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All Journal Journal of Mathematics Education and Application (JMEA) AXIOM : Jurnal Pendidikan dan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Jurnal AbdiMas Nusa Mandiri Lentera
Nurul Asma
Universitas Islam Kebangsaan Indonesia
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Mathematics Physics Social Sciences Other

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Hubungan Antara Pembelajaran Matematika Dan Fisika Dalam Permainan Tarik Tambang Khairunnisak; Nurul Asma; Noviyanti Noviyanti
Lentera : Jurnal Ilmiah Sains, Teknologi, Ekonomi, Sosial, dan Budaya Vol 7 No 3 (2023): Lentera, Agustus 2023
Publisher : LPPM Universitas Almuslim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51179/ltr2.v7i3.2097

Abstract

Permainan tarik tambang merupakan salah satu aktivitas fisik yang melibatkan unsur kompetisi dan kerjasama antara dua tim yang berusaha untuk menarik tali ke arah masing-masing, dengan tujuan menarik lawan melewati garis batas. Meskipun permainan ini umumnya dianggap sebagai olahraga fisik semata, terdapat keterkaitan yang menarik antara pembelajaran matematika dan fisika yang melandasi dinamika permainan ini. Penelitian ini bertujuan untuk menganalisis hubungan antara pembelajaran matematika dan fisika dalam konteks permainan tarik tambang. Pendekatan kualitatif digunakan dalam penelitian ini untuk menggali informasi mendalam tentang konsep matematika dan fisika yang diterapkan oleh para pemain saat bermain tarik tambang. Hasil penelitian menunjukkan bahwa terdapat beberapa aspek matematika yang terlibat dalam permainan tarik tambang, termasuk pemahaman tentang gaya, massa, kecepatan, jarak, dan sudut. Para pemain secara intuitif menggunakan konsep-konsep ini untuk mengoptimalkan strategi mereka dalam menarik tali agar mencapai keseimbangan yang sesuai dengan hukum fisika. Selain itu, permainan tarik tambang juga melibatkan penerapan hukum fisika, seperti hukum Newton tentang gerak dan gaya. Pemain harus memahami bagaimana mengatur distribusi massa dan tenaga yang diperlukan untuk mengatasi gaya gesekan dan gravitasi agar dapat mencapai kemenangan. Penelitian ini juga menyoroti peran penting guru dalam mengintegrasikan pembelajaran matematika dan fisika melalui permainan tarik tambang. Guru dapat merancang aktivitas pembelajaran yang menantang siswa untuk mengidentifikasi dan menerapkan konsep matematika dan fisika secara kontekstual. Melalui pendekatan interdisipliner, siswa dapat lebih memahami hubungan antara kedua mata pelajaran ini dan meningkatkan pemahaman mereka tentang ilmu pengetahuan secara keseluruhan.
Kemandirian Belajar Mahasiswa melalui Blended Learning Berbasis Literasi Digital pada Mata Kuliah Aljabar Linier dan Matriks Aziz, Nurul Asma; Khairunnisak, Khairunnisak
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 7 No 2 (2023): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v7i2.7467

Abstract

The importance of self-regulated learning in students is able to make them responsible learners, easy to solve problems, have certain strategies in acquiring knowledge, and control themselves in thinking and acting. Blended Learning is a method that combines conventional learning with virtual learning. The various features presented via the internet can make students active and independent in looking for reference sources as literature to develop their knowledge. The aim of this research is to determine the learning independence of students who take lectures using Blended Learning based on digital literacy. The research method used is a qualitative method. Data analysis was carried out by processing student response questionnaire data and calculating the percentage of response scores to the ideal score. The results obtained were that on average respondents gave the option of agreeing with the highest percentage, namely 45%. Meanwhile, the percentage result of the respondent's response score was 83%, which shows that the respondent's response was in good criteria, because it had a range between 68.01–84.00. So it can be concluded that learning through digital literacy-based Blended Learning has a positive impact on student learning independence.
Developing Proteus video tutorials as interactive mathematics learning media based on a realistic approach Nurul Asma; Rizka Sylvia
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.21361

Abstract

The advantages of video tutorials as an alternative learning media in mathematics are significant. Video tutorials are easily used because they are not limited by space and time constraints. For teachers who lack competency in using technology, such learning media greatly assist the teaching process in achieving the desired outcomes. Proteus video tutorials specifically explain the application of Proteus software. These videos are designed based on a realistic approach, where learning begins with real-world contextual problems. The purpose of this study is to develop interactive mathematics learning media through realistic approach-based Proteus video tutorials that are valid and practical. The research method employed is Research and Development (R&D), adapting the ADDIE development model. This model comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. The research results indicate that the video is considered valid, obtaining a validation score of 93%, which falls into the very valid category, and practical, with a score of 94%, indicating a very practical category. Furthermore, the video is developed with the characteristics of a realistic approach.
Pengembangan Hypothetical Learning Trajectory (HLT) pada Pembelajaran Statistika untuk Meningkatkan Pemahaman Konsep Siswa Tri Putri Utami; Noviyanti Noviyanti; Nurul Asma
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol. 10 No. 1 (2026): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v10i1.14678

Abstract

This study aims to develop a Hypothetical Learning Trajectory (HLT) in statistics learning that is valid, practical, and effective in improving students’ conceptual understanding. This research employs a Research and Development method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The subjects of this study were eighth-grade students at SMP Negeri 1 Peureulak. Data were collected through conceptual understanding tests, observations, interviews, and documentation. The research instruments included expert validation sheets, pretest and posttest items, and observation sheets of student activities. The results indicate that the developed HLT is categorized as valid based on expert judgment. The implementation of HLT in learning shows an improvement in students’ conceptual understanding, as indicated by the increase in the average score from 58.20 in the pretest to 82.45 in the posttest, with a gain score of 0.58 categorized as moderate. In addition, there was an increase in students’ active engagement during the learning process, particularly in discussions and data interpretation. The HLT also assists teachers in designing more systematic instruction and anticipating students’ misconceptions. Therefore, the developed HLT is practical and effective in improving students’ conceptual understanding in statistics and can serve as an alternative innovative instructional design.
PENDAMPINGAN PENGGUNAAN MEDIA ANIMASI DALAM PEMBELAJARAN ALJABAR UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA SMP Nurul Asma; Cut Fadhilah; Chairul Iqbal Aziz
Jurnal AbdiMas Nusa Mandiri Vol. 8 No. 3 (2026): Periode Juli 2026
Publisher : LPPM Universitas Nusa Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33480/abdimas.v8i3.8473

Abstract

This community seirvicei program aimeid to einhancei teiacheirs’ compeiteincieis in using, adapting, and inteigrating animateid leiarning meidia, as weill as to improvei studeints’ undeirstanding of algeibraic conceipts at SMP IT Al-Aziziyah. Thei partneir school's challeingeis includeid studeints’ low undeirstanding of algeibraic conceipts, limiteid usei of teichnology-baseid leiarning meidia, and teiacheirs’ insufficieint compeiteincei in utilizing artificial inteilligeincei teichnologieis for instructional purposeis. Thei program was impleimeinteid through training and meintoring activitieis involving 10 teiacheirs oveir a two-day peiriod, coveiring meidia introduction, hands-on practicei, and classroom impleimeintation. Thei reisults deimonstrateid positivei changeis in thei partneir school's conditions, particularly in thei improveimeint of teiacheirs’ compeiteincieis in deisigning and impleimeinting animateid leiarning meidia, as weill as theiir confideincei in utilizing eiducational teichnology. From thei studeints’ peirspeictivei, thei aveiragei conceiptual undeirstanding scorei increiaseid from 53.75 to 79.75, with an N-gain scorei of 0.56, indicating a modeiratei leiveil of improveimeint. Teiacheirs’ and studeints’ reisponseis to thei program weirei cateigorizeid as veiry positivei, with aveiragei scoreis of 87.2% and 86.25%, reispeictiveily. Theisei findings indicatei that meintoring in thei usei of animateid leiarning meidia can support thei transformation of matheimatics leiarning into a morei inteiractivei and meianingful eiducational eixpeirieincei.
Development Of Statistics Instruction Based On Authentic Data To Improve Students’ Statistical Reasoning And Data Literacy Tri Putri Utami; Nurul Asma; Asmaul Husna
JMEA : Journal of Mathematics Education and Application Vol 5, No 3 (2026): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i3.32191

Abstract

This study aims to develop and evaluate the effectiveness of an authentic data-based statistics learning model in improving students’ statistical reasoning and data literacy. A quasi-experimental research design with a one-group pretest-posttest approach was used, involving a number of students from relevant degree programs. The research instruments included tests of statistical reasoning and data literacy—which had been validated for validity and reliability—as well as observations and focus group discussions. The results of the paired t-test analysis showed a significant increase in both variables following the implementation of the learning model. The mean statistical reasoning score increased from 65.7 (pretest) to 85.2 (posttest) with p 0.001 and Cohen’s d of 1.25 (large effect). Meanwhile, data literacy scores increased from 62.3 (pre-test) to 82.5 (post-test), with p 0.001 and Cohen’s d of 1.18 (large effect). Further qualitative analysis confirmed that the experience of working with authentic—and often complex—data fostered students’ intrinsic motivation and critical thinking skills, making the material more relevant and engaging. This study expands the framework of authentic learning by positioning direct interaction with real data as a key mechanism for internalizing statistical concepts and developing 21st-century competencies. Pedagogical implications suggest a shift in the statistics curriculum toward hands-on experiences with authentic data and the reinforcement of data literacy as an essential competency.
Nutritional Numeracy: An Integrated Science-Numeracy Curriculum Model to Shape Healthy Eating Behavior in Early Childhood Nurul Asma; Khairunnisak Khairunnisak; Irda Rafika
JMEA : Journal of Mathematics Education and Application Vol 5, No 3 (2026): Oktober
Publisher : JMEA : Journal of Mathematics Education and Application

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmea.v5i3.32214

Abstract

This study developed and examined the effectiveness of Nutritional Numeracy, an integrated science-numeracy curriculum model that uses nutrition-related contexts—such as observing and classifying food groups, counting food portions, and comparing nutritional values—to build early childhood science process skills, numeracy competence, and healthy eating behavior. Using a research and development (RD) design with a simplified Define-Design-Develop model, the curriculum was tested through a quasi-experimental one-group pretest-posttest design involving 32 children aged 5–6 years in Group B of TKIT Peusijuk Hatee, Kabupaten Bireuen. Data were collected using a validated nutritional numeracy test and a healthy eating behavior observation checklist. Paired t-test results showed significant improvements in both variables: nutritional numeracy scores rose from 58.4 to 84.1 (p 0.001, Cohen's d = 1.32), and healthy eating behavior scores rose from 60.2 to 81.7 (p 0.001, Cohen's d = 1.21), both with large effect sizes. Qualitative findings from classroom observations and teacher focus group discussions supported these results, showing increased enthusiasm among children in identifying healthy foods and greater willingness to try vegetables and fruits. These findings extend early childhood curriculum literature by positioning food-related contexts as a practical vehicle for integrating science and numeracy learning, with pedagogical implications for embedding food-based observing, classifying, counting, and comparing activities into daily instruction to cultivate healthy eating habits from an early age.
Co-Authors Asmaul Husna Chairul Iqbal Aziz Cut Fadhilah Irda Rafika Khairunnisak Khairunnisak Khairunnisak Khairunnisak Khairunnisak, Khairunnisak Noviyanti Noviyanti Rizka Sylvia Tri Putri Utami