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All Journal Jurnal Riset Pendidikan Matematika Suska Journal of Mathematics Education E-Dimas: Jurnal Pengabdian kepada Masyarakat NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Pendas : Jurnah Ilmiah Pendidikan Dasar JKPM (Jurnal Kajian Pendidikan Matematika) Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Delta: Jurnal Ilmiah Pendidikan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Ar-Riyadhiyyat: Jurnal Pendidikan Matematika Jurnal Pendidikan MIPA
Khairiani
IAIN Lhokseumawe
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Social Sciences Other

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Development of Statistical Literacy-Based e-Modules for Pre-service Teachers Learning Statistics Idris, Khairiani; Ramli, Mahdalena; Harun, Jamilah
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

The concepts of statistics could be hard to understand by students without grasping the problem context. Using an easy-to-understand context or context that is close to the students in statistics learning materials could help students’ understanding of the statistical concept. This research and development study was conducted to develop an e-module based on statistical literacy for pre-service teachers learning statistics. The topics of e-module developed consisted of topics related to the introduction to statistics and data presentation while using some Islamic contexts and values that are close to the participants. The research was conducted in two stages: the developmental stage and the experimental stage. The developmental stage included problem analysis and literature studies, development of the initial e-module, validation and revision of the e-module. The experimental stage included testing the effectiveness of the e-module for 164 pre-service teachers from 7 study programs of IAIN Lhokseumawe, Aceh. The quantitative data from this experimental phase was analyzed using ANCOVA by controlling prior knowledge in statistics and digital literacy skills to evaluate the influence of the e-module on participants’ performance in statistics. The qualitative data of the interview transcripts was analyzed using content analysis. The statistical analysis results showed no significant difference in statistical performance between students using the e-module and students using conventional learning texts. However, from the interviews, we found that, in general, students acknowledged that the e-module used was interesting and that it facilitated their understanding of statistical concepts. However, they encountered obstacles when accessing the e-module due to the weak and unstable internet connection. Suggestions were provided for future research direction to ensure the effectiveness of using the developed e-module.         Keywords: e-module, islamic contexts, statistical literacy, statistical cognitions, pre-service teachers. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1080-1098
Fun learning Matematika: Pendampingan Guru Matematika untuk Menciptakan Pembelajaran Menyenangkan Zulmaulida, Rahmy; Idris, Khairiani; Akmal, Nurul; Fauziana, Fauziana; Sari, Mutia; Erlidawati, Erlidawati
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 15, No 3 (2024): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v15i3.18451

Abstract

Kemampuan menciptakan suasana pembelajaran yang menyenangkan sangat penting untuk meningkatkan minat peserta didik dalam belajar matematika. Salah satu alternatif pembelajaran yang dapat digunakan adalah fun learning. Artikel ini mendeskripsikan kegiatan pengabdian kepada masyarakat yang dilakukan oleh tim FTIK IAIN Lhokseumawe pada guru di Madrasah Ibtidaiyah Terpadu (MIT) Al-Muslimun, Aceh Utara dalam menerapkan fun learning dalam pelajaran matematika, yaitu pada materi operasi penjumlahan dan pengurangan bilangan bulat dengan metode permainan maju-mundur. Kegiatan dilakukan dengan metode participatory action research yang dibagi dalam 4 tahap, yaitu pengenalan fun learning, latihan praktik fun learning, implementasi fun learning, dan evaluasi implementasi fun learning. Kegiatan ini diikuti oleh 20 orang guru MIT Al-Muslimun yang dibagi dalam 5 kelompok. Kegiatan pengabdian kepada masyarakat ini telah memberikan keterampilan bagi guru-guru di MIT Al-Muslimun dalam menerapkan fun learning di kelas. Beberapa kendala yang dihadapi dalam implementasi fun learning adalah terkait persepsi guru tentang kesesuaian materi dengan tingkat kemampuan peserta didik dan tingkat pemahaman guru tentang konsep materi yang disampaikan. Guru yang akan menerapkan pembelajaran ini sebaiknya memiliki kesiapan dan penguasaan konsep yang baik untuk menghindari kesalahan penyampaian di kelas. Hal ini perlu dipastikan sebelum guru mengimplementasikan fun learning di kelas.
Motivasi dan Minat Belajar Matematika Siswa Madrasah Tsanawiyah Dan Pengaruhnya terhadap Hasil Belajar Matematika Yolanda, Firly Adizah; Mismar, Sari Novia; Idris, Khairiani
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 12 No. 2 (2024): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/delta.v12i2.3488

Abstract

Motivation and interest in learning mathematics have been acknowledged as among factors affecting mathematics learning outcomes. This is a quantitative study aims to investigate the effect of mathematics learning motivation and interest on mathematics learning outcomes of students. Study population was all of students of MTsN 2 Lhoksemawe, Aceh Province, while study samples involved 30 students from Class VII. Study data involved scores of mathematics learning motivation and mathematics learning interests which were collected by using quistionnaires, while mathematics learning outcomes were measured by using mathematics scores on students’ semester report cards. Data was analyzed statistically using descriptive, correlation, and regression analyses. Results showed that: (1) students’ mathematics learning motivation and interest were in the sufficient category, with motivation mean score was 72.24% and interest mean score was 70.45%; (2) mathematics learning motivation and mathematics learning interest were significantly and positively correlated with mathematics learning outcomes in the moderate category; (3) The effect of learning motivation (X1) and learning interest (X2) on learing outcomes (Y) was presented by regression model Y=78,287+0,066X1+0,037X2. The model could explain 22% of variations within the learning outcomes variable, while the reminder of 78% could be affected by other variables outside the model.
Analyzing numeracy skills of upper primary graders in real-world problem contexts Akmal, Nurul; Idris, Khairiani; Fauziana, Fauziana; Harun, Jamilah
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.108-123

Abstract

Numeracy skill is a critical skill for elementary school students, enabling them to apply mathematical concepts in everyday contexts and make informed decisions. This study investigates the numeracy skills of 55 fifth-grade students from Lhokseumawe City, Aceh Province. The students’ numeracy skills were measured across three key indicators: counting, numerical relations, and arithmetic operations. A descriptive quantitative approach was used to assess students' abilities. The results indicated that while students performed well in basic counting and arithmetic tasks, they struggled with tasks involving numerical relations and distinguishing quantities. The highest performance was observed in "counting an object verbally" (73%), while the lowest average score was in "distinguishing the quantity of an object" (41%). The study emphasizes the importance of integrating real-life scenarios into math instruction to improve numeracy skills. It also highlights the need for teacher training, scaffolded learning strategies, and the incorporation of higher-order thinking skills (HOTS) in the curriculum. The findings offer valuable insights for educators and policymakers aiming to enhance numeracy skills in elementary education, with implications for both academic performance and practical application.
PENGARUH MODEL PjBL BERBANTUAN WORDWALL TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA PEMBELAJARAN IPAS KELAS IV MI Yulia Aufa; Sarah Fazilla; Khairiani Idris
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.44037

Abstract

This study aims to examine the effect of the Project-Based Learning (PjBL) model, supported by the Wordwall platform, on students’ creative thinking skills in science education regarding grafting in fourth-grade elementary school. This quantitative study employed a quasi-experimental method using a nonequivalent control group design. Data collection was conducted through pretests and posttests in two groups: the experimental class (PjBL and Wordwall intervention) and the control class (conventional method). The measurement of creative thinking skills was based on four main indicators, namely fluency, flexibility, originality, and elaboration. Analysis results indicate a significant difference in achievement between the two groups. The average posttest scores of the experimental class were found to be superior to those of the control class. Additionally, the creativity profiles of students in the experimental class showed a significant increase toward the “creative” and “highly creative” categories. It is concluded that the implementation of PjBL supported by Wordwall has a positive and significant impact on enhancing students’ creative thinking skills. Consequently, this model is highly recommended as an innovative learning strategy to optimize student engagement and higher-order thinking skills in elementary schools.
How Do Pre-Service Language Teachers Perform in Mathematical Literacy? A Study at the Tertiary Level Nurul Akmal; Marhami Marhami; Khairiani Idris; Jamilah Harun
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.16424

Abstract

Mathematical literacy is increasingly recognized as a critical competency for all university students, including those in non-STEM disciplines. However, language education students are often overlooked in discussions surrounding mathematical reasoning. This study examines the mathematical literacy performance of tertiary-level students enrolled in Arabic, Indonesian, and English language education programs. Using a quantitative descriptive design, data were collected from 91 students through assessments covering linear equations, inequalities, graphing functions, and quadratic equations. The study employed one-way ANOVA and Kruskal–Wallis tests to analyze differences in performance. While overall scores did not differ significantly across majors, notable differences were observed in component-level indicators, particularly in Employ and Interpret processes. Indonesian Language Education students demonstrated stronger skills in problem formulation and procedural application, while Arabic Language Education students excelled in interpreting mathematical results. In contrast, English Language Education students showed high procedural ability but struggled with interpretation. These findings highlight uneven cognitive development in mathematical reasoning across programs and underscore the need for integrating numeracy into language education curricula. Recommendations include differentiated instructional strategies, cross-disciplinary teacher training, and policy support to promote holistic and interdisciplinary competencies among future educators.
Co-Authors Agustina Agustina Erlidawati Erlidawati Fauziana, Fauziana Fitri, Rizki Harun, Jamilah Hidayati, Irhami Jamilah Harun Khazila Khazila Lisa Lisa Marhami, Marhami Mella Septiana Mismar, Sari Novia Morrisca, Julia Musnaini Nuraini Nuraini Nurul Akmal Nurul Akmal Rahmatika Ramli, Mahdalena Sarah Fazilla, Sarah Sari, Mutia Setiawan Setiawan Setiawan, Setiawan Silfa Balqis M Yolanda, Firly Adizah Yulia Aufa