Articles
<![CDATA[The Use of Learning Media Motion Graphics Towards Students Mathematical Understanding ]]>
<![CDATA[Ikman Nurhakim Rahadi]]>;
<![CDATA[Darwan Darwan]]>;
<![CDATA[Hendri Handoko]]>
<![CDATA[ ITEJ (Information Technology Engineering Journals) Vol. 5 No. 2 (2020): December ]]>
Publisher : <![CDATA[Pusat Teknologi Informasi dan Pangkalan Data IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/itej.v5i2.45
<![CDATA[Learning about the concept and structure of a mathematical material and looking for relationships between them is real math learning. In many math learning materials, students often struggle to understand the concept of the material. The mathematical skills need to be stimulus and encouraged when learning. To practice such skills need innovations such as using motion graphics learning media. The purpose of this research is to know the student's response to the use of motion graphic media, to find out how much the mathematical skills of students after using motion graphic learning media, to know how much influence The media use of motion graphic learning to the students mathematical skills, to determine the effectiveness of the use of motion graphic learning media to the students mathematical skills. This method of research is experimental research with data collection techniques using poll and observation for variable X and test for variable Y. Population for this research is all students of grade IX SMP IT Umar Al Khattab Gunung Jati Kabupaten Cirebon, while the sample Taken by the cluster method of random sampling with the elected class IX B SMP IT Umar Al Khattab Gunung Jati Kabupaten Cirebon. Based on the results of the data processing, the student response questionnaire was obtained against the use of media in motion graphic media learning with an average of 85.23% with very strong criteria. Based on the hypothesis test result obtained tcount > ttable = 9,895 > 2.063, then H0 rejected or Ha is acceptable, the use of Motion graphics Learning Media is effective against the mathematical understanding of grade IX students SMP IT Umar Al Khattab. It is also supported through an N-Gain value of 65.40 as well as an indicator of the learning effectiveness of a KKM pass of 91.66% classifying, student response 85.23%, student activity of 77,,33%, as well as the ability of the teacher to manage the class that got the value 3.34.]]>
<![CDATA[Developing Pedagogically Aligned AR Media for Teaching Polyhedra in Junior Secondary Education ]]>
<![CDATA[Arif Abdul Haqq]]>;
<![CDATA[Hendri Handoko]]>;
<![CDATA[Reo Al Farizi]]>
<![CDATA[ ITEJ (Information Technology Engineering Journals) Vol. 10 No. 1 (2025): June ]]>
Publisher : <![CDATA[Pusat Teknologi Informasi dan Pangkalan Data IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/itej.v10i1.260
<![CDATA[This study presents the design and evaluation of marker-based augmented reality instructional media using Unity and Vuforia to support polyhedra learning in junior high school geometry. The development followed the 4D model and was grounded in a five-phase learning trajectory consisting of exploration, manipulation, analysis, application, and reflection. The AR media features interactive 3D polyhedron models, net unfolding animation, and formula overlays, each activated through printed markers. The design was informed by students’ learning needs, particularly difficulties in visualizing shapes, distinguishing surface area from volume, and applying geometric formulas correctly. Expert validation using Aiken’s V confirmed strong instructional alignment. Student perception data, classroom observations, and teacher interviews indicated that the media enhanced spatial reasoning, improved engagement, and encouraged verbal mathematical discourse. The findings support the integration of AR into structured pedagogical sequences and demonstrate its potential to improve geometry instruction in diverse classroom settings.]]>
<![CDATA[PEMBENTUKAN KETERAMPILAN BERPIKIR KREATIF PADA PEMBELAJARAN MATEMATIKA MODEL SAVI BERBASIS DISCOVERY STRATEGY MATERI DIMENSI TIGA KELAS X ]]>
<![CDATA[HENDRI HANDOKO]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 6 No. 1 (2017) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v6i1.1711
<![CDATA[Pembelajaran matematika materi dimensi tiga sering mengalami kesulitan, salah satu faktor penyebabnya adalah karena rendahnya kreativitas siswa dalam belajar. Salah satu alternatif yang diberikan untuk menyelesaikan permasalahan tersebut adalah dengan cara menentukan strategi pembelajaran yang inovatif. Salah satu pembelajaran inovatif yang akan dijadikan alternatif untuk mengatasi permasalahan tersebut yaitu pembelajaran model SAVI berbasis discovery strategy yang diartikan sebagai teknik pengajaran yang melibatkan semua indera siswa dalam mencari dan menemukan suatu konsep matematika melalui cara berpikir kreatif. Kegiatan pembelajaran ini memfokuskan siswa pada proses penemuan suatu konsep matematika. Tujuan dari penelitian ini adalah untuk menganalisis hasil dari proses yang berdampak pada pembentukan karakter kreatif pada diri siswa pada pembelajaran matematika materi dimensi tiga dengan pendekatan model SAVI berbasis discovery strategy. Subjek penelitian diambil dari 6 siswa yang memiliki kemampuan yang berbeda (heterogen) yaitu dengan pengelompokan kelompok atas (kemampuan tinggi), tengah (kelompok sedang), dan bawah (kelompok bawah). Teknik Pengambilan data diperoleh dengan observasi, wawancara, dokumentasi. Instrumen yang digunakan lembar observasi dan pedoman wawancara, dokumentasi. Sedangkan teknik pengolahan data dengan uji gain dan triangulasi. Hasil pengamatan kemandirian pada penelitian ini menunjukan bahwa rata-rata peningkatan karakter kreatif siswa dari pertemuan I sampai V pada subjek terpilih dihasilkan sebesar 78,20 artinya peningkatan pembentukan pada kriteria baik. Kata Kunci: Pembelajaran Model SAVI berbasis discovery strategy, Keterampilan Berpikir Kreatif]]>
<![CDATA[PROFIL KOGNITIF BERFIKIR KREATIF SISWA PADA PEMBELAJARAN MATEMATIKA MODEL JIGSAW MELALUI PENDEKATAN DISCOVERY LEARNING ]]>
<![CDATA[Anike Anike]]>;
<![CDATA[Hendri Handoko]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 7 No. 1 (2018) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v7i1.2900
<![CDATA[This research aims to determine the cognitive profile of students' creative thinking on learning mathematics model Jigsaw through discovery learning approach. The method used in this research is a quantitative method that is experimental with one-shot case study design study. Student response to the application of jigsaw learning model through discovery learning approach showed a positive response, with average percentage 69.2% and included in strong category, while for the average mastery of class 78,51. The students' creative thinking ability after being given treatment by applying jigsaw learning model through discovery learning approach has increased. From the observations during the learning at each meeting experienced a significant increase, with the average percentage of 53.81% included into the good category. Then it can be concluded that the creative thinking ability of class VIII I students in MTs Negeri 1 Kota Cirebon during learning by using jigsaw model through discovery learning approach is said to have good categorization.AbstrakPenelitian ini bertujuan mengetahui profil kognitif berfikir kreatif siswa pada pembelajaran matematika model Jigsaw melalui pendekatan discovery learning. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif yang bersifat eksperimen dengan desain penelitian one shot case study. Respon siswa terhadap penerapan model pembelajaran jigsaw melalui pendekatan discovery learning menunjukan respon yang positif, dengan rata-rata persentase 69,2% dan termasuk dalam kategori kuat, sedangkan untuk ketuntasan rata-rata kelas 78,51. Kemampuan berfikir kreatif siswa setelah diberikan perlakuan dengan menerapkan model pembelajaran jigsaw melalui pendekatan discovery learning mengalami kenaikan. Dari hasil pengamatan selama pembelajaran di setiap pertemuannya mengalami peningkatan yang signifikan, dengan persentase rata-rata sebesar 53,81% termasuk kedalam kategori baik. Maka dapat disimpulkan bahwa kemampuan berfikir kreatif siswa kelas VIII I di MTs Negeri 1 Kota Cirebon selama pembelajaran dengan menggunakan model jigsaw melalui pendekatan discovery learning dikatakan berkategori baik.]]>
<![CDATA[Tandur Berkemas In Learning Mathematics ]]>
<![CDATA[Winarno Winarno]]>;
<![CDATA[Hendri Handoko]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 9 No. 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v9i1.5612
<![CDATA[Research objectives for increasing (1) independence; (2) problem solving skills; and (3) students' problem solving abilities in learning mathematics through the TandurBerkemas model of three dimensional material. The results showed an increase in all three aspects of learning outcomes, namely independence, skills, and student learning achievement. Independence increased from 58.82% to 100%, skills 47.06% to 100%, and learning achievement 64.71% to 97.06%.]]>
<![CDATA[Influence of Application of Blended Learning Models with Video Conferences Media on Students' Mathematical Communication Skills ]]>
<![CDATA[Tia Utami]]>;
<![CDATA[Hendri Handoko]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v12i1.11926
<![CDATA[Students' mathematical communication skills are an important element so that students are able to construct their own abilities in mathematics learning. In order for mathematical learning goals to be achieved, teachers must be able to create effective and efficient mathematical learning with the right learning model to be able to provide opportunities and encourage students to practice their mathematical communication skills. The purpose of this research is to find out the influence of the application of blended learning models with conferennces video media on students' mathematical communication skills. This learning model was tested on cirebon veteran vocational school students using experimental classes, namely grade 12 AKL as many as 20 students with a pre-test-post-test one group design. Data collection techniques in this study through tests and questionnaires. The data analysis techniques used are the T-Test paired sample test, the N-Gain test and the simple linear regression equation test with the help of SPSS. The results of this study showed an improvement in students' mathematical communication skills after the application of blended learning models with video conferences and there was a significant positive influence]]>
<![CDATA[Implementation of H5P-assisted Teaching Materials on Mathematical Understanding Based on Learning Style ]]>
<![CDATA[Arif Abdul Haqq]]>;
<![CDATA[Hendri Handoko]]>;
<![CDATA[Anita Syafianti]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v13i2.16608
<![CDATA[This study aimed to examine the impact of H5P-assisted teaching materials on students' mathematical understanding, with a focus on the role of learning styles. Utilizing a quasi-experimental design with a pretest-posttest control group model, the research was conducted among students from two homogeneous classes within the Mathematics Education Program at UIN Siber Syekh Nurjati Cirebon. The participants consisted of 99 students selected through purposive sampling based on their initial mathematical abilities to ensure comparability between groups. These participants were then divided into an experimental group, which utilized H5P interactive teaching materials, and a control group, which received conventional instruction. The findings indicated that students with a visual learning style exhibited significantly greater enhancements in mathematical understanding compared to those with auditory and kinesthetic learning styles after exposure to H5P-assisted materials. ANOVA and multiple comparison (LSD) tests revealed significant differences between the visual group and both the auditory and kinesthetic groups, with no significant differences between the latter two groups. These results highlight the importance of tailoring teaching materials to students' learning styles to enhance mathematics learning outcomes]]>
<![CDATA[Analysis of Students' Cognitive Abilities Based on Gender and Learning Style ]]>
<![CDATA[Bayyinah Rismawati]]>;
<![CDATA[Hadi Kusmanto]]>;
<![CDATA[Hendri Handoko]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v14i2.24026
<![CDATA[This study aims to determine the differences in students' cognitive abilities based on gender and the influence of learning styles on cognitive abilities. Using a quantitative method with a One Shot Case Study design, the study involved 40 students of grade VIII MTsN 2 Cirebon. Data were collected through questionnaires and tests, then analyzed descriptively, sample independent t-tests, and simple linear regressions. The results showed that there was a difference in the average cognitive ability between male and female students. The average score of male cognitive ability is 85% and is in the high category. The average cognitive ability of students with visual, auditory, and kinesthetic learning styles is in the moderate category of around 65-66%. In addition, auditory learning styles have the highest influence on students' cognitive abilities, followed by visual and then kinesthetic learning styles.]]>
<![CDATA[Mapping Students’ Creative Thinking in Geometry: A Cognitive Style-Based Needs Analysis ]]>
<![CDATA[Hendri Handoko]]>;
<![CDATA[St Budi Waluya]]>;
<![CDATA[Wardono Wardono]]>;
<![CDATA[Sugiman Sugiman]]>
<![CDATA[ Journal of General Education and Humanities Vol. 5 No. 2 (2026): April ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v5i2.1310
<![CDATA[Creative thinking is a key objective in geometry learning, yet prior studies have focused more on instructional interventions than on students’ initial profiles. This study aims to map students’ creative thinking in geometry and examine its variation across cognitive styles. A descriptive survey with comparative analysis was conducted involving 62 undergraduate students at UIN Siber Syekh Nurjati Cirebon. Creative thinking was measured using the Creative Thinking in Geometry Test (CTGT), covering fluency, flexibility, originality, and elaboration, while cognitive styles were classified into Field Independent (FI) and Field Dependent (FD). Data were analyzed using descriptive statistics and independent samples t-tests. The results indicate uneven performance across the dimensions, with fluency the highest and originality the lowest. Most students demonstrated moderate levels of creative thinking. FI students performed significantly better in fluency, flexibility, and originality than FD students, while no significant difference was found in elaboration. These findings suggest that cognitive style influences students’ engagement with geometry tasks and highlight the importance of identifying students’ initial profiles to inform instructional design.]]>
<![CDATA[Augmented Reality Game-Based Learning, Spatial Ability, and Learning Style: An Explanatory Mixed Methods ]]>
<![CDATA[Hendri Handoko]]>;
<![CDATA[Reo Al Farizi]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v5i2.1210
<![CDATA[This study investigates the effectiveness of Augmented Reality Game-Based Learning (AR-GBL) in enhancing seventh-grade students’ spatial ability in geometry, using an explanatory mixed-methods design. The quantitative phase employed a quasi-experimental post-test-only control-group design involving 52 students from a public junior high school in Cirebon City, Indonesia. The experimental group received geometry instruction on flat-faced three-dimensional solids through AR-GBL, while the control group was taught conventionally. Data were collected using a spatial ability test and analysed through independent-samples t-tests, mastery analysis, and simple linear regression. The results indicate a statistically significant difference in spatial ability between groups (p < 0.05), with AR-GBL contributing 32.9% of the variance in students’ spatial performance and enabling both classical and individual mastery. The qualitative phase consisted of semi-structured student interviews and classroom observations to explain the quantitative results. Qualitative findings reveal that AR-GBL supported spatial understanding by strengthening three-dimensional visualization, facilitating mental rotation, increasing engagement, and enabling teacher-mediated reflection during learning activities. At the same time, initial technological adaptation and attentional regulation emerged as constraints that influenced individual learning trajectories. Integration of quantitative and qualitative findings shows that AR-GBL operates as a mediated learning environment rather than an autonomous instructional solution. These findings underscore the importance of pedagogical scaffolding to maximize the benefits of AR-based game-based learning for spatial ability development in geometry classrooms.]]>
