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All Journal Union: Jurnal Ilmiah Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Indonesian journal of teaching and learning Wilangan : Jurnal Inovasi dan Riset Pendidikan Matematika International Journal of Geometry Research and Inventions in Education
Silvia Ratnasari
Universitas Adhirajasa Reswara Sanjaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN KEMANDIRIAN BELAJAR SISWA SMA DENGAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATERI PELUANG Silvia Ratnasari; Anton Nasrullah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 6 (2022): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v5i6.11687

Abstract

The ability to think creatively and learn independently of students is very important in learning mathematics. As a result, we require a learning model that can help students develop their creative thinking skills and independent learning, such as the Contextual Teaching and Learning (CTL) learning model. This study aims to determine whether the Contextual Teaching and Learning (CTL) model can improve students' creative thinking skills and independent learning. The method in this study is quantitative with the CTL model using the Class Action Research (CAR) method which was carried out in class XII IPS 1 SMA Pasundan 7 Bandung with 30 students. The technique used in data collection is quantitative data with a test instrument and qualitative data with a questionnaire instrument. The findings indicated that using the CTL learning model in mathematics can improve students' creative thinking skills and independence in class XII IPS 1 SMA Pasundan 7 Bandung. CTL model students outperform conventional learners in terms of creative thinking ability and mathematical learning independence. There is a link between students' mathematical learning independence and their ability to think creatively.
Meningkatkan kemampuan kompetensi strategis matematis dan kemandirian belajar melalui metode thinking aloud pair problem solving Silvia Ratnasari; Widya Dwiyanti; Ilfa Febriana; Anton Nasrullah; Sarah Caesarani
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 6 No. 4 (2023): Juli
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v6i4.17895

Abstract

This study aims to determine the effectiveness of the Thinking Aloud Pair Problem Solving (TAPPS) method in increasing strategic mathematics competence and independent learning for high school students compared to the discovery learning method. The experimental method obtained the TAPPS method consisting of 31 students in class X IPA 2 and 31 students in class X IPA 1 received the Discovery Learning method. Data analysis included descriptive statistics, Mann Whitney test and content analysis in the Thinking Aloud Pair Problem Solving method and a scale of attitudes towards learning independence. The results showed that students who received the TAPPS method had a better increase in strategic mathematical competence and independent learning than students who received the Discovery Learning method. The TAPPS method encourages critical thinking, creativity, and active participation in group discussions, increasing confidence in solving math problems.
Assemblr Edu AR-GeoGebra: Development of three-dimensional shapes material in junior high school on students' Junariah Junariah; Anton Nasrullah; Isnaini Mahuda; Ratu Khoirotun Nisa; Silvia Ratnasari; Mohamad Basri Nadzeri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22240

Abstract

This study aims to develop and evaluate Augmented Reality (AR) integrated with GeoGebra learning media to enhance students’ conceptual understanding and learning interest in three-dimensional shapes at the junior high school level. This research employed a Research and Development (R&D) approach using the 4-D model (Define, Design, Develop, and Disseminate). The study involved 29 ninth-grade students at a state junior high school in Cilegon, Banten, Indonesia. Data were collected through validation questionnaires, student response surveys, and conceptual understanding tests (pretest–posttest). The results showed that the developed learning media achieved high validity, with scores of 85% for media validation and 82% for material validation. The practicality level was also high, with a student response score of 89.2%, indicating that the media was easy to use and engaging. In terms of effectiveness, students’ conceptual understanding improved, as indicated by an increase in the average score from 60 (pretest) to 80 (posttest), with a gain score of 0.67 (moderate category). Additionally, students’ learning interest increased from the “fair” category to the “good” category. These findings indicate that AR-GeoGebra-based learning media has the potential to improve students’ conceptual understanding and learning interest in three-dimensional shapes. However, the results should be interpreted cautiously due to the limited sample size and the absence of inferential statistical testing. Therefore, further studies with larger samples and more rigorous analysis are recommended.
EFEKTIFITAS PEMBELAJARAN PROBLEM SOLVING MELALUI MISSOURI MATHEMATICS PROJECT (MMP) TERHADAP HASIL BELAJAR SISWA Silvia Ratnasari
Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika Vol 7, No 2 (2026): Juni 2026
Publisher : FKIP Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/wjirpm.v7i2.39355

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan pembelajaran Problem Solving melalui Missouri Mathematict Project untuk meningkatkan hasil belajar peserta didik. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dilakukan kelas XI SMA Pasundan 7 Bandung yang berjumlah 26 peserta didik. Lembar observasi dianalisis secara kualitatif sedangkan tes pembelajaran Problem Solving melalui Missouri Mathematict Project dianalisis secara kuantitatif dengan mengunakan analisis statistik deskriptif. Hasil pengolahan data ketuntasan hasil belajar diperoleh rata-rata siklus I menunjukkan nilai frekuensi yang tidak tuntas sebanyak 21 dengan persentase 80,77%. Untuk nilai frekuensi yang tuntas sebanyak 5 dengan persentase 19,23% dengan jumlah 26 peserta didik. Pada siklus II nilai frekuensi yang tidak tuntas sebanyak 4 dengan persentase 15,39 %. Untuk nilai frekuensi yang tuntas sebanyak 22 dengan persentase 84,61%. Pada siklus I tidak ada peningkatan yang efektif pada hasil belajar. Sedangkan pada siklus II terjadi peningkatan yang efektif hasil belajar pada pembelajaran Problem Solving melalui Missouri Mathematict Project. Kesimpulannya adalah Problem Solving melalui Missouri Mathematict Project efektif meningkatkan hasil belajar matematika. Selanjutnya saran peneliti untuk studi lanjut kemampuan berpikir kritis matematis peserta didik perlu diterapkan dalam pembelajaran agar terstuktur dan sistematis.
Development augmented reality in problem-based learning: Strengthening students' mathematical communication ability Fina Alfiyanti; Anton Nasrullah; Ratu Khoirotun Nisa; Aan Santika; Mira Marlina; Nur Hidayanti; Silvia Ratnasari
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19106

Abstract

Mathematical communication ability is essential, especially in learning geometry to understand trigonometric comparisons. However, many students still face difficulties in communicating mathematical problem-solving processes. Augmented Reality (AR) visualizes 2D and 3D objects, helping solve problems and improving communication. This study aims to develop and evaluate the quality of teaching materials and worksheets (LKPD) assisted by AR on geometric comparison topics to enhance students' mathematical communication ability. The research uses the Plomp development model, which includes initial investigation, design, realization/construction, testing, evaluation, revision, and implementation phases. Validation involves five experts, consisting of two lecturers and three subject teachers, while the practicality test includes 33 high school students in Banten, Indonesia. The study results show that the teaching materials and LKPD achieve an average validity of 88.25% (very valid), practicality of 88.2% (very practical), and effectiveness based on student activity observation sheets of 85.6%. The students’ test results reach 86.6% (very effective). The mathematical communication test also indicates that 10 students are in the moderate category, and 23 students have high communication ability, with an N-Gain of 64.2% (quite effective). Based on these results, the teaching materials and AR-assisted LKPD are valid, practical, and effective, making them suitable for mathematics learning.
Development of Articulate Storyline 3-based learning media to improve students’ critical thinking and learning interest in junior high school statistics Putri Puspita Sari; Anton Nasrullah; Sarah Caesarani; Mira Marlina; Silvia Ratnasari; Nguyen Tan Huynh
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.21931

Abstract

Statistics learning at the junior high school level requires students to develop critical thinking ability and learning interest; however, in practice, both aspects remain relatively low due to the dominance of conventional instruction and the limited use of interactive learning media. This study aims to develop interactive learning media based on Articulate Storyline 3 and to examine its validity, practicality, and effectiveness in improving students’ critical thinking ability and learning interest in junior high school statistics. The study employs a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The research subjects include 30 eighth-grade students divided into an experimental class and a control class. The research instruments comprise expert validation sheets, student response questionnaires, learning interest questionnaires, and critical thinking ability tests. The results indicate that the developed learning media demonstrate very high validity, excellent practicality, and effectiveness in enhancing students’ critical thinking ability and learning interest. Therefore, interactive learning media based on Articulate Storyline 3 are feasible as an innovative alternative for junior high school statistics learning. This study contributes to mathematics education by refining the integration of interactive digital media within statistics learning, offering an ADDIE-based development framework that informs future instructional design research while providing practical guidance for teachers in fostering student-centered learning and critical thinking.
THE EFFECTIVENESS OF ARTICULATE STORYLINE ON PROBLEM-SOLVING ABILITY AND STUDENT SELF-CONFIDENCE Amelia Muslimah; Anton Nasrullah; Alyfha Putri; Finda Dzakiroh; Fatimah Fatimah; Silvia Ratnasari
Indonesian Journal of Teaching and Learning (INTEL) Vol. 2 No. 3 (2023)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v2i3.575

Abstract

In education, many students need more confidence in problem-solving and a lack of confidence. This study compares the problem-solving abilities and mathematical confidence of students who use Articulate Storyline media versus traditional learning. The design of this study was quasi-experimental with the nonequivalent control group. The experimental class uses Articulate Storyline media, while the control class uses traditional learning. Students from X TKI 6 (Experiment) and X TKI 5 (Control) participated in this study. Mathematical problem-solving ability tests and self-confidence questionnaires were used to collect data for this study. Data analysis using the Mann-Whitney test revealed that Articulate Storyline media substantially increased students' problem-solving skills and mathematical confidence.
Implementasi geogebra pada numbered head together terhadap kemampuan pemecahan masalah matematis dan keaktifan belajar siswa SMP Cahyani Ramadannia; Anton Nasrullah; Novi Yendra; Sri Sukmawati; Silvia Ratnasari
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 7 No. 1 (2024): Januari
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v7i1.21497

Abstract

This research investigates the involvement and ability of junior high school students in solving mathematical problems by incorporating GeoGebra in the Numbered Head Together (NHT) approach. A dynamic mathematics application called GeoGebra and (NHT) is thought to offer improved problem solving and active learning. This research used a quasi-experimental with an equivalent control group design for State Middle School students in Cilegon City. Questionnaires and tests of mathematical problem solving abilities are the research instruments used. The analysis techniques used was prerequisite tests (normality test and homogeneity test), hypothesis testing (independent t test) and percentage of learning activity questionnaires. The results of data analysis show statistically significant differences between the control and experimental groups using GeoGebra on NHT learning and student engagement. The research recommendation from the research results is to encourage teachers to integrate dynamic software in the preparation and implementation of teaching using GeoGebra.
Blended Learning in the Digital Era: An Analysis of Self-Regulated Learning Assisted with Edmodo-GeoGebra Anton Nasrullah; Mira Marlina; Silvia Ratnasari; Hilman Hilman; Galuh Mulyawan; Ashraf Ali
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 2 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i2.1266

Abstract

This study aims to describe students' self-regulated learning in mathematics learning supported by Edmodo-GeoGebra on the topic of the volume of rotating objects. The research employs a qualitative approach with a descriptive method. The participants in this study were 36 students from Universitas Bina Bangsa. The data collection technique involved distributing a self-regulated learning questionnaire consisting of 30 statements with 8 indicators. Data analysis was conducted by calculating the percentage of students' responses, which were then described using percentage interpretation criteria. The analysis results for each indicator of self-regulated learning are as follows: 1) learning initiative 76%; 2) diagnosing learning needs 78%; 3) setting learning goals 76%; 4) viewing difficulties as challenges 75%; 5) utilizing and seeking relevant resources 74%; 6) selecting and applying learning strategies 77%; 7) evaluating the learning process and outcomes 76%; 8) self-concept 74%. The overall average of students' self-regulated learning supported by Edmodo-GeoGebra was 75.57%, categorized as high. This study recommends that educational institutions support and optimize the improvement of students' self-regulated learning.
Co-Authors Aan Santika Alyfha Putri Amelia Muslimah Anton Nasrullah, Anton Ashraf Ali Caesarani, Sarah Cahyani Ramadannia Fatimah Fatimah Fina Alfiyanti Finda Dzakiroh Hilman Ilfa Febriana Isnaini Mahuda Junariah Junariah Mira Marlina Mohamad Basri Nadzeri Mulyawan, Galuh Nguyen Tan Huynh Novi Yendra Nur Hidayanti Putri Puspita Sari Ratu Khoirotun Nisa Sri Sukmawati Widya Dwiyanti