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All Journal Jurnal Infinity Jurnal Karya Pendidikan Matematika Journal of Research and Advances in Mathematics Education Journal of Mathematics and Mathematics Education (JMME) Delta: Jurnal Ilmiah Pendidikan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi PENA ABDIMAS : Jurnal Pengabdian Masyarakat Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Infinity
Dyah Ratri Aryuna
Universitas Sebelas Maret
Humanities Economics, Econometrics & Finance Education Mathematics Nursing Public Health Social Sciences Other

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Analisis Soal Latihan Transformasi Linier Dalam Buku Ajar Aljabar Linier Berdasarkan Teori Prakseologi Sujatmiko, Ponco; Aryuna, Dyah Ratri; Pramudya, Ikrar; Mardiyana, Mardiyana; Setiawan, Rubono
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 9 No 2 (2025): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v9i2.12872

Abstract

Undergraduate students often struggle to shift froam procedural to conceptual understanding when learning linear transformation. They tend to focus on mechanical procedures while neglecting the underlying concepts. Textbooks play a crucial role in developing conceptual understanding through well-structured and meaningful exercises. Praxeological theory, which maps the relationship among mathematical tasks, techniques, supporting technologies, and underlying theories, provides a comprehensive framework for such analysis. This study aims to analyze linear transformation exercises in Elementary Linear Algebras (11th edition) by Howard Anton and Chris Rorres using a qualitative content analysis based on the praxeological framework. The findings reveal that most exercises have the potential to foster deep conceptual understanding, particularly when learning activities do not stop at the technical stage. Practically, the study offers insights for lecturers and textbook developers in designing exercises that balance procedural demands and conceptual reasoning, thereby enhancing meaningful learning of linear algebra in higher education.
Interactive Learning Media Development Based on Game-Based Learning and Ethnomathematics Using Lumi Rani Puja Savitri; Ira Kurniawati; Dyah Ratri Aryuna
Jurnal Karya Pendidikan Matematika Vol 13, No 1 (2026): Jurnal Karya Pendidikan Matematika Volume 13 Nomor 1 Tahun 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.13.1.2026.27-39

Abstract

This research focuses on development of interactive learning media using the Lumi Education platform based on game-based learning and ethnomathematics on the topic of straight line equations to improve students’ learning interest. The study adopted a research and development approach based on the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The developed media integrates game-based learning through a game map feature and ethnomathematics by incorporating cultural contexts into learning activities. The study was conducted with eighth-grade students of SMP Negeri 27 Surakarta. Data were obtained through expert validation sheets, teacher and student response questionnaires, and a learning interest questionnaire. The results of the study indicate that interactive learning media are valid and practical for use in learning activities. In addition, the application of the media effectively increases students' interest in learning. Therefore, interactive learning media based on game-based learning and ethnomathematics using Lumi Education offers an alternative solution to improving students’ learning interest in mathematics, particularly on the topic of straight line equations.
Mathematics Learning Practice Training with the "MiKIR" Approach to Improve Analysis and Algebra Reasoning Abilities in Mathematics MGMP SMP Sragen Pramudya, Ikrar; Mardiyana, Mardiyana; Sutrima, Sutrima; Sujatmiko, Ponco; Aryuna, Dyah Ratri
Journal of Mathematics and Mathematics Education Vol 10, No 2 (2020): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v10i2.47076

Abstract

The curriculum currently applied at the junior high school level is Curriculum 2013. This curriculum focuses on student learning activities. In a sense, knowledge must be actively built by students themselves. This paradigm has been known for a long time. At least since the introduction of the concept of active student learning in 1984 by Professor Dr. Conny R. Semiawan. However, in reality the teaching and learning process that occurs is that the teacher remains the center of attention when the teaching and learning process takes place in the classroom. In other words, those who are active in learning are still teachers and students sitting quietly listening to the teacher's explanation. The challenge is whether mathematics teachers are willing and brave to change the mindset from "teacher as a learning center" to "students as a learning center". To create a teaching and learning process with "students as the learning center", of course, it must be started from the making of the learning design to the practice of its application in the learning process in the classroom. In line with these wishes and intentions, this service activity answered by providing "Training and Assistance in Mathematics Learning Practices with the" MiKIR "Approach to Improve Analytical and Algebraic Reasoning Ability for mathematics teachers who are members of the Mathematics MGMP SMP Sragen Regency. In this case, the "MiKIR" approach is interpreted as a learning approach which, when applied in a teaching and learning process, occurs in students’ situations and conditions: experiencing, interaction, communication, and reflection both between students and students and students and teachers and that means "Students as a learning center". 
Co-Authors Christina Kartika Sari Ema Prasetyaningsih Yulianti Fawaida, Atina Ikrar Pramudya, Ikrar Imam Sujadi Kurniawati, Ira Mardiyana Mardiyana Molinasari, Nitha Nasution, Nur Baiti Novita, Aresti Ponjo Sudjatmiko Pramesti, Getut Rani Puja Savitri Riki Andriatna Rubono Setiawan Sujatmiko, Ponco Sujatmiko, Ponco Sutopo Sutopo Sutopo Sutopo Sutrima Sutrima