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All Journal Jurnal Pendidikan Matematika Jurnal Infinity Journal of Research and Advances in Mathematics Education JIPMat (Jurnal Ilmiah Pendidikan Matematika) JITEK (Jurnal Ilmiah Teknosains) AKSIOMA E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan Matematika (Kudus) Imajiner: Jurnal Matematika dan Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Pelita: Jurnal Pengabdian kepada Masyarakat Jurnal Kualita Pendidikan Jurnal Infinity Mathematics Education Journal SJME (Supremum Journal of Mathematics Education) Prismatika: Jurnal Pendidikan dan Riset Matematika
Maya Rini Rubowo
Universitas PGRI Semarang
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Social Sciences Veterinary Other

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PEMAHAMAN KONSEP GRUP MAHASISWA CALON GURU MATEMATIKA DENGAN KEMAMPUAN MATEMATIKA TINGGI Pramasdyahsari, Agnita Siska; Rubowo, Maya Rini
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol. 2 No. 2 (2020): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The study aims to describe the understanding of group concepts in prospective mathematics teacher with high mathematical abilities. This research is a descriptive qualitative research, with a research subject is a prospective mathematics teacher who have taken group theory courses. The subjects were selected according to the criteria of having high mathematical abilities based on mathematical ability tests, having good communication skills and being able to explain. Data collection was carried out through providing group concept understanding tests followed by interviews. Written tests and interviews were conducted twice for the purposes of triangulating data through time triangulation. Regarding to the discussion section, it can be summarized that subjects with high mathematical abilities can define and show a group fulfilling the traits in detail.
Developing Student Worksheet of Cylinder Using Techno-Ethno-Realistic Mathematics Education Assisted by Augmented Reality Farida Nursyahidah; Irkham Ulil Albab; Maya Rini Rubowo
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13306

Abstract

Mastery of cylinder material is essential for strengthening students’ spatial reasoning and understanding of curved-3D shapes; however, prior research shows persistent difficulties in learning 3D shapes one of them is thc cylinder. These difficulties are often exacerbated by limited use of innovative, contextual, and technology-supported learning materials. To address these challenges, this research integrates three key components ethnomathematics, RME, and technology to support dynamic visualization of cylindrical shapes. This study aims to develop a student worksheet using the Techno-Ethno-Realistic Mathematics Education (TE-RME) approach assisted by AR for learning cylinder concepts in junior secondary school. This study uses a design research methodology in two stages, namely a preliminary study and formative evaluation. The subjects of this study were 33 ninth-grade students of junior high school in Semarang. Data collected through observations, tests, and interviews were analyzed descriptively. This study produced a student activity sheet on cylinder material, which was combined with animated video and AR media whose effectiveness and efficiency align with the characteristics of the TE-RME approach. Based on these findings, it can be concluded that the TE-RME-based student activity sheet combined with animated video and AR media is efficient and effective in helping students develop conceptual understanding and problem-solving skills. The integration of animated video and AR media and the TE-RME approach reflects a commitment to innovation and continuous development of effective learning designs that promote inclusive, equitable, and meaningful learning experiences.
Peningkatan Kompetensi Guru dalam Mengembangkan Media Pembelajaran Matematika Berbasis AR/VR Menggunakan WebAR Melalui Pendekatan Techno-Ethno-RME Farida Nursyahidah; Arif Wibisono; Maya Rini Rubowo
Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 3 (2026): Pelita: Jurnal Pengabdian kepada Masyarakat
Publisher : Perkumpulan Kualitama Edukatika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51651/pjpm.v6i3.582

Abstract

The development of digital technology is driving the transformation of mathematics learning towards a more interactive, contextual, and learner-centered approach. However, teacher competency in developing immersive technology-based learning media, such as Augmented Reality (AR) and Virtual Reality (VR), is still limited. Furthermore, the integration of local cultural elements into mathematics learning is not yet optimal. This community service activity aims to improve teacher competency in designing and developing Web Augmented Reality (WebAR)-based mathematics learning media through the Techno-Ethno-Realistic Mathematics Education (TE-RME) approach. The activity was carried out through the stages of needs analysis, preparation of training materials, workshop implementation, practical mentoring, and evaluation of training results. Participants were mathematics teachers who were members of the Mathematics MGMP who were given training on basic AR/VR concepts, utilization of the WebAR platform, integration of ethnomathematics elements, and application of Realistic Mathematics Education (RME) principles in developing learning media. Evaluation was conducted using pretest and posttest instruments, participant response questionnaires, and assessment of the resulting media products. The results of the activity showed an increase in participants' understanding and skills in developing WebAR-based mathematics learning media. Participants were able to produce AR/VR media prototypes that integrated local cultural contexts and mathematical concepts contextually. Participants' responses to the training were very good, particularly regarding the ease of use of the technology, the relevance of the material, and the potential for implementation in learning. Thus, this training was effective in improving teachers' digital competencies and supporting the development of innovative, contextual, and culturally based mathematics learning.
Co-Authors Agnita Siska Pramasdyahsari, Agnita Siska Ahmad, Dzulfiqar Issac Ali Shodiqin Arif Wibisono Astutik, Iin Dwi Atmaja, Satriya Adika Arif Aurora Nur Aini Bagus Ardi Saputro Dahal, Niroj Eny Hartadiyati W.H, Eny Farida Nursyahidah Farida Nursyahidah Febriansyah, Muhammad Aldo Fenny Roshayanti FX. Didik Purwosetiyono Hardiyanto, Dwi Ikha Devi Rahmayani Irkham Ulil Albab Khoiriya Latifah, Khoiriya Luitel, Bal Chandra M. Saifuddin Zuhri, M. Saifuddin Muhammad Saifuddin Zuhri Muhtarom Noviana Dini Rahmawati Pant, Binod Prasad Purwosetiyono, F X Didik Purwosetiyono, FX Didik Rasiman Rasiman Rizky Esti Utami, Rizky Esti Royhan, Mas’ud Hadad Sari, Icha Septiani, Pipit Eka Sugiyanti Sugiyanti Sukowati, Dyah Intan Supandi Theodora Indriati Wardani Tuni'mah, Lattifah Tuni’mah, Lattifah Velma Nindita, Velma Windia Hadi Windia Hadi Zuhri, M Saifuddin