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The development of proton-electron math e-comic to improve special needs studentsâ€™ 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

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

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

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

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

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

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

PERKEMBANGAN DAN PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK MELALUI MODEL PEMBELAJARAN THINK TALK WRITE Andika Tanca Sandi; Yarman Yarman; Fitrani Dwina; Khairani Khairani
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 4 (2026): August 2026 (1)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i4.6858

Abstract: Mathematical communication is an essential competency in mathematics learning; however, the mathematical communication skills of Grade VIII students at SMP Negeri 25 Padang were still relatively low. This study aimed to describe the development of students' mathematical communication skills during the implementation of the Think Talk Write (TTW) cooperative learning model and to determine whether these skills were better than those of students who learned through conventional instruction. This study employed a quasi-experimental method using a nonequivalent posttest-only control group design. The research samples were Class VIII.6 as the experimental group and Class VIII.7 as the control group. Data were collected through quizzes and an essay-based mathematical communication skills test. The results showed that the mathematical communication skills of students in the experimental class improved progressively throughout the implementation of the TTW learning model. The Mann–Whitney test at a significance level of 0.05 yielded a p-value of 0.000, leading to the rejection of H₀. Therefore, students who learned through the Think Talk Write cooperative learning model demonstrated better mathematical communication skills than those who received conventional instruction. Keyword: mathematical communication skills; cooperative learning model; think talk write. Abstrak: Kemampuan komunikasi matematis merupakan salah satu kompetensi penting dalam pembelajaran matematika, namun kemampuan tersebut pada peserta didik kelas VIII SMP Negeri 25 Padang masih tergolong rendah. Penelitian ini bertujuan untuk mendeskripsikan perkembangan kemampuan komunikasi matematis peserta didik selama diterapkan model pembelajaran kooperatif tipe Think Talk Write (TTW) serta mengetahui perbedaannya dengan peserta didik yang belajar menggunakan pembelajaran konvensional. Penelitian menggunakan metode eksperimen semu (quasi experiment) dengan rancangan nonequivalent posttest-only control group design. Sampel penelitian terdiri atas kelas VIII.6 sebagai kelas eksperimen dan kelas VIII.7 sebagai kelas kontrol. Data dikumpulkan melalui kuis dan tes kemampuan komunikasi matematis berbentuk soal uraian. Hasil penelitian menunjukkan bahwa kemampuan komunikasi matematis peserta didik pada kelas eksperimen mengalami peningkatan secara bertahap selama penerapan model TTW. Hasil uji Mann-Whitney pada taraf signifikansi 0,05 menghasilkan p-value = 0,000 sehingga H₀ ditolak. Dengan demikian, kemampuan komunikasi matematis peserta didik yang belajar menggunakan model pembelajaran kooperatif tipe Think Talk Write lebih baik daripada peserta didik yang belajar menggunakan pembelajaran konvensional. Kata kunci: kemampuan komunikasi matematis; model pembelajaran kooperatif; think talk write.

PROFESIONALISME (BELIEF DAN ATTITUDE) PENDIDIK SEKOLAH MENENGAH PERTAMA TERHADAP TEKNOLOGI DALAM PEMBUATAN BAHAN AJAR MENGGUNAKAN CLASSPOINT Minora Longgom Nasution; Yulyanti Harisman; Suherman; Hafizatunnisa; Pipin Sumarni; Fitrani Dwina
Euclid Vol 11 No 4 (2024)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v11i4.9666

Fokus pada penelitian ini yaitu profesionalisme pendidik yaitu keyakinan dan sikap pendidik terhadap teknologi. Classpoint menjadi aplikasi yang digunakan dalam pembuatan bahan ajar. Penelitian ini merupakan penelitian survei untuk melihat ketertarikan pendidik terhadap aplikasi classpoint dalam pembuatan bahan ajar. Dua puluh pendidik Sekolah Menengah Pertama (SMP) di kepulauan mentawai sebagai subjek penelitian. Pada awal penelitian pendidik diberikan pelatihan tentang pembuatan bahan ajar dengan aplikasi classpoint. Data diperoleh dengan cara merekam, mengamati, dan mewawancarai pendidik. Diperoleh 94% keyakinan pendidik terhadap aspek budaya teknologi dalam membuat bahan ajar dengan classpoint dan 90% kebermanfaatannya bagi peserta didik. Selain itu, 93% pendidik memberikan perhatian yang baik dan 91% memberikan partisipasi yang baik selama kegiatan.

PERKEMBANGAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION PADA TRANSFORMASI GEOMETRI Fadiyah Yonita; Yulyanti Harisman; Fitrani Dwina; Yarman Yarman
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i5.7194

Abstract: Students’ ability to communicate mathematical thinking in written form remains one of the challenges in mathematics learning. To provide students with opportunities to express and represent mathematical ideas, learning activities that encourage their involvement in the mathematization process are needed. This study aims to describe the development of students’ written mathematical communication skills through the Realistic Mathematics Education (RME) approach in geometry transformation. The study employed a quantitative approach with a descriptive method. The subjects were 21 students of class IX.1 at SMP Pertiwi 2 Padang in the first semester of the 2026/2027 academic year. The learning activities were conducted in six meetings covering translation, reflection, rotation, and dilation. Data were collected through quizzes administered at each meeting, which were developed based on four indicators of mathematical communication skills and analyzed descriptively using the mean quiz scores and the scores for each indicator. The results showed that the mean quiz score increased from 62.50 in the first meeting to 85.71 in the sixth meeting. All four indicators of mathematical communication also showed improvement across the measurements. Thus, students’ written mathematical communication skills demonstrated development during learning using the RME approach in geometry transformation. Learning through the RME approach provides students with opportunities to develop written mathematical communication skills through contextual problems, the use of various representations, and problem solving Keywords: mathematical communication; Realistic Mathematics Education; geometry transformation. Abstrak: Kemampuan peserta didik dalam mengomunikasikan pemikiran matematis secara tertulis masih menjadi salah satu permasalahan dalam pembelajaran matematika. Untuk memberikan ruang bagi peserta didik dalam menyampaikan dan merepresentasikan ide matematis, diperlukan pembelajaran yang mendorong keterlibatan mereka dalam proses matematisasi. Penelitian ini bertujuan untuk menggambarkan perkembangan kemampuan komunikasi matematis tertulis peserta didik melalui pendekatan Realistic Mathematics Education (RME) pada materi transformasi geometri. Penelitian menggunakan pendekatan kuantitatif dengan metode deskriptif. Subjek penelitian adalah 21 peserta didik kelas IX.1 SMP Pertiwi 2 Padang pada semester ganjil tahun ajaran 2026/2027. Pembelajaran dilaksanakan dalam enam pertemuan yang mencakup materi translasi, refleksi, rotasi, dan dilatasi. Data dikumpulkan melalui kuis pada setiap pertemuan yang disusun berdasarkan empat indikator kemampuan komunikasi matematis dan dianalisis secara deskriptif melalui rata-rata nilai kuis serta skor setiap indikator. Hasil penelitian menunjukkan bahwa rata-rata nilai kuis meningkat dari 62,50 pada pertemuan I menjadi 85,71 pada pertemuan VI. Keempat indikator komunikasi matematis juga menunjukkan peningkatan pada setiap pengukuran. Dengan demikian, selama pembelajaran menggunakan pendekatan RME pada materi transformasi geometri, kemampuan komunikasi matematis tertulis peserta didik menunjukkan perkembangan. Pembelajaran dengan pendekatan RME memberikan ruang bagi peserta didik untuk mengembangkan kemampuan komunikasi matematis tertulis melalui masalah kontekstual, penggunaan berbagai representasi, dan penyelesaian masalah. Kata kunci: komunikasi matematis; Realistic Mathematics Education; transformasi geometri.

Penguatan Kompetensi Pendidik melalui Pelatihan Penggunaan Kecerdasan Buatan (AI) dan Media TIK dalam Rancangan Pembelajaran yang Efektif Suherman Suherman; Saddam Al Aziz; Fitrani Dwina; Maulani Meutia Rani
INCOME: Indonesian Journal of Community Service and Engagement Vol. 4 No. 4 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v4i4.1758

Educators must be able to design interactive learning to develop their pedagogical competencies in the 21st century. One of the efforts that can be made is utilizing technology in mathematics learning. This Community Service activity aims to provide training and to discover educators' perceptions of training using Artificial Intelligence and ICT Media in learning design. This training was conducted on November 13-14, 2024, at SMP Negeri 1 Solok. The training participants were 30 Solok City Mathematics Teacher Working Group (MGMP) members. The stages of this activity were initiation, preparation, implementation, and evaluation. Data was collected by distributing a questionnaire using a 1-4 Likert scale. The results showed that after participating in the training, the participants were delighted and enthusiastic, and the training provided could be applied in mathematics learning. The average score for educators' perceptions of this training activity was 88.09%, which falls into the "very practical" category.

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