for students because it is the basis for other mathematical abilities. However, it turns out that students' mathematical comprehension ability is still low, especially in the part of linking between concepts. The problem must be solved so that the student does not have difficulties in receiving the material. To solve this problem, researchers choose teaching materials in the form of digital modules that are considered capable of improving mathematical understanding skills. This research uses a qualitative approach with a case study method. Data collection is carried out by means of interviews, tests, and observations. Data processing is carried out by means of reduction, presentation and drawing conclusions. The data is presented in the form of a qualitative description. The results showed that digital modules are practical and usable. However, it is inversely proportional to the mathematical comprehension ability of students who are still in instrumental understanding, including: 1). Understanding the material, 2). Mentioning examples and not examples, 3). Explaining using its own language, 4). Draw conclusions for simple questions but have not been able to have a good impact on students in terms of linking between concepts. So that the existence of digital modules is still unable to solve the problem of low relational understanding ability.
ANALISIS KEMAMPUAN PENALARAN MATEMATIS SISWA MELALUI PENDEKATAN PEMBELAJARAN BERDIFERENSIASI Nida Nur'azizzah; Surya Amami Pramuditya; Cita Dwi Rosita
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 9 No 1 (2023): JUMLAHKU VOL.9 NO.1 2023
Publisher : Program Studi Pendidikan Matematika STKIP Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jumlahku.v9i1.2744

Abstract

Kondisi pasca pandemi ini membuat siswa mempelajari setiap materi dari gadgetnya. Hal tersebut membuat pola pikir siswa sangat terbatas karena kepraktisan yang didapatkannya. Hanya dengan membuka satu situs internet, semua jawaban tentang materi yang dipelajarinya ada disitu. Hal tersebut membuat kemampuan penalaran matematis siswa tidak cukup berkembang. Oleh karena itu diperlukan adanya upaya dalam meningkatkan kemampuan penalaran matematis siswa yang salah satunya dengan memberikan pembelajaran yang sesuai dengan gaya belajar siswa. Dalam pembelajaran berdiferensiasi itu sendiri terdapat beberapa aspek kebutuhan siswa yang harus dipenuhi, yakni kesiapan, minat dan gaya belajar siswa. Pembelajaran berdiferensiasi mengedepankan konsep bahwa setiap siswa memiliki minat, potensi dan bakat tersendiri. Metode penelitian ini menggunakan metode kualitatif-deskriptif dengan tujuan mendeskripsikan kemampuan penalaran siswa dengan menggunakan pendekatan pembelajaran berdiferensiasi. Hasil dari tes tersebut menunjukan bahwa ketiga orang subjek ini memperoleh nilai yang cukup memuaskan setelah dilakukan pengelompokan berdasarkan gaya belajar. Nilai subjek yang pertama dengan gaya belajar visual meningkat dari 56 menjadi 82 , nilai subjek 2 dengan gaya belajar auditori meningkat dari 68 menjadi 80 dan nilai subjek 3 dengan gaya belajar kinestetik meningkat dari 65 menjadi 75. Dengan begitu kemampuan penalaran matematis siswa berkembang cukup baik dengan dilakukannya pendekatan pembelajaran berdiferensiasi.
How is the Implementation of Realistic Mathematics Education on Mathematical Literacy Skills? A Systematic Literature Review Ida Hamidah; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Surya Amami Pramuditya
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2089

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan pendidikan matematika realistis (RME) dalam meningkatkan keterampilan literasi matematika dan mengidentifikasi kesenjangan serta rekomendasi untuk penelitian lebih lanjut dalam meningkatkan keterampilan literasi matematika. Melalui metode tinjauan pustaka sistematis, penelitian ini mengkaji 18 artikel relevan dari Scopus yang diambil dalam periode 2018-2023 menggunakan aplikasi Publish or Perish. Analisis data dalam penelitian ini dilakukan menggunakan kerangka kerja PIECES (Planning, Identifying, Evaluating, Collecting/Elaborating, Explaining, dan Summarizing). Hasil analisis menunjukkan bahwa RME dapat secara signifikan meningkatkan literasi matematika siswa dengan mendorong keterlibatan aktif, pemahaman yang mendalam, dan transferabilitas pengetahuan dalam berbagai konteks. Selain itu, penelitian ini menyoroti kesenjangan penelitian dan menawarkan wawasan untuk penelitian di masa mendatang. Temuan-temuan ini memberikan kontribusi penting bagi pengembangan metode pembelajaran matematika berbasis literasi di berbagai tingkat pendidikan.This research aims to examine the application of realistic mathematics education (RME) in improving mathematical literacy skills and identify gaps and recommendations for further research in improving mathematical literacy skills. Through a systematic literature review method, this research examines 18 relevant articles from Scopus taken in the 2018-2023 period using the Publish or Perish application. Data analysis in this research was carried out using the PIECES framework (Planning, Identifying, Evaluating, Collecting/Elaborating, Explaining, and Summarizing). The analysis results show that RME can significantly improve students' mathematical literacy by encouraging active engagement, deep understanding, and transferability of knowledge in various contexts. Additionally, this study highlights research gaps and offers insights for future research. These findings provide an important contribution to the development of literacy-based mathematics learning methods at various levels of education.
Developing a Mathematical Literacy Learning Environment for Students through Educational Game Assistance Hamidah, Ida; Zulkardi; Putri, Ratu Ilma Indra; Pramuditya, Surya Amami
Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i1.pp141-162

Abstract

Mathematical literacy is a fundamental skill that enables students to solve real-life problems, think critically, and make informed decisions across various contexts. Its absence can impede students' academic success and limit their ability to address challenges in a technology-driven world, underscoring the importance of this research in enhancing their future opportunities. A significant factor contributing to this issue is the inadequate implementation of teaching practices that support mathematical literacy in schools. To address this challenge, this study aims to develop a valid, practical, and impactful mathematical literacy learning environment for junior high school students using educational game assistance. A design research method with a developmental research approach was employed, consisting of three stages: the preliminary stage, prototype development, and evaluation. The data were analyzed through qualitative descriptive analysis. This study developed a mathematical literacy learning environment leveraging educational game technology to enhance student learning. The environment was validated in terms of content, construct, and language aspects, deemed practical for its ease of use, accessibility, flexibility, and alignment with learning objectives, and evaluated for its potential impact based on Guskey's five-levels framework. The results highlight its potential impact on improving mathematical literacy and addressing the challenges posed by inadequate teaching practices in schools. This research underscores the importance of integrating innovative educational tools to better prepare students for success in a technology-driven world.
Komunikasi Matematis Siswa melalui Pembelajaran Berbantuan Modul Digital Daring Surya Amami Pramuditya; Atina Sabila Khodijah; Sri Asnawati
Edumatica : Jurnal Pendidikan Matematika Vol 11 No 3 (2021): Edumatica: Jurnal Pendidikan Matematika (Desember 2022)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (786.474 KB) | DOI: 10.22437/edumatica.v11i03.15123

Abstract

Mathematical communication is one of the mathematical abilities that need to be mastered by students because mathematical communication has an important role in linking ideas and abstract language with mathematical symbols. Meanwhile, digital modules based on several previous studies are considered practical and can improve mathematics learning outcomes. Therefore, the online digital module was used as a supporting medium in this research. This study aims to describe the profile of students' mathematical communication skills through online digital module-assisted learning. The approach used is a qualitative approach with a descriptive method. The subjects in this study were grade IX students from one of the public junior high schools in Majalengka Regency as many as three people with better cognitive abilities than other students. The instruments used are tests and interview guidelines. The results of the study: (1) S-1 has high mathematical communication skills capable of fulfilling 5 of 6 sub-indicators; (2) S-2 has moderate mathematical communication skills and can fulfill 3 of the 6 sub-indicators; (3) S-3 has low mathematical communication skills and can fulfill 3 of the 6 sub-indicators with more errors in completion. The conclusion is that students can communicate their ideas based on things they have understood from the module such as ideas for solving SPLTV problems and the steps for solving them.
Co-Authors Anggita Maharani Anisa Oktaviani Anisa, Putri Mutiara Artisa Indariani Atik Prihatini Atina Sabila Khodijah Ayni, Nur Cita Dwi Rosita Citra Dwi Rosita Dede Syaefullah Diding Yadi Sahputra Elinda, Elinda Entit puspita Feriatna, Troynanda Firda Luthfiatika Jannah Fuji Azzumar Gina Putri Aulia Handayani, Via Dwi Handayani, Via Dwi Herri Sulaiman, Herri Hidayat, Yandi Wahyu Ida Hamidah Ida Hamidah Ika Wahyuni Indariani, Artisa Indrasari, Peti Iwan Supriadi Jajo Firman Raharjo Latifa, Ulfa Mohammad Dadan Sundawan, Mohammad Dadan Muchamad Subali Noto Neneng Aminah Neneng Aminah Nida Nur'azizzah Nurazizzah, Nida Prihatini, Atik Pujakusuma, Gina Kustina Purwono, Henri Ratu Ilma Indra Putri Rian Nazaruddin Azhar Rini Marwati Risnina Wafiqoh Risnina Wafiqoh Saenih, Saenih SAID AKHMAD MAULANA Samsul Maarif Setiyani Setiyani Setiyani Siska Firmasari Siska Firmasari Siska Firmasari, Siska Sri Asnawati Sri Asnawati, Sri Sri Pitriayana Sutrisna, Nia Toto Subroto Trisna Roy Pradipta Trisna Roy Pradipta, Trisna Roy Utami Dewi Via Dwi Handayani Yudrick Maulana Fiqri Yundha Ratnasari Zulkardi Zulkardi Zulkardi