Article Per Year (5 Year)
p-Index From 2021 - 2026
2.125
P-Index
This Author published in this journals
All Journal Al-Jabar : Jurnal Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Tematik : Jurnal Teknologi Informasi Komunikasi Integral : Jurnal Penelitian Pendidikan Matematika Jurnal Pendidikan Matematika Journal of Regional Public Administration Journal Dekstop Application (JDA)
Ihsanudin
Unknown Affiliation
Computer Science & IT Education Mathematics Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
PENGEMBANGAN GAME PENDIDIKAN MATEMATIKA BERBASIS ROBLOX UNTUK MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA SISWA SMP Septiandi, Muhammad; Fathurrohman, Maman; Ihsanudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55280

Abstract

This study aims to develop a valid, practical, and effective Roblox-based mathematics educational game to improve junior high school students’ learning motivation. Conducted at SMP Negeri 7 Kota Serang, this Research and Development (R&D) study applied the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The trial involved eighth-grade students, specifically class VIII F for instrument testing and VIII J for product implementation. Instruments included needs questionnaires, interview guides, validation sheets, response questionnaires, and motivation scales. Data were analyzed using descriptive quantitative analysis and N-Gain calculations after completing all ADDIE stages. The results showed that the Math Battle! game obtained feasibility scores of 86% from material experts and 88% from media experts (highly feasible). Product practicality reached 82% from teacher responses and 81% from student responses (highly practical). Product effectiveness was demonstrated by an increase in the average learning motivation score from 34.9 to 47.7, with an N-Gain score of 0.61 (medium category). Thus, this game is feasible as an interactive learning medium to enhance students’ mathematics learning motivation.
PENGARUH MODEL PROBLEM BASED LEARNING DENGAN E-LKPD BERBANTUAN LIVEWORKSHEETS TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA Maisuni, Nisrina; Ihsanudin; Setiani, Yani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58296

Abstract

This study was motivated by students' low mathematical reasoning abilities, highlighting the need for an appropriate instructional model to enhance these skills. One such approach is the Problem-Based Learning (PBL) model utilizing Liveworksheets-assisted electronic student worksheets (E-LKPD). The study aimed to determine the differences in mathematical reasoning abilities between students taught using the PBL model with Liveworksheets-assisted E-LKPD and those taught using conventional instructional models, as well as to compare the improvement in mathematical reasoning abilities between these two groups. A Pretest-Posttest Nonequivalent Control Group Design was employed. The research was conducted with Grade VIII F and VIII J students at SMP Negeri 10 Serang City during the 2024-2025 academic year. The results indicate a difference in final mathematical reasoning abilities between students using the PBL model with Liveworksheets-assisted E-LKPD and those using conventional models; furthermore, the improvement in mathematical reasoning abilities was greater among students using the PBL model with Liveworksheets-assisted E-LKPD compared to those using conventional models.
PENGARUH MODEL EXPERIENTIAL LEARNING BERBANTUAN ETNOMATEMATIKA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP Aulia Tu Zahra; Ihsanudin; Indiana Marethi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60670

Abstract

This study was motivated by the fact that students’ mathematical problem-solving skills remain low. Therefore, appropriate alternative teaching methods are needed to improve these skills. One such method is the application of an experiential learning model supported by ethnomathematics. The purpose of this study is to determine the effect of an experiential learning model supported by ethnomathematics on students’ mathematical problem-solving skills. This study employed a quantitative, quasi-experimental design. The study population consisted of all eighth-grade students at SMP Negeri 1 Kibin, with the sample comprising Class VIII D (the experimental class) with 32 students and Class VIII E (the control class) with 31 students. Instruction in the experimental class utilized the experiential learning model supported by ethnomathematics, while the control class used the expository model. Research data were collected using a mathematical problem-solving ability test. The results of the independent samples t-test showed a Sig. value of 0.004 < 0.05, indicating a significant difference in final mathematical problem-solving ability between the two classes. Further evidence was obtained from the results of the Mann-Whitney test on the N-gain data, which showed a Sig. value of 0.045 < 0.05. This indicates that the improvement in mathematical problem-solving skills among students using the experiential learning model supported by ethnomathematics was greater than that of students using the expository model. Thus, the experiential learning model supported by ethnomathematics has a significant effect on students’ mathematical problem-solving skills.
Learning styles and mathematical representation abilities in complex analysis: A canonical correlation analysis Ihsanudin; Herlina, Lina; Karlina, Lina; Ruhiat, Yayat
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 3 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Abstract

Purpose: This study examined the canonical relationship between learning styles and mathematical representation abilities among Mathematics Education students in the context of Complex Analysis. It also aimed to identify the learning-style dimension that contributed most strongly to the canonical function and determine which mathematical representation dimensions were most strongly associated with students’ learning styles.Method: A quantitative correlational design was employed involving 60 fourth-semester Mathematics Education students enrolled in a Complex Analysis course. Learning styles were examined through visual, auditory, and kinesthetic dimensions, while mathematical representation abilities comprised symbolic, visual, and verbal dimensions. Data were collected using a learning-style questionnaire and a mathematical representation assessment and analyzed using Canonical Correlation Analysis with IBM SPSS Statistics 27 after preliminary assumption testing.Findings: The analysis identified a strong dominant canonical relationship between the two variable sets, with the first canonical function yielding . A weaker but statistically significant second function was also identified ( ), whereas the third function contributed negligibly. Within the dominant function, kinesthetic (.753) and visual (.722) tendencies showed the strongest structure coefficients among learning styles. Symbolic representation (.902) contributed most strongly within the representation set, followed by visual (.831) and verbal (.788) representation.Significance: The findings demonstrate that learning styles and mathematical representation abilities are related through a multidimensional structure rather than simple one-to-one correspondences. The study supports multimodal and representation-rich instruction in Complex Analysis while positioning learning styles as flexible tendencies rather than fixed determinants of mathematical performance.
Co-Authors -, Bella Damayanti Aan Hendrayana Ade Putri Maharani Amalia, Agista Annisa Juliyanti Anwar Mutaqin Aulia Fitri Aulia Tu Zahra Daniati, Maretza Dwi Elisa Fitriana Finki Dona Marleny Fitri Ramadan, Wulan Haikal, Andi Hambali, Billy Maulana Indiana Marethi Isna Rafianti Lestari, Firma Dewi Lina Herlina Lina Karlina Maisuni, Nisrina Maman Fathurrohman, Maman Marisa, Rena Nandang Mustafa, Ade Nurazizah, Lulu Salsabila Nurjanah, Wulandari Nurul Anriani Putri, Puspita Dwi Anggraeni Rudy Ansari Septiandi, Muhammad Suherman Suswati, Dewi Yani Setiani, Yani Yayat Ruhiat Yulisa Suryana Yunita, Intan