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All Journal Jurnal Riset Pendidikan Matematika Jurnal Pendidikan Matematika (Kudus) Unnes Journal of Mathematics Education Research J-PiMat : Jurnal Pendidikan Matematika Reswara: Jurnal Pengabdian Kepada Masyarakat Al Hikmah: Journal of Education MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika Unnes Journal of Mathematics Education ILUMINASI: Journal of Research in Education Al-Bidayah : jurnal pendidikan dasar Islam Hipotenusa: Journal of Mathematical Society Al Ibtida: Jurnal Pendidikan Guru MI At Turots: Jurnal Pendidikan Islam
Naili Lumaati Noor Lumaati Noor
UIN Sunan Kudus
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PENGEMBANGAN KUALITAS GURU MATEMATIKA MADRASAH ALIYAH MELALUI MODUL DAN PELATIHAN MICROSOFT MATHEMATICS Noor, Naili Lumaati; Fakhriyana, Dina; Widiyastuti, Wahyuning
Reswara: Jurnal Pengabdian Kepada Masyarakat Vol 4, No 2 (2023)
Publisher : Universitas Dharmawangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46576/rjpkm.v4i2.3300

Abstract

Hampir semua sektor kegiatan masyakat memanfaatkan penggunaan teknologi informasi yang canggih, tak terkecuali dunia pendidikan. Perkembangan teknologi dalam dunia pendidikan misalnya dalam hal penggunaan bahan dan media pembelajaran. Namun realitanya masih banyak guru yang belum memanfaatkan perkembangan teknologi secara maksimal. Khususnya dalam pendidikan matematika, teknologi dalam bentuk aplikasi hitung bisa dimanfaatkan guru untuk membuat soal yang lebih bervariatif. Aplikasi yang dapat dimanfaatkan dalam pembelajaran matematika diantaranya adalah Microsoft Mathematics. Microsoft Mathematics adalah suatu software yang berfungsi untuk membantu menghitung, yang didalamnya memuat penjelasan cara penyelesaian masalah secara detail dan tahap demi tahap. Tujuan pengabdian ini adalah mengidentifikasi respon guru matematika Madrasah Aliyah setelah penggunaan aplikasi Microsoft Mathematics pada pembelajaran matematika yang didampingi modul Microsoft Mathematics yang telah pengabdi susun. Pendekatan yang digunakan adalah Participatory Action Research (PAR). Subjek pengabdian adalah guru matematika Madrasah Aliyah di wilayah Kabupaten Kudus. Instrumen pengumpulan data berupa lembar angket kepuasan pelatihan yang diisi oleh peserta pelatihan. Teknik analisis data menggunakan kriteria penilaian ideal. Pengabdian ini memberikan hasil bahwa respon guru matematika Madrasah Aliyah setelah pelatihan penggunaan aplikasi Microsoft Mathematics pada pembelajaran matematika yang didampingi modul Microsoft Mathematics adalah sangat puas.
Self-Regulated Learning For Solving Mathematical Problems: A Systematic Literature Review Noor, Naili Lumaati; Stevanus Budi Waluya; Sri Adi Widodo
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i2.89026

Abstract

As a mindset, mathematical problem-solving skills cannot be taught instantly but rather develop gradually. Meanwhile, self-regulation serves as a foundation in the learning process, encouraging increased student motivation and helping them reflect on their learning experiences. This study aims to provide a comprehensive overview of self-regulation learning for solving mathematical problems, including the role, process, and steps to improve self-regulation in solving mathematical problems. This Systematic Literature Review uses the PRISMA protocol as its implementation guide. The results show that the trend of self-regulation research in solving mathematical problems is dominated by descriptive qualitative and experimental approaches, with subjects varying from elementary school students to college students and teachers. Self-regulation has an important role in solving mathematical problems. The process of self-regulation in solving math problems involves a series of stages that help students manage their thoughts, emotions, and actions effectively. Some strategic approaches to improve mathematical problem solving through self-regulation are through the selection of appropriate learning methods, as well as monitoring learning progress and good emotional management by students. The implication of the research is to help educators understand the specific needs of students, so that self-regulation strategies can be tailored to the diverse abilities of students.
Analisis Kemampuan Berpikir Kritis Matematis Ditinjau dari Gaya Kognitif Implusif dan Reflektif Noor, Naili Luma’ati
Jurnal Pendidikan Matematika Vol 2, No 1 (2019): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpm.v2i1.6341

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan berpikir kritis berbasis gaya kognitif impulsif dan reflektif. Metode penelitian menggunakan pendekatan kualitatif deskriptif. Data diambil dengan tes kemampuan berpikir kritis matematika, Matching Familiar Figure Test (MFFT) untuk mengukur gaya kognitif, dan wawancara. Hasil tes siswa dianalisis, kemudian dipilih empat siswa, dua gaya kognitif impulsif, dan gaya kognitif reflektif, untuk analisis kualitatif. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis matematika siswa dengan gaya kognitif reflektif lebih baik daripada siswa dengan gaya kognitif impulsif pada indikator pemahaman masalah, memberikan alasan logis dengan berbagai konsep yang relevan dan menghubungkan antar konsep, serta membuat kesimpulan. Sedangkan pada indikator pemecahan masalah konsep, siswa dengan gaya kognitif impulsif lebih baik daripada siswa dengan gaya kognitif reflektif.The purpose of this research was to describe the critical thinking ability of based on impulsive and reflective cognitive style. The research method used a descriptive qualitative approach. Data was taken with the ability of mathematics critical thinking test, Matching Familiar Figure Test (MFFT) to measure cognitive style, and interview. The student’s test result was analysed, then four students were selected, the two of them are impulsive cognitive style, and the others are reflective cognitive style, for qualitative analysis. The result showed that the ability of mathematics critical thinking students with reflective cognitive style is better than students with impulsive cognitive style on the indicators of understanding the problem, giving logical reasons with various relevant concepts and connecting between concepts, and making conclusions. While on the indicator of solving problems with the concepts, students with impulsive cognitive style is a better than students with reflective cognitive style.
Scaffolding Process Based on Error Analysis in Solving the Problem: Second Order Differential Equation Noor, Naili Luma'ati
Jurnal Pendidikan Matematika Vol 5, No 1 (2022): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v5i1.14418

Abstract

Error analysis in solving mathematics problems is needed to be done so that the lecturer and the students can find out the students’ error in solving the problems. So, in the future the lecturer will administer the more appropriate scaffolding. The aim of this research is to analyze the appropriate scaffolding administered for the students based on error identification according to the Newman procedure of the students in solving second order differential equation. The method of this research was qualitative research case study design. The subject of the research was the students of mathematics education study program at IAIN Kudus who took differential equation class in the first semester in the academic year 2021/2022. The technique for data collection used were test and interview techniques. The result of the research of scaffolding administered for the students was by the techniques of inviting student participation, the students who performed comprehension errors obtained scaffolding in the form of offering explanations and verifying and clarifying student understandings, the students who performed transformation errors obtained offering explanations and modeling of desired behaviors techniques, the students who performed process skill errors obtained scaffolding in the form of Inviting students to contribute clues and Inviting student techniques, and the students who performed encoding errors obtained scaffolding in the form of Inviting student participation. Analisis kesalahan dalam menyelesaikan masalah matematika perlu dilakukan agar dosen dan mahasiswa dapat mengetahui kesalahan mahasiswa dalam menyelesaikan masalah. Jadi, kedepannya dosen akan mengelola scaffolding yang lebih tepat. Penelitian ini bertujuan untuk menganalisis scaffolding yang tepat diberikan kepada siswa berdasarkan identifikasi kesalahan menurut prosedur Newman siswa dalam menyelesaikan persamaan diferensial orde dua. Metode penelitian ini adalah penelitian kualitatif dengan desain studi kasus. Subyek penelitian ini adalah mahasiswa program studi pendidikan matematika di IAIN Kudus yang mengambil mata kuliah persamaan diferensial pada semester I tahun ajaran 2021/2022. Teknik pengumpulan data yang digunakan adalah teknik tes dan wawancara. Hasil penelitian scaffolding yang diberikan kepada siswa adalah dengan teknik mengundang partisipasi siswa, siswa yang melakukan kesalahan pemahaman memperoleh scaffolding berupa menawarkan penjelasan dan memverifikasi dan memperjelas pemahaman siswa, siswa yang melakukan kesalahan transformasi memperoleh penjelasan menawarkan dan teknik pemodelan perilaku yang diinginkan, siswa yang melakukan kesalahan keterampilan proses memperoleh scaffolding berupa mengundang siswa untuk menyumbangkan petunjuk dan teknik Mengundang siswa, dan siswa yang melakukan kesalahan encoding memperoleh scaffolding berupa mengundang partisipasi siswa.
Eksplorasi Etnomatematika Bentuk Alat Musik Rebana Mu'asaroh, Herdiyanti Putri; Noor, Naili Luma’ati
Jurnal Pendidikan Matematika Vol 4, No 1 (2021): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jmtk.v4i1.9908

Abstract

Pendidikan dan kebudayaan adalah dua entitas yang terkait. Matematika sebagai salah satu bidang studi yang bersifat abstrak. Akibatnya siswa mengalami kesulitan dalam memahami materi matematika. Budaya memiliki peran untuk menjadi objek konkret dalam pembelajaran matematika. Budaya dalam matematika disebut etnomatematika. Penelitian bertujuan untuk mengeksplorasi bentuk alat musik rebana dan mengaitkannya dengan pembelajaran matematika. Penelitian ini termasuk penelitian kualitatif dengan pendekatan etnografi. Data dalam penelitian ini diperoleh melalui wawancara, observasi dan dokumentasi yang bersumber dari guru matematika dan santri pondok Ma'had pada salah satu sekolah di Kabupaten Demak. Hasil penelitian ini menunjukkan bahwa adanya konsep geometri pada bentuk alat musik rebana. Hasil penelitian ini dapat dijadikan sumber belajar dalam pembelajaran geometri di sekolah. Education and culture are two related entities. Mathematics is a field of study that is abstract. As a result, students have difficulty understanding mathematical material. Culture has a role to be a concrete object in learning mathematics. Culture in mathematics is called ethnomathematics. The research aims to explore the shape of the tambourine instrument and relate it to learning mathematics. This research is qualitative research with an ethnographic approach. The data in this study were obtained through interviews, observations, and documentation sourced from mathematics teachers and students of Pondok Ma'had at a school in Demak Regency. The results of this study indicate that there is a geometric concept in the shape of the tambourine musical instrument. The results of this study can be used as a learning resource in learning geometry at school.
Development of the Ethnomathematics-Based Mathematics Teaching Materials to Improve Conceptual Understanding of Madrasah Ibtidaiyah Students in Lombok, Indonesia Naili Lumaati Noor; Eva Luthfi Fakhru Ahsani; Awwalina Ainurrokhimah; Muhamad Miftah Farid
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.19553

Abstract

AbstractMathematics learning requires real situations that students often face. Using the context around students can make mathematics learning easy for students to understand. This research aims to develop ethnomathematics-based mathematics teaching materials to improve the conceptual understanding of Madrasah Ibtidaiyah/Islamic elementary school students in Lombok, Indonesia, that are feasible and practical. This research is research and development with the development of a 4D model consisting of defining, designing, developing, and disseminating. The resulting product is ethnomathematics-based mathematics teaching materials for grade IV students of Madrasah Ibtidaiyah in Lombok, Indonesia. The results of the development of teaching materials at the level of feasibility from the validation of material experts obtained a score of 39.5 with a feasible category, cultural experts obtained a score of 19.5 with a feasible category, and media experts obtained a score of 40.8 with a very feasible category. From the results of the product trial, it is known that the resulting product falls into the practical criteria, namely from student responses obtaining an assessment of 91% with a very positive category. The implications of the research are expected to increase the mathematical conceptual understanding of madrasah ibtidaiyah students to strengthen national cultural identity.Keywords: ethnomathematics, sasak culture, teaching materials, madrasah ibtidaiyah students.AbstrakPembelajaran matematika memerlukan situasi nyata yang sering dihadapi oleh siswa. Dengan menggunakan konteks yang ada di sekitar siswa, membuat pembelajaran matematika mudah dipahami oleh siswa. Penelitian ini bertujuan untuk mengembangkan bahan ajar matematika berbasis etnomatematika untuk meningkatkan pemahaman konsep siswa Madrasah Ibtidaiyah di Lombok, Indonesia yang layak dan praktis. Penelitian ini merupakan penelitian dan pengembangan dengan pengembangan model 4D, terdiri atas define (pendefinisian), design (perancangan), develop (pengembangan), dan disseminate (penyebaran). Produk yang dihasilkan adalah bahan ajar matematika berbasis etnomatematika untuk siswa kelas IV Madrasah Ibtidaiyah di Lombok, Indonesia. Hasil pengembangan bahan ajar pada tingkat kelayakan dari validasi ahli materi diperoleh skor 39,5 dengan kategori layak, dari ahli budaya diperoleh skor 19,5 dengan kategori layak, dan dari ahli media diperoleh skor 40,8 dengan kategori sangat layak. Dari hasil uji coba produk diketahui bahwa produk yang dihasilkan masuk dalam kriteria praktis, yaitu dari respon siswa memperoleh penilaian 91% dengan kategori sangat posititf. Implikasi penelitian ini diharapkan dapat meningkatkan pemahaman konsep matematika siswa madrasah ibtidaiyah, sehingga memperkuat jati diri budaya bangsa.Kata kunci: etnomatematika, budaya sasak, bahan ajar, siswa madrasah ibtidaiyah.
Education for Sustainable Development and STEM Integration in Environmental Project-Based Learning at Madrasah Ibtidaiyah Ahsani, Eva Luthfi Fakhru; Naili Luma’ati Noor; Mochammad Jaza Al Aufa; Yuliana Noor Annisa
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v18i1.13362

Abstract

The integration of Education for Sustainable Development (ESD) and STEM Education is important in primary education; however, its implementation in Madrasah Ibtidaiyah remains underexplored, particularly in utilizing the school environment as a contextual learning resource. This study aims to analyze teachers’ understanding of ESD and STEM integration, examine the role of the school environment in supporting learning, and identify how ESD and STEM are integrated into environmental project-based learning. This research employed a descriptive qualitative approach involving fifth-grade students, teachers, and the principal of a Madrasah Ibtidaiyah in Blora Regency. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing. The findings show that teachers understood ESD through environmental care practices and applied STEM through contextual problem-solving activities, although challenges remained in integrating all STEM components systematically. The school environment functioned as a learning laboratory through waste management, plant observation, and simple water filtration projects using local materials. This study contributes to the development of contextual ESD-STEM learning models in Madrasah Ibtidaiyah through environmental project-based learning that integrates sustainability values with STEM competencies.
Integrating Mathematical Patterns in Muslim Fashion Design: a 4D-Based Edupreneurship Innovation Arghob Khofya Haqiqi; Naili Luma’ati Noor; Wakhid Fitri Albar; Hidayah Mohd Fadzil
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.4815

Abstract

The purpose of this study is to develop an innovation "Mathematical Patterns in Muslim Fashion" an innovation in Muslim clothing design using mathematical patterns and to test its feasibility, practicality, and effectiveness for the development of student edupreneurs. The method used in this study is research and development with 4D model, namely define, design, develop, and disseminate. The subjects of this study were students of Mathematics Education at IAIN Kudus who took the Entrepreneurship course in the even semester of the 2022/2023 academic year. The data collection technique in this study used a questionnaire that included feasibility, namely from expert validation, practicality, namely from student responses, and the effectiveness of using Muslim clothing design innovations using mathematical patterns as student edupreneur development. The results of this study are "Mathematical Patterns in Muslim Fashion" Muslim clothing design innovation using mathematical patterns is feasible with material experts with very good criteria, designer validators with good criteria, and edupreneur expert validators with very good criteria, practicality obtained 96%, and effective with very good criteria used as student edupreneur development.
A Comparative Study Of The Student Facilitator And Explaining Models Versus Conventional Learning Models On Students’ Mathematical Problem-Solving Skills And Self-Confidence Umi Fitriani Mursyidah; Naili Lumaati Noor
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1618

Abstract

Education is an effort to provide individuals with knowledge, insight, skills, and specific expertise so they can develop their potential and be able to cope with the changes brought about by advances in science and technology. One approach teachers can use in the learning process to improve students’ mathematical problem-solving skills and self-confidence is to implement the Student Facilitator and Explaining learning model. The objectives of this study are 1) to test whether the mathematical problem-solving abilities of students taught using the Student Facilitator and Explaining learning model are better than those of students taught using the conventional learning model; and 2) to test whether the self-confidence of students taught using the Student Facilitator and Explaining learning model is higher than that of students taught using the conventional learning model. This study is a quantitative study using the Quasi-Experimental method. The population in this study consists of all 76 tenth-grade students at MAN 5 Bojonegoro, and the sampling technique used is cluster random sampling to select one class as the control group and one class as the experimental group. The testing method used an independent t-test, and data collection techniques involved documentation, as well as instruments used in the study in the form of test questions and questionnaires to be administered to the 10th-grade class selected as the sample. The findings of this study led to the following conclusions: 1) There is a difference in mathematical problem-solving ability between the experimental class and the control class; based on the independent samples t-test, the results show that the calculated t-value = 10.944 > = 2.093, and under “Equal variances assumed,” the Sig. (2-tailed) value is 0.000 < 0.005, with the mean score of the 19 students in the experimental class being 78.11, which is higher than that of the 18 students in the control class, which is 58.39. 2) There is a difference in student self-confidence between the experimental and control classes; based on the independent samples t-test, the results showthat the calculated t-value = 3.417 > =2.069, and under the “Equal variances assumed” assumption, the Sig. (2-tailed) value is 0.002 < 0.005. The mean score of the 19 students in the experimental class (80.16) is higher than that of the 18 students in the control class (69.67). Therefore, it can be concluded that students’ mathematical problem-solving skills and self-confidence in the application of the Student Facilitator and Explaining learning model are better than those using the conventional learning model.
Co-Authors Ahsani, Eva Luthfi Fakhru Ainurrokhimah, Awwalina Awwalina Ainurrokhimah Dina Fakhriyana Eva Luthfi Fakhru Ahsani Farid, Muhamad Miftah Haqiqi, Arghob Khofya Hidayah Mohd Fadzil Imron Farhani, Muhammad Andi Jannah, Afifah Miftahul Kori'ah, Siti Lutvi Rahmawati Rahmawati Mochammad Jaza Al Aufa Mu'asaroh, Herdiyanti Putri Muhamad Miftah Farid Mulyono Mulyono sri adi widodo Stevanus Budi Waluya Umi Fitriani Mursyidah Wahyuning Widiyastuti Wahyuning Widiyastuti, Wahyuning Wakhid Fitri Albar Yuliana Noor Annisa