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All Journal Jurnal Pendidikan Matematika Jurnal Infinity PIKSEL : Penelitian Ilmu Komputer Sistem Embedded and Logic Jurnal Elemen JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) KALAMATIKA Jurnal Pendidikan Matematika Formatif: Jurnal Ilmiah Pendidikan MIPA Teorema: Teori dan Riset Matematika BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Pengabdian kepada Masyarakat Nusantara JNPM (Jurnal Nasional Pendidikan Matematika) IndoMath: Indonesia Mathematics Education Jurnal Infinity Jurnal Pendidikan MIPA Mathematics Education Journal
Nita Delima
Universitas Subang
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementation Of Ethnomathematics Using the Trello Application to Increase Students’ Numeracy and Digital Literacy Kusuma, Dianne Amor; Delima, Nita; Widodo, Sri Adi; Dwipriyoko, Estiyan
IndoMath: Indonesia Mathematics Education Vol 7, No 1 (2024): February 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v7i1.86

Abstract

This research is motivated by technological advances that are developing more rapidly so that it can be used to improve students’ numeracy and digital literacy. This research aimed to analyse the impact of applying Ethnomathematics using the Trello application in increasing university students' numeracy literacy and digital literacy. This research used a survey method on 56 students. The research instruments used were a numeracy literacy test in the mathematics-chemistry one course, a digital literacy questionnaire, and an interview sheet. This research shows that implementing ethnomathematics utilising the application of Trello has several advantages, including increasing university students' numeracy and digital literacy.
State Transition Method Analysis for Testing the Interactive Multimedia Applications Purwanti, Santi; Fillah, Khansa Mufidah; jaja, Jaja; Delima, Nita
PIKSEL : Penelitian Ilmu Komputer Sistem Embedded and Logic Vol. 12 No. 1 (2024): March 2024
Publisher : LPPM Universitas Islam 45 Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33558/piksel.v12i1.8521

Abstract

Interactive multimedia applications help users to get interactive information, such as an interactive multimedia application, called ‘I Learn to Read’ (ABACA) which can be used by first-grade elementary school students who can interact easily through the ABACA application to learn reading. Yet, to ensure that the multimedia application is interactive according to user needs and guaranteeing the quality of the application, testing needs to be done. Testing is carried out using black box testing which focuses on application functionality, so this research is more focused on black box testing using the State Transition method which consists of four stages, namely state transition testing design, Test Case, Testing, and conclusions from what has been done in the activity ABACA Interactive Multimedia Application testing. Results showed that twenty-three functionalities have been tested and succeeded in displaying transitions by the existing functionalities.
A RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND STUDENTS’ MATHEMATICAL THINKING Nita Delima
Jurnal Infinity Vol 6 No 1 (2017): Volume 6 Number 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v6i1.p21-28

Abstract

This research have a purpose to know is there an influence of problem solving abilty to students mathematical thinking, and to know how strong problem solving ability affect students mathematical thinking. This research used descriptive quantitative method, which a population is all of students that taking discrete mathematics courses both in department of Information Systems and department of mathematics education. Based on the results of data analysis showed that there are an influence of problem solving ability  to students mathematical thinking either at department of mathematics education or at department of information systems. In this study, it was found that the influence of problem solving ability to students mathematical thinking which take place at mathematics education department is stonger than at information system department. This is because, at mathematics education department, problem-solving activities more often performed in courses than at department of information system. Almost 75% of existing courses in department of mathematics education involve problem solving to the objective of courses, meanwhile, in the department of information systems, there are only 10% of these courses. As a result, mathematics education department student’s are better trained in problem solving than information system department students. So, to improve students’ mathematical thinking, its would be better, at fisrtly enhance the problem solving ability.
The students' mathematics self-regulated learning and mathematics anxiety based on the use of chat GPT, music, study program, and academic achievement Nita Delima; Dianne Amor Kusuma; Erick Paulus
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p349-362

Abstract

In the era of society 5.0, the reach of student learning resources is increasingly wider, with the internet and free AI-based search engines. The use of music during learning is a way for students to increase learning motivation. This research aims to find out: (1) Whether ChatGPT technology and music used during independent study have an impact on students' Mathematics Self-Regulated Learning (MSRL) and Mathematics Anxiety (MA); (2) Whether MSRL and MA have an association with the study program students choose; and (3) Whether MSRL and MA have an association with students' academic achievement. This research uses a correlational descriptive research method. The data collection technique uses a survey, implementing Google Forms. The respondents of this research were students at several universities in Indonesia. The research results show a significant difference in MSRL between students who use ChatGPT and students who do not use ChatGPT during independent learning. However, there was no significant difference in MSRL between students who listened to music and those who did not listen to music during independent learning. There was no significant difference in MA between students who used ChatGPT and those who did not use ChatGPT during independent study. There was no significant difference in MA between students who listened to music and those who did not listen to music during independent study. There is a significant association between MSRL and the origin of the student's Study Program, but there is no significant association between MA and the origin of the Study Program. There is no significant association between MSRL and Academic Achievement. There is no association between MA and students' Academic Achievement.
The students' mathematics self-regulated learning and mathematics anxiety based on the use of chat GPT, music, study program, and academic achievement Delima, Nita; Kusuma, Dianne Amor; Paulus, Erick
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p349-362

Abstract

In the era of society 5.0, the reach of student learning resources is increasingly wider, with the internet and free AI-based search engines. The use of music during learning is a way for students to increase learning motivation. This research aims to find out: (1) Whether ChatGPT technology and music used during independent study have an impact on students' Mathematics Self-Regulated Learning (MSRL) and Mathematics Anxiety (MA); (2) Whether MSRL and MA have an association with the study program students choose; and (3) Whether MSRL and MA have an association with students' academic achievement. This research uses a correlational descriptive research method. The data collection technique uses a survey, implementing Google Forms. The respondents of this research were students at several universities in Indonesia. The research results show a significant difference in MSRL between students who use ChatGPT and students who do not use ChatGPT during independent learning. However, there was no significant difference in MSRL between students who listened to music and those who did not listen to music during independent learning. There was no significant difference in MA between students who used ChatGPT and those who did not use ChatGPT during independent study. There was no significant difference in MA between students who listened to music and those who did not listen to music during independent study. There is a significant association between MSRL and the origin of the student's Study Program, but there is no significant association between MA and the origin of the Study Program. There is no significant association between MSRL and Academic Achievement. There is no association between MA and students' Academic Achievement.
The students' mathematics self-regulated learning and mathematics anxiety based on the use of chat GPT, music, study program, and academic achievement Delima, Nita; Kusuma, Dianne Amor; Paulus, Erick
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p349-362

Abstract

In the era of society 5.0, the reach of student learning resources is increasingly wider, with the internet and free AI-based search engines. The use of music during learning is a way for students to increase learning motivation. This research aims to find out: (1) Whether ChatGPT technology and music used during independent study have an impact on students' Mathematics Self-Regulated Learning (MSRL) and Mathematics Anxiety (MA); (2) Whether MSRL and MA have an association with the study program students choose; and (3) Whether MSRL and MA have an association with students' academic achievement. This research uses a correlational descriptive research method. The data collection technique uses a survey, implementing Google Forms. The respondents of this research were students at several universities in Indonesia. The research results show a significant difference in MSRL between students who use ChatGPT and students who do not use ChatGPT during independent learning. However, there was no significant difference in MSRL between students who listened to music and those who did not listen to music during independent learning. There was no significant difference in MA between students who used ChatGPT and those who did not use ChatGPT during independent study. There was no significant difference in MA between students who listened to music and those who did not listen to music during independent study. There is a significant association between MSRL and the origin of the student's Study Program, but there is no significant association between MA and the origin of the Study Program. There is no significant association between MSRL and Academic Achievement. There is no association between MA and students' Academic Achievement.
Students’ Mathematics Self-Concept, Mathematics Anxiety and Mathematics Self-Regulated Learning during the Covid-19 Pandemic Delima, Nita; Cahyawati, Dian
Mathematics Education Journal Vol. 15 No. 2 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

Online learning during the Covid-19 pandemic requires lecturers to provide a stimulus that can increase student learning independence. However, not all lecturers and students are ready to carry out online learning, as a result, the anxiety factor for students is getting higher. In some studies, it is said that anxiety has a negative correlation with student self-concept. This study aims to find out how the mathematics self-concept (MSC), mathematics anxiety (MA), and mathematics learning independence (MSRL) of students are during the Covid-19 pandemic. This research is quantitative descriptive. The population of this study was active students in the Mathematics and Mathematics Education study program. Data were collected using a cross-sectional survey technique with cluster sampling. The data analysis technique used descriptive statistical analysis, Spearman correlation analysis, and ordinal regression analysis. The results showed that the average student had a positive MSC, MA, and moderate MSRL. Students with negative MSC had a significant tendency to have a high MSRL than students with positive MSC. The increasing probability of students with negative MSC having a high MSRL is 0.5110 times better than students with positive MSC. MSC and MA have an effect of 7.9% on changes in the student's MSRL variable. Thus, during the Covid-19 pandemic mathematics self-concept directly affects changes in student learning independence, but not with math anxiety. DOI: https://doi.org/10.22342/jpm.15.2.13200.103-114
Digital Teaching Materials using Comprehensive Mathematics Instruction Model for Interactive Mathematics Learning Nita Delima; Jaja Jaja; Dianne Amor Kusuma
Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

The Ministry of Education and Culture found that the Covid-19 pandemic had caused a significant literacy and numeracy learning loss. The comprehensive mathematics instruction (CMI) model has a pedagogical prescription that is proven to be effective in improving students' mathematical thinking skills. This model can be developed into a digital teaching material that can support interactive learning. This study aims to build digital teaching materials using the CMI model that can support interactive mathematics learning. The research method used is research and development (R & D). The results of this study are in the form of a product named CMI Agent which is the result of the transformation of the CMI model teaching materials into LMS-based digital technology with interactive designs. Based on the studies that have been carried out, it is concluded that CMI Agent can support interactive mathematics learning. Keywords: comprehensive mathematics instruction, teaching materials, research and development. DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1777-1789
GEOGEBRA-ASSISTED LEARNING, DOING, AND REPEATING (LDR) MODEL TO DEVELOP COMMUNITY NUMERACY SKILLS Delima, Nita; Supriyadi, Endang Irawan; Aminah, Mimin
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp67-78

Abstract

In the Society 5.0 era, strong numeracy skills are essential for processing complex data and making informed decisions. However, the numeracy levels of the Indonesian population remain relatively low, underscoring the need for effective educational interventions. This study investigates the effectiveness of the Learning, Doing, and Repeating (LDR) model, supported by GeoGebra, in developing community-based numeracy skills. The LDR model structures learning through iterative cycles: initial instruction (Learning), direct application (Doing), and reinforcement (Repeating), with GeoGebra facilitating the visualization of mathematical relationships. An experimental one-group pretest–posttest design was employed, involving community members guided by PKBM Yapenmas. Numeracy skills were assessed using mathematics tasks adapted from the PISA 2022 framework, alongside observations and interviews. The results indicated significant improvements in participants' numeracy skills following the intervention. The use of GeoGebra was found to enhance participants' conceptual understanding and engagement during the learning process. These findings suggest that the LDR model, when integrated with interactive technology, offers an effective approach to fostering numeracy development in informal educational contexts. This study contributes to the growing field of technology-assisted mathematics education and highlights the potential of iterative learning models for strengthening foundational numeracy skills within community learning environments.
Co-Authors Adli Muhammad Fana Al Irady Aminah, Mimin Anisa Shopia ASEP HABIBI Dea Ratnasari DENDA ARIS MUNANDAR Dian Cahyawati Diaz Alda Fatrizian Dicky Mulyana Dini Dwi Ramadhani Dwipriyoko, Estiyan Erick Paulus Erick Paulus Fatimah, Siti Fillah, Khansa Mufidah Firman Abdullah Nurtalim Fitriza, Rozi Gagah Kharisma Putra Budiman Hera Nur Amalia Ian Mentari IMAS MASRIAH Jaja Jaja Kusuma, Dianne Amor MARIAM AR RAHMAH Muhamad Ihsan Maulidan Muji Gunarto Nining Parida Purwanti, Santi Putri Elfandi Putri Nur Aurellia Rozi Fitriza Sri Adi Widodo sumpena rohaendi SUPRIYADI, ENDANG IRAWAN SYAFITRI PUDJI ASTUTI Wanti Siti Nurhayati Wawan Hadi Sutiawan Yanry Budianingsih YANRY BUDIANINGSIH Yaya S. Kusumah Yaya S. Kusumah Yaya S. Kusumah