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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
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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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.
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
Pembinaan Berbasis HOTS Bagi Siswa Smp Se-Kabupaten Mojokerto untuk Meningkatkan Kesiapan Dalam Olimpiade Sains Nasional (OSN) Arif Hidayatul Khusna; Anis Farida Jamil; Dwi Priyo Utomo
Mujtama': Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Mujtama’ Jurnal Pengabdian Masyarakat
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/mujtama.v6i1.5388

Abstract

Olimpiade Sains Nasional (OSN) bidang matematika menuntut siswa memiliki kemampuan berpikir tingkat tinggi (Higher Order Thinking Skills/HOTS) yang mencakup kemampuan menganalisis, mengevaluasi, dan menyusun strategi penyelesaian masalah non-rutin. Namun, pembinaan OSN matematika di tingkat SMP di Kabupaten Mojokerto belum terlaksana secara optimal karena masih terbatasnya pembinaan yang terstruktur, berkelanjutan, serta keterbatasan guru dalam pembinaan berbasis HOTS. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengembangkan pembinaan OSN matematika berbasis HOTS melalui kolaborasi dengan MGMP Matematika SMP Kabupaten Mojokerto. Kegiatan dilaksanakan melalui 12 kali pertemuan yang terdiri atas pretest, satu kali pertemuan tatap muka, sembilan kali pertemuan daring, dan posttest. Metode yang digunakan meliputi problem-based learning, collaborative problem solving, serta pemanfaatan teknologi pembelajaran. Hasil kegiatan menunjukkan adanya peningkatan kemampuan berpikir matematis siswa, terutama dalam menganalisis masalah, mengaitkan konsep, dan merumuskan strategi penyelesaian. Selain itu, kegiatan ini juga meningkatkan pemahaman guru terhadap pembinaan OSN yang sistematis dan berkelanjutan. Dengan demikian, pembinaan OSN matematika berbasis HOTS yang dilaksanakan secara terencana dan kolaboratif terbukti efektif dalam meningkatkan kemampuan berpikir tingkat tinggi siswa.
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