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All Journal Jurnal Karya Pendidikan Matematika Primary: Jurnal Pendidikan Guru Sekolah Dasar P2M STKIP Siliwangi Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar AKSIOMA: Jurnal Program Studi Pendidikan Matematika REFLEKSI EDUKATIKA E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal of Medives Scholaria: Jurnal Pendidikan dan Kebudayaan Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika JURNAL KONSELING GUSJIGANG Jurnal SOLMA SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JURNAL PENGABDIAN KEPADA MASYARAKAT Martabe : Jurnal Pengabdian Kepada Masyarakat Journal of Education Technology JURNAL MathEdu (Mathematic Education Journal) PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat ANARGYA: Jurnal Ilmiah Pendidikan Matematika Indonesian Journal of Mathematics Education Abdimas UNWAHAS : Jurnal Pengabdian Masyarakat UNWAHAS Jurnal Prakarsa Paedagogia Cendekia: Jurnal Pendidikan dan Pembelajaran Budimas : Jurnal Pengabdian Masyarakat Edudikara: Jurnal Pendidikan dan Pembelajaran Koordinat : Jurnal Pembelajaran Matematika dan Sains WASIS : Jurnal Ilmiah Pendidikan Mosharafa: Jurnal Pendidikan Matematika Jurnal Pengabdian dan Pemberdayaan Nusantara (JPPNu) Didaktika Unnes Journal of Mathematics Education Pedagogy : Jurnal Pendidikan Matematika Jurnal Ilmiah Profesi Guru (JIPG) Al Khawarizmi: Jurnal Pendidikan Matematika Journal of Innovation and Research in Primary Education Jurnal Karya Abdi Masyarakat Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Abdimas Mandalika Riemann : Research of Mathematics and Mathematics Education Jurnal Pendidikan MIPA Jurnal Prasasti Ilmu
Ratri Rahayu
Universitas Muria Kudus
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Journal : Jurnal Pendidikan MIPA

 1 
Enhancing Mathematical Thinking Skills through Realistic Mathematics Education Assisted by an Ethnomathematics Mobile Module Rahayu, Ratri; Fahma, Marizka Aulia; Bintoro, Henry Suryo; Murti, Alif Catur
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp556-569

Abstract

This study addresses the deficiencies in students' mathematical thinking skills. A preliminary assessment of 69 students yielded a mean score of 21.32. The study examined enhancing students' mathematical thinking skills through the Realistic Mathematics Education (RME) model, supported by the ethnomathematics mobile module. This quantitative research employs a quasi-experimental design. The researchers collected data using a mathematical thinking skills test and analyzed it through an independent sample t-test and N-gain test. The findings indicate a significant improvement in the experimental group's posttest mean score, which increased to 80.72, surpassing the control group's posttest mean score of 69.49. The results confirm a significant difference in mathematical thinking skills between students taught using the RME approach with the ethnomathematics mobile module and those instructed through traditional lectures. The pretest-posttest data for the experimental group yielded an N-gain score of 0.59, classified as moderate. The study concludes  that implementing the RME model with the ethnomathematics mobile module effectively enhances seventh-grade students' mathematical thinking skills in data presentation. The findings suggest that the ethnomathematics mobile module should be incorporated into other mathematical topics to support students' learning further.      Keywords: ethnomathematics mobile module, mathematics thinking skills, RME.
The Exploration of APOS-based PBL Model to Improve the Students’ Mathematics Problem-Solving Skills Rahayu, Ratri; Kartono, Kartono; Agoestanto, Arief
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Math majors must be excellent problem solvers because problem-solving is the foundation of teaching mathematics. Their problem-solving skills will help them create service initiatives as math teachers. This research investigated how well the APOS-based PBL model enhances students' skills in solving mathematical problems. This quasi-experimental design used a non-equivalent post-test-only control group, which is quantitative. Students at a university in Central Java, Indonesia, participated in the study. Tests of problem-solving skills were useful to collect the data. The results of the study showed that (1) students' problem-solving skills lead to learning completion (71); (2) students taught using a modified PBL model based on APOS theory have a different proportion of learning completeness than students taught using an average class using a direct learning model; (3) students' average problem-solving skills taught using the modified PBL model based on APOS theory are superior to those taught in the average class using a direct learning model; (4) increasing students' problem-solving skills taught using a modified PBL model based on APOS theory is preferable to improving students' skills taught using a direct learning model. This study offers insightful insights into the PBL model's implementation, incorporating APOS theory at every stage. These results suggest that to maximize students' problem-solving skills, consideration of the theory of thinking processes must be given when putting the learning model into practice      Keywords: APOS, mathematics, PBL, problem-solving skills.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1577-1592
Designing Performance Assessment for Ethnomathematics Project-Based Learning to Assess University Students’ Mathematical Thinking Skills Ulya, Himmatul; Rahayu, Ratri; Sa’dijah, Cholis; Qohar, Abd; Saad, Muhamad Ikhwan Mat
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 skills involved in the mathematical thinking process are crucial for university students pursuing Mathematics Education. However, most of them lack proficiency in seeing patterns while addressing an issue and articulating the problem in mathematical terms. The objectives of this research are (1) to analyze students' mathematical thinking process skills; (2) to ascertain students' expectations regarding the learning process and assessment in Ethnomathematical education; (3) to develop a performance assessment model design; (4) to evaluate the quality of the performance assessment model within Ethnomathematics-based Project-based Learning (PjBL) for measuring students' mathematical thinking process skills; and (5) to report the outcomes of measuring students' mathematical thinking process skills. This study employs a research and development (R&D) design. This study's population comprises all 6th-semester students enrolled in the Mathematics Education program at Muria Kudus University. The research sample was obtained by a saturation sampling procedure, comprising 107 students. The study instruments employed consist of assessment tools designed to evaluate students' mathematics cognitive processing skills. The acquired data were analyzed descriptively. The research findings indicate that: (1) students' mathematical thinking process skills are suboptimal, with a mean value of 54.14%; (2) students desire greater engagement in an active learning process that connects to real-life situations and cultural contexts, incorporating assessments that reflect individual performance; (3) a performance assessment model design for Ethnomathematics-based Project-Based Learning (PjBL) has been developed, encompassing objectives, components, instruments, syntax, and model guidelines. The created performance assessment approach for ethnomathematics-based project-based learning is both valid and reliable, and the evaluation of mathematical thinking process abilities demonstrates exceptional outcomes. This study suggests the necessity of implementing the ethnomathematics-based Project-Based Learning (PJBL) performance evaluation model to enhance students' mathematical thinking skills through an active, contextual, and culturally relevant method.         Keywords: ethnomathematics, performance assessment, pjbl, project-based learning.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1281-1296
Co-Authors Achmad H, Dwiyana ahmat fatoni rizal Akbar, Faisal Hibatullah Alfina Alif Catur Murti, Alif Catur Amalia, Noor Azif Amaliyah, Fitriyah Amin Suyitno Arief Agoestanto Bashrul Muna Bela Anggraini, Salsa Budi, Dian Setyo Catur Murti, Alif Cholis Sa’dijah CIPTA, KAVITA HATARU Diana Ermawati Dwijanto Dwijanto Dwiyana Achmad Hartanto, Dwiyana Achmad Eka Zuliana Endang Sugiharti, Endang Fahma, Marizka Aulia Fina Fakhriyah Fitrianto Eko Subekti Gunawan Gunawan Gustia, Rusmalinda Hemalia, Hemalia Henry Suryo Bintoro Henry Suryo Buntoro Himmatul Ulya Himmatul Ulya Irma Yuliani Ismi Sumaryati Isnarto Isnarto Isnarto, Isnarto Jayanti Putri Purwaningrum Kartono , Kusumawardani Assholihah, Salma Ragil Lailatur Rohmah Lestari, Yulianti Elly Lestari, Yulianti Elly Lintang Kironoratri Lovika Ardana Riswari Maemunah Maemunah Mohammad Kanzunnudin, Mohammad Mohammad Syaffruddin Kuryanto Much Arsyad Fardani Murtono Murtono -, Murtono Nasifatul Baroroh Noor Azif Amalia Nor Laila Safitri Nor Laila Safitri Nur Fajrie Nurmala Kusumasari Nurul Nikmah Puspita Sari, Melda Putwi Veranika Qohar, Abd. Ramadhani, Ratih Wulan Reza Nur Faizah Richa Karlina Nofitasari Risa Ardiani Risa Ardiani Ristiyani Ristiyani Risya Putri Alifiyani Rosyada, Maftukhah Saad, Muhamad Ikhwan Mat Santoso Santoso Savitri Wanabuliandaari Savitri Wanabuliandari Sekar Dwi Ardianti Sekar Dwi Ardiyanti Shinta Dewi Shinta Dewi SIYAMSARI, DESY Sofia Ariyani Solikha, Fatimatus Sri Utaminingsih Sri Utaminingsih Su'ad Su'ad Sumaji Sumaryati, Ismi Tasya, Nikmatul Ummam, Fatikhul Vany Diah Puspitasari Vivi Niswatuzzahro Wafiroh, Inarotul Wanabuliandari , Savitri Yuliani, Irma