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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika KADIKMA CAUCHY: Jurnal Matematika Murni dan Aplikasi Jurnal Daya Matematis UNEJ e-Proceeding BAREKENG: Jurnal Ilmu Matematika dan Terapan JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Pendidikan Matematika (Kudus) Jurnal Matematika UNAND JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran JPKMI (Jurnal Pengabdian Kepada Masyarakat Indonesia) Contemporary Mathematics and Applications (ConMathA) Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Jurnal Diferensial Fraktal: Jurnal Matematika dan Pendidikan Matematika As-Sidanah : Jurnal Pengabdian Masyarakat Jurnal Ilmu Pendidikan Sekolah Dasar Pattimura Proceeding : Conference of Science and Technology CGANT JOURNAL OF MATHEMATICS AND APPLICATIONS International Journal of Computing Science and Applied Mathematics-IJCSAM
Rafiantika Megahnia Prihandini
Program Studi Pendidikan Matematika, Universitas Jember, Indonesia
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b-coloring Analysis on Tree Graph Families Prihandini, Rafiantika Megahnia; Kristiana, Arika Indah; Dana, Lusita Risma; Wihardjo, Edy; Adawiyah, Robiatul; Zulnaidi, Hutkemri
CAUCHY: Jurnal Matematika Murni dan Aplikasi Vol 11, No 1 (2026): CAUCHY: JURNAL MATEMATIKA MURNI DAN APLIKASI
Publisher : Mathematics Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/cauchy.v11i1.32328

Abstract

A tree graph is a connected graph and has no circuits. Tree graphs used in this study include: broom graph, centipede graph, and Banana Tree graph. Graph coloring is the process of giving color to graph elements with the rule that neighboring elements must not have the same color, and the number of colors used must be as minimal as possible. b-coloring of a graph G is a coloring of the vertices of G such that each color class has at least one vertex adjacent to all other color classes. The b-chromatic number of a graph G is denoted by φ(G), is the largest integer k such that G has a b-coloring with k colors. The limit of b-coloring of graph G with maximum degree ∆(G) is as follows, χ(G) ≤ φ(G) ≤ ∆(G) + 1.χ(G) is the chromatic number of a graph G where χ(G) is the minimum value of the color required for proper coloring of graph G. While ∆(G) is the maximum degree of the vertices in graph G. This study uses an exploratory research type with an axiomatic deductive method and a pattern detection method. Based on this study, the results of the b-coloring analysis on the tree graph family are known. The results of this study are expected to be used as study material and the development of scientific knowledge related to b-coloring analysis on other graphs.
The Development of Pop-Up Book Learning Media Supported by Technology on Integer Material Based on Type of Children with Special Needs Saputra, Fahrian Dwi; Lestari, Nurcholif Diah Sri; Murtikusuma, Randi Pratama; Pambudi, Didik Sugeng; Prihandini, Rafiantika Megahnia
Jurnal Pendidikan Matematika Vol 8, No 2 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i2.32530

Abstract

Concrete learning media are very important for children with special needs because they can improve understanding through visualization and engaging message delivery. Based on observations at Jember Special School Type C (Education and Care Centre), learning media are rarely used, especially when teaching integer material. This study aims to describe the process and outcomes of developing a pop-up book learning medium tailored to the different types of children with special needs, ensuring its validity, practicality, and effectiveness. The study employs a modified 4-D development model within a Research and Development (R&D) framework. Data were collected through validation sheets, user response questionnaires, interview guides, and learning outcome tests. Three methods of data analysis were used: validity analysis, practicality analysis, and effectiveness analysis. The validation results showed average scores of 3.67, 3.69, and 3.54 for learning media designed for students with intellectual disabilities, physical disabilities, and visual impairments, respectively, which are categorized as valid. The media were then tested on nine students at Jember Special School Type C, consisting of seven students with intellectual disabilities, one student with visual impairment, and one student with physical disability. Practicality analysis was conducted based on student and teacher response questionnaire scores, which were 80.25% and 80.75%, respectively, indicating a good level of practicality. The learning outcome test showed a 100% mastery level, indicating that the learning media met the criteria for effectiveness. This research is expected to serve as a reference for other researchers who wish to develop similar instructional media or further develop pop-up book learning media for other types of children with special needs. Media pembelajaran konkret sangat penting bagi anak berkebutuhan khusus karena dapat meningkatkan pemahaman mereka melalui visualisasi dan penyampaian pesan yang menarik. Berdasarkan observasi di SLB-C TPA (Taman Pendidikan dan Asuhan)  Jember, media pembelajaran jarang digunakan, terutama saat mengajarkan materi bilangan bulat. Penelitian ini bertujuan untuk mendeskripsikan proses dan hasil pengembangan pop -up book sebagai media pembelajaran berdasarkan jenis ABK yang valid, praktis, dan efektif. Penelitian ini menggunakan model pengembangan 4-D yang dimodifikasi dalam kerangka R&D. Pengumpulan data dilakukan melalui lembar validasi, angket respon pengguna, pedoman wawancara, dan tes hasil belajar. Terdapat tiga metode analisis data yaitu analisis kevalidan, analisis kepraktisan, dan analisis keefektifan. Hasil validasi menunjukkan skor rata-rata untuk media pembelajaran tunagrahita, tunadaksa, dan tunanetra sebesar 3,67; 3,69; dan 3,54 yang dikategorikan valid. Media tersebut kemudian diuji coba pada sembilan peserta didik di SLB-C TPA Jember, terdiri dari tujuh peserta didik tunagrahita, satu peserta didik tunanetra, dan satu peserta didik tunadaksa. Analisis kepraktisan dilakukan melalui skor angket respon siswa dan guru yang masing-masing sebesar 80,25% dan 80,75%, menunjukkan tingkat kepraktisan yang baik. Hasil Tes Hasil Belajar menunjukkan ketuntasan belajar sebesar 100%, yang menandakan media pembelajaran telah memenuhi kategori efektif. Penelitian ini diharapkan dapat dijadikan referensi bagi peneliti lain yang ingin mengembangkan media pembelajaran sejenis ataupun mengembangakn media pembelajaran pop-up book untuk anak berkebutuhan khusus lainnya.
Co-Authors Abdurrahman Salim Afifah, Ngizatul Afni, Anis Nur Agatha, Alvian Bagus Ahmad Musyaffa' Hikamuddin Alfin Nabila Taufik Angrenani, Arin Berliana Arif Fatahillah Arika Indah Kristiana Arin Berliana Angrenani Asari, Okta Endri Bea Hana Siswati CahyaPrihandoko, Antonius D. Dafik Dafik Dana, Lusita Risma Deddy Setyawan Dewi, Mayra Fadhilla Dian Kurniati Didik Sugeng Pambudi Ermita Rizki Albirri Hidayatullah, Arfan Ika Hesti Agustin, Ika Hesti Kusumawati, Nurita Lestari, Deninta Dwi Ayu Lestari, Nurcholif Diah Sri Lioni Anka Monalisa, Lioni Anka Muhammad Usaid Hudloir Ngizatul Afifah Orel Revo Sackhi Usdelivian Pradista, Vyke Triawilly Prahastiwi, Lusi Rizzami Putri, Inge Wiliandani Setya Randi Pratama Murtikusuma Ridho Alfarisi Ridho Alfarisi, Ridho Rizki Aulia Akbar Robiatul Adawiyah Robiatul Adawiyah Rohini, A Saddam Hussen Saputra, Fahrian Dwi Saranta, Nira Nityasa Setiawanai, Susi Siddiqui, M. Kamran Susi Setiawani Toto Bara Setiawan WIHARDJO, EDY Yunta, Girlyas Rasta Zulnaidi, Hutkemri