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All Journal AlphaMath: Journal of Mathematics Education AKSIOMA Indonesian Journal of Science and Mathematics Education Pendas : Jurnah Ilmiah Pendidikan Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Tadris Matematika Indiktika : Jurnal Inovasi Pendidikan Matematika Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JURNAL PENDIDIKAN MIPA Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Journal of Classroom Action Research Journal of Science and Education (JSE) Griya Journal of Mathematics Education and Application Evolusi: Journal of Mathematics and Natural Sciences Jurnal Pengabdian dan Pemberdayaan Nusantara (JPPNu) Rengganis Jurnal Pengabdian Masyarakat Unram Journal of Community Service (UJCS) Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Jurnal Pijar MIPA Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka Jurnal Tadris Matematika Media Pendidikan Matematika Jurnal Didaktik Matematika Pengabdian: Jurnal Abdimas
Yulis Tyaningsih, Ratna
Prodi Pendidikan Matematika, FKIP, Universitas Mataram
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Pusat Sumber Belajar Matematika Berbasis Website Untuk Meningkatkan Mutu Proses Pembelajaran Matematika Junaidi, Junaidi; Yulis Tyaningsih, Ratna; Sripatmi, Sripatmi
Mandalika Mathematics and Educations Journal Vol 6 No 2 (2024): Edisi Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v6i2.8247

Abstract

Limited access to printed materials, lack of interaction, and lack of multimedia-based learning media are significant problems, especially in remote areas such as NTB. In addition, the situation is further complicated by the limitations of infrastructure, internet connections, and teachers' technological capabilities. The purpose of this study is to create a web-based Learning Resource Center (PSB) that utilizes technology to support learning and offer interactive teaching materials. Needs analysis, PSB structure development, guideline preparation, and validation and usability test are all methods used to conduct this study. The inability of technology, the limitations of infrastructure, and the effects of print media on the environment are the main problems identified. Interactive teaching materials, teacher training, wider access to learning materials, and web-based multimedia are some of the solutions that come to mind. The results show that the web-based PSB can function as a learning resource center and support the development of technology-based teaching materials, learning systems, and multimedia. This PSB also provides facilities such as multimedia labs, digital libraries, and access to interactive teaching materials, which improve the quality of learning. So, web-based PSBs help support technology learning, overcome limited access to teaching materials, and improve the quality and efficiency of education, especially in areas with limited infrastructure.
Identifikasi Kebutuhan Penggunaan Teknologi Artificial Intelligence (AI) dalam Mendukung Pembelajaran Matematika yang Adaptif Tyaningsih, Ratna Yulis; Gilang Primajati; Eka Kurniawan
Mandalika Mathematics and Educations Journal Vol 6 No 2 (2024): Edisi Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v6i2.8317

Abstract

This study aims to identify the need for the use of Artificial Intelligence (AI) technology in supporting adaptive mathematics learning. The subjects of this research are students of the Faculty of Teacher Training and Education, University of Mataram, who are enrolled in mathematics courses. This is a descriptive study with a qualitative approach. The data collection instruments used are observation and questionnaires. The results of this study indicate that: (1) 96% of students are accustomed to using Artificial Intelligence (AI) technology for learning, with 31% reporting usage "every day" and 58,6% reporting usage "several times a week", etc.; (2) several AI-integrated applications commonly used by students include ChatGPT (Open AI), Gemini, Meta, Perplexity, Question AI, etc.; (3) AI technology is capable of providing students with more detailed information from various references, even by simply uploading a photo or image, and it can assist with academic tasks, though attention must still be given to limitations and ethics.
Pengaruh Penggunaan Multimedia Interaktif Bab Peluang (MUPEL) terhadap Penurunan Kesalahan Konsep Siswa Ratna Yulis Tyaningsih; Samijo Samijo
Jurnal Tadris Matematika Vol. 2 No. 1 (2019)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2019.2.1.41-50

Abstract

Multimedia Interaktif Bab Peluang (MUPEL) are an interactive multimedia to facilitate self-learning in the chapter of Probability. The purpose of this research is: (1) to describe misconception of probability for students who use the interactive multimedia assistance and for students who take the conventional learning and (2) to test the difference in the proportion of decreasing misconception between students who use the interactive multimedia assistance and students who take the conventional learning. The research was conducted at SMAN 2 Kediri. The subjects of this research were students of class XI MIPA 6 as a control class and students of class XI MIPA 8 as an experimental class. The research method that used was Quasi Experiment and the reserach design was Non-Equivalent Pretest-Postest Control Group Design. The instrument of data collection is a diagnostic test of misconception. The data analysis technique used is the proportion test with the Z test and the significance level . The results of this research were: (1) the initial knowledge of the experimental class was 76% still make misconception while the control class 77% still made misconception. After going through the learning process, the experimental class succeeded in reducing misconception to 19%, while the control class succeeded to reduce the misconception only to 45%, and (2) the result of hypothesis testing using the Z-test obtained . Based on these results, the proportion of the reduction in misconception of students with learning facilitated by MUPEL greater than the proportion of the reduction in misconception of students who take conventional learning.
Pengaruh Penggunaan Media Powtoon Pada Pembelajaran Materi Teorema Pythagoras Terhadap Motivasi Dan Hasil Belajar Siswa Fazira, Nadia Kinanti; Prayitno, Sudi; Tyaningsih, Ratna Yulis; Sripatmi
Journal of Classroom Action Research Vol. 7 No. 1 (2025): Februari 2025
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i1.10336

Abstract

Media pembelajaran memiliki peranan yang penting dalam menciptakan suasana belajar yang lebih menyenangkan dan menarik yang berdampak terhadap peningkatan hasil belajar siswa dan mendorong motivasi belajar siswa Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media Powtoon pada pembelajaran materi teorema pythagoras terhadap motivasi dan hasil belajar. Jenis metode penelitian yang digunakan pada penelitian ini adalah eksperimen dengan bentuk quasi experiment (eksperimen semu) dengan posttest only control desain. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Kediri yang berjumlah 195 siswa. Adapun sampel yang digunakan sebanyak 56 siswa yaitu dari kelas VIII F sebagai  kelas  eksperimen dan kelas VIII G sebagai kelas kontrol yang ditentukan menggunakan teknik purposive sampling.Instrumen yang digunakan dalam penelitian ini berupa angket dan tes. Teknik analisis data yang digunakan pada penelitian ini adalah melakukan uji validitas instrumen, uji prasyarat berupa uji normalitas dan uji homogenitas, uji independent sample test dan uji effect size.Hasil penelitian menunjukkan bahwa 1) Terdapat perbedaan rata-rata hasil belajar siswa pada kelas eksperimen dengan kelas kontrol; 2) Hasil uji effect size berada pada kategori tinggi; 3) Hasil angket menunjukkan bahwa motivasi belajar siswa setelah mengikuti pembelajaran dengan media Powtoon berada pada kategori tinggi. Dengan demikian dapat disimpulkan bahwa terdapat pengaruh penggunaan media Powtoon pada pembelajaran materi teorema pythagoras terhadap motivasi dan hasil belajar siswa.
Hubungan Motivasi Belajar dan Kemampuan Pemecahan Masalah Matematika Siswa Ditinjau dari Gaya Belajar Siswa Pradita, Ade Lina Eka; Baidowi; Tyaningsih, Ratna Yulis; Sarjana, Ketut
Journal of Classroom Action Research Vol. 7 No. 1 (2025): Februari 2025
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i1.10400

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan motivasi belajar dan kemampuan pemecahan masalah ditinjau dari gaya belajar siswa. Jenis penelitian yang digunakan adalah Korelasi. Populasi penelitian ini adalah siswa kelas VIII SMPN 2 Mataram sebanyak 10 kelas mulai dari kelas VIII A sampai kelas VIII J. Sampel penelitian ini yaitu 40 siswa kelas VIII J SMPN 2 Mataram.Teknik pengumpulan data yaitu menggunakan angket motivasi belajar, angket gaya belajar dan soal kemampuan pemecahan masalah. Hasil uji hipotesis menunjukkan terdapat hubungan antara motivasi belajar dan kemampuan pemecahan masalah siswa ditinjau dari gaya belajar siswa SMPN 2 Mataram berdasarkan proporsi motivasi belajar nilai korelasinya adalah 0,069 artinya sangat lemah, motivasi belajar dan kemampuan pemecahan masalah ditinjau dari gaya belajar visual memiliki nilai korelasi 0,0827 artinya sangat lemah. Motivasi belajar dan kemampuan pemecahan masalah ditinjau dari gaya belajar auditorial memiliki nilai korelasi 0,473 artinya cukup. Motivasi belajar dan kemampuan pemecahan masalah ditinjau dari gaya belajar kinestetik nilainya -0,1046 artinya sangat lemah. motivasi belajar dan kemampuan pemecahan masalah berdasarkan proporsi kemampuan pemecahan masalah nilainya adalah 0,0162 artinya sangat lemah, kemudian motivasi belajar dan kemampuan pemecahan masalah ditinjau dari gaya belajar visual nilainya 0,0852 artinya sangat lemah. Motivasi belajar dan kemampuan pemecahan masalah ditinjau dari gaya belajar auditorial nilainya 0,1985 artinya sangat lemah. Motivasi belajar dan kemampuan pemecahan masalah ditinjau dari gaya belajar kinestetik nilainya -0,0742 artinya sangat lemah.
Identifikasi miskonsepsi siswa dalam menyelesaikan masalah program linier berdasarkan metode Newman ditinjau dari Gender Tyaningsih, Ratna Yulis; Novitasari, Dwi; Salsabila, Nilza Humaira
Griya Journal of Mathematics Education and Application Vol. 5 No. 1 (2025): Maret 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i1.546

Abstract

Misconceptions in solving linear programming problems remain a challenge in mathematics education. Conceptual errors made by students can lead to misunderstandings and suboptimal learning outcomes. This study aims to identify students' misconceptions in solving linear programming problems based on the Newman method and analyze them from a gender perspective. The research method used is qualitative descriptive, with research subjects consisting of high school students who have studied linear programming. Data were collected through a diagnostic test based on the Newman method and in-depth interviews. The Newman method was used to analyze students' errors in five stages: reading, comprehension, transformation, process skills, and writing the final answer. The results showed that misconceptions most frequently occurred in the transformation and process skills stages. Male students tended to make errors in process skills, while female students made more mistakes in the comprehension and transformation stages. The conclusion of this study indicates that gender influences students' misconception patterns in solving linear programming problems. These findings are expected to serve as a reference for educators in designing more effective teaching strategies to reduce misconceptions and improve students' understanding of linear programming.
Empowering elementary teachers: Digital mathematics learning resource training center for enhanced classroom instruction Novitasari, Dwi; Soeprianto, Harry; Kurniati, Nani; Junaidi, Junaidi; Yulis Tyaningsih, Ratna; Agustina, Arianti
Rengganis Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2025): Mei 2025
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/rengganis.v5i1.560

Abstract

The availability and utilization of Mathematics Learning Resource Centers (LRC) play a crucial role in enhancing the quality of teaching in elementary schools. LRC integrated with IT can assist teachers in designing engaging, interactive, and relevant lessons, while also fostering students’ interest in learning. However, field observations reveal that teachers' access to digital learning resources remains limited, and the integration of technology in mathematics instruction is still suboptimal. To address this issue, the program provided training for elementary school teachers on effectively utilizing digital-based learning resource centers. The main objective in this community service is to improve teachers' skills in using LRC as a supportive medium for mathematics instruction in the classroom. The training was conducted through discussions, demonstrations, and hands-on simulations, involving 18 elementary school teachers from Puyung. Evaluation results, obtained through questionnaires, indicate that participants (1) showed high enthusiasm throughout the training, (2) were able to operate the digital LRC independently, and (3) responded positively to the usefulness of LRC in supporting the teaching and learning process. It is expected that this training will broaden teachers’ knowledge and skills in utilizing technology,and contribute to the improvement of mathematics teaching quality at the elementary school level.
Studi Implementasi GeoGebra dan Blok Manipulatif sebagai Representasi Visual dan Konkret dalam Pembelajaran Pecahan Tyaningsih, Ratna Yulis; Salsabila, Nilza Humaira; Triutami, Tabita Wahyu
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.9498

Abstract

Difficulties in understanding fraction concepts remain a significant challenge for elementary school students, primarily due to limitations in connecting abstract ideas with concrete experiences. This study aims to examine the implementation of GeoGebra and manipulatives blocks as visual and concrete representations in teaching fractions at SD Negeri 35 Ampenan. Employing a case study approach, the research involved 25 fourth-grade students as participants. Data were collected through observations, written tests, in-depth interviews, and documentation. The findings reveal: (1) an improvement in learning outcomes, indicated by an increase in average test scores from 72.2 (using manipulatives blocks) to 78.4 (using GeoGebra), representing an 8.6% gain; and (2) interviews with three students of varying ability levels suggested that concrete media (manipulatives blocks) were more effective for students with lower mathematical ability, while GeoGebra was preferred by students with stronger visual and conceptual skills. These findings suggest that the use of multiple representations can bridge understanding gaps and provide a more adaptive learning experience, particularly in teaching fractions. The study recommends integrating both visual and concrete media into mathematics instruction to enhance instructional effectiveness and strengthen student engagement.
Transformasi Pembelajaran Matematika Berbasis Problem Based Learning (PBL) untuk Menurunkan Mathematics Anxiety Siswa Tyaningsih, Ratna Yulis; Junaidi, Junaidi; Lu'luilmaknun, Ulfa
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.713

Abstract

Mathematics anxiety is a psychological barrier that can hinder students’ academic achievement, particularly in mathematics learning. This anxiety disrupts concentration, reduces self-confidence, and often leads to low learning outcomes. This study aimed to examine the effectiveness of the Problem Based Learning (PBL) approach in reducing mathematics anxiety among seventh-grade students on the topic of Social Arithmetic. A quasi-experimental method with a pre-intervention and post-intervention control group design was employed. The research subjects consisted of seventh-grade students at SMPN 20 Mataram, selected through purposive random sampling. The instrument used was a modified Mathematics Anxiety Rating Scale (MARS) adapted for junior high school context. Data were analyzed using normality and homogeneity tests, independent sample t-test, and N-Gain score calculation. The results indicated that students who received PBL-based instruction experienced a significantly greater reduction in mathematics anxiety than those who received conventional instruction, as shown by the t-test result (p = 0.000 < 0.05). Furthermore, the experimental group achieved an N-Gain score of 0.65, categorized as moderate, suggesting that the PBL approach substantially enhanced the reduction of mathematics anxiety. These findings affirm that PBL not only improves students’ understanding of Social Arithmetic but also has a positive impact on their affective learning domain. The implication of this study emphasizes the importance of transforming mathematics instruction toward more contextual, collaborative, and student-centered approaches to create more comfortable and meaningful learning experiences.
ChatGPT sebagai Asisten Pemrograman: Studi Deskriptif pada Mahasiswa Pendidikan Matematika dalam Pembelajaran MATLAB Salsabila, Nilza Humaira; Wulandari, Nourma Pramestie; Tyaningsih, Ratna Yulis
Griya Journal of Mathematics Education and Application Vol. 5 No. 2 (2025): Juni 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i2.722

Abstract

Penelitian ini bertujuan untuk mengetahui pengalaman mahasiswa pendidikan matematika dalam menggunakan ChatGPT sebagai alat bantu dalam menyusun program MATLAB pada pembelajaran Komputer Matematika. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan melibatkan empat mahasiswa yang bekerja dalam dua kelompok kecil. Data dikumpulkan melalui lembar aktivitas yang berisi tugas membuat tiga program MATLAB dengan bantuan ChatGPT dan pertanyaan refleksi tentang pemahaman, tantangan, dan kepercayaan diri mereka. Hasil penelitian menunjukkan bahwa ChatGPT membantu mahasiswa memahami struktur program, mempercepat proses penulisan kode, dan meningkatkan rasa percaya diri dalam belajar pemrograman. Mahasiswa juga menyadari bahwa tidak semua jawaban dari ChatGPT langsung sesuai, sehingga perlu tetap berpikir kritis dan memeriksa kembali setiap kode. Secara umum, ChatGPT dinilai bermanfaat dalam proses belajar pemrograman, terutama jika digunakan bersama pemahaman konsep yang baik. Penelitian selanjutnya disarankan untuk melibatkan lebih banyak peserta dan menerapkan ChatGPT pada topik matematika lain.
Co-Authors Agustina, Arianti Akhmad Asyari Amrullah Andi Puji Widyastuti Apriani Apriani Aprilia Dwi Handayani Apriliani, Febi Ardani, Riska Ayu Arjudin Arjudin Arjudin Arjudin Arjudin Azzahra, Sakinah Baehaqi Baidowi Baidowi Baidowi Baidowi Deni Hamdani Dina, Yana Roza Dita Oktavihari Dwi Novitasari Dwi Novitasari Eka Kurniawan Eka Kurniawan Eka Putri Cahya Ramdhani Fadila, Laila Fazira, Nadia Kinanti Fitriani Fitriani Fuji Rastuti, Hesti Gilang Primajati Guilin, Xie Hamdani, Deni Hamdani, Deni Harry Soeprianto Harry Soeprianto Hastuti, Lia puji Islami, RismalaDian J. Junaidi Jatmiko Jatmiko Junaidi Junaidi Junaidi Junaidi Junaidi, J. Ketut Sarjana Ketut Sarjana KETUT SARJANA, KETUT Kurniati , Nani Laila Hayati Laila Hayati, Laila Lina Nuriyanti Luluk Wazila M. Yogi Riyantama Isjoni Mohammad Archi Maulyda Muhammad Turmuzi Nani Kurniati Nani Kurniati Ni Made Intan Kertiyani Nourma Pramestie Wulandari Nurul Hikmah Nurul Hikmah NURUL HIKMAH Nyoman Sridana Oktavihari, Dita Pradita, Ade Lina Eka Puput Salsabilah Puput Salsabilah Qorni, Wais Al Salsabila, Nilza Humaira Samijo, Samijo Sari, Noviana Puspita Shujianto, Dwi Lian Soepriyanto, Harry Solatiah Ariani Sri Subarinah Sri Subarinah, Sri Sripatmi Sripatmi Sripatmi Sripatmi Sripatmi Sripatmi, Sripatmi Sudi Prayitno Sudi Prayitno Supiarmo, M. Gunawan Susilawati - Syahrul Azmi Syahrul Azmi Syufa Auliya, Annisa Tabita Wahyu Triutami Triutami, Tabita Wahyu Tsania Ardina Sholiha Ulfa Lu’luilmaknun Ulfa Lu’luilmaknun Ulfa Lu’luilmaknun Utama, Raden Septiaji Putra Uun Hariyanti, Uun Wahidaturrahmi, Wahidaturrahmi Wais Al Qorni Wulandari, Nourma Pramestie Xie Guilin