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All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Edumatika Jurnal Pengembangan Pembelajaran Matematika Polynom: Journal in Mathematics Education
Ashabulabib, Adib
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Computer Science & IT Education Mathematics Other

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Unveiling Mathematics Concepts on Panggung Krapyak and Rotiban Activities: An Ethnomathematics Study in Yogyakarta Ashabulabib, Adib; Arfinanti, Nurul
Edumatika : Jurnal Riset Pendidikan Matematika Vol. 7 No. 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v7i2.4061

Abstract

The utilization of cultural context in mathematics learning can be an alternative of effective learning approach to bridge students to master the abstract dimension of mathematics through the real context in students' lives. However, cultural integration in mathematics learning must begin with the identification of mathematical concepts contained in cultural objects that are relevant to school mathematics. This study aims to identify mathematical concepts contained in the Panggung Krapyak and Rotiban activities at one of the Islamic boarding schools in Yogyakarta, Indonesia. This study is an exploratory study with a qualitative approach. Data were collected through observations of the Panggung Krapyak and Rotiban activities, in-depth interviews with figures, documentation, and literature reviews. The results of the study indicate that Panggung Krapyak displays various mathematical concepts such as reflection, similarity, and congruence in the shape of the building. In addition, the Rotiban activity contains the concept of multiples of numbers in its schedule and cyclic permutation in the cycle pattern of participants sitting. These findings indicate that the existence of mathematical concepts contained in local culture is in line with school mathematics so it can be integrated into mathematics learning to be more contextual and easier for students understanding.
Pengembangan LKPD Terintegrasi Islam pada Materi Operasi Bentuk Aljabar Ashabulabib, Adib; Daimah, Ummu Soim; Muhakimah, Ihtiyatul
Polynom: Journal in Mathematics Education Vol. 4 No. 2 (2024): Juli 2024
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/polynom.2024.42.34-40

Abstract

Permasalahan pada penelitian ini yaitu kurangnya variasi media pembelajaran yang dapat membantu peserta didik untuk belajar lebih mandiri, dan memahami nilai keislaman. Sehingga, penelitian ini bertujuan untuk menghasilkan Lembar Kerja Peserta Didik (LKPD) terintegrasi Islam pada materi operasi bentuk aljabar yang valid agar dapat digunakan sebagai media pembelajaran. Penelitian ini menggunakan jenis Research and Development (R&D) dengan model pengembangan PPE (Planning, Production, and Evaluation). Teknik pengumpulan data yang digunakan yaitu instrumen validasi produk yang diberikan kepada ahli materi dan ahli media untuk menguji kevalidan produk. Hasil dari penelitian ini berupa LKPD terintegrasi Islam pada materi operasi bentuk aljabar yang valid. Hasil validasi dari ahli materi mengenai produk LKPD yaitu sebesar 82% dengan kategori sangat baik. Kemudian hasil validasi dari ahli media mengenai produk LKPD yaitu sebesar 83% dengan kategori sangat baik. Berdasarkan uraian tersebut, dapat disimpulkan bahwa LKPD terintegrasi Islam pada materi operasi bentuk aljabar memiliki validitas sangat baik sehingga dapat digunakan sebagai media pembelajaran.
Upaya meningkatkan hasil belajar matematika peserta didik melalui model pembelajaran discovery learning Ashabulabib, Adib; Suparni; Suryantana
Jurnal Pengembangan Pembelajaran Matematika Vol. 7 No. 1 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 1 February 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.71.75-84

Abstract

Mathematics learning plays a crucial role in developing students' logical and analytical thinking skills. The 2022 PISA results indicate that Indonesia still lags in mathematical proficiency, partly due to the use of less innovative teaching methods. This study aims to determine the effectiveness of the Discovery Learning model in improving students' mathematics learning outcomes. The research method employed was classroom action research using Ernest T. Stringer's model, which consists of the Look, Think, and Act stages. The study was conducted in class X E at MAN 2 Bantul with 36 students. The results showed a significant improvement in learning outcomes after the implementation of Discovery Learning, with the average score increasing from 65.81 to 81.53 and the completion rate rising from 39% to 81%. The analysis using the Paired Sample t-Test indicated a significance value of 0.000 < 0.05, confirming that Discovery Learning is effective in enhancing learning outcomes. The implications of this study suggest that the Discovery Learning model can serve as an alternative to enhance student engagement and understanding in mathematics learning. Educators are encouraged to implement this method more broadly and receive support from schools in providing interactive learning media and relevant training.
Development and Validation of A Self-Confidence Measurement Instrument In Mathematics Learning Using The Rasch Model Dewanti, Sintha Sih; Ashabulabib, Adib; Dewi, Indriana Puspita; Islamiyah, Aris Mislikhatun
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 1 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i1.697

Abstract

Self-confidence is a critical factor in mathematics learning, influencing students' engagement and performance. However, studies show that Indonesian students often lack confidence in mathematics subject, hindering their academic potential. Accurate instruments are needed to measure and address this issue effectively. This tudy aims to develop a self-confidence measurement instrument for mathematics learning among secondary school students. The instrument comprises 25 statements categorized into four main aspects. The research employs a descriptive quantitative method with the Rasch Model approach and utilizes exploratory and confirmatory factor analysis. The sample consists of 122 randomly selected tenth-grade students in Yogyakarta. The results indicate that the developed instrument has high validity, with an Aiken's V coefficient of 0.99, and very high reliability, evidenced by a Cronbach's Alpha coefficient of 0.845 with a total of 18 items used. Factor analysis shows that the items in the self-confidence questionnaire meet the unidimensionality requirement, although some items need correction to enhance measurement accuracy for one self-confidence indicator. Overall, this instrument provides a valid and reliable tool for measuring students' self-confidence in mathematics learning, potentially contributing to the enhancement of students' confidence in this subject. So that, 18 statements are more efficient to use, without reducing the scope of the self-confident aspect being measured. The results allow the use of instruments for various levels of education and support the implementation of more personalized learning strategies.
Co-Authors Daimah, Ummu Soim Dewi, Indriana Puspita Islamiyah, Aris Mislikhatun Muhakimah, Ihtiyatul Nurul Arfinanti Sintha Sih Dewanti suparni Suryantana