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All Journal AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Matematika RAFA JINOP (Jurnal Inovasi Pembelajaran) Jurnal Elemen Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika JMM (Jurnal Masyarakat Mandiri) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan BULETIN AL-RIBAATH Journal of Education Technology QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT Jurnal Ilmiah Mandala Education (JIME) JUPE : Jurnal Pendidikan Mandala Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam MEJ (Mathematics Education Journal) KAIBON ABHINAYA : JURNAL PENGABDIAN MASYARAKAT Jumat Pendidikan: Jurnal Pengabdian Masyarakat Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) TRANSFORMASI : JURNAL PENGABDIAN PADA MASYARAKAT Edumatica: Jurnal Pendidikan Matematika Journal on Mathematics Education Mujtama’ Jurnal Pengabdian Masyarakat

Anis Farida Jamil

Universitas Muhammadiyah Malang

Author-ID : 818683

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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PROSES BERPIKIR KREATIF SISWA DALAM MEMBUKTIKAN IDENTITAS DASAR TRIGONOMETRI DITINJAU DARI GAYA REFLEKTIF-IMPULSIF Anis Farida Jamil; Siti Inganah; Anggarda Prasetya
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 2 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

AbstrakProses berpikir kreatif dibutuhkan siswa salah satunya untuk menyelesaikan masalah matematika yang berkaitan dengan pembuktian. Proses berpikir kreatif berhubungan dengan kognisi seseorang sehingga gaya kognisi dapat mempengaruhi proses berpikir kreatif. Pada penelitian ini, gaya kognisi dibagi menjadi Reflektif dan Impulsif. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kreatif siswa ditinjau dari gaya reflektif-impulsif dalam menyelesaikan masalah pembuktian dasar trigonometri. Penelitian ini berjenis deskritif dengan pendekatan kualitatif. Subjek penelitian adalah siswa sekolah menengah atas dengan karakteristik gaya reflektif dan impulsif. Instrumen yang digunakan adalah tes Matching Familiar Figure Test (MFFT), lembar tes, dan lembar wawancara. Lembar MFFT digunakan untuk mengidentifikasi gaya kognitif siswa, lembar tes digunakan untuk melihat proses berpikir kreatif siswa, dan lembar wawancara digunakan sebagai pendukung data hasil tes dalam melihat proses berpikir kreatif. Data dianalisis dengan tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan dari 29 siswa yang diberikan tes MFFT diperoleh 10 siswa memiliki karakteristik gaya kognitif reflektif dan 2 siswa memiliki gaya kognitif impulsif. Siswa reflektif memiliki tahapan yang lebih baik pada proses berpikir kreatif daripada siswa impulsif. Namun demikian hasil akhir pembuktian identitas trigonometri adalah sama baik siswa reflektif maupun impulsif. AbstractThe creative thinking process is needed only by students to solve mathematical problems related to proof. The creative thinking process connect to one's cognition so that the cognitive style can affect the creative thinking process. In this study, the cognitive style is divided into Reflective and Impulsive. This study aims to describe the creative thinking process in terms of the reflective-impulsive style in proving trigonometric identity problems. This research is descriptive with a qualitative approach. The research subjects were high school students with reflective and impulsive style characteristics. The instruments used are the Matching Familiar Figure Test (MFFT), test sheets, and interview sheets. MFFT sheets are used to identify students' cognitive styles, test sheets are used to see students' creative thinking processes, and interview sheets are used to support test result data in seeing creative thinking processes. Data with analysis of reduction, presentation, and drawing conclusions. The results showed that from 29 students who were given the MFFT test, 10 students had the characteristics of a reflective cognitive style and 2 students had an impulsive cognitive style. Reflective students have better creative thinking process than impulsive students. However, the final result of proving trigonometric identity is the same for both reflective and impulsive students.

Secondary students’ spatial thinking in solving the minimum competency assessment (MCA) on geometry Mayang Dintarini; Anis Farida Jamil; Agung Deddiliawan Ismail
Jurnal Elemen Vol 8, No 2 (2022): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v8i2.5670

Reflecting on PISA and TIMSS, international mathematical, reading, and science literacy assessments, the Indonesian government began implementing the Minimum Competency Assessment (MCA) for primary, secondary, and high school students. MCA demands the ability to solve daily life problems, one of which is geometry problems that require spatial ability. This research focused on describing spatial thinking ability used in numeracy competencies on geometry content. This research is descriptive with a qualitative approach. Thirty junior high school students in Malang, East Java, Indonesia, took the MCA preparation test and assessed their spatial thinking skills. The research was conducted in three stages: preparation, implementation, and analysis, and showed that three aspects of spatial ability, namely visualization, orientation, and relations, had not yet fully emerged. Some students cannot arrange the expected pattern. There are even students who ignore the geometric shapes requested. Students simplify drawing a hexagon with a quadrilateral, which are two different geometric objects, which leads to fatal errors. This study suggests that teachers emphasize learning mathematics that can train students' spatial thinking skills because it can lead to better mathematical understanding and performance.

Pengembangan Lembar Kerja Geometri Transformasi Sebagai Asesmen Kemampuan Kognitif Mahasiswa berdasarkan RECCE-MODEL Emma Aidha Yasmine; Anis Farida Jamil; Arif Hidayatul Khusna
Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol 8, No 2 (2020): Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam had Accredi
Publisher : Prodi Pendidikan Matematika FTIK IAIN Palopo

Abstract:The application of real-life problems to Students’ Worksheet in learning transformation geometry makes learning meaningful. This is done in this study by developing Students’ Worksheet using a RECCE-MODEL framework. This research uses research and development type. The 3D model used in this study contains three stages, namely the understanding stage, the manufacturing stage, and the development stage. This study uses a student response questionnaire sheet, validation sheet, and the results of students’ worksheet work as research instruments. From the research results, the students’ worksheet developed was declared valid with a percentage of 79%, practical with a percentage of 85%, and effective by grouping students' cognitive abilities based on the RECCE-MODEL. Thus, it can be concluded that the transformation geometry worksheet developed can measure the cognitive abilities of students. Abstrak:Penerapan LKM geometri transformasi dalam kehidupan nyata menjadikan pembelajaran matematika lebih bermakna. Hal ini dilakukan pada penelitian ini dengan mengembangkan LKM menggunakan kerangka berpikir RECCE-MODEL. Penelitian ini merupakan penelitian pengembangan dengan model 3D yaitu Define (tahap pengertian), Design (tahap pembuatan), dan Develop (tahap pengembangan). Penelitian ini menggunakan lembar angket respon mahasiswa, lembar validasi, dan hasil pengerjaan LKM sebagai instrumen penelitian. Dari hasil penelitian, LKM yang dikembangkan dinyatakan valid dengan persentase 79%, praktis dengan persentase 85%, dan efektif dengan pengelompokkan kemampuan kognitif mahasiswa berdasarkan RECCE-MODEL. Sehingga dapat disimpulkan bahwa lembar kerja geometri transformasi yang dikembangkan dapat mengukur kemampuan kognitif mahasiswa.

Metacognitive Regulation Strategies Among Indonesian Undergraduate Students During Conic Sections Conceptualization Yus Mochamad Cholily; Anis Farida Jamil; Mayang Dintarini
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5252

Metacognitive regulation ability can assist students in abstracting the concept of a conic section. However, research exploring students’ metacognitive regulation in abstracting a mathematical concept is still rare. Thus, this study aims to analyze students' metacognitive regulation consisting of monitoring and controlling in abstracting the conic sections concept. Three students were selected as research subjects from 26 undergraduate of mathematics education Indonesian students who were engaged in abstraction assignments. Three students were selected based on their abstraction of the conic section concept, where only one student succeeded and two students represented two types of abstraction errors present in the class. An indicator of student success in abstracting the concept of a conic section is that students can correctly identify the relationship between eccentricity and the conic curve.. After completing the task, students are given the MAI questionnaire to identify their metacognitive regulations. There were 52 items in the MAI, of which 17 items represented metacognitive knowledge and 35 items represented metacognitive regulation. Hence, this study utilized the 35 items. The paper indicates that there is a positive relationship between metacognitive regulation and abstraction processes of the three students. This relationship is particularly evident in the metacognitive monitoring component. We hypothesize that students with good metacognitive monitoring are associated with the success of the abstraction process. The findings of this study contribute to further research by suggesting that designing learning environments that support metacognitive regulation will assist students in successfully abstracting mathematical concepts.

Pendampingan Implementasi Pembelajaran Berbasis Etnomatematika Pada Guru SMP Muhammadiyah 4 Malang Yus Mochamad Cholily; Anis Farida Jamil; Mayang Dintarini
KAIBON ABHINAYA : JURNAL PENGABDIAN MASYARAKAT Vol. 6 No. 1 (2024)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/ka.v6i1.6112

One keys to achieving learning objectives is designing meaningful learning for students. Meaningful learning is learning that can be related to students' daily lives. Based on the results of interviews with SMP Muhammadiyah 4 Malang, students felt that learning mathematics is not related to students' daily lives. Therefore, the team offers alternative meaningful learning solutions using an ethnomathematics approach. Ethnomatematics plays a role in connecting culture with mathematics. By using ethnomathematics it is hoped that students can also get to know their local culture and preserve regional culture, especially Malang. Implementation of community service activities through four stages, namely training teachers in exploring the culture of mathematical concepts, assisting in the development of ethnomathematics-based teaching materials, assisting in the implementation of ethnomathematics-based learning, and evaluating activities.

Pengembangan Tes Matematika Berdasarkan Kerangka Kerja RECCE-MODEL untuk Mengukur Kemampuan Kognitif Mahasiswa Fitri, Intan Kusnia; Jamil, Anis Farida; Khusna, Arif Hidayatul
Jurnal Pendidikan Matematika RAFA Vol 7 No 2 (2021): Jurnal Pendidikan Matematika RAFA
Publisher : Program Studi Pendidikan Matematika, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jpmrafa.v7i2.6375

Tujuan penelitian ini adalah mengembangkan tes berdasarkan kerangka kerja RECCE-MODEL untuk mengukur kemampuan kognitif mahasiswa. Subjek penelitian adalah 80 mahasiswa pendidikan matematika semester ganjil tahun akademik 2019/2020, Universitas Muhammadiyah Malang . Jenis penelitian yang diterapkan ialah Research and Development (R&D). Prosedur penelitian terbagi menjadi tiga tahapan, yaitu pengumpulan data, perencanaan tes, dan pengembangan tes. Penelitian ini menggunakan instrumen penelitian berupa lembar validasi dan tes. Hasil penelitian di antaranya menghasilkan 2 butir soal tes sesuai dengan kerangka kerja MODEL. Tes tersebut telah dilakukan uji validasi, uji reliabilitas, uji tingkat kesukaran tes, dan uji daya pembeda soal. Berdasarkan hasil validasi yang diujikan oleh validator, tes tersebut dikatakan valid karena hasil yang diperoleh adalah 75%. Nilai koefisien reliabilitas adalah 0,786 sehingga tes dapat dikatakan reliabel. Hasil analisis tingkat kesukaran dikategorikan mudah untuk keseluruhan tes. Hasil daya pembeda soal dikategorikan baik untuk keseluruhan tes. Selain itu, dengan menggunakan tes yang telah dikembangkan ini dapat mengidentifikasi kemampuan kognitif mahasiswa pada lima level MODEL. Oleh karena itu, dapat disimpulkan tes yang dikembangkan memiliki kategori valid, reliabel, dan efektif untuk mengukur kemampuan kognitif mahasiswa.

UPAYA MENUMBUHKAN MOTIVASI KERJA GURU DAN TENAGA KEPENDIDIKAN DALAM OPTIMALISASI MANAJEMEN KETENAGAAN Ismail, Agung Deddiliawan; Jamil, Anis Farida
Qardhul Hasan: Media Pengabdian kepada Masyarakat Vol. 5 No. 2 (2019): OKTOBER
Publisher : Universitas Djuanda

Teacher competency improvement can be realized through increased work motivation.Motivation of teacher work is an encouragement that is possessed by a teacher to always workhard and face all problems in the hope of achieving the best results. Muhammadiyah 2 BatuMiddle School has problems in increasing the work motivation of teachers and education staff.The service activities carried out aim as an effort to foster the motivation of work of teachers andeducation staff in optimizing staff management. The method implemented in this activity is theprocurement of seminars. There are three techniques used in the delivery of material, namely 1)lecture, 2) question and answer, and 3) giving a questionnaire. The results of the materialdelivery activities aim to change the views of teachers and education personnel regarding theirduties and obligations in accordance with the government regulation number 19 of 2017. In thequestion and answer activities active participants ask regarding the consistency of workmotivation and the implementation of good learning. The questionnaire which aims to evaluateitself, produces 94% of teachers and education staff have work motivation and motivation toadvance the school.

Students’ Interest and Critical Thinking: The Experimental Teaching Method in Using Online Learning Media YouTube Jamil, Anis Farida; Baiduri, Baiduri; Pratiwi, Amelia Eka
Journal of Education Technology Vol. 6 No. 1 (2022): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v6i1.43055

In carrying out learning, educators must be creative in accordance with the demands of technology in developing learning media. YouTube is one of the domains used by educators as an online learning medium. This study aims to determine the effect of using YouTube as an online learning media on students' interest in learning mathematics and critical thinking. The subjects in this study were 20 junior high school students. This study uses the Experimental Teaching method with a quantitative approach. The instruments used are questionnaires and test questions that are given online. Questionnaires were distributed on the subject using a google form and test questions were given after learning using YouTube media. Questionnaires were used to obtain data on interest in learning mathematics and test questions to measure students' critical thinking. Data analysis used paired sample test with a significant level of 0.05. Before carrying out the paired sample test, the normality and homogeneity of the data were tested. The results obtained data are normally distributed and homogeneous. The results showed that there was an effect of using YouTube online learning media on students' interest in learning and critical thinking skills. This is indicated by the significance value for learning interest of 0.017 which is less than 0.05 and the significance value of critical thinking 0.005 which is smaller than 0.05. Furthermore, the value of N-Gain is sought to determine the extent of the influence of YouTube media on interest in learning and critical thinking. The N-Gain value for students' interest in learning mathematics is 0.12 and critical thinking is 0.28. Both values are in the low category so that the influence of YouTube media on interest in learning and critical thinking is less effective.

Epistemic actions in proving two-triangle problems by considering mathematical reading and writing ability Setianingsih, Rini; Budiarto, Mega Teguh; Jamil, Anis Farida
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp479-496

Mathematical abstraction is essential in constructing mathematical concepts, particularly in proof. The RBC+C epistemic actions—recognizing, building-with, constructing, and consolidating—are key cognitive processes in proof construction. However, the impact of mathematical reading and writing abilities on these processes remains unexplored. This study investigates how students’ mathematical reading and writing abilities affect their epistemic actions when proving the congruence of two triangles. This qualitative research adopts a case study design involving three undergraduate students who have completed a geometry course. The participants were selected based on their reading and writing proficiency levels: high, moderate, and low. Data were collected through reading and writing assessments, proof-solving tasks, and semi-structured interviews. The analysis follows the RBC+C framework to identify patterns in students’ cognitive process during proof construction. Findings reveal that students with high mathematical reading and writing abilities demonstrate a more structured proof strategy, effectively recognizing key properties, building logical connections, and constructing valid arguments. High-proficiency students also exhibit flexibility in using both geometric and algebraic approaches in proving. In contrast, students with lower reading and writing abilities struggle with symbolic representation, logical coherence, and notation consistency, leading to incomplete or incorrect proofs. Moreover, consolidation of mathematical ideas, such as reusing known theorems and revisiting proof steps, occurs more frequently in high-achieving students, enabling deeper conceptual understanding. This study highlights the critical role of mathematical literacy in the proof process. It suggests that strengthening reading and writing instruction in mathematics education can enhance students’ ability to construct rigorous proofs. The findings contribute to the development of instructional strategies that integrate mathematical literacy into proof-based learning, ultimately fostering students’ reasoning and problem-solving skills in mathematics.

Analisis Kompetensi Kognitif Mahasiswa Menggunakan Kerangka Kerja RECCE-MODEL Khusna, Arif Hidayatul; Jamil, Anis Farida
Jurnal Ilmiah Mandala Education (JIME) Vol 7, No 1 (2021): Jurnal Ilmiah Mandala Education
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v7i1.1681

Proses pemecahan masalah mahasiswa bergantung pada kemampuan kognitifnya. Kerangka kerja RECCE-MODEL merupakan salah satu inovasi kerangka kerja yang menetapkan arah dalam pembelajaran serta penilaian pengetahuan dan keterampilan berdasarkan pengembangan kognitif mahasiswa. Penelitian ini bertujuan untuk mendeskripsikan kemampuan kognitif mahasiswa menggunakan kerangka kerja RECCE-MODEL. Prosedur penelitian yang digunakan adalah 1) studi pendahuluan, 2) perencanaan, dan 3) pelaksanaan. Instrumen yang digunakan adalah lembar keterlaksaan pembelajaran dan tes. Hasil penelitian diperoleh bahwa pembelajaran yang dilakukan menggunakan pendekatan RECCE yaitu Realistic, Educational, Contextual, Cognitive, dan Evaluate. Enam level kemampuan kognitif mahasiswa kecuali level 0 dideskripsikan berdasarkan hasil pekerjaan mahasiswa terhadap soal tes materi translasi yang diberikan setelah pembelajaran selesai. Tidak ada mahasiswa yang berada pada level 0 (tidak ada usaha), karena semua mahasiswa mencoba menyelesaikan permasalahan yang diberikan pada soal tes. Level 1 meanings ditunjukkan oleh mahasiswa mencoba menghubungkan konsep yang ada dan memahami makna dari masalah. Level 2 organize, mahasiswa mengidentifikasi strategi dalam menyelesaikan masalah. Pada level 3 develop, mahasiswa dapat merumuskan strategi dan variable dan mengembangkan strategi penyelesaian masalah. Level 4 execute, ditunjukkan oleh mahasiswa memeriksa strategi penyelesaian masalahnya. Level 5 terakhir yaitu link, mahasiswa melakukan refleksi terhadap solusi dan memberikan penafsiran solusi yang diperoleh.

Co-Authors Adi Slamet Kusumawardana Adityo Adityo Agung Deddiliawan Ismail Alfiani Athma Putri Rosyadi Ali Sofyan Kholimi Alifia Gunita Ningsih Anggarda Prasetya Arief Budi Wicaksono Arif Hidayatul Khsusna Arif Hidayatul Khusna Baiduri Baiduri Bayu Romadon Buaddin Hasan Dwi Priyo Utomo Dwi Priyo Utomo Emma Aidha Yasmine Fadhanila Syainuralita Prillyana Fitri, Intan Kusnia Hendarto Cahyono Mayang Dintarini Mayang Dintarini Mayang Dintarini Mega Teguh Budiarto Mila Sekar Ayu Muhammad Syaifuddin Pratiwi, Amelia Eka Prillyana, Fadhanila Syainuralita Putri, Octavina Rizky Utami Reni Dwi Susanti Rini Setianingsih Sandy, Widya Rizkha Siti Inganah Widya Rizkha Sandy Yasmine, Emma Aidha Yus Mochamad Cholily Zukhrufurrohmah, Zukhrufurrohmah

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