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All Journal Jurnal Infinity PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) Rangkiang Mathematics Journal Jurnal Infinity
Fitrani Dwina
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Other

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The development of proton-electron math e-comic to improve special needs students’ mathematical concepts understanding Yulyanti Harisman; Fitrani Dwina; Minora Longgom Nasution; Mohd Hasril Amiruddin; Hamdani Syaputra
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p359-376

Abstract

Technology-based learning media is still lacking for special needs students in mathematics. Based on observations and interviews with Special School (SLB) teachers, the learning media used were still monotonous, such as picture books and writing using a blackboard. This research aims to develop e-comic math using the App Pixton application, which is valid and practical for children with special needs in SLB. The research method used is Plomp model development research in the prototype development phase: self-evaluation, expert review, and one-to-one evaluation. The data collection instruments used were a questionnaire and mathematical concepts on addition and subtraction topics for students with special needs. The research subjects were 21 students and 5 teachers from 5 different special schools in 5 West Sumatra, Indonesia cities. The study results show that the media developed is valid and practical for students with deaf and intellectual disabilities. This research implies that teachers must be able to develop other IT-based learning media to help students with special needs learn mathematics like normal children.
The development of proton-electron math e-comic to improve special needs students’ mathematical concepts understanding Yulyanti Harisman; Fitrani Dwina; Minora Longgom Nasution; Mohd Hasril Amiruddin; Hamdani Syaputra
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p359-376

Abstract

Technology-based learning media is still lacking for special needs students in mathematics. Based on observations and interviews with Special School (SLB) teachers, the learning media used were still monotonous, such as picture books and writing using a blackboard. This research aims to develop e-comic math using the App Pixton application, which is valid and practical for children with special needs in SLB. The research method used is Plomp model development research in the prototype development phase: self-evaluation, expert review, and one-to-one evaluation. The data collection instruments used were a questionnaire and mathematical concepts on addition and subtraction topics for students with special needs. The research subjects were 21 students and 5 teachers from 5 different special schools in 5 West Sumatra, Indonesia cities. The study results show that the media developed is valid and practical for students with deaf and intellectual disabilities. This research implies that teachers must be able to develop other IT-based learning media to help students with special needs learn mathematics like normal children.
Teachers' Beliefs and Attitudes Toward TPACK-Oriented Technology Integration for Quality Education: Developing Genially-Based Mathematics Learning Materials Fitrani Dwina; Ayuni Kemala Safira; Widya Darwin; Yulyanti Harisman; Hafizatunnisa; Pipin Sumarni; Minora Longgom Nasution; Mazlini Adnan
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14473

Abstract

This study examines the beliefs and attitudes of high school mathematics teachers toward TPACK-oriented technology integration through the development of interactive teaching materials using Genially in Pesisir Selatan Regency. TPACK orientation is positioned as the foundation for integrating technological knowledge and mathematical content knowledge in the development of digital teaching materials. The study used a survey method with twenty mathematics teachers as participants. Data were collected through belief questionnaires, attitude questionnaires, and structured interviews to explain the reasons behind the questionnaire responses. Belief indicators include teachers' views on learning and knowledge for learning related to technology engagement. Attitude indicators include familiarity, interest, efforts to seek help when experiencing difficulties with features, and the desire to use Genially to support students' mathematical problem-solving during learning. The results showed very high acceptance of the use of technology, especially the Genially application (94–95% agreement on key indicators). Interviews confirmed that Genially's visual interactivity helps teachers explain abstract concepts and relate the material to real-life contexts, but internet stability and initial design time remain obstacles. These findings support Quality Education (SDG 4) by strengthening teachers' readiness to integrate technology in mathematics learning.
Analysis of Students' Errors Based on Newman's Errors in Solving Mathematical Reasoning Problems Redy Williantama Zulhafendi; Yerizon Yerizon; Fitrani Dwina; Shinta Sari
Rangkiang Mathematics Journal Vol. 5 No. 1 (2026): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v5i1.91

Abstract

Mathematical reasoning is one of the essential competencies that students must possess to face the challenges of 21st-century learning. However, many students still struggle to solve problems that assess their mathematical reasoning. This study aims to analyse the types of errors students make using Newman’s Error Analysis procedure. The research employed a descriptive qualitative method, with 37 twelfth-grade high school students selected through purposive sampling. Data were collected through a mathematical reasoning ability test and interviews. The quantitative data from the test were analysed descriptively to identify error patterns, while the qualitative data from interviews were analysed thematically through data reduction, data display, and conclusion drawing. Most students made errors in three main stages, namely understanding the problem concept, transforming verbal information into appropriate mathematical representations, and applying mathematical procedures or algorithms correctly. Furthermore, the analysis showed that conceptual misunderstanding was the most prevalent type of error, often leading to subsequent transformation and process-skill errors. These findings suggest that teachers need to design learning interventions that strengthen conceptual comprehension and develop students’ systematic problem-solving strategies.
Middle School Teachers’ Professionalism (Beliefs and Attitudes) Toward Technology in Developing 3D Videos Using Plotagon Yulyanti Harisman; Resmi Darni; Nadiyatul Ghina; Hafizatunnisa; Minora Longgom Nasution; Fitrani Dwina; Pipin Sumarni; Mazlini Adnan
Rangkiang Mathematics Journal Vol. 4 No. 2 (2025): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v4i2.96

Abstract

This study focuses on the professionalism of teachers, particularly in terms of their attitudes and beliefs toward the integration of digital technology in teaching and learning activities. Plotagon was selected as a medium for developing interactive and contextual 3D instructional videos. The research employed a survey method aimed at exploring teachers’ interest in and acceptance of Plotagon as a supportive tool for instructional materials. The participants comprised twenty-eight junior high school teachers in Sawahlunto City. Prior to the survey, the teachers received intensive training on creating instructional videos using Plotagon. Data were collected through direct observation, questionnaires, and structured interviews. The findings reveal that the majority of teachers (91%) demonstrated positive beliefs regarding the use of digital culture-based technology through Plotagon, while 88% considered the medium beneficial for students. Furthermore, 86% of teachers showed high levels of engagement, and an equal proportion actively participated throughout the implementation process. These results imply that integrating digital storytelling platforms such as Plotagon can enhance teachers’ professional competence and foster innovative teaching practices.
Pengaruh penerapan model pembelajaran CPS berbantuan geogebra classroom terhadap kemampuan pemecahan masalah matematis peserta didik Fatkhi Fairuz Zahira; Yerizon Yerizon; Fitrani Dwina; Yulyanti Harisman
PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026): PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika
Publisher : UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/pyth.v15i1.9079

Abstract

Penelitian ini bertujuan mendeskripsikan perkembangan kemampuan pemecahan masalah matematis peserta didik dan menganalisis efektivitas model Creative Problem Solving (CPS) berbantuan GeoGebra Classroom dibandingkan model konvensional pada siswa kelas X Reguler MAN 1 Batam tahun pelajaran 2025/2026. Penelitian ini menggunakan pendekatan deskriptif dan quasi experiment dengan rancangan Non-Equivalent Posttest-Only Control Group Design. Sampel dipilih melalui purposive sampling, terdiri atas kelas X.J sebagai kelas eksperimen yang menerapkan model CPS berbantuan GeoGebra Classroom dan kelas X.I sebagai kelas kontrol dengan model pembelajaran konvensional. Instrumen penelitian berupa tes kemampuan pemecahan masalah matematis sebanyak 4 soal dalam bentuk essay yang telah disusun berdasarkan indikator kemampuan pemecahan masalah matematis. Hasil penelitian menunjukkan bahwa: (1) kemampuan pemecahan masalah matematis peserta didik kelas eksperimen mengalami peningkatan yang ditandai dengan rata-rata skor posttest sebesar 81,4, sementara kelas kontrol memperoleh rata-rata skor sebesar 74,9; (2) kemampuan pemecahan masalah matematis peserta didik kelas eksperimen secara signifikan lebih baik daripada kelas kontrol berdasarkan hasil Mann-Whitney (p-value =0,042
Co-Authors Ayuni Kemala Safira Fatkhi Fairuz Zahira Hafizatunnisa Hamdani Syaputra Mazlini Adnan Minora Longgom Nasution Mohd Hasril Amiruddin Nadiyatul Ghina Pipin Sumarni Redy Williantama Zulhafendi Resmi Darni Shinta Sari Widya Darwin Yerizon Yerizon Yulyanti Harisman