Article Per Year (5 Year)
p-Index From 2021 - 2026
4.153
P-Index
This Author published in this journals
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 Educational Research and Evaluation 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) Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat TRANSFORMASI : JURNAL PENGABDIAN PADA MASYARAKAT Edumatica: Jurnal Pendidikan Matematika Journal of Teaching and Learning Mathematics (JTLM) Riemann : Research of Mathematics and Mathematics Education Journal on Mathematics Education Mujtama’ Jurnal Pengabdian Masyarakat Dinamis: Jurnal Inovasi dan Transformasi Pendidikan
Anis Farida Jamil
Universitas Muhammadiyah Malang
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

Published : 43 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 43 Documents
Search

 1   2   3   4   5 
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

Abstract

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

Abstract

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.
Pengembankan Asesmen Berorientasi Kontekstual Untuk Meningkatkan Kemampuan Literasi Matematis Dan Numerasi Mahasiswa Jamil, Anis Farida; Khusna, Arif Hidayatul
Jurnal Ilmiah Mandala Education (JIME) Vol 7, No 4 (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.v7i4.2385

Abstract

Pada era saat ini, kemampuan literasi dan numerasi dibutuhkan dalam kehidupan sehari-hari. Kampuan literasi adalah kemampuan untuk dapat menerapkan konsep matematika dalam konteks kehidupan serta dapat melalukan penalaran matematis untuk menjelaskan suatu kejadian sedangkan kemampuan numerasi adalah kemampuan menganalisis dan menggunakan angka-angka (number) dan simbol matematika dalam menyelesaikan masalah praktis dalam konteks kehidupan sehari-hari. Tujuan penelitian ini adalah mengembangkan asesmen berorientasi kontekstual untuk meningkatkan kemampuan literasi matematis dan numerasi mahasiswa yang valid, praktis, efektif, dan reliabel. Namun, asesmen yang dikembangkan terbatas pada pengembangan tes. Penelitian ini berjenis research and development dengan melalui tiga tahapan. Ketiga tahapan tersebut yaitu tahap identifikasi dan kajian permasalahan, tahap pengembangan, dan tahap penilaian. Hasil pengembangan asesmen tes ini menunjukkan skor kevalidan yaitu 85% yang berarti sangat valid, skor pada aspek kemudahan penggunaan 78,5% dan aspek kebahasaan 97,8% yang berarti produk berkategori praktis, mahasiswa mengalami peningkatan persentase ketercapaian semua indikator literasi dan numerasi yang berarti asesmen tes ini efektif, dan skor realibilitas Alpha Cronbach  yang berarti butir asesmen tes reliabel.
RETRACT 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

Abstract

This article has been withdrawn at the authors' request due to the need for adjustment related to permission for the use of research instruments from a previous source.
Pendampingan implementasi kurikulum merdeka dalam penyusunan modul ajar di SMP Muhammadiyah 3 Gending Probolinggo Cholily, Yus Mochamad; Jamil, Anis Farida; Dintarini, Mayang
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 1 (2024): March
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i1.22071

Abstract

AbstrakSMP Muhammadiyah 3 Gending merupakan sekolah menengah pertama binaan Persyarikatan Muhammadiyah di kawasan Gending, Probolinggo. Berdasarkan observasi awal dan diskusi dengan mitra permasalahan prioritas yang dihadapi mitra yaitu: 1) mitra belum menerapkan Kurikulum Merdeka, 2) kurangnya pemahaman guru-guru sekolah mitra mengenai Implementasi Kurikulum Merdeka, dan 3) kurangnya pemahaman guru-guru sekolah mitra mengenai pengembangan perangkat pembelajaran dalam Implementasi Kurikulum Merdeka. Kegiatan pengabdian dilakukan dalam 4 tahap yaitu persiapan, pelaksanaan pelatihan IKM, pelaksanaan pendampingan IKM, evaluasi. Tahap persiapan dilakukan dengan kegiatan pra survey, pelaksanaan Kerjasama dengan SMP Muhammadiyah 3 Gending Probolinggo, dan mempersiapkan bahan pelatihan. Selanjutnya tahap pelatihan IKM yang dilaksanakan di SMP Muhammadiyah 3 Gending kemudian dilanjut pendampingan penyusunan modul ajar yang terdiri dari 3 pertemuan daring dan pengumpulan tugas akhir berupa modul ajar. Kegiatan terakhir yaitu tahap evaluasi dilakukan untuk melihat ketercapaian kegiatan pengabdian. Berdasarkan hasil kegiatan pengabdian ini menunjukkan ketercapaian pada kegiatan pelatihan sebesar 100% dan 83% pada kegiatan pendampingan penyusunan modul ajar. Kata kunci: pelatihan; pendampingan; IKM; modul ajar AbstractMuhammadiyah 3 Gending Junior High School is the first middle school supported by the Muhammadiyah Association in the Gending area, Probolinggo. Based on initial observations and discussions with partners, the priority problems facing partners are: 1) partners have not implemented the Independent Curriculum, 2) lack of understanding of partner school teachers regarding the Implementation of the Independent Curriculum, next we call it IKM, and 3) lack of understanding of partner school teachers regarding the development of learning tools in the IKM. Service activities are carried out in 4 stages, namely preparation, IKM training, IKM mentoring, and evaluation. The preparation stage was carried out with pre-survey activities, implementing collaboration with SMP Muhammadiyah 3 Gending Probolinggo, and preparing training materials. The next stage of IKM training was carried out at Muhammadiyah 3 Junior High School, followed by assistance in preparing teaching modules which consisted of 3 online meetings and collecting a final assignment in the form of a teaching module. The final activity is the evaluation stage which is carried out to see the achievements of service activities. Based on the results of this service activity, it shows that achievement in training activities was 100% and 83% in mentoring activities in preparing teaching modules. Keywords: training; mentoring; IKM; teaching module
Creative Thinking in Solving Non-Routine Mathematical Problems Through the Creative Problem Solving-Treffinger Model Hasan, Buaddin; Jamil, Anis Farida; Wicaksono, Arief Budi
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i1.50278

Abstract

This study analyzes students’ creative thinking processes in solving non-routine mathematical problems using Treffinger’s Creative Problem Solving (CPS) stages. The subjects included students with high, medium, and low mathematical abilities. Data were collected through worksheet analysis, visual representations, mathematical work, and semi-structured interviews, then analyzed using data condensation, display, and conclusion drawing. Researchers use time triangulation to validate the data. The findings show that creative thinking develops in stages and differs by ability level. High-ability students complete all CPS stages optimally, demonstrating deep understanding, flexible and original strategies, and reflective evaluation, with all creativity indicators (fluency, flexibility, originality, and elaboration) consistently emerging. Medium-ability students show a developing but unstable process; they can understand problems and generate ideas, but remain limited in strategy variation and evaluation. Low-ability students exhibit procedural thinking, marked by misconceptions, incomplete representations, minimal idea exploration, and a lack of evaluation. Overall, the CPS-Treffinger model is effective in fostering creative thinking but requires adaptation to students’ ability levels. Teachers should design non-routine problem-based learning that encourages idea exploration, multiple representations, and reflective thinking to support the development of mathematical creativity.
EXPLORING THE ROLE OF WORKING MEMORY AND COGNITIVE LOAD IN MATHEMATICS LEARNING : A SYSTEMATIC LITERATURE REVIEW Bayu Romadon; Muhammad Syaifuddin; Reni Dwi Susanti; Anis Farida Jamil; Arif Hidayatul Khsusna
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18553362

Abstract

This study aims to explore the role of working memory and cognitive load in mathematics learning through a Systematic Literature Review (SLR) approach. This review was conducted to obtain a comprehensive understanding of how working memory capacity and cognitive load management influence mathematical thinking processes, conceptual understanding, and problem-solving performance. The SLR procedure refers to the PRISMA 2020 guidelines, which include the stages of identification, screening, eligibility, and inclusion. Article searches were conducted through the Scopus and Springer Nature Link databases, covering publications from 2015 to 2025. From the articles identified, six met the inclusion criteria and were analyzed thematically. The findings show that visuo-spatial working memory has a significant relationship with mathematical ability, particularly in the development of symbolic representation and problem-solving skills. Additionally, learning effectiveness is strongly influenced by instructional design that manages cognitive load, where strategies such as worked examples, scaffolding, and question-asking have been shown to reduce excessive cognitive load. This review highlights the importance of instructional approaches that consider students’ working memory capacity and cognitive load regulation in order to achieve optimal mathematical understanding.
Systematic Literature Review: Mathematical Connections in Solving Contextual Mathematics Problems Syafirda Aulia; Anis Farida Jamil; Arif Hidayatul Khusna
Journal of Teaching and Learning Mathematics Vol. 3 No. 2 (2026): Journal of Teaching and Learning Mathematics (January)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v3i2.43722

Abstract

Mathematical connection skills are important in supporting students in solving contextual mathematical problems. However, several studies show that connection skills are still an obstacle for junior high school students. This study aims to analyze junior high school students' mathematical connection skills in solving contextual problems through a Systematic Literature Review (SLR) approach. This study reviewed research articles published between 2019 and 2025 and obtained through the Google Scholar database. Based on the inclusion criteria, eight articles were selected for systematic analysis. The results showed that junior high school students' mathematical connection skills were in the low to moderate category, particularly in relating mathematical concepts to everyday contexts and connecting between mathematical topics. Students with high mathematical abilities were able to build conceptual and procedural connections, but still experienced difficulties in the representational aspect. Meanwhile, students with moderate and low mathematical abilities experience more complex difficulties in connecting contextual information with mathematical concepts. These findings indicate the importance of applying contextual learning that emphasizes the interrelationship between concepts and the use of various representations to improve the quality of junior high school students' mathematical problem solving.
Strengthening Teachers' Digital Literacy Capacity Through A Scratch Visual Programming Mentoring Model In Developing Learning Media Anis Farida Jamil; Arif Hidayatul Khusna; Dwi Priyo Utomo
TRANSFORMASI : JURNAL PENGABDIAN PADA MASYARAKAT Vol 6, No 2 (2026): Agustus
Publisher : UNIVERSITAS MUHAMMADIYAH MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/transformasi.v6i2.39159

Abstract

learning. However, preliminary observations showed that only 20% of teachers at SMA Muhammadiyah 3 Pandaan had developed interactive media, and most were unfamiliar with Scratch. This community service aimed to improve digital literacy through Scratch-based mentoring involving 11 participants (10 teachers and 1 staff member). The method included socialization, preparation, hands-on training, and evaluation using pre- and post-training questionnaires with a four-point Likert scale to ensure the validity of competency perception measurement. The results showed a significant improvement: in the pre-test, only 9% (1 out of 11) were familiar with Scratch, but after the training, 100% of participants reported being able to develop interactive learning media independently and understand programming logic. Furthermore, 100% of participants confirmed an increase in their digital literacy regarding content creation. These findings demonstrate that hands-on training is quantitatively effective in transforming teachers' digital competence.
Peningkatan Kualitas Asesmen melalui Pendampingan Penyusunan Instrumen Literasi Numerasi di SMK Jayanegara Bayu Romadon; Anis Farida Jamil; Reni Dwi Susanti
Jumat Pendidikan: Jurnal Pengabdian Masyarakat Vol. 7 No. 2 (2026): Agustus
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat UNWAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/yan9a657

Abstract

Implementasi Kurikulum Merdeka menuntut guru mampu menyusun instrumen asesmen yang tidak hanya mengukur penguasaan materi, tetapi juga kemampuan literasi dan numerasi peserta didik. Namun, hasil observasi di SMK Jayanegara menunjukkan bahwa meskipun sekolah telah didukung oleh infrastruktur teknologi yang memadai, kompetensi guru dalam mengembangkan instrumen asesmen berbasis literasi dan numerasi masih terbatas, terutama dalam menyusun soal kontekstual dan berorientasi pada Higher Order Thinking Skills (HOTS). Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru dalam menyusun instrumen asesmen berbasis literasi dan numerasi melalui program pendampingan yang bersifat partisipatif. Kegiatan dilaksanakan menggunakan pendekatan Participatory Action Research (PAR) yang melibatkan lima orang guru melalui tahapan identifikasi kebutuhan, pelatihan, praktik penyusunan instrumen, pendampingan, validasi, implementasi terbatas, dan evaluasi. Hasil kegiatan menunjukkan bahwa kompetensi guru meningkat dengan rata-rata skor pemahaman dari 60 menjadi 87,4 setelah pendampingan. Sebanyak 80% peserta berhasil menyusun instrumen asesmen yang memenuhi aspek validitas isi, kekontekstualan, dan kesesuaian dengan capaian pembelajaran. Program ini juga menghasilkan bank soal berbasis literasi dan numerasi serta mendorong perubahan praktik asesmen melalui integrasi konteks kehidupan nyata ke dalam penyusunan soal. Selain meningkatkan kompetensi individu, pendampingan membangun budaya kolaboratif antarguru dalam mengembangkan instrumen asesmen secara berkelanjutan. Dengan demikian, model pendampingan yang diterapkan terbukti efektif dalam meningkatkan kualitas asesmen pembelajaran dan berpotensi direplikasi pada sekolah lain dengan karakteristik yang serupa
Co-Authors Adi Slamet Kusumawardana Adityo Adityo Agung Deddiliawan Ismail Alfiani Athma Putri Rosyadi Ali Sofyan Kholimi Ali Sofyan Kholimi Alifia Gunita Ningsih Anggarda Prasetya Annisaa Khoirunnillah Arief Budi Wicaksono Arif Hidayatul Khsusna Arif Hidayatul Khusna Arif Hidayatul Khusna Arif Hidayatul Khusna Arif Hidayatul Khusna Baiduri Baiduri Bayu Romadon Buaddin Hasan Dwi Agustin, Ririn Dwi Priyo Utomo Dwi Priyo Utomo Emma Aidha Yasmine Fadhanila Syainuralita Prillyana Fitri, Intan Kusnia Hendarto Cahyono Indri Susilowati Mayang Dintarini Mayang Dintarini Mayang Dintarini Mega Teguh Budiarto Mila Sekar Ayu MOCHAMAD CHOLILY, YUS Mohammad Syaifuddin Muhammad Syaifuddin Pratiwi, Amelia Eka Prillyana, Fadhanila Syainuralita Putri, Octavina Rizky Utami Reni Dwi Susanti Rini Setianingsih Sandy, Widya Rizkha Siti Inganah Syafirda Aulia Widya Rizkha Sandy Yasmine, Emma Aidha Yus Mochamad Cholily Zaqiya, Fadhila Nur Zukhrufurrohmah, Zukhrufurrohmah