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All Journal Jurnal Pendidikan Matematika dan IPA Pedagogi : Jurnal Penelitian Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika AKSIOMA PRISMA at-tamkin: Jurnal Pengabdian kepada Masyarakat JKPM (Jurnal Kajian Pendidikan Matematika) Jurnal Pendidikan Matematika (JPM) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Al-Khidmat : Jurnal Ilmiah Pengabdian Kepada Masyarakat Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Bima Abdi: Jurnal Pengabdian Masyarakat Journal of Math Tadris (jMt) Indo-MathEdu Intellectuals Journal JES-MAT (Jurnal Edukasi dan Sains Matematika) International Journal Administration, Business & Organization Euclid JGuruku: Jurnal Penelitian Guru Dedikasi: Jurnal Pengabdian Kepada Masyarakat JES-MAT (Jurnal Edukasi dan Sains Matematika)
Nuranita Adiastuty, Nuranita
Program Studi Pendidikan Matematika Universitas Kuningan (UNIKU)
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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THE CIREMAI MOUNTAIN CURRICULUM IN A BRAIN-BASED LEARNING E-MODULE: AN EFFORT TO ENHANCE STUDENTS"™ MATHEMATICAL CREATIVE THINKING ABILITY Adiastuty, Nuranita; Aeni, Dilla Dzahrotul; Syafari, Rahayu
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93469

Abstract

This study aims to develop a Brain-Based Learning (BBL) e-module based on the Gunung Ciremai Curriculum to enhance junior high school students' mathematical creative thinking on plane figures. Using the ADDIE Research and Development model, the study involved 30 seventh-grade students from class VII C at SMP Negeri 1 Kramatmulya. Instruments included validation and practicality questionnaires, as well as pre- and post-tests. The e-module was rated highly valid by material experts (88.54%) and media experts (81.94%), and valid by cultural experts (72.5%). Practicality scores were very high from both teachers (95.31%) and students (84.93%). An average N-Gain of 0.6 indicated a moderate improvement in creative thinking. These results show that the e-module is valid, practical, and effective in fostering mathematical creative thinking by integrating local cultural elements, particularly Kuningan batik, into learning. This study contributes by developing and validating a Brain-Based Learning (BBL) E-Module integrated with ethnomathematics of the Gunung Ciremai Curriculum, which is proven practical and effective in enhancing students"™ mathematical creative thinking skills.
Pengembangan E-Modul Berbasis Keseimbangan Otak Untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis Siswa pada Materi Barisan dan Deret Geometri Fatmawati, Vera; Adiastuty, Nuranita; Nurhayati, Nunu
Jurnal of Math Tadris Vol 4 No 1 (2024): Journal of Math Tadris (jMt)
Publisher : Mathematic Education Departement, State Islamic University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55099/jmt.v4i1.86

Abstract

This research aims to develop a brain balance-based module to improve students' mathematical creative thinking abilities on geometric sequences and series. The development of this e-module uses the Whole Brain Teaching (WBT) method, which is a brain balance method. The applications used in e-module development are Microsoft Office Word and Flip PDF Professional. This research is development research (Research and Development). The development model used in this research is the Plomp model which consists of three phases, namely the Preliminarity Phase, the Development or Prototype Phase, and the Assessment Phase. The instruments used in this research are validation sheets, practicality sheets and the N Gain Test instrument to see the effectiveness of the e-module. The result is that the validation test carried out by six media and material expert validators obtained an average score of 94.77% and was categorized as very valid. The results of the e-module practicality test carried out on teachers and students obtained an average score of 91.3% and were categorized as very good. Based on the N Gain test carried out in class e-module is categorized as medium.
Penerapan Project Based Learning Untuk Meningkatkan Motivasi Belajar Matematika Siswa Kelas III Ernawati; Adiastuty, Nuranita; Dwi Kartini
JGuruku: Jurnal Penelitian Guru Vol 2 No 1 (2024)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kuningan

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Abstract

ABSTRAK Tujuan dari penelitian ini adalah untuk meningkatkan keinginan siswa untuk belajar matematika dengan menerapkan paradigma pembelajaran berbasis proyek, yaitu pembelajaran berbasis proyek (PjBL), di kelas tiga. Model PjBL adalah paradigma pembelajaran kontekstual yang menggunakan proyek sebagai sarana untuk mengubah pembelajaran otonom siswa dengan meningkatkan keinginan mereka untuk belajar dan menghasilkan proyek berupa puzzle pecahan. Penelitian ini merupakan penelitian tindakan, khususnya penelitian tindakan kelas, yang melibatkan dua siklus. Model pembelajaran ini mengikuti pendekatan sistematis yang terdiri dari banyak langkah: merumuskan pertanyaan esensial, membuat rencana proyek, melaksanakan tugas-tugas proyek, memantau kemajuan proyek, melakukan evaluasi proyek, dan menilai hasilnya. Temuan penelitian menunjukkan bahwa model pembelajaran PjBL telah divalidasi secara empiris untuk meningkatkan keinginan siswa untuk belajar matematika sebesar 87%. Selain itu, hasil penelitian juga menunjukkan bahwa terdapat 2 siswa, atau 13% dari total siswa, yang belum memenuhi kriteria KKM. Kata kunci: Motivasi belajar, Project Based Learning, Matematika, Puzzle Pecahan. Application of Project Based Learning to Increase Mathematics Learning Motivation of Grade III Students ABSTRACT The purpose of this research was to enhance students' desire to learn mathematics by implementing a project-based learning paradigm, namely project-based learning (PjBL), in third-grade classrooms. The PjBL model is a contextual learning paradigm that use projects as a means to transform students' autonomous learning by enhancing their desire to study and produced a project in the form of a fraction puzzle. This study is an action research, specifically a class action research, which involves two cycles. This learning model follows a systematic approach consisting of many steps: formulating essential inquiries, creating a project plan, executing project tasks, monitoring project advancement, conducting a project evaluation, and assessing the outcomes. The study's findings demonstrate that the PjBL learning model has been empirically validated to enhance students' desire to learn mathematics by 87%. Additionally, it reveals that there are 2 pupils, accounting for 13% of the total, who have not met the KKM criteria. Keywords: Learning motivation, Project Based Learning, Mathematics, fraction puzzle.
Penguatan Asesmen Kompetensi Minimum melalui Pengenalan Soal Literasi Numerasi: (Pengabdian Kepada Masyarakat di SDN 1 Sumberjaya Ciwaru Kuningan) Taufik, Azin; Adiastuty, Nuranita; Riyadi, Mohamad
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2024): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/bajpm.v4i1.339

Abstract

Kurikulum merdeka telah diimplementasikan sebagian besar sekolah di Indonesia, mulai dari tingkat PAUD, SD, SMP dan SMA. Salah satu bentuk asesmen di kurikulum merdeka adalah diselenggarakannya Asesmen Nasional Berbasik Komputer (ANBK), pada pelaksanaannya ANBK ini terdiri dari beberapa asesmen, diantaranya Asesmen Kompetensi Minimum (AKM), survey lingkungan belajar dan survey karakter. Di dalam AKM siswa dituntut untuk mampu menguasai kemampuan literasi dan kemampuan numerasi yang diberikan berupa soal-soal dengan teks yang cukup Panjang, hal ini membuat sebagian besar peserta didik kesulitan dalam memahami soal sehingga penyelesaian soal kurang memuaskan. Sebagai salah satu solusi sekolah perlu secara intensif mengenalkan tipe-tipe soal AKM kepada peserta didik dan perlunya adanya pembiasaan peserta didik untuk secara mandiri atau berkelompok menyelesaikan soal-soal AKM berbasis literasi numerasi melalui e-book interaktif. Program pengabdian kepada masyarakat ini dijalankan dalam waktu 1 hari di SDN 1 Sumberjaya Ciwaru Kabupaten Kuningan, dalam bentuk pengenalan soal-soal AKM berbasis literasi numerasi, dalam pelaksanaannya peserta didik kelas 5 belum terlalu mengenal soal-soal literasi numerasi, sehingga masih mengalami kesulitan dalam pemecahan masalahnya. Evaluasi yang diberikan adalah meminta peserta didik secara langsung di kelas untuk menyelesaikan 10 soal AKM berbasis literasi Numerasi.
DEVELOPMENT OF AN INTERACTIVE FLIPBOOK-BASED E-MODULE TO ENHANCE STUDENTS’ ABILITY TO UNDERSTAND MATHEMATICAL CONCEPTS IN ARITHMETIC SEQUENCES AND SERIES Adiastuty, Nuranita; Sumarni, Sumarni; Nurhayati, Nunu; Rukoyah, Siska Siti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.11429

Abstract

This study addresses the challenges in the learning process, particularly the reliance on textbooks and limited instructional materials, leading to low mathematical conceptual understanding among students, especially in arithmetic sequences and series. To tackle this issue, an interactive flipbook-based e-module was developed to enhance students’ conceptual understanding. The aim of this study is to create valid, practical, and effective teaching materials in the form of this e-module. Using the ADDIE development model, the research comprises five phases: Analysis, Design, Development, Implementation, and Evaluation. Data analysis techniques include tests for validity, practicality, and improvements in conceptual understanding. Validity analysis yielded scores of 92.36% from media experts and 87.84% from content experts, both classified as “very valid.” Practicality analysis resulted in a score of 78.33% from teacher responses (categorized as “practical”) and 81.56% from student responses (categorized as “very practical”). The e-module successfully enhances conceptual understanding, with average pretest and posttest scores of 16.91 and 23.04, respectively. N-Gain analysis indicates an average N-Gain score of 0.88, classified as “high.” In conclusion, the developed interactive flipbook-based e-module is valid, practical, and effective in improving students' mathematical conceptual understanding.
Development of Neuroscience-Based E-module to Improve Mathematical Creative Thinking Skills Nuranita Adiastuty; Winayu Maulina Pritiya; Dilla Dzahrotul Aeni
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.2274

Abstract

Penelitian ini menangani gap dalam pendidikan matematika yaitu keterbatasan kapasitas siswa dalam pemecahan masalah kreatif. Tujuan kami adalah merancang dan memvalidasi modul pembelajaran digital yang didasarkan pada prinsip-prinsip neurosains, secara khusus menargetkan peningkatan penalaran matematis kreatif di kalangan peserta didik sekolah menengah atas. Kami menggunakan kerangka penelitian pengembangan mengikuti metodologi Plomp, yang mencakup analisis kebutuhan awal, tahap desain berulang, dan prosedur evaluasi produk yang komprehensif. Subjek penelitian adalah siswa kelas XI MIPA 1 di SMA Negeri 3 Kuningan, dengan lima validator ahli yang menilai e-modul tersebut. Penilaian ahli menghasilkan rata-rata penilaian 3,88 untuk kualitas konten dan 3,85 untuk desain multimedia, menunjukkan kesesuaian yang kuat dengan standar pedagogis yang telah ditetapkan. Kepraktisan modul dinilai sangat baik dengan tingkat respon siswa mencapai 90,1%. Peningkatan keterampilan berpikir kreatif diukur melalui pretest-posttest dengan nilai N-Gain sebesar 0,7 (kategori tinggi). Penelitian ini menunjukkan bahwa e-modul yang dikembangkan adalah valid, praktis, dan efektif sebagai solusi pembelajaran kreatif. The study addresses a critical gap in mathematics education: students' limited capacity for creative problem-solving. Our objective was to design and validate a digital learning module grounded in neuroscience principles, specifically targeting the enhancement of creative mathematical reasoning among high school learners. We employed a developmental research framework following Plomp's methodology, encompassing initial needs analysis, iterative design phases, and comprehensive product evaluation procedures. The research subjects were students of class XI MIPA 1 at SMA Negeri 3 Kuningan, with the five expert validators who assessed the e-modul. Expert appraisal yielded mean ratings of 3.88 for content quality and 3.85 for multimedia design, indicating strong alignment with established pedagogical standards. The practicality of the module was rated very good with the student response rate reaching 90,1%. The improvement of creative thinking skilss was measured through pretest-postest with an N-Gain value of 0,7 (high category). This research shows that the developed e-module is valid, practical, and effective as a creative learning solution.
The Desıgn and Development of Dıfferentıated Mathematıcs Teachıng Modules Based on Multıple Intellıgence Azin Taufik; Nuranita Adiastuty
Jurnal Pendidikan Matematika (JPM) Vol 10 No 1 (2024): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v10i1.20799

Abstract

Differentiated learning is becoming increasingly important in the world of education because each student has different characteristics and learning needs. Students have different backgrounds, experiences, interests, and intelligence, such as visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, musical-rhythmic, interpersonal, and intrapersonal intelligence. Multiple intelligence is a theory that states that each individual has several different types of intelligence or intelligence. Every individual has unique and different multiple intelligences. This research aims to obtain a differentiated mathematics learning tool based on multiple intelligences that meets valid and practical criteria. The learning tool in question is a Learning Implementation Plan which was developed according to the principles of differentiated learning based on multiple intelligences. The design used in this research is Research and Development. The stages or procedures of this development research refer to five main steps, namely needs analysis; product development (teaching materials); expert validation and product revision, and small-scale field trials. Data collection techniques use interviews, questionnaires, observations, and validation sheets. The results of the expert validation analysis of the RPP are included in the very valid criteria with an average validity value of 3.88 and the results of the response analysis obtained a score of 90.10 with very practical criteria. Differentiation in this research is based on the multiple intelligences of diverse students, researchers or teachers can continue research by looking at differentiation from other relevant aspects
DEVELOPMENT OF AN INTERACTIVE FLIPBOOK-BASED E-MODULE TO ENHANCE STUDENTS’ ABILITY TO UNDERSTAND MATHEMATICAL CONCEPTS IN ARITHMETIC SEQUENCES AND SERIES Nuranita Adiastuty; Sumarni Sumarni; Nunu Nurhayati; Siska Siti Rukoyah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.11429

Abstract

This study addresses the challenges in the learning process, particularly the reliance on textbooks and limited instructional materials, leading to low mathematical conceptual understanding among students, especially in arithmetic sequences and series. To tackle this issue, an interactive flipbook-based e-module was developed to enhance students’ conceptual understanding. The aim of this study is to create valid, practical, and effective teaching materials in the form of this e-module. Using the ADDIE development model, the research comprises five phases: Analysis, Design, Development, Implementation, and Evaluation. Data analysis techniques include tests for validity, practicality, and improvements in conceptual understanding. Validity analysis yielded scores of 92.36% from media experts and 87.84% from content experts, both classified as “very valid.” Practicality analysis resulted in a score of 78.33% from teacher responses (categorized as “practical”) and 81.56% from student responses (categorized as “very practical”). The e-module successfully enhances conceptual understanding, with average pretest and posttest scores of 16.91 and 23.04, respectively. N-Gain analysis indicates an average N-Gain score of 0.88, classified as “high.” In conclusion, the developed interactive flipbook-based e-module is valid, practical, and effective in improving students' mathematical conceptual understanding.
Penguatan Literasi Numerasi Matematis Siswa Kelas XII SMAN 1 Kadugede Kuningan melalui Program Pengabdian Berbasis Kurikulum Merdeka Nuranita Adiastuty; Azin Taufik; Mohamad Riyadi
DEDIKASI: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1 (2026): Maret
Publisher : Yayasan Dekhalisha Global Prestise

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

Abstract

The mathematical literacy competency of Indonesian students remains relatively low based on PISA outcomes, attributable to the limited application of mathematical concepts in everyday life and instructional methods that insufficiently promote critical thinking. The Merdeka Curriculum mandates the strengthening of numeracy literacy through context-based learning and problem-solving approaches. Studies by Putri et al. and Kandaga et al. demonstrate that contextual learning and brain-based learning are effective in enhancing students' mathematical literacy. This community service initiative aimed to improve the mathematical numeracy literacy of 32 Grade XII students at SMAN 1 Kadugede, Kuningan. The implementation methodology comprised: (1) mapping of students' prior knowledge and development of pretest-posttest instruments, (2) teacher training on numeracy literacy-based instructional strategies, (3) implementation of contextual learning and collaborative group discussions, and (4) evaluation employing paired sample t-tests and N-Gain analysis. The findings revealed a statistically significant improvement in mean scores from 46.66 (pretest) to 62.72 (posttest), with t = 13.11 and a p-value of 3.49 × 10⁻¹⁴ (p < 0.05). The mean N-Gain value was 0.304 (moderate category), with 17 students classified in the moderate category and 15 students in the low category. Instruction grounded in numeracy literacy indicators and real-life contextual frameworks was demonstrated to be effective in improving students' mathematical literacy, thereby supporting the implementation of the Merdeka Curriculum. Recommendations encompass extending the duration of the intervention, developing a more varied array of Higher-Order Thinking Skills (HOTS) items, and strengthening individualized mentoring to optimize and ensure more equitable learning outcomes.
PENGEMBANGAN MEDIA PEMBELAJARAN SEGIEMPAT BERBASIS ADOBE FLASH DENGAN PENDEKATAN DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS Adom Iman Kurnia; Sumarni; Nuranita Adiastuty
JES-MAT: Jurnal Edukasi dan Sains Matematika Vol. 11 No. 2 (2025): Jurnal Edukasi dan Sains Matematika (JES-MAT)
Publisher : Program Studi Pendidikan Matematika Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jes-mat.v11i2.33

Abstract

This study examines a persistent challenge in mathematics education: students' lack of fundamental skills in representing two-dimensional shapes within real-life contexts, an issue linked to a reliance on conventional teaching approaches. To address this, the study aimed to develop Adobe Flash-based interactive learning media for the topic of quadrilaterals and to evaluate the media's validity, practicality, and effectiveness in enhancing students' mathematical representation skills. Guided by the Plomp development framework, the research was conducted in three interconnected stages: an initial diagnostic phase focused on problem identification, a design and prototyping phase, and a final evaluation phase. Thirty students from class VII-D at SMP Negeri 1 Kuningan participated in the study during the second semester of the 2018/2019 academic year, having been selected via purposive sampling. Data were collected using various instruments, including validation sheets to assess the media and content, pre-test and post-test instruments, and questionnaires to gauge student feedback. The results indicate that the developed learning media met the criteria for validity and practicality; this conclusion is based on assessments by subject matter and media experts, as well as student feedback, which showed a positive response with an average rating of 95.72%. Furthermore, N-gain calculations revealed a measurable improvement in students' mathematical representation skills, with an average score of 0.69, indicating an improvement within the moderate category.
Co-Authors Adom Iman Kurnia Aeni, Dilla Dzahrotul Alfin Mohamad Restu Anggar Titis Prayitno Anwar, Heru Haerul Azin Taufik Azin Taufik, Azin Dania Khaerun Nisa Dewi Putri, Alvisyah Dilla Dzahrotul Aeni Dwi Kartini Eka Komalasari Erika Erika Ernawati Fadilah, Riri Ropidatul Fatmawati, Vera Febi Utami, Anjani Fera Yuniar Ganya'il, Muhamad Kafin Gani Imeldrif Tri Lestari Mahardhika, Tiara Dwi Mohamad Riyadi Neneng Aminah Nunu Nurhayati Nunu Nurhayati, Nunu Nurhayati, Nunu Nurmalasari Nurmalasari nurul hamidah Nurul Hamidah, Nurul Nurul Siti Jahidah Rani Rahmawati Rukoyah, Siska Siti Siska Siti Rukoyah SUMARNI Sumarni Sumarni Sumarni Syafari, Rahayu Winayu Maulina Pritiya Yanti Yanti Yanti Yanti Yuniar, Fera