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All Journal MATAPENA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Tematik: Jurnal Konten Pendidikan Matematika Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan Sinergi : Jurnal Ilmiah Multidisiplin
Ulil Nurul Imanah
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Meningkatkan Kemampuan Penalaran Matematis Mahasiswa pada Materi Himpunan Melalui Penerapan Model Pembelajaran Project Based Learning Feriyanto, Feriyanto; Ulil Nurul Imanah
Tematik : Jurnal Konten Pendidikan Matematika Vol. 2 No. 1 (2024): TEMATIK: Jurnal Konten Pendidikan Matematika
Publisher : Prodi Tadris Matematika Fakultas Tadris Umum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/tematik.v2i1.1211

Abstract

Students are still not able to solve contextual questions that require the ability to reason well. Project Based Learning is a learning model that requires teachers and/or students to develop guiding questions (a guiding question). This research is a Classroom Action Research (CAR) with lecturers and first-semester students as subjects of mathematics education study programs at Majapahit Islamic University Academic Year 2022/2023. Data collection techniques were in the form of direct observation of learning activities, interviews with lecturers and students, tests of students' mathematical reasoning abilities, and documentation. Data analysis techniques in this study include 1) analysis of observational data, namely the activities of teachers and students during the process of learning mathematics; 2) data analysis of students' mathematical reasoning abilities test by paying attention to the mathematical reasoning scoring rubric. While the results of this study are that the application of the project-based learning (Pjbl) learning model has succeeded in increasing students' mathematical reasoning abilities, this is due to an increase in the average results of observations of the implementation of learning by lecturers and students as well as mathematical reasoning abilities in set material with project-based learning models from cycle I to cycle II
PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA CALON GURU MELALUI PEMBELAJARAN PROJECT-BASED LEARNING (PJBL) Deka Anjariyah; Feriyanto; Ulil Nurul Imanah
MATAPENA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 7 No. 01 (2024): Juni 2024
Publisher : Indonesian language and literature education program Majapahit Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36815/matapena.v7i01.3352

Abstract

To equip prospective mathematics teacher students in solving problems faced both in class and outside the classroom, one of the abilities that need to be improved is critical thinking skills. Critical thinking skill is a high-order thinking skill (HOTS) that is important for students to master because it can place students in charge of reasonable situations or integrate new ideas with previous knowledge. This study aims to describe whether project-based learning (PjBL) in statistics material can improve the critical thinking skills of prospective mathematics teacher students. This research is a class action research with ten students from the class of 2021 as research subjects. The stages in this research are in the form of spiral cycles which include activities (1)planning, (2)implementing actions, (3)observation, and (4)reflection. The research instrument used was a critical thinking skill test and observation sheets for lecturer and student activities. The results of the study show that (1) the use of the PjBL learning model can improve the critical thinking skills of prospective mathematics teacher students class of 2021, as evidenced by the results of the critical thinking test with an increase in the percentage of students who scored a minimum of 76 (B) in the first cycle by 50% to 90 % in the second cycle and (2) the use of the PjBL learning model can increase student learning activity, indicated by an increase in the percentage of student activity from the first cycle of 78% to 85% in the second cycle.
Kemampuan Literasi Numerasi Siswa SMA Kelas XII IPS - 6 dalam Mata Pelajaran Matematika Muhammad Lorna Maulia; Fatimatus Zahro; Redita Putri Ermawan; Ulil Nurul Imanah; Reny Widyastutik
Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 2 No. 4 (2024): Desember: Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/pentagon.v2i4.291

Abstract

This study uses a descriptive method with a quantitative approach to analyze the numeracy literacy ability of grade XII IPS-6 students at SMAN 1 Mojosari. The sample consisted of 34 students who were selected using the purposive sampling technique. This research began with the identification of the problem of low numeracy literacy in mathematics. A numeracy test in the form of 8 story questions related to statistics is given as a pretest to measure students' abilities. The data was analyzed using statistical tests with the help of SPSS to test the validity, reliability, and results of the pretest. The results showed that 73.53% of students were in the advanced category, and 26.47% of students were in the capable category. Students are able to do histogram-shaped problems well, but have difficulty in presenting data in polygon form. These findings support previous research that states that students often have difficulty processing information from graphs and tables. Other factors that affect students' ability to flip
Penguatan Literasi Numerasi Lintas Mata Pelajaran Bagi Guru Sekolah Menengah Pertama Ulil Nurul Imanah; Deka Anjariyah
Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan Vol. 2 No. 1 (2025): Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/aksinyata.v2i1.1019

Abstract

Numeracy is not only the responsibility of mathematics teachers, but also the responsibility of all non-mathematics teachers, namely teachers who teach subjects other than mathematics. The approach needed is cross-subject numeracy. Based on the results of interviews with partner schools, it was obtained that teachers in these schools still have minimal knowledge about numeracy literacy and numeracy reinforcement in non-mathematics lessons. The solution offered is to provide reinforcement of numeracy literacy materials and provide reinforcement of non-mathematics or cross-subject numeracy literacy materials so that non-mathematics teachers can also improve students' numeracy in subjects other than mathematics. The implementation mechanism consists of 3 main stages, namely the planning stage, the implementation stage, and the evaluation stage. Evaluation of program implementation is measured from the increase in participants' knowledge from pretest to posttest and the participant's response questionnaire to this activity. Based on the results of the community service, it can be concluded that this activity makes a good contribution to increasing the knowledge and understanding of SMP Terpadu Darul Dakwah teachers regarding cross-subject numeracy literacy and examples of learning activities to strengthen numeracy literacy in subjects other than mathematics. The number of participants who experienced an increase in score from pretest to posttest was 100%, meaning that all participants in the activity experienced an increase in knowledge. In addition, it can also be seen from the average pretest of 48 and the average posttest of 75.5. The overall process of implementing this activity went well and smoothly. This activity also received a positive response from the participants with a score percentage of 90.25%.
Penerapan Model Blended Learning Dengan Menggunakan Google Classroom Untuk Mendukung Pemahaman Konsep Matematika Materi Perbandingan Trigonometri Lailatus Shajidah; Suesthi Rahayuningsih; Ulil Nurul Imanah
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2025): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

This research is motivated by the limited number of studies on the implementation of the Blended Learning model utilizing Google Classroom to improve understanding of mathematical concepts, particularly in the area of trigonometric ratios. This gap is important because it significantly impacts students' ability to understand concepts and apply them in problem-solving scenarios. The purpose of this study is to evaluate the use of the Blended Learning model through Google Classroom, as well as student engagement and understanding of mathematical concepts related to trigonometric ratios. This research was conducted using a quantitative descriptive approach involving 13 10th-grade vocational high school students, with a One-Shot Case Study design. Data collection was conducted by observing teacher and student activities, as well as administering a conceptual understanding test. Findings from the observations indicate that the implementation of the learning process by the teacher achieved a score of 90.63%, which is categorized as "Very Good". Student engagement, as assessed through six random samples, exceeded 88.33%, which is categorized as "Very Active", both in online learning sessions through Google Classroom and face-to-face interactions. The conceptual understanding test results showed that 15.38% of students were in the "Very High" category, while 84.62% of students were in the "High" category, with a classical completion rate of 100%. These findings indicate that the Google Classroom-based Blended Learning model effectively encourages active student participation and supports their understanding of mathematical concepts. Abstrak Penelitian ini berangkat dari masih minimnya kajian mengenai penerapan model Blended Learning dengan menggunakan Google Classroom dalam mendukung pemahaman konsep matematika, terutama pada materi perbandingan trigonometri. Kondisi tersebut berdampak signifikan terhadap kemampuan siswa dalam menguasai konsep sekaligus menggunakannya untuk menyelesaikan masalah. Oleh karena itu, penelitian ini bertujuan mendeskripsikan penerapan model Blended Learning dengan menggunakan Google Classroom, menganalisis aktivitas siswa, serta menilai pemahaman konsep matematika pada materi perbandingan trigonometri. Penelitian dilakukan dengan metode kuantitatif deskriptif pada 13 siswa kelas X di salah satu SMK, menggunakan desain One Shot Case Study. Data dikumpulkan melalui observasi aktivitas guru dan siswa, serta tes pemahaman konsep. Hasil observasi menunjukkan keterlaksanaan pembelajaran oleh guru sebesar 90,63% (kategori “Sangat Baik”). Aktivitas siswa pada enam sampel acak berada di atas 88,33% (kategori “Sangat Aktif”), baik dalam pembelajaran daring di kelas menggunakan Google Classroom maupun tatap muka. Tes pemahaman konsep menunjukkan 15,38% siswa berada pada kategori “Sangat Tinggi” dan 84,62% pada kategori “Tinggi” dengan ketuntasan klasikal 100%. Hasil ini menunjukkan bahwa model Blended Learning dengan menggunakan Google Classroom dapat mendukung keterlibatan aktif siswa dan pemahaman konsep matematika. Kata Kunci: Blended Learning, Google Classroom, aktivitas siswa, pemahaman konsep, perbandingan trigonometri.
Analisis Kemampuan Representasi Matematis Siswa Dalam Menyelesaikan Soal Materi Statistika  Ditinjau Dari Self Confidence Friskha Nur Hida Rotus Sya’roni; Suesthi Rahayuningsih; Ulil Nurul Imanah
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2025): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

This study aims to describe students’ mathematical representation ability in solving statistics problems based on high, medium, and low levels of self confidence. The research employed a descriptive qualitative approach with three Grade XI students from MA Pesantren Al Ghoits, selected through a self confidence questionnaire to categorize them into high, medium, and low levels. From each category, one student was chosen based on equal mathematical ability (as indicated by report card scores) and good communication skills. Data were collected through written tests and interviews, and analyzed using data reduction, data presentation, and conclusion drawing techniques, with time triangulation used for validation. The results showed that students with high self confidence consistently met all indicators of mathematical representation ability, from presenting information in tables and graphs, writing mathematical equations, to explaining the problem-solving process in a logical and contextual manner. Students with medium self confidence demonstrated good ability in visual and symbolic representation but provided less depth in verbal explanations. Meanwhile, students with low self confidence showed limitations in conveying ideas fully, expressed hesitation in writing mathematical expressions, and experienced difficulty explaining problem-solving steps in written form. Abstrak Penelitian ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa dalam menyelesaikan soal statistika ditinjau dari tingkat self confidence tinggi, sedang, dan rendah. Pendekatan yang digunakan adalah kualitatif deskriptif dengan subjek tiga siswa kelas XI MA Pesantren Al Ghoits. Pemilihan subjek dilakukan melalui penyebaran angket self confidence yang mengelompokkan siswa ke dalam kategori tinggi, sedang, dan rendah. Dari masing-masing kategori ditetapkan satu siswa dengan kemampuan matematika yang setara berdasarkan nilai rapor serta didukung dengan kemampuan komunikasi yang baik. Data penelitian dikumpulkan melalui tes tertulis dan wawancara, kemudian dianalisis melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan dengan validasi menggunakan triangulasi waktu. Hasil penelitian memperlihatkan bahwa siswa dengan self confidence tinggi mampu memenuhi seluruh indikator representasi matematis secara konsisten, meliputi penyajian informasi dalam bentuk tabel dan grafik, penulisan persamaan matematika, serta penjelasan proses penyelesaian menggunakan bahasa yang logis dan sesuai konteks. Siswa dengan self confidence sedang menunjukkan hasil yang cukup baik pada representasi visual dan simbolik, namun penjelasan verbalnya kurang mendalam. Sementara itu, siswa dengan self confidence rendah mengalami keterbatasan dalam menyampaikan ide secara lengkap, ragu dalam menuliskan ekspresi matematika, serta kesulitan menjelaskan langkah penyelesaian soal secara tertulis.  Kata kunci : Kemampuan representasi matematis, Statistika, Self – confidence.
Mendukung Kemampuan Berpikir Kritis Siswa Melalui Pengembangan Bahan Ajar Digital Flipbook Berkearifan Lokal Zulfa Elia Mafaza; Deka Anjariyah; Ulil Nurul Imanah
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2025): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

The aim of this research is to create a digital teaching resource in the form of a flipbook that utilizes local knowledge to help students improve their critical thinking skills in the context of sequences and arithmetic series. The lack of teaching resources that integrate local culture and the low critical thinking abilities of students are the main driving forces behind this research. This study uses the 4D development model (Define, Design, Develop, Disseminate) by Thiagarajan. The research subjects are 10th-grade students of SMA Islam Diponegoro. Data collection techniques include expert validation, teacher and student response questionnaires, as well as critical thinking ability tests based on indicators of interpretation, analysis, evaluation, and inference. The research results show that the developed teaching materials meet the very valid criteria with a percentage of 94%, meet the very practical category with a percentage of 84% from student responses and 85% from teacher responses, and are highly effective with a classical completeness percentage of 70%. Therefore, the digital flipbook teaching material with local wisdom is highly recommended for use in mathematics learning to support students' critical thinking abilities. Abstrak Tujuan penelitian ini adalah menciptakan sumber daya ajar digital bergaya flipbook yang memanfaatkan pengetahuan lokal untuk membantu siswa meningkatkan kemampuan berpikir kritis mereka dalam hal deret dan deret aritmatika. Minimnya sumber daya ajar yang mengintegrasikan budaya lokal dan rendahnya kemampuan berpikir kritis siswa menjadi pendorong utama penelitian ini. Penelitian ini menggunakan model pengembangan 4D (Define, Design, Develop, Disseminate) oleh Thiagarajan. Subjek penelitian adalah siswa kelas X SMA Islam Diponegoro. Teknik pengumpulan data meliputi validasi ahli, angket respon guru dan siswa, serta tes kemampuan berpikir kritis berdasarkan indikator interpretasi, analisis, evaluasi, dan inferensi. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan memenuhi kriteria sangat valid dengan persentase sebesar 94%, memenuhi kategori sangat praktis dengan persentase sebesar 84% dari respon siswa dan 85% dari respon guru, dan sangat efektif dengan persentase ketuntasan klasikal 70%. Oleh karena itu, bahan ajar digital flipbook berkearifan local baik digunakan dalam pembelajaran matematika untuk mendukung kemampuan berpikir kritis siswa. Kata kunci : Bahan ajar digital, flipbook, kearifan lokal, berpikir kritis, barisan dan deret aritmatika  
Co-Authors Deka Anjariyah Fatimatus Zahro Feriyanto Feriyanto Feriyanto Friskha Nur Hida Rotus Sya’roni Lailatus Shajidah Muhammad Lorna Maulia Redita Putri Ermawan Reny Widyastutik Suesthi Rahayuningsih Zulfa Elia Mafaza