Article Per Year (5 Year)
p-Index From 2021 - 2026
4.449
P-Index
This Author published in this journals
All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Kontinu: Jurnal Penelitian Didaktik Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Numeracy : Jurnal Ilmiah Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya EDUPEDIA Jurnal Pendidikan Matematika (Jupitek) SIGMA Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran International Journal of Insights for Mathematics Teaching (IJOIMT) ARITMATIKA: Jurnal Riset Pendidikan Matematika Jurnal Pengabdian Masyarakat Aufa (JPMA) Pedagogy : Jurnal Pendidikan Matematika Jurnal Pemantik Mujtama': Jurnal Pengabdian Masyarakat IndoMath: Indonesia Mathematics Education Journal of Language Intelligence and Culture Jurnal Tadris Matematika (JTMT) Journal on Mathematics Education Al Ibtida: Jurnal Pendidikan Guru MI
Suryaningrum, Christine Wulandari
Universitas Muhammadiyah Jember
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Public Health Social Sciences Transportation Other

Published : 35 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 35 Documents
Search

 1   2   3   4 
Implementing Problem-Based Learning with Differentiated Learning Styles to Improve Higher-Order Thinking Skills Sofiana, Kharisma; Suryaningrum, Christine Wulandari; Fatqurhohman, Fatqurhohman
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4184

Abstract

This study aims to develop higher-order thinking skills (HOTS) in tenth-grade students by implementing the Problem-Based Learning (PBL) model combined with differentiated learning according to each student's learning style. Based on initial observations, most students are still at a low level of thinking, tend to rely on memorization, and experience difficulties in analyzing, evaluating, and formulating solutions. The PBL model was chosen because it is able to develop HOTS by presenting real-world problems at the beginning of the lesson as a motivational trigger and context for in-depth investigation. This approach is combined with diverse learning that meets the needs of visual, auditory, and kinesthetic learners. The study was conducted in several cycles, where in the first cycle the learning was designed according to PBL syntax and learning styles, complete with relevant media. Although student engagement increased, some students, especially those with auditory and kinesthetic learning styles, still experienced difficulties in working on HOTS problems. The final results showed significant improvements: 84% of students successfully completed HOTS problems based on analysis and logic, 89% were active in discussions, and more than 80% achieved the Minimum Completion Criteria (KKM). This study concludes that the combination of PBL and differentiated learning is effective in improving students' HOTS, self-confidence, and collaboration skills, making it worthy of being implemented in a more comprehensive manner.
Need Analysis for Developing a Semiotic-Based Augmented Reality Media to Enhance Numeracy Literacy Among Deaf Children Christine Wulandari Suryaningrum; Nafiah Nafiah; Asti Bhawika Adwitiya; Syahrul Mubaroq
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 2 (2025): October 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i2.14943

Abstract

AbstractThis study aims to analyze the needs for developing a semiotic-based Augmented Reality (AR) learning medium to enhance numeracy literacy among deaf students. A qualitative descriptive method was employed through open-ended questionnaires and interviews involving teachers at Sekolah Luar Biasa Negeri Branjangan, Jember Regency, Indonesia. The findings indicate that although 50% of teachers are familiar with AR technology, all participants expressed a strong need and enthusiasm for its implementation in numeracy instruction. Teachers perceived that the visual, interactive, and semiotic features of AR can transform abstract mathematical concepts into concrete and meaningful learning experiences that align with the visual learning strengths of deaf students. The study also revealed that color, animation, and three-dimensional visualization significantly enhance students’ attention and conceptual understanding. The integration of semiotic principles—icons, indices, and symbols—into AR design enables the representation of mathematical meaning through visual signs that are easily accessible and interpretable. This approach bridges the gap between symbolic understanding and experiential learning in mathematics. The findings highlight the significant potential of AR not only as a technological innovation but also as a semiotic learning environment that supports inclusive education for students with hearing impairments. Moreover, these results provide a theoretical and practical foundation for teacher training programs on the use of AR-based technology in special education contexts.Keywords: augmented reality, deaf learners, inclusive education, numeracy literacy semiotics.AbstrakPenelitian ini bertujuan menganalisis kebutuhan pengembangan media pembelajaran Augmented Reality (AR) berbasis semiotik untuk meningkatkan literasi numerasi di kalangan siswa tuna rungu. Metode deskriptif kualitatif digunakan melalui kuesioner terbuka dan wawancara yang melibatkan guru di Sekolah Luar Biasa Negeri Branjangan, Kabupaten Jember, Indonesia. Temuan penelitian menunjukkan bahwa meskipun 50% guru familiar dengan teknologi AR, semua peserta menyatakan kebutuhan dan antusiasme yang kuat untuk menggunakan AR dalam pembelajaran numerasi. Guru merasa bahwa fitur visual, interaktif, dan semiotik AR dapat mengubah konsep matematika abstrak menjadi pengalaman konkret dan bermakna yang selaras dengan kekuatan pembelajaran visual siswa tuna rungu. Penelitian ini juga menemukan bahwa warna, animasi, dan visualisasi tiga dimensi secara signifikan meningkatkan perhatian dan pemahaman konseptual. Mengintegrasikan prinsip-prinsip semiotik ikon, indeks, dan simbol ke dalam desain AR memungkinkan representasi makna matematika melalui tanda-tanda visual yang mudah diakses dan diinterpretasikan. Pendekatan ini menjembatani kesenjangan antara pemahaman simbolik dan pengalaman dalam matematika. Temuan ini mengindikasikan adanya potensi besar untuk mengembangkan dan mengimplementasikan media AR sebagai inovasi teknologi tetapi sebagai lingkungan belajar semiotik yang mendukung pendidikan inklusif bagi siswa dengan gangguan pendengaran sekaligus menjadi dasar bagi pelatihan guru dalam pemanfaatan teknologi berbasis AR di sekolah luar biasa. Kata kunci: augmented reality, siswa tuna rungu, pendidikan inklusif, literasi numerasi, semiotik.
Implementing Problem-Based Learning with Differentiated Learning Styles to Improve Higher-Order Thinking Skills Kharisma Sofiana; Christine Wulandari Suryaningrum; Fatqurhohman Fatqurhohman
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4184

Abstract

This study aims to develop higher-order thinking skills (HOTS) in tenth-grade students by implementing the Problem-Based Learning (PBL) model combined with differentiated learning according to each student's learning style. Based on initial observations, most students are still at a low level of thinking, tend to rely on memorization, and experience difficulties in analyzing, evaluating, and formulating solutions. The PBL model was chosen because it is able to develop HOTS by presenting real-world problems at the beginning of the lesson as a motivational trigger and context for in-depth investigation. This approach is combined with diverse learning that meets the needs of visual, auditory, and kinesthetic learners. The study was conducted in several cycles, where in the first cycle the learning was designed according to PBL syntax and learning styles, complete with relevant media. Although student engagement increased, some students, especially those with auditory and kinesthetic learning styles, still experienced difficulties in working on HOTS problems. The final results showed significant improvements: 84% of students successfully completed HOTS problems based on analysis and logic, 89% were active in discussions, and more than 80% achieved the Minimum Completion Criteria (KKM). This study concludes that the combination of PBL and differentiated learning is effective in improving students' HOTS, self-confidence, and collaboration skills, making it worthy of being implemented in a more comprehensive manner.
Strategi Window Shopping Untuk Meningkatkan Minat Belajar Regresi Linear Pada Peserta Didik Alvina Dwi Nurcahyani; Christine Wulandari Suryaningrum
ARITMATIKA: Jurnal Riset Pendidikan Matematika Vol. 6 No. 1 (2025): ARITMATIKA : Jurnal Riset Pendidikan Matematika
Publisher : Program Studi Tadris Matematika FTIK UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/aritmatika.v6i1.321

Abstract

Pembelajaran matematika kerap dianggap sulit dan membosankan oleh peserta didik, khususnya materi regresi linear yang memerlukan pemahaman konsep dan keterampilan analisis data. Kurangnya minat belajar menjadi hambatan utama keberhasilan pembelajaran. Penelitian ini bertujuan untuk menganalisis efektivitas strategi pembelajaran Window Shopping dalam meningkatkan minat belajar dan pemahaman peserta didik pada materi regresi linear. Penelitian menggunakan metode kuasi-eksperimen dengan desain pretest-posttest control group, melibatkan dua kelas XI di SMA Negeri Arjasa. Satu kelas sebagai kelompok eksperimen mendapatkan pembelajaran dengan strategi Window Shopping, sedangkan kelas kontrol menggunakan metode konvensional. Instrumen penelitian terdiri atas tes kognitif (pretest dan posttest), angket minat belajar, dan lembar observasi. Hasil penelitian menunjukkan bahwa strategi Window Shopping memberikan dampak positif terhadap peningkatan hasil belajar dan minat peserta didik. Kelompok eksperimen mengalami peningkatan nilai posttest dari 58% menjadi 85%, dan peserta didik dengan minat tinggi meningkat dari 14 menjadi 29 orang. Sementara itu, kelompok kontrol hanya mengalami peningkatan nilai dari 60% menjadi 71%, dan minat tinggi dari 15 menjadi 20 orang. Dengan demikian, Window Shopping dapat menjadi alternatif metode pembelajaran inovatif yang efektif untuk meningkatkan minat belajar dan pemahaman peserta didik terhadap materi matematika.
KEMAMPUAN PEMECAHAN MASALAH PELUANG PADA SISWA SMP BERDASARKAN GENDER Fatqurhohman Fatqurhohman; Tri Endang Jatmikowati; Christine Wulandari Suryaningrum
Jurnal Numeracy Vol 11 No 1 (2024)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v11i1.2612

Abstract

Penelitian ini mengkaji perbedaan gender dalam pemecahan masalah siswa SMP. Tes dan wawancara terstruktur digunakan untuk mengumpulkan data. Subjek penelitian adalah siswa Kelas VIII SMP Islam Ambulu-Jember yang berjumlah 11 (laki-laki) dan 9 (perempuan). Dari hasil evaluasi diketahui bahwa rata-rata nilai siswa perempuan tinggi (81,67) dan rata-rata kemampuan (61,67), sedangkan rata-rata nilai siswa laki-laki tinggi (85,56) dan kemampuan berbahasa (65). Karena perempuan lebih baik dalam bidang bahasa dan budaya, laki-laki lebih baik dalam bidang teknis. Perbedaan gender merupakan karakteristik psikologis yang menentukan bagaimana seseorang bertindak atau menyelesaikan masalah berdasarkan sudut pandang yang berbeda. Namun kemampuan menyelesaikan permasalahan tersebut tidak berbeda secara signifikan antara siswa laki-laki dan perempuan. Meskipun ada sedikit kesalahan terkait dengan kesalahpahaman makna pertanyaan dan mengandalkan tebakan alih-alih mengikuti prosedur yang ditetapkan. Oleh karena itu, anak laki-laki cenderung mengembangkan otak kiri yang bertanggung jawab atas pemikiran logis, abstrak, dan analitis, sedangkan anak perempuan cenderung mengembangkan otak kanan yang bertanggung jawab atas pemikiran artistik, keutuhan, imajinasi, dan rasionalitas. Oleh karena itu, keterampilan pemecahan masalah matematis bertujuan agar siswa dapat mengidentifikasi informasi yang relevan, menganalisis berbagai metode, dan mengembangkan keterampilan penalaran dan berpikir mereka.AbstractThis research examines gender differences in problem-solving among high school students. Tests and structured interviews were used to collect data. The research subjects were Class VIII students of Ambulu-Jember Islamic Middle School, totaling 11 (boys) and 9 (girls). From the evaluation results it is known that the average score of female students is high (81.67) and average ability (61.67), while the average score of male students is high (85.56) and language ability (65). Because women are better in language and culture, men are better in technical fields. Gender differences are psychological characteristics that determine how someone acts or solves problems based on different points of view. However, the ability to solve these problems is not significantly different between male and female students. Although there were a few errors related to misunderstanding the meaning of the questions and relying on guesswork instead of following the established procedures. Therefore, boys tend to develop the left brain which is responsible for logical, abstract and analytical thinking, while girls tend to develop the right brain which is responsible for artistic thinking, wholeness, imagination and rationality. Therefore, mathematical problems-solving skills aim to enable students to identify relevant information, analyze various methods, and develop their reasoning and thinking skills.
Co-Authors Adwitiya, Asti B Adwitiya, Asti Bhawika Agustina, Khusnul Hotimatus Agustina, Lady Alfarisi Alfarisi Alifiah Farindra Marta Rini Alvina Dwi Nurcahyani Alvionita Eka Septi Astri Widyaruli Anggraeni Chusnul Khotimah Galatea Crismono, Prima Cristi Erlina, Erlina Dwi Yanti Fatqurhohman Fatqurhohman Fatqurohman, Mohammad Goegoeh Pangestu Hana Puspita Eka Firdaus Hery Susanto Hery Susanto Hery Widijanto Husein Adikalan, Naufal Jatmikowato, Tri Endang Kharisma Sofiana Kuni Hikmah Hidayati Lady Agustina Lestari, Rr. Putri Hawa Dwi Lintang Setyo Kurniawati Mardiyana, Yeni Milenia, Bella Bunda Misyana Misyana Misyana, Misyana Monikasari, Chintya Mubaroq, Syahrul Muhammad Irfan Muhammad Irfan Musrifah Musrifah, Musrifah Nafiah Nafiah Ningtyas, Yoga Dwi Windy Kusuma Novy Eurika Nurul Imamah Purwanto Purwanto Purwanto Purwanto Rahma, Tasya Anindya Ramadani, Anggun Pramoditha Rhomdani, Rohmad Wahid Rohmad Wahid Romdhani Sarwendah Intan Siti Uswatun Hasanah Sofiana, Kharisma SRI RAHAYU Subanji Subanji Subanji Syahrul Mubaroq Tri Endang Jatmikowati Ulul Iftha Frahnadya Variska, Variska Eka Vizha, Arsuti Arsuti Wahyu Eko Widiyanto Wisnu Busky Wardhana Yoga Dwi Windy Kusuma Ningtyas Yuliana, Febi Dwi