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All Journal JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Wacana Akademika : Majalah Ilmiah Kependidikan Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal on Emerging Mathematics Education JPIn : Jurnal Pendidik Indonesia Griya Journal of Mathematics Education and Application Jurnal Pengabdian Masyarakat Waradin Journal Focus Action of Research Mathematic (Factor M) Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) Capacitarea : Jurnal Pengabdian Kepada Masyarakat ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat EDUJAVARE: International Journal of Educational Research
Devi Rahayu Agustin
STKIP PGRI Lumajang
Religion Humanities Automotive Engineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Workshop Aplikasi Digital untuk Keterampilan Guru Abad 21 Agustin, Devi Rahayu; Fitria, Nimas Dian; Amaliyah, Naily Rizqi; Wulandari, Dhiasti Eka
Capacitarea : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2025): Januari - April
Publisher : Universitas Pancasila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35814/capacitarea.2025.002

Abstract

Perkembangan teknologi semakin maju mendorong adanya sistem berbasis teknologi. Danya teknologi menjadi sangat penting dalam kegiatan pembelajaran. Nyatanya tidak semua guru terampil dalam menggunakan aplikasi digital sehingga menyebabkan pembelajaran masih konvensional. Guru juga memiliki keterbatasan dalam mengintegrasi teknologi, dimana guru hanya mengenal penggunaan alat-alat elektronik seperti laptop dan proyektor. Berdasarkan masalah tersebut, tujuan dilakukan pengabdian adalah memberikan pengetahuan dan keterampilan baru dalam mengaplikasikan aplikasi Canva, Slido, dan Kahoot kepada guru. Metode pengabdian yang digunakan diantaranya tahap persiapan, pelaksanaan, dan tahap evalausi. Sedangkan metode yang digunakan dalam kegiatan belajar bersama guru dan dosen adalah ceramah, diskusi, dan praktik. Hasil yang didapat oleh guru dalam mengikuti kegiatan ini berupa penugasan web yang dibuat menggunakan canva dengan beberapa soal yang dibuat menggunakan slido dan Kahoot. Penggunaan aplikasi digital dinilai mampu meningkatkan kualitas pembelajaran.
Pelatihan Desain Pembelajaran Berdiferensiasi Memanfaatkan Artificial Intelligence (AI) untuk Guru SD dan SMP di Desa Dadapan Gucialit Lumajang Devi Rahayu Agustin; Lukman Jakfar Shodiq; Lely Indah Kurnia; Idam Djunaedi; Pradipta Andreansyah
ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 2 (2023): ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat
Publisher : UPT Publikasi dan Penerbitan Universitas San Pedro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59632/abdiunisap.v1i2.195

Abstract

Banyaknya pihak guru di desa dadapan mengalami kesulitan dalam menerapkan Implementasi Kurikulum Merdeka (IKM) dalam pembelajaran. Selain itu pembelajaran berdiferensiasi belum ada bentuk pelatihan di desa dadapan. Penerapan pembelajaran berdiferensiasi desa dadapan tidak maksimal dan cenderung menggunakan pembelajaran konvensional. Tujuan dilaksanakan kegiatan ini adalah mengadakan workshop desain pembelajaran berdiferensiasi menggunakan Artificial Intelligence (AI). Metode pelaksanaan tahapan-tahapan kegiatan pelaksanaan Pelatihan ini meliputi persiapan, pelaksanaan, dan evaluasi. Sedangkan metode dalam pelatihan yakni Ceramah, tanya jawab, dan pendampingan, serta praktik. Kegiatan ini diikuti oleh 28 peserta yang dilaksanakan di SMPN 2 Gucialit. Hasil yang diperoleh diantaranya sebagian peserta bahwa kegiatan pelatihan bermanfaat bagi guru dan peserta juga mengalami peningkatan dalam keterampilan dan pengetahuan tentang pembelajaran berdiferensiasi memanfaatkan artificial intelligence (AI).
Analysis of Grade X MA Students’ Mathematical Difficulties in Solving SPLTV Contextual Problems through Group Discussion Fahmi Abdul Halim; Vandana Rindang Arandany; Devi Rahayu Agustin; Putri Lamanda Frisca; Adinda Laili Yuli Andira
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1607

Abstract

Students’ mathematical difficulties in solving contaxtual problems on the topic of Systems of Linear Equations with Three Variables (SPLTV) remain an issue theat requires further study, particularly as viewed through the lens of the group discussion process undertaken by students. This study aims to analyze the types and characteristics of mathematical difficulties experienced by 10th-grade students in solving contextual problems involving SPLTV, as observed through homogeneous and hererogeneous group discussions. The study employed a descriptive qualitative approach with 21 student from MA Hasyim Asy’ari Lbruk Kidul Lumajang as subjects, divide into six discussion groups: three homogeneous groups (low, moderate, and high difficulties categories) and three heterogeneous group. Data were collected through the Contextual Probblem Solving (TPK), in depth interviews, observations, and documentation, and were then analyzed through data reduction, data presentation, and drawing conclusions. The results showed that students experienced three types of mathematical difficulties: conceptual, procedural, and representational. The group with active discussion experienced only mild representational difficulties, where as the group categorized as having high difficulty scores-whose discussions were less active-experienced all three types of difficulties are more influenced by the quality of their enggagement in group discussions than by their initial ability categories; thus,active group discussions play a crucial role in reducing students’ mathematical difficulties with the SPLTV matrial.
Implementing the Jigsaw Cooperative Learning Model to Suport Mathematics Learning Outcomes: A Qualitative Study at Eighth-Grade Student SMP Muhammadiyah Lumajang Anisa Desti Ramadhani; Fahmi Abdul Halim; Devi Rahayu Agustin; Fatqurhohman; Zaenal Arifin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1357

Abstract

Mathematics learning in secondary schools is often characterized by teacher-centered instruction, resulting in limited student participation and suboptimal learning outcomes. This study aims to investigate the implementation of the Jigsaw Cooperative Learning Model in mathematics learning at SMP Muhammadiyah Lumajang. A qualitative descriptive approach was employed involving an eighth-grade mathematics teacher and students as research participants. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the Jigsaw Cooperative Learning Model was implemented systematically through lesson planning, expert-group discussions, peer teaching, and classroom evaluation. The implementation promoted active student participation, collaborative learning, and improved conceptual understanding of mathematics. Teacher competence, students' learning motivation, collaborative classroom interactions, and adequate learning facilities supported the implementation, while limited instructional time, differences in students' academic abilities, and varying levels of self-confidence were identified as the main challenges. The study concludes that the Jigsaw Cooperative Learning Model provides an effective student-centered learning environment that supports active engagement and contributes positively to mathematics learning in junior secondary education.
Menumbuhkan Literasi Matematis Siswa dalam Pembelajaran Melalui Lensa Konstruktivistime Dwi Aldi Hidayatulloh; Devi Rahayu Agustin; Fatus Atho’ul Malik
Wacana Akademika: Majalah Ilmiah Kependidikan Vol 9 No 1 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wacanaakademika.v9i1.19786

Abstract

Mathematical literacy is a key competency of the 21st century, but student achievement in Indonesia is still low. The research aims to describe the constructivism approach in fostering students' mathematical literacy. The research method is qualitative with the type of literature study through the review of reputable articles indexed by Science and Technology Index and Scopus and relevant scientific books. The results showed that students experienced obstacles in solving mathematical literacy problems, including difficulties in interpreting problems, modeling contextual problems, drawing conclusions according to context, and understanding relationships between concepts. The constructivism approach based on Piaget and Vygotsky's theories can overcome obstacles through active learning, where students build knowledge through interaction with the environment and social experiences. To foster mathematical literacy through constructivism approach, teachers need to apply three main principles, namely authentic principle, scaffolding principle, and reflective principle. The three principles form a complementary pedagogical framework for building deep conceptual understanding and mathematical problem-solving skills.
PENGARUH MEDIA DAKON TERHADAP PENALARAN MATEMATIS SISWA MA AL MALIKI SUKODONO Seravine Zalfa Audia; Ridho'i, Mohammad; Agustin, Devi Rahayu; Khasanah, Dina Ardiyanti; Maharani, Nabila Sasqia; Lestari, Putri Dwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61270

Abstract

This study aims to measure the impact of using dakon media on the mathematical reasoning abilities of class X students of MA Al Maliki Sukodono. In addition to testing the significance of the influence, the researcher also measured the extent of improvement in students' abilities after using this concrete manipulative media. The main problem in this study is the difficulty of students in understanding the arithmetic operations of arithmetic sequences, especially in determining the formula for the nth term and drawing logical mathematical conclusions. Methodologically, the researcher used a quantitative approach with a quasi-experimental method. The research design applied the Posttest-Pretest Non-Equivalent Control Group model. The researcher determined the sample using a purposive sampling technique consisting of two classes. Class X-A with 19 students became the control class who learned with the conventional lecture method. Class X-B with 19 students became the experimental class who learned using dakon media. The researcher collected data through mathematical reasoning essay tests and student response questionnaires which were proven to be valid and reliable. The data analysis of this research used the nonparametric Mann-Whitney test and N-Gain index analysis. The results of the data analysis showed two important findings that complement each other. The Mann-Whitney test yielded a significance value of 0.755. This value is greater than the 0.05 significance level (0.755 > 0.05), so the researchers accepted the null hypothesis (H0) and rejected the alternative hypothesis (H1). This statistical finding proves that there is no significant difference in final scores directly between the control and experimental classes. Meanwhile, the N-Gain index test showed a significant difference in learning ability growth descriptively. The control class only recorded an average N-Gain of 0.03, which is considered low. The experimental class using dakon media achieved an average N-Gain of 0.41, which is considered moderate. Questionnaire response data supported these results by showing that students became more active and understood the material on arithmetic sequences more easily through dakon visualization. The researchers concluded that learning with dakon media was far more effective in improving students' mathematical reasoning abilities than conventional lecture methods.
Exploring students' mathematical reasoning in solving geometry start-unknown problems Devi Rahayu Agustin; Yudi Yunika Putra; Dwi Aldi Hidayatulloh
International Journal on Emerging Mathematics Education IJEME, Vol. 10 No. 1, March 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v10i1.31256

Abstract

Mathematical reasoning is an essential cognitive skill that supports students' ability to solve complex problems. This study aims to explore the mathematical reasoning of junior high school students in solving start-unknown problems in the context of geometry. A qualitative case study approach was used, with two students selected as subjects from 62 respondents based on purposive sampling techniques. Data collection was conducted through mathematical reasoning tests and semi-structured interviews. Data were analyzed using the Miles and Huberman model, while validity was tested through source triangulation. The results showed that subjects in the prima category were able to meet all reasoning indicators comprehensively, supported by good conceptual understanding and metacognitive reflection. Conversely, subjects in the prima-partial category tended to solve problems procedurally without a deep understanding of geometric representations. These findings emphasize the importance of applying backward reasoning strategies and multiple-answer approaches in geometry learning to develop higher-level mathematical reasoning. The implications of this study point to the design of more adaptive learning and encourage the need for longitudinal studies to observe students' reasoning development continuously.
Co-Authors A. Malik Adinda Laili Yuli Andira Amaliyah, Naily Rizqi Anisa Desti Ramadhani Cahyani, Laila Nur Dhiasti Eka Wulandari Dwi Aldi Hidayatulloh Dwi Aldi Hidayatulloh Dwi Aldi Hidayatulloh Eddie Djunaedi Fatqurhohman Fatqurhohman Fatus Atho’ul Malik Fitria, Nimas Dian Halim, Fahmi Abdul Kamaliatun Nafisah Khasanah, Dina Ardiyanti Laila Nur Cahyani Lely Indah Kurnia Lestari, Putri Dwi Lukman Jakfar Shodiq M. Risdamuddin Maharani, Nabila Sasqia Mohammad Ridho'i Mohammad Ridho’i Muhamad Rama Maulana Ibrahim Muhammad Ridho'i Pradipta Andreansyah Putri Lamanda Frisca Rahman Hidayat Rokhmawati, Ana Seravine Zalfa Audia Vandana Rindang Arandany Yudi Yunika Putra, Yudi Yunika Zaenal Arifin