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All Journal Transformasi: Jurnal Pengabdian Masyarakat EDU-MAT: Jurnal Pendidikan Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Dimensi Pendidikan dan Pembelajaran Jurnal SOLMA Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika EDUPEDIA JISIP: Jurnal Ilmu Sosial dan Pendidikan Laplace : Jurnal Pendidikan Matematika ANARGYA: Jurnal Ilmiah Pendidikan Matematika Dedication : Jurnal Pengabdian Masyarakat Journal of Education and Learning Mathematics Research (JELMaR) Mafaza : Jurnal Pengabdian Masyarakat Dedication : Jurnal Pengabdian Masyarakat Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat EduInovasi: Journal of Basic Educational Studies Berbakti
Nurhidayah, Dwi Avita
Universitas Muhammadiyah Ponorogo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Watson’s Error Category: Analysis of Student Errors in Solving Algebraic Calculation Operation Problems Nurhidayah, Dwi Avita; Ikmawati, Egidia; Wahyudi, Wahyudi
Journal of Education and Learning Mathematics Research (JELMaR) Vol 5 No 2 (2024): November 2024
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v5i2.3807

Abstract

Algebra material is the initial material in mathematics learning for junior high school students, which is a transfer from real material to abstract material, especially for the material for algebraic arithmetic operations is the basic material that students must master before studying higher-level algebraic material. This research is motivated by the presence of several students who still make mistakes in solving algebraic arithmetic operations. Therefore, this research aims to describe the forms of errors made by students in solving algebraic arithmetic operations based on Watson's error category. This research is a qualitative descriptive study. The subject of this research is 4 students of class VII A of MTs Muhammadiyah 2 Jenangan. Data collection techniques were conducted by giving written tests and interviews. The instruments used in this research were test questions and interview guidelines. Research subjects were selected based on the test results of students who made the most mistakes according to Watson's error category, and have good communication skills based on teacher recommendations. Data analysis was conducted with the stages of data reduction, data presentation, and data verification or concluding. The research results show that in solving algebraic arithmetic operations, the students made an error based on Watson's error category, including inappropriate data, inappropriate procedure, omitted data, omitted conclusion, response level conflict, and skill hierarchy problem. Besides the errors made by students, there were errors according to Watson's error category that were not made by students, namely undirected manipulation and other
Pendampingan Kurikulum ISMUBA di SD dan MI Muhammadiyah Kabupaten Ponorogo Dwi Avita Nurhidayah; Wahyudi, Wahyudi; Ardhana Januar Mahardhani; Singkir Hudijono
BERBAKTI: Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 05 (2025): ISSUE JUNI
Publisher : PT. Mifandi Mandiri Digital

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Abstract

Pendidikan karakter merupakan fondasi pendidikan bagi kemajuan manusia, oleh karena itu pendidikan karakter harus ada di setiap level Pendidikan. Pengembangan pendidikan karakter sangat penting untuk siswa jenjang dasar seperti karakter keimanan, ketakwaan, dan ketrampilan sosial yang baik. Keberadaan kurikulum ISMUBA (Ilmu Pengetahuan Sosial dan Bahasa Arab) dalam mata pelajaran khusus di Pendidikan Muhammadiyah akan menjadi ciri dari keberadaan Lembaga Pendidikan Muhammadiyah. Kegiatan pengabdian ini dilaksanakan dalam bentuk pendampingan kepada 20 guru SD dan MI Muhammadiyah yang ada di Kabupaten Ponorogo. Hasil yang didapatkan dari kegiatan pengabdian ini bahwa kegiatan pendampingan yang dilakukan membawa dampak yang positif untuk guru di SD dan MI Muhammadiyah, hal ini diketahui dari peningkatan pemahaman guru tentang ISMUBA dan pelaksanaannya di sekolah masing-masing. Selain itu kegiatan ini membawa dampak positif yaitu terbentuknya komunikasi Guru ISMUBA SD dan MI Muhammadiyah Kabupaten Ponorogo, akan dibuat modul/buku ajar sebagai bahan implementasi ISMUBA di SD dan MI Muhammadiyah Kabupaten Ponorogo, dan adanya pendampingan imbas implementasi modul atau buku ajar sebagai bahan implementasi ISMUBA di SD dan MI Muhammadiyah Kabupaten Ponorogo yang dikemas dalam bentuk kelompok kerja guru.
Penguatan Paradigma Pembelajaran Mendalam (Deep learning) bagi Guru Matematika Tingkat Madrasah Tsanawiyah di Kabupaten Ponorogo Ekayanti, Arta; Avita Nurhidayah, Dwi; Sutrisno
KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 5 No 1 (2026): Februari
Publisher : PELITA NUSA TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60004/komunita.v5i1.425

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi pedagogik guru matematika Madrasah Tsanawiyah (MTs) di Kabupaten Ponorogo melalui penerapan pendekatan deep learning dalam pembelajaran matematika. Kegiatan dilaksanakan oleh tim dosen Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Ponorogo dalam bentuk lokakarya interaktif yang melibatkan 50 guru MTs sebagai peserta. Metode pelaksanaan meliputi pemaparan materi, diskusi reflektif, serta sharing session pengalaman praktik mengajar. Materi utama membahas transformasi paradigma pembelajaran dari hafalan menuju pemahaman mendalam dengan strategi seperti problem-based learning, project-based learning, dan pendekatan STEM. Hasil kegiatan menunjukkan peningkatan pemahaman guru terhadap konsep dan implementasi deep learning dalam pembelajaran matematika serta tumbuhnya kesadaran reflektif untuk menerapkan pembelajaran bermakna di kelas. Para guru juga berperan aktif sebagai narasumber lapangan, berbagi praktik baik dan tantangan yang mereka hadapi di sekolah. Kegiatan ini berhasil menumbuhkan kolaborasi antara perguruan tinggi dan guru sebagai mitra sejajar dalam upaya membangun budaya pembelajaran inovatif di Ponorogo
Pengaruh Motivasi Belajar Siswa terhadap Hasil Belajar Mata Pelajaran Matematika Siswa Kelas VII MTs Muhammadiyah 2 Jenangan Fajar, Putri Aisa Nur; Suhendar, Uki; Nurhidayah, Dwi Avita
EduInovasi:  Journal of Basic Educational Studies Vol. 6 No. 1 (2026): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

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Abstract

Education and learning are two concepts that are closely related to individual development. Education provides a framework and environment that allows learning to occur effectively, with a curriculum that supports learning methods according to student needs. In MTs Muhammadiyah 2 Jenangan, mathematics is often considered difficult by students, so high motivation is needed during the learning process. Lack of motivation can negatively impact academic achievement. Teachers are required to create a fun and effective learning atmosphere, as well as encourage students' curiosity about the material taught. Based on this, the researcher conducted research with a quantitative method. This study aims to analyze the influence of learning motivation on the learning outcomes of grade VII students at MTs Muhammadiyah 2 Jenangan. This study uses a quantitative method with the distribution of questionnaires to 75 students as the variables of learning motivation (X) and learning outcomes (Y) to determine the final exam scores of even semesters of mathematics lessons. The data were analyzed using simple linear regression with the help of SPSS version 27. The results showed that there was a significant positive influence between learning motivation and student learning outcomes, with the regression equation Y = -74.432 + 1.849X. The regression coefficient value of 1.849 shows that each increase in learning motivation will increase learning outcomes by 1.849 points. The significance test showed a t-count value of 13.751 ≥ a t-table of 1.665, which indicated that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Overall, learning motivation contributed 72.1% to student learning outcomes, while the remaining 27.9% was influenced by other variables that were not studied.  
URGENSI LITERASI NUMERASI BAGI SISWA SD DALAM MENGHADAPI LEMAHNYA PEMAHAMAN KONSEP MATEMATIKA: KAJIAN BERBASIS LITERATUR Ersa Apriyolasani; Dwi Avita Nurhidayah; Wahyudi Wahyudi
EDUPEDIA Vol. 10 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v10i1.3660

Abstract

This article aims to discuss the importance of improving numeracy literacy skills for elementary school students in addressing the difficulties of understanding mathematical concepts, while considering the use of gadgets as a hindering factor. The objects of this study are the state of numeracy literacy and mathematical concept comprehension among elementary school students in Indonesia, particularly in the context of uncontrolled gadget usage at home. This study employed a literature review method, sourcing data from Sinta-accredited national journals, Scopus and Web of Science-indexed international journals, as well as official reports from the Ministry of Education and Culture (Kemdikbud), OECD, and PISA published within the last ten years. Data were systematically collected from various databases, such as Google Scholar, ERIC, Garuda, and Sinta, and subsequently analyzed using content analysis and thematic synthesis. The findings indicate a strong and reciprocal relationship between numeracy literacy and mathematical concept understanding, serving as a predictor of long-term academic success, as confirmed by Jordan et al. (2022) and supported by the findings of Purwaningrum et al. (2023) in the Edupedia journal. Meanwhile, the uncontrolled use of gadgets was found to undermine students' foundational numeracy skills in several ways: by consuming independent study time, reducing working memory, substituting numeracy tasks with entertainment media, and diminishing students' intrinsic learning motivation. This study asserts that improving numeracy comprehension is a critical necessity in education. Achieving this requires collaboration among various stakeholders. Teachers must employ instructional methods that are relevant to daily life contexts. Parents should also actively guide their children's learning and regulate their screen time. Furthermore, the government and policymakers must improve the curriculum and facilitate continuous professional development for teachers.
The Role of Mathematics Goes to School in Efforts to Improve Numeracy Literacy of Grade X Students at MA Muhammadiyah 2 Yanggong Eriana, Ananda; Wahyudi, Wahyudi; Nurhidayah, Dwi Avita
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 14 No 1 (2026): Januari
Publisher : Universitas Muhammadiyah Ponorogo

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Abstract

The level of numeracy literacy among Indonesian students is relatively low, as shown in PISA 2023, which makes it difficult for students to connect mathematical concepts to everyday life. This is also evident at MA Muhammadiyah 2 Yanggong, where students are often trapped in memorizing unclear formulas without understanding the meaning of the problems they encounter. This study aims to explain the implementation of the Mathematic Goes to School (MGTS) program, a work program of HMPS Pendidikan "Delta", as an effort to improve students' numeracy literacy through contextual learning. This study applies a qualitative approach with an intrinsic case study. Participants in this study were grade X students of MA Muhammadiyah 2 Yanggong, in the 2024/2024 academic year. Data were collected through direct observation, student reflections, and documentation, which were then analyzed using the Miles and Huberman model, comprising data reduction, data presentation, and conclusion drawing. The results show that the MGTS program successfully changed the way students learn, from simply calculating to analyzing and solving problems. Despite the limited timeframe, this program has proven effective in transforming students' learning attitudes, making them more critical and active. The collaboration between students as peer mentors and the school, using a realistic approach, has had a positive impact on strengthening students' numeracy literacy at the secondary level.
AI Hallucination dalam Pembelajaran Aljabar : Systematic Literature Review untuk Berpikir Kritis dan Literasi Numerasi Filda Indriya Laili; Wahyudi; Dwi Avita Nurhidayah
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v9i1.17086

Abstract

The use of Artificial Intelligence (AI) without careful evaluation can lead to cognitive dependency and diminish students’ critical thinking skills. One emerging phenomenon is AI hallucination. This study highlights the dual role of AI hallucinations as both a cognitive risk and a pedagogical opportunity to enhance students’ critical thinking skills and numeracy literacy. The method employed is a Systematic Literature Review (SLR) using the PRISMA framework. Data were analyzed using thematic analysis techniques on articles from the Google Scholar, ERIC, and DOAJ databases published between 2021 and 2026. The search process yielded 842 articles, which were then selected based on inclusion and exclusion criteria, resulting in 21 relevant articles. Research findings indicate that AI hallucinations can be used as a reflective learning tool, encouraging students to identify errors, evaluate solution steps, and reconstruct their mathematical understanding. This process contributes to improved critical thinking skills, strengthens conceptual understanding of algebra, and enhances students’ numeracy literacy. Therefore, AI is not merely a tool but also a pedagogical instrument that supports analytical and evaluative learning. This research implies the need for a transformation in mathematics teaching practices, where educators no longer position AI as a provider of instant answers but rather make it the subject of critical evaluation through instructional designs that require students to actively verify their work
Co-Authors Ardhana Januar Mahardhani Arta Ekayanti, Arta Asrori, Muhammad Abdul Roziq Atiek Mustikawati, Diyah Avida Chilvy Zulbryanti Dian Kristiana Dita Febriyanti Eko Aris Setiawan Eriana, Ananda Ersa Apriyolasani Fajar, Putri Aisa Nur Filda Indriya Laili Ikmawati, Egidia Intan Sari Rufiana Jumadi Jumadi Mahardhani, Ardhana Januar Purwaningrum, Titis Sastro, Wahyudi Singkir Hudijono suhendar, uki Sumaji SUTRISNO Sutrisno, Sutrisno Tri Khoirul Jannah Khoirul Jannah Wahyudi Wahyudi Sastro Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Yuli Ratnasari