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All Journal Cakrawala Pendidikan Journal of Education and Learning (EduLearn) Jurnal Inovasi Teknologi Pendidikan Journal of Educational Science and Technology JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Fourier Briliant: Jurnal Riset dan Konseptual HISTOGRAM: Jurnal Pendidikan Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama JRPM (Jurnal Review Pembelajaran Matematika) Pi: Mathematics Education Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat JMM (Jurnal Masyarakat Mandiri) Wahana : Tridarma Perguruan Tinggi Jurnal Pendidikan Matematika (JPM) Psychology, Evaluation, and Technology in Educational Research PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Komunikasi Pendidikan MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Edudikara: Jurnal Pendidikan dan Pembelajaran Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Penelitian, Pendidikan, dan Pembelajaran Edukasia: Jurnal Pendidikan dan Pembelajaran Pi: Mathematics Education Journal Media Abdimas Jurnal Pendidikan Terapan JME (Journal of Mathematics Education)
Sunismi .
Universitas Islam Malang
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PENGEMBANGAN BAHAN AJAR GEOMETRI DAN PENGUKURAN BERBASIS REALISTIC MATHEMATICS EDUCATION (RME) UNTUK SISWA SMP KELAS VIII Sunismi Sunismi
Jurnal Pendidikan Matematika (JPM) Vol 1 No 1 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v1i1.404

Abstract

Penelitian pengembangan ini bertujuan untuk mengembangkan bahan ajar geometri dan pengukuran berbasis Realistic Mathematics Education (RME) untuk siswa SMP Kelas VIII. Hasil penelitian pengembangan diperoleh produk cetak, yaitu buku siswa materi geometri dan pengukuran berbasis RME dan buku panduan guru. Berdasarkan uji lapangan diperoleh hasil bahwa buku cetak efektif digunakan dalam pembelajaran matematika khusus materi geometri dan pengukuran untuk siswa SMP kelas VIII. Hasil temuan penelitian adalah: 1) materi dengan RME dapat diimplementasikan dengan pertanyaan-pertanyaan konseptual untuk membangkitkan aktivitas metakognisi, berpikir kritis, kreatif, dan berpikir tingkat tinggi dengan bimbingan guru; 2) materi RME dapat diimplementasikan dalam teks ajar sebagai media yang mudah dipahami, pemberian masalah yang bermanfaat dan berkaitan dengan dunia nyata, sehingga dapat membantu siswa memecahkan masalah belajar, dan penyedia informasi yang bermanfaat untuk memecahkan masalah-masalah dalam kehidupan di dunia nyata; 3) peran guru dalam proses pembelajaran dengan materi RME sebagai fasilitator dan motivator bagi siswa.
PENGEMBANGAN MODEL PEMBELAJARAN MATEMATIKA KNISLEY BERBASIS BRAINSTORMING MATERI STATISTIKA Lilik Mindarti; Sunismi Sunismi
Jurnal Pendidikan Matematika (JPM) Vol 1 No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v1i2.722

Abstract

The aim of this development is to produce mathemathics Kinsley learning model of Brainstroming-based Statistics of the Tenth grade Senior High School. This study employed research and development design in which the researcher developed a mathematics Kinsley learning model of brainstorming-based statistics for the tenth grade senior high school students. This study operated the model development of Plomp with 4 developmental steps as follows 1) Preliminary Insvestigation, 2) Design, 3) Realisation, 4) Test, evaluation, and Revision. The instruments used were validation  sheet, responses questionnaire, and observation  sheet. 35 students of the class X IPA 4 SMAN 3 Malang were involved in this study. The results of this study were validated by two balidators; expert and practitionaire validators. User responses use to evaluate practicion of product. The validity from validators group and user obtain the score at 3,34, this mean the validity is significant. Then the result of development of mathemathics Knisley learning model of Brainstorming can be implementation on mathematic teaching on the class conventionally.
PENGEMBANGAN E-MODULE KALKULUS I SEBAGAI PANDUAN MAHASISWA UNTUK MENGOPTIMALKAN INDIVIDUAL LEARNING Sunismi Sunismi; Abdul Halim Fathani
Jurnal Pendidikan Matematika (JPM) Vol 1 No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v1i2.820

Abstract

The purpose of this study is to arrange the e-module of Calculus I as a student guidance in optimizing individual learning. The method used here is a development research method. The model applied in this research is Four-D which includes stages of define, design, develop, and disseminate. The development results according to Four-D model are as follows: in the Define stage, it is known that the results of the analysis to the needs of student and lecturer shows that most of the students have difficulties in learning Calculus I because the lecturer uses a text book. In the text book, the concept is presented abstractly that makes the students difficult to understand. Hence, it is necessary to develop teaching materials which are easier to understand by the students, one of them is e-module. In the Design stage, the initial draft of e-module of Calculus I is designed which includes introduction (there are preface, instructions in using e-module, material descriptions, prerequisites, and learning objectives), the material and examples, exercises, summary, competency tests (in interactive way), the solutions, feedbacks, and a list of references. The Develop stage is where the prototype of e-module is created and it means the e-module is established. Then, initial trials related to the content of e-module are performed through the assistances from the expert and the lecturer of Calculus I. The appraisements of both the expert and the lecturer explain that the e-module is valid, so that the content of the e-module of Calculus I in this study is proper to be established.
Artificial Intelligence and Gamification-Integrated Analytic Geometry Instruction: Design and Implementation in Higher Education Tri Candra Wulandari; Sunismi Sunismi; Zainal Abidin
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1196

Abstract

Purpose: This study aims to: (1) design an Analytical Geometry learning model that integrates Artificial Intelligence (AI) and gamification, and (2) identify the strengths and limitations of AI in supporting mathematics learning, particularly within Analytical Geometry lectures in higher education. Methods: The study employed a qualitative Design-Based Research (DBR) approach that began from a classroom phenomenon and tested the design empirically in an authentic course. Participants were 20 undergraduate students from mathematics education study program. Data were collected through documentation, observation notes, and AI-generated outputs, then analyzed using descriptive, content and thematic analysis. Findings: The developed learning design includes three stages: Introduction, Main Points, and Closing. Gamification elements are embedded in all stages, while AI integration occurs primarily in the Main Points stage to support conceptual explanation of Wordwall-generated problems. AI proved effective in providing step-by-step problem-solving explanations but demonstrated limitations in geometric visual representation and mathematical notation accuracy. Wordwall served effectively as an assessment tool capable of identifying students’ learning difficulties. Research Implications: The findings suggest that integrating AI and gamification into Analytical Geometry learning is associated with improved instructional clarity and student engagement, although careful instructional planning is required to address AI’s limitations in visual and symbolic mathematical representation. Originality: This study contributes novelty by presenting a practical, systematically designed model for integrating AI and gamification into Analytical Geometry learning using DBR, documenting how lecturer can implement it in real classrooms and offering empirical insights into the capabilities and constrains of AI in higher-level mathematics instruction.
Profile of Deep Learning Implementation to Support High School Students' Conceptual Understanding of The Future Value of Annuity Dina Maharini; Erlita Nur Rahmawati; Sunismi Sunismi; Any Herawati; Retno Trisniwari
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 2 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i2.1151

Abstract

This study reviewed the implementation of deep learning through discovery learning on the future value of annuity topic in senior high school mathematics, addressing Indonesia’s low PISA and OECD numeracy scores. Deep learning, grounded in the principles of meaningful, mindful, and joyful learning, is considered a promising approach to strengthen students’ conceptual understanding. This study aims to (1) analyze the implementation profile of deep learning by a model teacher on the future value of annuity topic, and (2) examine how learning activities support students’ conceptual understanding. A qualitative descriptive approach with a classroom-based study design was employed. The subject was a model teacher implementing on the topic of the Future Value of Annuity in a Grade XI class at a public senior high school in East Java. Data were collected through classroom video recordings and analyzed using lesson transcripts and student worksheets from three students representing high, moderate, and low ability levels, selected based on diagnostic assessment results. The analysis was conducted using the seven indicators of conceptual understanding proposed by the NCTM. Results show the teacher successfully integrated the three deep learning principles. In the opening activity, the teacher built readiness through contextual apperception and motivation. In the core activity, discovery learning enabled students to actively construct understanding of pranumerando and postnumerando through problem identification, data collection, processing, verification, and group presentation. Differentiated instruction based on diagnostic assessment and individual scaffolding supported students across ability levels. However, reflection and closing activities could not be completed due to time constraints from student mobilization between rooms. Overall, deep learning through discovery learning on the future value of annuity topic created active, contextual, and student-centered learning that strengthened students’ conceptual understanding.
Co-Authors Abdul Halim Fathani Achmad Zamzamy Ridlo Agus Murniati Ahmad Santoso Ahmad Sufyan Zauri Ainur Rosikin Alfan Zuhairi Alfian Bayani Alifiani, Alifiani Amiliya Nisaul Khusna Anies Fuady Anies Fuady Any Herawati Any Herawati Any Herawati Ari Ambarwati Ari Ambarwati A’yunnisa Tsani A’yunnisa Tsani Cahyaningrum, Ira Yoshita diana putri Dina Maharini Dita Susi Evrihatin Dita Susi Evrihatin Endah Suci Wahyuningkasih Eni Susanti Erlita Nur Rahmawati eryk yayan ettik rukmigarsari Fadhila Kartika Sari Faradiba, Suryasari Findi Tias Vebiana Suryani Fittrohtul Musyahadah Fuady, Anies Ganjar Setyo Widodo Gusti Firda Khairunisa Gusti Firda Khairunnisa Halisna, M. Iqbal Maulana Helvida Putri Andini Irana Dewi Syarifah Irbah Tsabitah Isbadar Nursit Izza Mar'atul Afkarina Karwati Ni'matus Sholikah Khasanah, Iswatul Khoirul Siti Mahmudah Laila Mushofa Lilik Mindarti Lina Rumiati Lutfiyah Nurul Wakhidah Mahmudah, Khoirul Siti Maulidiya Annisah Moh Arisyur Rahman Moh. Arif Zamroni Mohammad Fajar Musafak muh sholeh mawardi Muhammad Baidawi NAILUS SHUFRIYAH Ni Ketut Wedastuti Ni’mah, Rivatul Nike Ayu Wulandari Ninda Aulia Sept Vitri Nur Lailatul Azizah Prasetiyo, M. Mahmudi Retno Trisniwari Retno Trisniwati Retno Trisniwati Rivatul Ni’mah Rizqika Taufiqi Ramadhaniati Robial Robial RR. Ettie Rukmigarsari Septian Wahyu Pratama Siswahyudianto Siti Andriani Siti Nurul Hasana Sri Wahyuni Sri Wahyuni Sukmananda, Indah Susitya Sulfiana Ramadanti Sunardi, Sunardi Sunismi Surahmat Surahmat Surya Sari Faradiba surya sari fardiba Tri Candra Wulandari Triayuningsih Permata Suci Trisniwati, Retno Ulin Nuha ulya dina Veronika Dwi Cahyani Walida, Sikky El Wanda Editya Wahidurrijal Wardoyo, Ali Wedastuti, Ni Ketut Yayan Eryk Setiawan Yuli Ismi Nahdiyati Ilmi Zainal Abidin