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Augmented reality in the teaching of geometric solids for elementary school: Experience report in a public school Santiago, Paulo Vitor da Silva; Zahroh, Umy; Darmayanti, Rani
Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i2.285

Background: Augmented Reality (AR) integrates virtual objects with the real world on smartphone screens, creating a seemingly seamless blend of both.Aim: This research aimed to explore the use of AR in teaching geometric solids to final-year elementary school students. An interactive tool, RA Solids, was employed, originating from a 2023 research experience in a 6th-grade class.Method: The study was conducted in a public school with students mostly classified as digital immigrants. The Didactic Engineering methodology was utilized for research.Result: The outcomes were positive, showing that the school environment was conducive to implementing the teaching and learning process of geometric solids using digital technology.Conclusion: The use of AR in education, specifically in teaching mathematics, demonstrates promising results in enhancing student engagement and understanding, particularly in the context of geometric solids.

PEMBELAJARAN BERBASIS ETNOMATEMATIKA DENGAN MEMODELKAN MOTIF BATIK GAJAH MADA zahroh, umy
Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Vol 20 No 1 (2020): Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan
Publisher : LP2M UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/dinamika.2020.20.1.1-17

Abstract This research was based on mathematics learning in schools that are too formal and theoretical, and are less varied so it affects students' interest in learning mathematics. For this reason, a connection between mathematics outside of school and school mathematics is needed. One way that can be used is to utilize the ethnomathematics approach as the beginning of formal mathematics teaching which is suitable with the students' level of development who are at a concrete operational stage. The same thing was stated that the presence of mathematics with cultural nuances would make a major contribution to school mathematics. The objectives of this research were (1) to find out mathematical activities in the form of numerating, measuring, and calculating in batik activities. (2) To find out the mathematical concepts of geometry and geometrical transformations contained in batik motifs. This research used ethnographic research with a qualitative approach. Data collection techniques used were observation, interviews, and documentation. Data analysis technique used data reduction, data presentation, drawing conclusions and verification. The results showed that (1) in the batik activity at the Gajah Mada Tulungagung batik production house there were mathematical activities in the form of counting when determining the number of tools and materials needed, measuring fabric, calculating night requirements, calculating color comparisons, calculating waterglass requirements, and when calculating water needs. Measuring activity is seen during the process of measuring fabrics and designing batik patterns. The next step of counting activity is seen during the process of cutting fabric from 60 yards into 27 pieces, calculating the plastisin required for 2 meter fabric, and when mixing several colors. (2) There is a mathematical concept of geometry in the form of points, curved lines, triangles and circles, and the concept of geometrical transformation in the form of translation Keywords: Ethnomatematics, Mathematics, Culture, Batik Abstrak Pembelajaran matematika di sekolah yang formal dan teoritis, serta kurang bervariasi akan mempengaruhi minat peserta didik dalam mempelajari matematika. Untuk itu diperlukan keterhubungan antara matematika di luar sekolah dengan matematika sekolah. Salah satu cara yang dapat digunakan adalah dengan memanfaatkan pendekatan ethnomathematika sebagai awal dari pengajaran matematika formal yang sesuai dengan tingkat perkembangan siswa yang berada pada tahapan operasional konkrit. Hal yang sama dikemukakan bahwa kehadiran matematika yang bernuansa budaya akan memberikan kontribusi yang besar terhadap matematika sekolah. Penelitian ini bertujuan (1) untuk mengetahui aktivitas matematika berupa membilang, mengukur, dan menghitung pada aktivitas membatik. (2) Untuk mengetahui konsep matematika geometri dan transformasi geometri yang terdapat pada motif batik. Penelitian ini menggunakan jenis penelitian etnografi dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Dalam menganalisis data menggunakakan reduksi data, penyajian data, menarik kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa (1) dalam aktivitas membatik di rumah produksi batik Gajah Mada Tulungagung terdapat aktivitas matematika yaitu berupa membilang saat menentukan banyaknya alat dan bahan yang diperlukan, mengukur kain, menghitung kebutuhan malam, menghitung perbandingan warna, menghitung kebutuhan waterglass, dan saat menghitung kebutuhan air. Aktivitas mengukur terlihat saat proses mengukur kain dan mendesain pola batik. Selajutnya aktivitas menghitung terlihat saat proses pemotongan kain dari 60 yard menjadi 27 potong, menghitung kebutuhan malam untuk kain 2 meter, dan saat mencampur beberapa warna. (2) Terdapat konsep matematika geometri berupa titik, garis lengkung, segitiga, dan lingkaran, serta konsep transformasi geometri berupa translasi, rotasi, dan refleksi Kata Kunci: Etnomatematika, Matematika, Budaya, Batik

PEMBELAJARAN BERBASIS ETNOMATEMATIKA DENGAN MEMODELKAN MOTIF BATIK GAJAH MADA zahroh, umy
Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Vol 20 No 1 (2020): Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan
Publisher : LP2M UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/dinamika.2020.20.1.1-17

Abstract This research was based on mathematics learning in schools that are too formal and theoretical, and are less varied so it affects students' interest in learning mathematics. For this reason, a connection between mathematics outside of school and school mathematics is needed. One way that can be used is to utilize the ethnomathematics approach as the beginning of formal mathematics teaching which is suitable with the students' level of development who are at a concrete operational stage. The same thing was stated that the presence of mathematics with cultural nuances would make a major contribution to school mathematics. The objectives of this research were (1) to find out mathematical activities in the form of numerating, measuring, and calculating in batik activities. (2) To find out the mathematical concepts of geometry and geometrical transformations contained in batik motifs. This research used ethnographic research with a qualitative approach. Data collection techniques used were observation, interviews, and documentation. Data analysis technique used data reduction, data presentation, drawing conclusions and verification. The results showed that (1) in the batik activity at the Gajah Mada Tulungagung batik production house there were mathematical activities in the form of counting when determining the number of tools and materials needed, measuring fabric, calculating night requirements, calculating color comparisons, calculating waterglass requirements, and when calculating water needs. Measuring activity is seen during the process of measuring fabrics and designing batik patterns. The next step of counting activity is seen during the process of cutting fabric from 60 yards into 27 pieces, calculating the plastisin required for 2 meter fabric, and when mixing several colors. (2) There is a mathematical concept of geometry in the form of points, curved lines, triangles and circles, and the concept of geometrical transformation in the form of translation Keywords: Ethnomatematics, Mathematics, Culture, Batik Abstrak Pembelajaran matematika di sekolah yang formal dan teoritis, serta kurang bervariasi akan mempengaruhi minat peserta didik dalam mempelajari matematika. Untuk itu diperlukan keterhubungan antara matematika di luar sekolah dengan matematika sekolah. Salah satu cara yang dapat digunakan adalah dengan memanfaatkan pendekatan ethnomathematika sebagai awal dari pengajaran matematika formal yang sesuai dengan tingkat perkembangan siswa yang berada pada tahapan operasional konkrit. Hal yang sama dikemukakan bahwa kehadiran matematika yang bernuansa budaya akan memberikan kontribusi yang besar terhadap matematika sekolah. Penelitian ini bertujuan (1) untuk mengetahui aktivitas matematika berupa membilang, mengukur, dan menghitung pada aktivitas membatik. (2) Untuk mengetahui konsep matematika geometri dan transformasi geometri yang terdapat pada motif batik. Penelitian ini menggunakan jenis penelitian etnografi dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Dalam menganalisis data menggunakakan reduksi data, penyajian data, menarik kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa (1) dalam aktivitas membatik di rumah produksi batik Gajah Mada Tulungagung terdapat aktivitas matematika yaitu berupa membilang saat menentukan banyaknya alat dan bahan yang diperlukan, mengukur kain, menghitung kebutuhan malam, menghitung perbandingan warna, menghitung kebutuhan waterglass, dan saat menghitung kebutuhan air. Aktivitas mengukur terlihat saat proses mengukur kain dan mendesain pola batik. Selajutnya aktivitas menghitung terlihat saat proses pemotongan kain dari 60 yard menjadi 27 potong, menghitung kebutuhan malam untuk kain 2 meter, dan saat mencampur beberapa warna. (2) Terdapat konsep matematika geometri berupa titik, garis lengkung, segitiga, dan lingkaran, serta konsep transformasi geometri berupa translasi, rotasi, dan refleksi Kata Kunci: Etnomatematika, Matematika, Budaya, Batik

Development Instrument Evaluation Mathematics HOTS -Based for Prospective Junior High School Teachers Asmarani, Dewi; Zahroh, Umy
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 2 (2025): November 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i2.3840

Higher-order thinking skills (HOTS) are essential for meeting the challenges of the 21st century. Therefore, these skills must be possessed by every individual engaged in the learning process. Students, as learners, need frequent practice to develop these skills. To facilitate this, prospective teachers should be capable of designing assessment instruments that foster higher-order thinking. However, in practice, teachers often struggle to create such instruments effectively, as it is a complex task. This study was initiated to address that challenge. It employed a research and development (R&D) approach using the 4D model: define, design, develop, and disseminate. The research subjects were 15 prospective mathematics teachers who developed HOTS-based test items, which were then tested on 79 seventh-grade students at Darul Akhwan International Junior High School. The developed items were evaluated for their validity and practicality through construct and empirical validity tests. The practicality was further assessed using reliability tests, item difficulty levels, and discrimination indices. The results showed that the instrument achieved 100% validity based on expert judgment. The reliability test yielded an rcount=0.659r_{count} = 0.659rcount=0.659, which exceeds the rtable=0.2213r_{table} = 0.2213rtable=0.2213; thus, the instrument is considered reliable. The discrimination index analysis revealed that 60% of the items were in the “fair” category, while the remaining 40% were categorized as “good.” Meanwhile, the difficulty level analysis showed that 15% of the items were “very difficult,” 65% were “difficult,” and 20% were “easy.” These results indicate that the instrument has an appropriate level of difficulty. In conclusion, the assessment instrument developed in this study is both valid and practical for evaluating students’ higher-order thinking skills.

STUDI KOMPARATIF IMPLEMENTASI STEM DALAM PEMBELAJARAN MATEMATIKA DI INDONESIA DAN TIONGKOK : SYSTEMATIC LITERATURE REVIEW (SLR) Munawaroh, Vina Shofwatul; Munir, Ulfa Saikhul; Hadi, Syaiful; Zahroh, Umy
Al-Irsyad Journal of Mathematics Education Vol 5 No 1 (2026): Januari 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijme.v5i1.669

Penelitian ini bertujuan menganalisis dan membandingkan implementasi Science, Technology, Engineering, and Mathematics (STEM) dalam pembelajaran matematika di Indonesia dan Tiongkok. Studi ini dilatarbelakangi tuntutan pendidikan abad ke-21 serta rendahnya pemerataan kualitas penerapan STEM di Indonesia dan perbedaan kesiapan ekosistem pendidikan kedua negara. Selain itu, kajian komparatif sistematis yang secara khusus membahas implementasi STEM pada pembelajaran matematika lintas negara masih terbatas. Penelitian menggunakan metode Systematic Literature Review dengan pedoman PRISMA 2020. Pencarian dilakukan pada basis data Google Scholar dan Scopus terhadap publikasi tahun 2021 sampai 2025. Sebanyak 534 artikel diidentifikasi dan diseleksi melalui tahapan penghapusan duplikasi, penyaringan judul dan abstrak, serta telaah teks penuh hingga diperoleh 12 artikel yang relevan. Hasil analisis menunjukkan bahwa Indonesia dan Tiongkok sama-sama menerapkan pembelajaran matematika berbasis STEM melalui strategi aktif seperti eksperimen, proyek, diskusi, dan pemecahan masalah kontekstual. Perbedaan utama terletak pada sistem pendukung implementasi. Indonesia masih bergantung pada inisiatif guru dengan keterbatasan fasilitas dan variasi kompetensi, sedangkan Tiongkok didukung kebijakan nasional, kurikulum terintegrasi, dan pengembangan profesional guru yang sistematis. Studi ini menyimpulkan bahwa penguatan kompetensi guru, konsistensi kebijakan, dan pemerataan akses teknologi merupakan kunci peningkatan mutu pembelajaran matematika berbasis STEM di Indonesia pada jenjang pendidikan dasar dan menengah secara berkelanjutan.

SYSTEMATIC LITERATURE REVIEW (SLR): STUDI KOMPARASI LANDASAN FILOSOFIS KURIKULUM MATEMATIKA DI INDONESIA DAN SINGAPURA Rahmawati, Putri Melinda; Rosidah, Nanda Nur Indah Kamilatur; Mubarok, Moch Yazid; Hadi, Syaiful; Zahroh, Umy
Pedagogy: Jurnal Pendidikan Matematika Vol. 10 No. 4 (2025): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v10i4.7711

Penelitian ini bertujuan untuk menganalisis secara sistematis landasan filosofis yang mendasari pengembangan kurikulum matematika di Indonesia pada Kurikulum Merdeka dan kurikulum matematika di Singapura. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan protokol PRISMA. Data diperoleh dari basis data Crossref dan Semantic Scholar menggunakan aplikasi Publish or Perish, dengan kata kunci “filosofi pendidikan”, “kurikulum matematika”, “kurikulum merdeka”, dan “kurikulum Singapura” dalam rentang publikasi 2021–2025. Dari 319 artikel yang ditemukan, setelah proses seleksi berlapis berdasarkan kriteria inklusi-eksklusi, diperoleh 5 artikel yang memenuhi syarat untuk dianalisis. Analisis dilakukan secara kualitatif melalui sintesis temuan dan visualisasi menggunakan VOSviewer dan WordCloud. Hasil penelitian menunjukkan bahwa landasan filosofis kurikulum matematika di Indonesia dan Singapura sama-sama berakar pada pragmatisme, konstruktivisme, dan humanisme, namun berbeda dalam penerjemahannya. Landasan filosofis tersebut tercermin dalam komponen kurikulum matematika. Tujuan kurikulum matematika di Indonesia berorientasi pada abad 21 dan penguatan karakter. Sedangkan di Singapura pengembangan konsep, kemampuan metakognitif, serta kesiapan menghadapi tantangan modern. Konten materi di Indonesia meliputi bilangan, aljabar, geometri, hubungan dan fungsi, statistika dan peluang, serta kalkulus, sedangkan di Singapura meliputi bilangan, algebra, geometri, dan statistika. Pendekatan pembelajaran di Indonesia menggunakan pendekatan kontekstual dengan mengintegrasikan proyek kolaboratif, sedangkan di Singapura menggunakan Concrete Pictorial Abstract (CPA), model drawing, bar model, dan pembelajaran berbasis penguasaan. Indonesia dan Singapura memiliki asesmen yang sama yaitu formatif dan sumatif, namun dengan orientasi tujuan yang berbeda.

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