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All Journal KADIKMA Gamatika Competence : Journal of Management Studies (Kompetensi : Jurnal Studi Manajemen) Al Ishlah Jurnal Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan JURNAL MathEdu (Mathematic Education Journal) AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM ISOQUANT : Jurnal Ekonomi, Manajemen dan Akuntansi SIGMA Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran J-Proteksion: Jurnal Kajian Ilmiah dan Teknologi Teknik Mesin Jambura Journal of Biomathematics (JJBM) SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA JURNAL AGROSAINS : Karya Kreatif dan Inovatif Leibniz: Jurnal Matematika Pedagogy : Jurnal Pendidikan Matematika Polinomial : Jurnal Pendidikan Matematika Jurnal Pengabdian Masyarakat Bangsa National Multidisciplinary Sciences JECIE (Journal of Early Childhood and Inclusive Education) Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan Jurnal Hukum dan Ekonomi Syariah Mathema: Jurnal Pendidikan Matematika
Nurul Imamah
Universitas Muhammadiyah Jember
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Development and Validation of a Semiotic Project-Based Module to Support Early Childhood Numeracy Literacy Christine Wulandari Suryaningrum; Astri Widyaruli Anggraeni; Nurul Imamah Ah; Misyana Misyana; Kuni Hikmah Hidayati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7589

Abstract

Early Childhood Education (ECE) often relies on paper-based activities that limit children’s engagement and contextual learning. To address this, a semiotic project-based module was developed to enhance early numeracy literacy through culturally relevant, hands-on learning aligned with children's developmental needs. This research employed a Research and Development (RD) design using the 4D model (Define, Design, Develop, and Disseminate). Module development included needs analysis, diagnostic assessment, media and activity design, expert validation, small- and large-scale trials, and evaluation. The module integrated semiotic elements (icons, indices, and symbols) within project-based learning themed around traditional foods from Jember, Indonesia. Validity, practicality, and effectiveness were assessed through expert review, teacher questionnaires, and observational data. Expert validation results showed an average validity score of 85%, categorized as “very valid.” Teacher responses in the small-scale trial (n=13) indicated 92.3% rated the module “very effective,” while the large-scale trial (n=13) achieved 100% in the same category. Observations of children’s participation indicated a 98% engagement rate, demonstrating high practical effectiveness. The findings suggest that the module is valid, practical, and effective in supporting early numeracy literacy. The use of semiotic representations within culturally contextualized projects provided meaningful numeracy experiences. However, the small sample size and local context limit generalizability. Further research with diverse populations and objective assessments is recommended.
Application of Cooperative Learning Model with TPACK in Improving Learning Outcomes of Grade 7 Anisa Meilinda Wardani; Nurul Imamah; Yanti Indah Mursyida
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.291

Abstract

This study aims to improve the learning outcomes of Grade 7 students in Mathematics by applying a cooperative learning model integrated with the Technological Pedagogical and Content Knowledge (TPACK) framework. The research was conducted at SMP Negeri 5 Jember with 32 students as participants. This classroom action research was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. The findings indicate that students' learning outcomes increased significantly after the implementation of the TPACK-assisted cooperative learning model. The percentage of students achieving minimum mastery criteria improved from 21.87% in the pre-cycle to 87.50% in the second cycle, representing a classical improvement of 65.63%. These results suggest that the integration of TPACK in cooperative learning effectively enhances students’ engagement and academic achievement in Mathematics.
Co-Authors Agus Suryanto Agustin, Anisa Dwi Agustina, Lady Ajeng Dwi Ana Putri Angraeny Unedia Rachman Anisa Meilinda Wardani Astri Widyaruli Anggraeni Awwaliya, Sella 'Izzata Azzahraail Batul, Fathimah Baharun, Hasan Christine Wulandari D.Danar TriWinanti Edy Purnomo Elita Yuvika Wulandari F, Indah Dewi Saputri Fatkurochman, Henri Fatqurhohman Fatqurhohman Fitriana Putri Galatea, Chusnul Gesti, Sugesti Rahayu Halimah Halimah Hasan Suaedi Herna Permata S. Husein Adikalan, Naufal Indah Mursyida, Yanti Iswahyudi Iswahyudi Joko Setyono Kuni Hikmah Hidayati Maya Rayungsari Misyana Misyana Muhammad Aufin Nuriyah, Sinta Oktavia, Lilis Pratiwi, Yola Novia Qurrotul Aini Rhomdani, Rohmad Wahid Rohmad Wahid Rohmawati, Elok Rozi, Fathor Sari, Cindi Septia Suryaningrum, Christine Wulandari Tri Endang Jatmikowati Tri Yulni Trisilowati Trisilowati, Trisilowati Visi Budi Kusuma Widiyanto, Fifi Aleyda Wuryansari Muharini Winahyu Wuryasari Muharini Kusumawinahyu Yanti Indah Mursyida