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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Kebijakan dan Pengembangan Pendidikan Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) MATEMATIKA DAN PEMBELAJARAN Jurnal Tadris Matematika JPM : Jurnal Pendidikan Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Tadris Matematika (JTMT) Didaktika Religia Polinomial : Jurnal Pendidikan Matematika Journal Focus Action of Research Mathematic (Factor M) Circle: Jurnal Pendidikan Matematika Jurnal Tadris Matematika (JTMT) Jurnal Tadris Matematika Jurnal Ilmiah Matematika (JIMAT)
Beni Asyhar
Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Library & Information Science Mathematics Social Sciences Other

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Pengembangan E-LKPD Flipbook Berbasis Realistic Mathematic Education (RME) untuk Memfasilitasi Kemampuan Literasi Matematis Nazillatussyarifah, Fiya; Asyhar, Beni
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2291

Abstract

This study was motivated by the low level of mathematical literacy skills, which is caused by the unequal distribution of learning materials. The purpose of this research is to determine the validity, practicality, and effectiveness of an RME-based flipbook E-Worksheet (E-LKPD) in facilitating mathematical literacy skills. The method used in this study is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection techniques include questionnaires, observation sheets, and test items, while data analysis involves qualitative descriptive analysis and quantitative descriptive analysis.The results of this research and development show that: (1) the validity of the learning media obtained percentages of 91.3% and 87.4%, indicating that the media are valid; (2) the practicality of the learning media obtained percentages of 78.6% and 87.5%, indicating that the media are practical; and (3) the effectiveness of the learning media obtained an average percentage of 87.9% with a classical mastery level of 88.8%. Furthermore, the results of the students’ response questionnaires and observation sheets reached 85.3% and 100%, respectively. This means that the learning media are effective to be used in the learning process.
Analysis of the Inquiry-Infusion learning model to develop students' critical thinking ability Asyhar, Beni
Journal Focus Action of Research Mathematic (Factor M) Vol. 6 No. 1 (2023)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v6i1.463

Abstract

Abad 21 menuntut adanya perubahan proses pembelajaran yang berpusat pada siswa untuk mendukung kompetensi dan keterampilan abad ke-21. Salah satu kompetensi yang harus dikuasai adalah kemampuan berpikir kritis. Selain itu, berdasarkan hasil kajian video praktik pembelajaran yang menerapkan pembelajaran inkuiri masih belum maksimal karena masih ada beberapa kelemahan yang mengakibatkan siswa belum bisa secara mandiri mampu memecahkan masalah dan belum mampu berpikir kritis. Oleh karena itu diperlukan pengembangan model pembelajaran yang berpusat pada siswa dan mampu mengembangkan kemampuan berpikir kritis siswa. Salah satu model pembelajaran yang dapat dikembangkan adalah model pembelajaran inkuiri-infusi. Model ini merupakan bentuk modifikasi dari model pembelajaran inkuiri dengan memodifikasi pada tahap orientasi dan merumuskan masalah. Adanya modifikasi pada kedua langkah tersebut diharapkan siswa dapat secara mandiri belajar berlatih untuk tidak mudah percaya dengan informasi-informasi yang disajikan sebelum mengetahui kebenaran informasi tersebut dan diharapkan siswa terbiasa mencari tahu kebenaran informasi sebelum membuat kesimpulan atas masalah yang dihadapi sehingga dapat memaksimalkan kemampuan berpikir kritis siswa. Penelitian ini merupakan penelitian kepustakaan yang datanya diperoleh dari buku-buku dan artikel ilmiah tentang model pembelajaran inkuiri, penerapan metode infuse, dan berpikir kritis. Analisis data yang digunakan adalah analisis isi. Hasil penelitian ini diperoleh: 1) sintaks model pembelajaran inkuiri-infusi yang memodifikasi model pembelajaran inkuiri pada tahap orientasi dan merumuskan masalah; 2) sistem sosial; 3) prinsip reaksi; 4) sistem pendukung; dan 5) dampak instruksional dan pengiring. The 21st century demands a change in student-centered learning processes to support 21st century competencies and skills. One of the competencies that must be mastered is the ability to think critically. In addition, based on the results of the video study of learning practices that apply inquiry learning, it is still not optimal because there are still several weaknesses that result in students not being able to independently solve problems and not being able to think critically. Therefore, it is necessary to develop a student-centered learning model that is able to develop students' critical thinking skills. One of the learning models that can be developed is the inquiry-infusion learning model. This model is a modified form of the inquiry learning model by modifying it at the orientation stage and formulating problems. With the modifications in these two steps, it is hoped that students can independently learn to practice not to easily believe the information presented before knowing the truth of the information and it is hoped that students get used to finding out the truth of information before making conclusions on the problems at hand so as to maximize students' critical thinking skills. This research is a library research whose data is obtained from books and scientific articles about the inquiry learning model, the application of the infusion method, and critical thinking. Analysis of the data used is content analysis. The results of this study were obtained: 1) the syntax of the inquiry-infusion learning model that modifies the inquiry learning model at the orientation stage and formulates the problem; 2) social system; 3) the principle of reaction; 4) support system; and 5) instructional impact and companion effect.
The students' visual reasoning in solving integral problems Sholihah, Ummu; Asyhar, Beni
Journal Focus Action of Research Mathematic (Factor M) Vol. 6 No. 2 (2023)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v6i2.1988

Abstract

Kalkulus integral merupakan salah satu mata kuliah matematika yang memerlukan penalaran, kemampuan komunikasi serta kemampuan berpikir tingkat tinggi dalam menyelesaikannya. Tujuan penelitian ini untuk mendeskripsikan penalaran visual mahasiswa dalam menyelesaikan masalah integral. Subjek penelitian 3 mahasiswa S1 Prodi Studi Tadris Matematika UIN Sayyid Ali Rahmatullah Tulungagung. Teknik pengumpulan data menggunakan tes dan wawancara. Analisis data dengan mereduksi data, menyajikan data dan menarik kesumpulan. Hasil penelitian menunjukkan adanya perbedaan penalaran mahasiswa laki-laki dan Perempuan dalam menyelesaikan masalah integral. Mahasiswa Laki-laki lebih mampu memenuhi proses penalaran yaitu representasi visual, visualisasi, dan transisi ke berpikir matematis. Integral calculus is a mathematics course that requires reasoning, communication skills and high-level thinking skills to complete it. The objective of this research is to describe students' visual reasoning in solving integral problems. The research subjects were 3 undergraduate students from the Tadris Mathematics Program at UIN Sayyid Ali Rahmatullah Tulungagung. Data collection techniques used tests, think-aloud, and interviews. Data analysis used reducing data, presenting data, and concluding. The research results showed that there are differences in the reasoning of male and female students in solving integral problems. Male students are better able to fulfill the reasoning process, such as visual representation, visualization, and transition to mathematical thinking.
Efektivitas Model Thinking Aloud Pair Problem Solving Berbantuan Powerpoint dalam Meningkatkan Hasil Belajar Matematika pada Materi Aritmatika Sosial Iqklima, Berliana; Asyhar, Beni
JIMAT: Jurnal Ilmiah Matematika Vol 7 No 1 (2026): Januari-Maret 2026
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63976/jimat.v7i1.927

Abstract

Penelitian ini dilatarbelakngi oleh kurangnya pemahaman siswa, kurangnya minat belajar, dan kurangnya variasi media pembelajaran yang berdampak terhadap rendahnya hasil belajar matematika siswa. Pada materi aritmatika sosial, siswa sering mengalami kesulitan mengidentifikasi informasi dan menerjemahkan soal ke bentuk model matematika. Hal ini dikarenakan pembelajaran masih berupa model pembelajaran langsung, yang masih berpusat pada guru dan terkesan kurang menarik. Sehingga dipilih model pembelajaran Thinking Aloud Pair Problem Solving berbantuan powerpoint. Model TAPPS adalah model yang menekankan siswa untuk berpikir keras (maksudnya dimana siswa harus berpikir sampai menemukan solusi), dan kemudian siswa tersebut akan menjelaskan langkah penyelesainnya kepada pasangan diskusinya. Penerapan model ini dibantu dengan media powerpoint yang dapat menarik minat belajar siswa. Tujuan penelitian ini adalah untuk mengetahui apakah penerapan model TAPPS berbantuan powerpoint efektif dalam meningkatkan hasil belajar matematika pada materi aritmatika sosial di kelas VII SMPN 2 Kalidawir Tulungagung. Penelitian ini menggunakan pendekatan kunatitatif, dengan jenis penelitian quasi experiment dengan desain the nonequivalent posttest-only control group design. Populasi dalam penelitian ini adalah kelas VII SMPN 2 Kalidawir Tulungagung. Dalam pengambilan sampel menggunakan teknik purposive sampling, dengan kelas VII A sebagai kelas kontrol dan kelas VII B sebagai kelas eksperimen. Teknik pengumpulan data beruapa tes dan dokumentasi. Teknik analisis data yang digunakan adalah uji independent sample t-test. Hasil penelitian ini menunjukkan bahwa rata-rata posttest kelas kontrol sebesar 72,48, sedangkan rata-rata posttest kelas eksperimen. Hasil uji hipotesis diperoleh nilai signifikansi sebesar 0,000 < 0,05 sehingga dapat disimpulkan bahwa ditolak dan diterima, dengan demikian model pembelajaran TAPPS berbantuan powerpoint terbukti efektif dalam meningkatkan hasil belajar matematika pada materi aritmatika sosial di kelas VII SMPN 2 Kalidawir Tulungagung. Disarankan agar penelitian selanjutnya dapat mengaplikasikan model pembelajaran yang serupa pada aspek non-kognitif siswa, namun dilakukan pada jenjang pendidikan yang berbeda dan menggunakan media pembelajaran inovatif lainnya selain powerpoint.
A qualitative study of students’ semiotic ability in calculus problem representation: A visual thinking perspective Sholihah, Ummu; Asyhar, Beni; Lukmana, Dana Arif
Journal Focus Action of Research Mathematic (Factor M) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v9i1.8184

Abstract

Amid limited attention to the interplay between visual thinking and semiotic processes in calculus learning, this study aims to describe students’ semiotic ability to represent calculus problems at different levels of visual thinking. This study employed a descriptive qualitative case study design to explore students’ semiotic abilities in representing calculus problems at different levels of visual thinking. The subjects were selected through purposive sampling from fourth-semester Mathematics Education students. Data were collected through written tests and semi-structured interviews, then analyzed using Peirce’s Triadic semiotic framework. The findings indicate that students with high visual thinking ability can construct deep conceptual interpretants, particularly in understanding derivatives as dynamic processes and as geometric transitions from secant lines to tangent lines; however, they have difficulty articulating this understanding through written visual representations. Students with moderate visual thinking ability demonstrate partial comprehension of semiotic components and can integrate them only with reflective scaffolding. In contrast, students with low visual thinking ability fail across all semiotic aspects and therefore tend to rely on mechanistic procedures without a strong conceptual foundation. These results suggest a strong positive relationship between visual thinking and semiotic ability and underscore the urgency of integrating multimodal, visually oriented approaches into calculus instruction to foster comprehensive conceptual understanding.
Beyond procedural mastery: a semiotic analysis of students’ understanding of the first derivative definition Beni Asyhar; Ummu Sholihah; Elva Yohana; Anwaril Hamidy
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39348

Abstract

In calculus learning, students often rely on procedural methods when studying the first derivative, which limits their ability to grasp its deeper conceptual meaning. This procedural focus represents a significant learning challenge that needs to be addressed. This study aims to analyze students’ semiotic processes in interpreting or expressing the definition of the first derivative using Peirce’s triadic framework, which emphasizes the interrelation among the representamen, the object, and the interpretant. A qualitative case study approach was employed with 21 mathematics education students, using written tests and in-depth interviews with three students who demonstrated the most complete semiotic competence. Thematic analysis identified three categories of understanding: comprehensive, partial, and pseudo. Results indicate that students with comprehensive understanding can coordinate symbolic, visual, and verbal representations, forming stable interpretants that conceive the derivative as the slope of a tangent line or an instantaneous rate of change. In contrast, students with partial or pseudo understanding exhibit fragmented semiotic processes and a dominance of procedural approaches. These findings provide important educational value by offering diagnostic insight into students’ conceptual difficulties, informing instructional design that integrates multiple representations, and supporting the development of more valid assessment strategies that capture students’ conceptual understanding beyond procedural performance.
Co-Authors Anwaril Hamidy Dewi Asmarani Elva Yohana Iqklima, Berliana KHOIRUL ANAM Lukmana, Dana Arif Muniri Nazillatussyarifah, Fiya Nova Aulia Risky Armanza Shinta Nur Alviyah Siti Lailiatul Munawaroh Ummu Sholihah Umy Zahroh