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All Journal Jurnal Elemen Mosharafa: Jurnal Pendidikan Matematika The Indonesian Journal of Computer Science Jurnal Ilmiah Mandalika Education Media Pendidikan Matematika
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Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Hybrid didactic design in mathematics learning on fraction: A hermeneutic phenomenology Ahmad Muzaki; Ita Chairun Nissa; Sri Yuliyanti; Masjudin; Muhamad Galang Isnawan
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27602

Abstract

Although many studies have involved fractions in the elementary school curriculum, research on this topic at the junior high school level has been limited, particularly in identifying the factors causing student learning difficulties and designing alternative didactic approaches to overcome these challenges. Therefore, this study aimed to investigate these aspects. Hermeneutic phenomenology was used in this study. The participants in this research were students from a junior high school in Lombok, Indonesia, consisting of 29 eighth-grade students (aged 14-18), most of whom were female and from the Sasak ethnic group. Instrument, such as fraction operation tests, in-depth interview guidelines, and a hybrid didactic design for mathematics learning. Data related to learning difficulties were analyzed using a thematic analysis approach with NVivo-12 software. The study's findings revealed that students' low ability to operate integers, especially multiplication and division, was a primary factor in learning difficulty. The hybrid mathematics learning design sequence consists of three stages. The first stage encompasses several activities, namely Let’s Guess and Let’s Read. The second stage involved activities like Let’s Search, Let’s Discuss, and Let’s Conclude. The third stage comprised activities of Let’s Practice and Self-Reflection.
Multiplatform of SVC Device for User Experience Mobile Robot Teleoperation Muhammad, Fadil; Masjudin
The Indonesian Journal of Computer Science Vol. 12 No. 5 (2023): The Indonesian Journal of Computer Science (IJCS)
Publisher : AI Society & STMIK Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33022/ijcs.v12i5.3476

Abstract

The industrial revolution 4.0 and the rapid advancement of technology during pandemic era has made significant progress in robot industry. There are three types of robots based on the level of independent control such as autonomous mobile robots, semi-autonomous mobile robots, and controller mobile robots. Semi-autonomous mobile robot and Controlled mobile still require human intervention in carrying out the tasks. In this study, teleoperation on mobile robots is displayed on various platforms such as Smartphone, Virtual reality headset as a virtual reality platform, and Computer (SVC) device. A camera is used as a visual sensor that dispatches the information of the surroundings to each platform. The controller used for the teleoperation varies depending on the platforms. The computer platform uses the arrow key on the keyboard. The smartphone platform uses touchscreen. Virtual reality uses Oculus Touch that has been integrated with Oculus Quest 2. ROS# as a robot API framework with Unity engine is used for the communication process between the robot and each platform. Teleoperation Experiments on SVC devices refer to four parameters including task completion rates, task time, satisfaction, and error counts. all these parameters will be combined into a single usability metric (SUM). The SUM results from SVC devices show 54.9% on Smartphones, 79.5% on VR devices, and 90.4% on Computers.
Analisis Kemampuan Literasi Matematis Siswa Muzaki, Ahmad; Masjudin
Mosharafa: Jurnal Pendidikan Matematika Vol. 8 No. 3 (2019): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v8i3.584

Abstract

Tuntutan kemampuan siswa dalam matematika tidak sekedar memiliki kemampuan berhitung saja, akan tetapi mampu menggunakannya dalam pemecahan masalah sehari-hari. Penelitian ini bertujuan untuk menganalisis kemampuan literasi matematis siswa kelas XI SMAN 1 Kediri. Metode penelitian yang digunakan adalah deskriptif kualitatif. Subjek penelitian terdiri dari 6 siswa dari 26 total siswa dalam 1 kelas. Penelitian ini memperhatikan faktor kemampuan awal matematis siswa (KAM). Berdasarkan hasil penelitian, 19% siswa tergolong kategori KAM tinggi dapat menyelesaikan soal rutin, menginterpretasikan masalah dan menyelesaikannya dengan rumus, melaksanakan prosedur dengan baik, mampu untuk mengatasi situasi yang kompleks serta menggunakan penalarannya dalam menyelesaikan masalah, serta siswa mampu bekerja secara efektif serta menginterpretasikan representasi yang berbeda kemudian menghubungkannya dengan dunia nyata (Level 4).Siswa yang tergolong kategori KAM sedang (66%)dapat menyelesaikan soal rutin, menginterpretasikan masalah dan menyelesaikannya dengan rumus, serta melaksanakan prosedur dengan baik (Level 3). Siswa dengan kategori KAM rendah (15%) hanya mampu menyelesaikan soal rutin (level 1). Demands on the ability of students in mathematics cannot just have the ability to count alone, but they can use it in solving everyday problems. This study aims to analyze the mathematical literacy ability of students at grade XI of SMAN 1 Kediri. The research method used was descriptive qualitative. The research subjects consisted of 6 students from 26 total students in 1 class. This study pays attention to the student's initial mathematical ability (IMA) factor. Based on the results of the study, 19% students who had high IMA could solve routine problems, interpret problems and solve them with formulas, carried out procedures well, we're able to overcome complex situations and used reasoning in problem-solving, and they were able to work effectively and interpreted representations that were different then connected it to the real world (Level 4). Students who had medium IMA (66%) were able to solve routine problems, interpreted problems and solved them with formulas, and carried out procedures well (Level 3). While students who had low IMA (15%) were only able to solve routine problems (level 1).
PENERAPAN MODEL INQUIRY BASED LEARNING UNTUK MENINGKATKAN MINAT DAN PEMAHAMAN MATEMATIKA SISWA Ade Kurniawan; Masjudin; Juliangkary, Eliska; Rini Kurniati; Fitri Yuli Ismayati; Saidil Mursali
Jurnal Ilmiah Mandalika Education (MADU) Vol. 2 No. 2 (2024): OKTOBER
Publisher : Lembaga PKBM Tunas Harapan Varoso

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/madu.v2i2.230

Abstract

Penelitian ini bertujuan untuk Penelitian ini bertujuan untuk menerapkan model Inquiry Based Learning untuk meningkatkan minat dan pemahaman konsep matematis siswa kelas X di SMKN 1 Dompu. Penelitian tindakan kelas (Classroom Action Research) ini mengacu pada empat tahap, yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakan dalam dua siklus yaitu pada bulan Juni 2024 di SMKN 1 Dompu. Intrumen penelitian adalah angket minat belajar siswa dan tes pemahaman konsep matematika. Analisis data dilakukan dengan cara deskriptif kuantitatif. Hasil penelitian membuktikan bahwa pada Siklus I minat belajar siswa masih rendah dengan persentase ketuntasan klasikan mencapai 66% dan pemahaman konsep mencapai 72%. Hal ini disebabkan oleh ketidakbiasaan siswa dengan model pembelajaran IBL dan kendala dalam bekerja secara berkelompok. Namun, pada siklus II, ketuntasan klasikan minat belajar meningkat menjadi 83,7% dan pemahaman konsep juga meningkat mencapai 88,8%. Peningkatan ini terjadi karena siswa sudah lebih terbiasa dengan model IBL, guru menjelaskan materi dengan lebih jelas, dan memberikan perhatian khusus pada siswa yang mengalami kesulitan. Simpulan penelitian ini adalah penerapan model IBL dapat meningkatkan minat belajar dan pemahaman konsep matematika siswa di SMKN 1 Dompu dan disarankan untuk diterapkan pada materi dan mata pelajaran lainnya
Pengaruh Model Pembelajaran Inquiry Berbantuan Video Animasi terhadap Minat Belajar dan Pemahaman Konsep Matematika Siswa Harni Astuti, Siti; Masjudin; Sanapiah
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.16531

Abstract

This study started from the problem of low interest in learning and lack of understanding of mathematical concepts in elementary school students, especially in the material of circles. To overcome this problem, an inquiry-based learning approach was used which was supported by animated video media. By using an inquiry learning approach assisted by animated videos, this study aims to determine its effect on students' interest in learning and understanding of mathematical concepts. The research activities were carried out in class IV SDN 4 Pringgabaya in the 2024/2025 academic year using a quantitative approach and a quasi-experimental design of the nonequivalent control group design type. The research subjects were divided into two groups, each consisting of 26 students, namely the experimental group and the control group. Data were collected through a questionnaire to assess learning interest and a written test to measure understanding of mathematical concepts. Based on the results of the normality test, the data were not normally distributed, so data analysis was carried out using the Mann-Whitney nonparametric test. The results of the analysis showed a significance value of 0.000 for both aspects studied, namely learning interest and conceptual understanding (p <0.05), indicating a significant difference between the two groups. This shows that the use of animated video-assisted inquiry has proven effective in increasing learning interest and understanding of elementary school students' mathematical concepts.
Pengaruh Pembelajaran Inquiry Berbantuan Video Animasi terhadap Minat Belajar dan Pemahaman Matematika SD Fauzia, Novia Alifah; Masjudin; Yuntawati
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.16921

Abstract

This study aims to examine the impact of an inquiry-based learning model supported by animated videos on elementary school students’ learning interest and conceptual understanding in mathematics. The background of this research highlights difficulties in mathematical literacy at SDN 4 Pringgabaya, particularly in geometry, which may stem from the conventional teaching methods commonly used. The research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. A total of 50 fifth-grade students from SDN 4 Pringgabaya participated in the study, divided into two groups: the experimental group, which received inquiry-based learning with animated video support, and the control group, which received conventional instruction. The instruments used were a learning interest questionnaire and a conceptual understanding test, both administered as pretests and posttests. Data were analyzed using the Shapiro-Wilk normality test, Independent Samples T-Test or Mann-Whitney U for hypothesis testing, and the N-Gain test to measure improvement. The findings reveal that the inquiry-based learning model with animated video support had a significant effect on students' learning interest (Sig. 0.000 < 0.05). However, the impact on conceptual understanding did not reach statistical significance (Sig. 0.411 > 0.05), likely due to initial differences in student ability between the groups. Nonetheless, the N-Gain analysis showed a medium-to-high improvement in the experimental group (0.6826), while the control group remained in the low category (0.0498). Thus, the model proved effective in increasing students’ interest in learning and had a positive impact on their mathematical conceptual understanding.
Co-Authors Ade Kurniawan Ahmad Muzaki Ahmad Muzaki Fauzia, Novia Alifah Fitri Yuli Ismayati Harni Astuti, Siti Isnawan, Muhamad Galang Ita Chairun Nissa Juliangkary, Eliska Muhammad, Fadil Rini Kurniati Saidil Mursali Sanapiah Sri Yuliyanti Yuntawati