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All Journal Jurnal Riset Pendidikan Matematika APOTEMA : Jurnal Program Studi Pendidikan Matematika Wacana Akademika : Majalah Ilmiah Kependidikan BAREKENG: Jurnal Ilmu Matematika dan Terapan Ekspose: Jurnal Penelitian Hukum dan Pendidikan Jurnal Penelitian Pembelajaran Matematika Sekolah JME (Journal of Mathematics Education) PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum Tematik: Jurnal Konten Pendidikan Matematika Indonesian Journal of Mathematics Education Delta-Phi Jurnal Pendidikan Matematika Journal of Mathematical Pedagogy (JOMP) CEJou JME (Journal of Mathematics Education)
Firda Hariyanti
Universitas Nahdlatul Ulama Pasuruan
Religion Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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The Effect of Interactive Media on Students' Mathematical Communication Ability Based on Learning Styles Sari, Mayang; Choirudin, Choirudin; Hariyanti, Firda; Farooq, Syed Muhammad Yousaf
Delta-Phi: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2024): Delta-Phi: Jurnal Pendidikan Matematika (April)
Publisher : CV. Bimbimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/dpjpm.v2i1.752

Abstract

This study aims to examine the effect of interactive media on students' mathematical communication abilities considering different learning styles. Unlike previous research that used a descriptive qualitative method, this study employs a quasi-experimental approach with a pretest-posttest control group design. The participants were seventh-grade students at MTs Ma'arif Roudlotut Tholibin Metro, consisting of six males and ten females with various learning styles. The experimental group was taught using interactive media tailored to their learning styles (visual, auditory, kinesthetic, and read/write), while the control group received traditional instruction. Data were collected through mathematical communication ability tests, learning style questionnaires, and classroom observations. The results showed that students who learned with interactive media had higher mathematical communication abilities compared to those who learned through traditional teaching. Among the learning styles, visual learners benefitted the most from the use of interactive media. These findings suggest that integrating interactive media into mathematics teaching can enhance students' mathematical communication abilities, especially when adapted to their preferential learning styles
Analysis of Artificial Intelligence Assisted Proof Process Through Principle of Mathematical Induction in Real Analysis Course Lestari, Isnawati Lujeng; Sari, Mayang; Uripno, Gusti; Suprihatiningsih, Siti; Hariyanti, Firda; Bonyah, Ebenezer
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 2: July 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n2.p94-102

Abstract

The low proficiency of Mathematics Education students in constructing mathematical proofs, especially using the principle of mathematical induction, highlights the need for enhanced learning approaches. One promising method is the integration of Artificial Intelligence (AI) into the proof process within Real Analysis courses. This study aims to describe how students carry out mathematical induction proofs with the assistance of AI. Ten voluntary students enrolled in Real Analysis participated in an initial test involving divisibility problem. From this group, two students were selected through maximum variation sampling based on their answer diversity and communication skills. One student employed a modulo-based approach, while the other used the divisibility-definition concept. Overall, the results demonstrate that AI significantly supports students in understanding problems, planning proofs, implementing strategies, and revising their reasoning. AI played a critical role in concept generation, solution evaluation, and embedded reflection across each stage of Polya’s problem-solving framework, combined with the three aspects of AI-assisted proof: construction, evaluation, and revision
APPLICATION OF INTUITIONISTIC FUZZY SETS IN DETERMINING RESEARCH TOPICS FOR MATHEMATICS EDUCATION STUDENTS THROUGH THE NORMALIZED EUCLIDEAN DISTANCE METHOD Sutrisno, Sutrisno; Hariyanti, Firda; Sulaiman, R
BAREKENG: Jurnal Ilmu Matematika dan Terapan Vol 17 No 2 (2023): BAREKENG: Journal of Mathematics and Its Applications
Publisher : PATTIMURA UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/barekengvol17iss2pp0995-1006

Abstract

An intuitionistic fuzzy set (IFS) can be helpful in decision-making as a concept to describe uncertainty. This study proposes the application of IFS in determining research topics for students of the mathematics education study program using the normalized Euclidean distance method. This study also shows the differences in the analysis results using the max-min composition method revised by De et al. (2001) with the normalized Hamming distance method and the normalized Euclidean distance method. The results show that the normalized Euclidean distance method can determine student research topics more accurately than other methods because they are careful in looking at distance differences. The normalized Euclidean distance method provides the best distance measure with a high confidence level in terms of accuracy.
Analisis Konsep Diri Dan Kedisiplinan Belajar Siswa MAN 1 Probolinggo Terhadap Matematika Lestari, Wahyu; Hariyanti, Firda; Mauliska, Nur
Wacana Akademika: Majalah Ilmiah Kependidikan Vol 7 No 2 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa

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Abstract

Self-concept and learning discipline on student achievement play an important role, because self-concept and learning discipline can affect students' mathematical abilities. The purpose of this study is "Analysis of Student Self-Concept and Discipline Against Mathematics". This study uses a qualitative descriptive research method. This research was conducted for 2 months at MAN 1 Probolinggo. The population of this study was 665 students of MAN 1 Probolinggo. The research sample was 42 students of class XI IIS. The results showed that students' self-concept towards mathematics produced the most frequency, namely 22 people (52.4%) in the medium category, followed by the high and low categories. Student learning discipline towards mathematics in the moderate category is the highest frequency, namely 21 people (50%), followed by the high category.
BERPIKIR ALJABAR SISWA SMA DALAM MENYELESAIKAN MASALAH OPEN-ENDED DITINJAU DARI GENDER Hariyanti, Firda
Center of Education Journal (CEJou) Vol. 5 No. 1 (2024): Central Journal of Education (CEJou) July
Publisher : Universitas Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v5i1.429

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan berpikir aljabar siswa laki-laki dan perempuan dalam menyelesaikan masalah open-ended. Jenis penelitian ini adalah kualitatif dengan pendekatan eksploratif yang dilakukan di kelas X SMA Negeri 2 Pasuruan, tahun ajaran 2023/2024. Subjek penelitian ini terdiri dari satu subjek laki-laki dan satu subjek perempuan. Data penelitian diperoleh dari hasil tes dan wawancara yang digunakan untuk memperoleh data kualititatif tentang kemampuan berpikir aljabar dalam menyelesaikan masalah open-ended. Hasil penelitian menunjukkan bahwa (1) indikator generalisasi dan abstraksi, subjek laki-laki dan perempuan dapat menuliskan apa yang diketahui dan ditanyakan dalam soal serta dapat menyusun model matematikanya meskipun terdapat salah satu subjek laki-laki yang kurang teliti. (2) indikator berpikir analitis dan dinamis, subjek laki-laki dan perempuan dapat menentukan metode untuk menyelesaikan masalah open-ended yang diberikan dengan menggunakan metode campuran, serta subjek dapat menemukan nilai dari variabel yang belum diketahui. (3) indikator pemodelan, subjek laki-laki dan perempuan dapat menentukan metode untuk menemukan sisa variabel yang belum diketahui nilainya, sehingga subjek menemukan nilai-nilai variabel sebagai persyaratan menjawab indikator selanjutnya. (4) indikator pengorganisasian, subjek laki-laki dan perempuan dapat menentukan dan menyimpulkan hasil akhir. Namun pada bagian ini subjek laki-laki menggunakan metode yang belum tepat sehingga hasil akhirnya salah, sedangkan metode yang digunakan subjek perempuan sudah tepat. Dapat disimpulkan bahwa subjek perempuan lebih unggul dalam menghasilkan ide dari pada subjek laki-laki. Dalam hal ini terdapat perbedaan kemampuan antara subjek laki-laki dan subjek perempuan dalam memecahkan masalah, hal tersebut dipengaruhi oleh gender.
AI-Enhanced Electronic Modules Bridge Mathematical Induction Learning Gap Sari, Mayang; Lestari, Isnawati Lujeng; Uripno, Gusti; Suprihatiningsih, Siti; Hariyanti, Firda
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i2.2988

Abstract

This study develops and validates AI-integrated electronic modules (e-modules) for instruction in mathematical induction. Mathematical induction requires sophisticated logical reasoning, yet students often struggle to master this proof technique. The research employed a systematic three-phase approach: analysis of learning challenges, design of e-module architecture with AI integration, and development using the Canva platform with integrated AI tools including Wolfram Alpha, Interactive Theorem Provers, and ChatGPT. Validation used a 4-point Likert scale across four primary dimensions, including material aspect, media aspect, language aspect, and learning aspect. Unlike traditional materials, these AI-integrated e-modules provide personalized feedback, adaptive learning pathways, and real-time diagnostic support tailored to individual student needs. Results demonstrate the potential of AI-enhanced educational technology in bridging the gap between complex mathematical reasoning and student comprehension.
Co-Authors Bonyah, Ebenezer Choirudin, Choirudin Dhoriva Urwatul Wutsqa Faizah, Evi Farooq, Syed Muhammad Yousaf Hidayah Al Mubarokah, Nurul Lestari, Isnawati Lujeng Mauliska, Nur Mayang Sari NUR LINA SAFITRI Putri, Reni Kurnia Reni Kurnia Putri Reni Kurnia Putri Siti Fatimah Siti Suprihatiningsih Sulaiman, R Sutrisno, Sutrisno Ulfatun Nisa, Ulfatun Uripno, Gusti Wahyu Lestari