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PENGEMBANGAN LKPD BERBASIS CREATIVE PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PADA MATERI SEGI EMPAT DAN SEGITIGA Anggraini, Ahda Zuliana; Muniri, Muniri; Zahroh, Umy
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 5 No. 2 (2024): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v5i2.631

The purpose of this research to produce Creative Problem Solving (CPS)-based LKPD that meet the criteria of validity, practicality and effectiveness to improve critical thinking skills in quadrilateral and triangle material. The research type is Research and Development (R&D) ADDIE model which Analysis, Design, Development, Implementation and Evaluation. Data collection techniques use observation, interviews, questionnaires and tests. The product test subjects were class VIII students at SMP Negeri 1 Patianrowo and SMP Negeri 2 Patianrowo. The results of the research according to expert assessment show that the teaching materials developed have valid criteria. This means that the teaching materials developed are suitable for use by students. The assessment based on the results of teacher and student response tests shows that the teaching materials developed meet the criteria of being very practical. This means that the teaching materials developed can be implemented in the mathematics learning process, especially in quadrilaterals and triangles. The posttest results show that there is a significant difference in critical thinking abilities between the control class and the experimental class. This means that the teaching materials developed have an effect on increasing students' critical thinking skills with the percentage of increase being at a very high effect, namely 80.2%. Based on this assessment, it can be concluded that the teaching materials developed have met the criteria for validity, practicality and effectiveness in improving critical thinking skills of student in quadrilateral and triangular material

PENGEMBANGAN MODUL AJAR MATEMATIKA MATERI TRIGONOMETRI BERBASIS COGNITIVE LOAD THEORY UNTUK MEMINIMALISIR MATHEMATIC ANXIETY SISWA FASE E Zahroh, Umy; Sutopo, Sutopo; Fitri, Devin Anggraeni
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 5 No. 2 (2024): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v5i2.642

This research aims to: 1) determine the process of developing teaching module, 2) determine the validity of teaching modules, 3) determine the practicality of teaching modules, and 4) determine the effectiveness of teaching modules. In general, the development of this CLT-based teaching module is to find out whether the taching module can minimize students’ mathematical anxiety.The research follows a development model, specifically the Plomp development model which consists of 5 phase, 1) preliminary phase, 2) design phase, 3) realization phase, 4) test, evaluation and revision phase, 5) implementation phase. The developed teaching module focuses on trigonometry material for phase E students at MAN Se-Tulungagung. Data collection methods include validation, objective observation, and questionnaires. Practicality data were obtained from teacher questionnaires, while effectiveness data were derived from students’ mathematical anxiety questionnaires. Based on data analysis, the following results were obtained: 1.) The validation score for the teaching module was 3.754, categorizing it as valid. 2.) The practicality score for the teaching module was 4.02, indicating high practicality. 3.) The teaching module effectively minimized mathematical anxiety, as evidenced by anxiety levels in experimental classes compared to control classes. Control classes using conventional learning showed higher anxiety levels, with MAN 3 Tulungagung at 2,89 (‘anxious’), MAN 2 Tulungagung at 2.615 (‘anxious’), and MAN 1 Tulungagung at 2.204 (‘anxious’). Meanwhile, experimental classes, after using the teaching module, showed lower anxiety levels: MAN 3 Tulungagung at 1.98 (‘moderate anxiety’), MAN 2 Tulungagung at 1.96 (‘moderate anxiety’), and MAN 1 Tulungagung at 1.44 (‘moderate anxiety’)

Statistical Application Training for Students for Thesis Preparation Zahroh, Umy; Hartiningtyas, Lativa
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 1 No. 1 (2023): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (June)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v1i1.182

This research is motivated by the condition that many final-year students still need to complete their studies on time due to a lack of understanding about how to complete a thesis. One of the research approaches used to work on a thesis is quantitative. A quantitative approach is research that analyses data in the form of numbers and attempts to interpret the analysis results. This research uses a type of action research to provide training to final-year students in analyzing data assisted by statistical applications so that it can make it easier for students to complete their thesis. The results of this research are that students' understanding of quantitative data processing has increased compared to before the training was implemented. Students feel that this training can help them complete their thesis and graduate on time.

Efektivitas Model Cycle Learning Menggunakan Media Powerpoint terhadap Hasil Belajar Materi Garis dan Sudut Kelas VII MTsN Karangrejo Santi Dewi Astutik; Umy Zahroh
Jurnal Tadris Matematika Vol 1 No 1 (2018)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2018.1.1.35-42

The fact that the low quality of learning and mathematics learning outcomes of students because the majority of math teachers still use the method of learning by way of lectures and assignments. In studying mathematics teachers should pay attention to the process of not only prioritize the achievement of learning results seen from UAS only. Therefore, the learning innovation is required. One of the innovative learning models is the Cycle Learning model. The Cycle Learning model is a student-centered learning model that can motivate students when learning, discussing, explaining, and developing. Thus, it can create an active learning atmosphere and not boring. By using media power point learning process becomes more fun. The research pattern used is quantitative approach and type of quasi-experimental research. The sampling technique used is simple random sampling. The sample used 35 experimental group students and 35 students as control group. Data collection methods used are observation, test and documentation. Data analysis technique using Independent Sample T-test. Based on the result of the research, it is concluded that (1) there is significant effect of cyclic learning model using power point toward student learning result of line material and class VII corner of MTsN Karangrejo Tulungagung. This can be seen from the value of t-test obtained of 3.741 is greater than the value of with a level of 5% that is equal to 1.994. (2) Big influence of learning model cycle using power point to student learning result of line material and grade angle VII MTsN Karangrejo Tulungagung. This can be seen from the value obtained manually that is equal to 0.92 in the interpretation table with 82% percentage.

Etnomatematika Permainan Tradisional Gedrik pada Pembelajaran Matematika di Desa Jabon Luluk Yuliana; Umy Zahroh
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 11, No 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v11i1.28154

Pembelajaran matematika di sekolah sering dianggap sulit oleh siswa karena cenderung formal dan teoritis. Untuk meningkatkan kenyamanan dan kesenangan siswa, perlu dirancang agar terdapat keterkaitan antara matematika di sekolah dan di luar sekolah. Salah satu pendekatan yang dapat digunakan adalah pendekatan etnomatematika, khususnya melalui penerapan permainan tradisional seperti gedrik. Penelitian ini bertujuan untuk mengetahui aktivitas matematika yang terdapat pada permainan tradisional gedrik dan unsur-unsur matematika yang muncul dalam permainan tersebut. Metode penelitian yang digunakan adalah etnografi dengan pendekatan kualitatif, melibatkan anak-anak yang memahami permainan tradisional gedrik di Desa Jabon sebagai subjek penelitian. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan analisis dokumen. Pengecekan keabsahan data dilakukan menggunakan teknik triangulasi, yaitu dengan membandingkan dan menyelaraskan data yang diperoleh dari berbagai sumber. Hasil penelitian menunjukkan adanya aktivitas matematika seperti membilang, menentukan lokasi, mengukur, merancang, bermain, dan menjelaskan dalam permainan gedrik. Unsur-unsur matematika yang terdapat meliputi bangun dimensi tiga, bangun datar, luas bangun datar, kekongruenan, refleksi, hubungan antar garis, himpunan, permutasi, dan probabilitas. Integrasi permainan tradisional gedrik dalam pembelajaran matematika dapat meningkatkan minat dan pemahaman siswa terhadap konsep-konsep matematika dengan cara yang menyenangkan melalui permainan, dimana konsep-konsep matematika dapat ditemui pada alat, bidang, dan aturan dalam permainan tradisional gedrik

Studi Literatur: Pemanfaatan Animaker sebagai Pengembangan Media Pembelajaran Matematika Rosiyati, Diana; Ahmadi , Rizqa; Zahroh , Umy
Didactical Mathematics Vol. 7 No. 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v7i2.13727

Learning media plays an important role, especially for students with low abilities who do not know how to think abstractly, as a result the material given by the teacher needs to be visualized in a concrete form. Therefore, education really means that learning media is used so that it becomes a more optimal and meaningful experience for students. The purpose of this writing is to find the effect of using animaker media in learning mathematics. Using the literature study method by carrying out stages starting from collecting references, reviewing theories, and analyzing the objects studied and collecting 10 articles in the past 3 years. Based on the results of the discussion of the literature study that has been reviewed, it is concluded that there is an influence of animaker media in mathematics learning which has an effect on improving numeracy skills, students' understanding of concepts, learning outcomes and media in learning. Social media influences students' interest in learning mathematics.

Augmented reality in the teaching of geometric solids for elementary school: Experience report in a public school Santiago, Paulo Vitor da Silva; Zahroh, Umy; Darmayanti, Rani
Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i2.285

Background: Augmented Reality (AR) integrates virtual objects with the real world on smartphone screens, creating a seemingly seamless blend of both.Aim: This research aimed to explore the use of AR in teaching geometric solids to final-year elementary school students. An interactive tool, RA Solids, was employed, originating from a 2023 research experience in a 6th-grade class.Method: The study was conducted in a public school with students mostly classified as digital immigrants. The Didactic Engineering methodology was utilized for research.Result: The outcomes were positive, showing that the school environment was conducive to implementing the teaching and learning process of geometric solids using digital technology.Conclusion: The use of AR in education, specifically in teaching mathematics, demonstrates promising results in enhancing student engagement and understanding, particularly in the context of geometric solids.

Kemampuan Berpikir Kritis Matematis Ditinjau dari Minat Belajar Siswa Kelas IX MTs Maftahul Ulum Karangsono Risa Erviana; Rizqa Ahmadi; Umy Zahroh
Jurnal Pendidikan Matematika Undiksha Vol. 15 No. 3 (2024): Jurnal Pendidikan Matematika Undiksha
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v15i3.88613

Tingginya tingkat prokrastinasi akademik siswa sangat berpengarh terhadap rendahnya kemampuan pemecahan masalah matematika. Kemampuan pemecahan masalah yang rendah juga berdampak pada rendahnya kemampuan berpikir kritis siswa dalam penyelesaian masalah, baik persoalan matematika maupun dalam kehidupan sehari-hari. Oleh karena itu, penelitian ini bertujuan untuk menganalisis dan mendeskripsikan bagaimana kemampuan berpikir kritis siswa dengan prokrastinasi akademik tinggi, sedang, dan rendah. Adapun metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif jenis studi kasus. Subjek terdiri dari 15 siswa kelas IX di MTs Maftahul Ulum Karangsono, Blitar. Teknik pengumpulan data berupa angket prokrastinasi akademik, tes kemampuan berpikir kritis, dan wawancara. Sedangkan teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan kesimpulan. Berdasarkan penelitian yang dilakukan, dapat disimpulkan bahwa siswa dengan prokrastinasi akademik rendah cenderung memiliki kemampuan berpikir kritis sangat baik, siswa dengan prokrastinasi akademik sedang memiliki kemampuan berpikir kritis cukupbaik, dan siswa dengan prokrastinasi akademik tinggi cenderung memiliki kemampuan berpikir kritis kurang baik.

PEMBELAJARAN BERBASIS ETNOMATEMATIKA DENGAN MEMODELKAN MOTIF BATIK GAJAH MADA zahroh, umy
Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Vol 20 No 1 (2020): Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan
Publisher : LP2M UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/dinamika.2020.20.1.1-17

Abstract This research was based on mathematics learning in schools that are too formal and theoretical, and are less varied so it affects students' interest in learning mathematics. For this reason, a connection between mathematics outside of school and school mathematics is needed. One way that can be used is to utilize the ethnomathematics approach as the beginning of formal mathematics teaching which is suitable with the students' level of development who are at a concrete operational stage. The same thing was stated that the presence of mathematics with cultural nuances would make a major contribution to school mathematics. The objectives of this research were (1) to find out mathematical activities in the form of numerating, measuring, and calculating in batik activities. (2) To find out the mathematical concepts of geometry and geometrical transformations contained in batik motifs. This research used ethnographic research with a qualitative approach. Data collection techniques used were observation, interviews, and documentation. Data analysis technique used data reduction, data presentation, drawing conclusions and verification. The results showed that (1) in the batik activity at the Gajah Mada Tulungagung batik production house there were mathematical activities in the form of counting when determining the number of tools and materials needed, measuring fabric, calculating night requirements, calculating color comparisons, calculating waterglass requirements, and when calculating water needs. Measuring activity is seen during the process of measuring fabrics and designing batik patterns. The next step of counting activity is seen during the process of cutting fabric from 60 yards into 27 pieces, calculating the plastisin required for 2 meter fabric, and when mixing several colors. (2) There is a mathematical concept of geometry in the form of points, curved lines, triangles and circles, and the concept of geometrical transformation in the form of translation Keywords: Ethnomatematics, Mathematics, Culture, Batik Abstrak Pembelajaran matematika di sekolah yang formal dan teoritis, serta kurang bervariasi akan mempengaruhi minat peserta didik dalam mempelajari matematika. Untuk itu diperlukan keterhubungan antara matematika di luar sekolah dengan matematika sekolah. Salah satu cara yang dapat digunakan adalah dengan memanfaatkan pendekatan ethnomathematika sebagai awal dari pengajaran matematika formal yang sesuai dengan tingkat perkembangan siswa yang berada pada tahapan operasional konkrit. Hal yang sama dikemukakan bahwa kehadiran matematika yang bernuansa budaya akan memberikan kontribusi yang besar terhadap matematika sekolah. Penelitian ini bertujuan (1) untuk mengetahui aktivitas matematika berupa membilang, mengukur, dan menghitung pada aktivitas membatik. (2) Untuk mengetahui konsep matematika geometri dan transformasi geometri yang terdapat pada motif batik. Penelitian ini menggunakan jenis penelitian etnografi dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Dalam menganalisis data menggunakakan reduksi data, penyajian data, menarik kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa (1) dalam aktivitas membatik di rumah produksi batik Gajah Mada Tulungagung terdapat aktivitas matematika yaitu berupa membilang saat menentukan banyaknya alat dan bahan yang diperlukan, mengukur kain, menghitung kebutuhan malam, menghitung perbandingan warna, menghitung kebutuhan waterglass, dan saat menghitung kebutuhan air. Aktivitas mengukur terlihat saat proses mengukur kain dan mendesain pola batik. Selajutnya aktivitas menghitung terlihat saat proses pemotongan kain dari 60 yard menjadi 27 potong, menghitung kebutuhan malam untuk kain 2 meter, dan saat mencampur beberapa warna. (2) Terdapat konsep matematika geometri berupa titik, garis lengkung, segitiga, dan lingkaran, serta konsep transformasi geometri berupa translasi, rotasi, dan refleksi Kata Kunci: Etnomatematika, Matematika, Budaya, Batik

PEMBELAJARAN BERBASIS ETNOMATEMATIKA DENGAN MEMODELKAN MOTIF BATIK GAJAH MADA zahroh, umy
Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Vol 20 No 1 (2020): Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan
Publisher : LP2M UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/dinamika.2020.20.1.1-17

Abstract This research was based on mathematics learning in schools that are too formal and theoretical, and are less varied so it affects students' interest in learning mathematics. For this reason, a connection between mathematics outside of school and school mathematics is needed. One way that can be used is to utilize the ethnomathematics approach as the beginning of formal mathematics teaching which is suitable with the students' level of development who are at a concrete operational stage. The same thing was stated that the presence of mathematics with cultural nuances would make a major contribution to school mathematics. The objectives of this research were (1) to find out mathematical activities in the form of numerating, measuring, and calculating in batik activities. (2) To find out the mathematical concepts of geometry and geometrical transformations contained in batik motifs. This research used ethnographic research with a qualitative approach. Data collection techniques used were observation, interviews, and documentation. Data analysis technique used data reduction, data presentation, drawing conclusions and verification. The results showed that (1) in the batik activity at the Gajah Mada Tulungagung batik production house there were mathematical activities in the form of counting when determining the number of tools and materials needed, measuring fabric, calculating night requirements, calculating color comparisons, calculating waterglass requirements, and when calculating water needs. Measuring activity is seen during the process of measuring fabrics and designing batik patterns. The next step of counting activity is seen during the process of cutting fabric from 60 yards into 27 pieces, calculating the plastisin required for 2 meter fabric, and when mixing several colors. (2) There is a mathematical concept of geometry in the form of points, curved lines, triangles and circles, and the concept of geometrical transformation in the form of translation Keywords: Ethnomatematics, Mathematics, Culture, Batik Abstrak Pembelajaran matematika di sekolah yang formal dan teoritis, serta kurang bervariasi akan mempengaruhi minat peserta didik dalam mempelajari matematika. Untuk itu diperlukan keterhubungan antara matematika di luar sekolah dengan matematika sekolah. Salah satu cara yang dapat digunakan adalah dengan memanfaatkan pendekatan ethnomathematika sebagai awal dari pengajaran matematika formal yang sesuai dengan tingkat perkembangan siswa yang berada pada tahapan operasional konkrit. Hal yang sama dikemukakan bahwa kehadiran matematika yang bernuansa budaya akan memberikan kontribusi yang besar terhadap matematika sekolah. Penelitian ini bertujuan (1) untuk mengetahui aktivitas matematika berupa membilang, mengukur, dan menghitung pada aktivitas membatik. (2) Untuk mengetahui konsep matematika geometri dan transformasi geometri yang terdapat pada motif batik. Penelitian ini menggunakan jenis penelitian etnografi dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Dalam menganalisis data menggunakakan reduksi data, penyajian data, menarik kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa (1) dalam aktivitas membatik di rumah produksi batik Gajah Mada Tulungagung terdapat aktivitas matematika yaitu berupa membilang saat menentukan banyaknya alat dan bahan yang diperlukan, mengukur kain, menghitung kebutuhan malam, menghitung perbandingan warna, menghitung kebutuhan waterglass, dan saat menghitung kebutuhan air. Aktivitas mengukur terlihat saat proses mengukur kain dan mendesain pola batik. Selajutnya aktivitas menghitung terlihat saat proses pemotongan kain dari 60 yard menjadi 27 potong, menghitung kebutuhan malam untuk kain 2 meter, dan saat mencampur beberapa warna. (2) Terdapat konsep matematika geometri berupa titik, garis lengkung, segitiga, dan lingkaran, serta konsep transformasi geometri berupa translasi, rotasi, dan refleksi Kata Kunci: Etnomatematika, Matematika, Budaya, Batik

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