Article Per Year (5 Year)
p-Index From 2021 - 2026
1.259
P-Index
This Author published in this journals
All Journal Jurnal Elemen Mosharafa: Jurnal Pendidikan Matematika The Indonesian Journal of Computer Science Jurnal Ilmiah Mandalika Education Media Pendidikan Matematika Jurnal Kependidikan Ki Hajar Dewantara
Masjudin
Unknown Affiliation
Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Jurnal Elemen

 1 
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.
The Development of GeoGebra in problem-based learning to enhance students' mathematical critical thinking skills Kurniawan, Ade; Masjudin; Yuntawati; Juliangkary, Eliska; Permata, Reny Amalia; Syahrir; Muzaki, Ahmad
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.33246

Abstract

This study is motivated by students' low critical thinking skills, particularly in three-dimensional geometry. Moreover, the limited availability of effective interactive learning media impedes the development of these skills. Three-dimensional geometry requires a more engaging and interactive approach to enhance understanding. This study aims to develop GeoGebra-based learning media within the Problem-Based Learning model to enhance students' critical thinking skills in mathematics. The research method employed is Research and Development using the ADDIE design model. The study subjects consist of eighth-grade students. The research instruments include validation sheets, practicality questionnaires, and tests. The validation results indicate that the GeoGebra validation score is reaching 95.16% (highly valid). The practicality test showed an average score of 96.09% (highly practical). The obtained N-Gain score of 0.7655 (high category) indicates an improvement in students' critical thinking abilities. The findings of this study conclude that the use of GeoGebra in PBL-based learning is effective in enhancing students' mathematical critical thinking skills and can serve as an innovative alternative for teaching three-dimensional geometry. The findings of this study have positive implications for enhancing students' critical thinking skills through the integration of interactive learning tools such as GeoGebra, which can improve engagement and understanding in mathematics.
Co-Authors Ade Kurniawan Ade Kurniawan Agustina Anggraeni Ahmad Muzaki Ahmad Muzaki Fauzia, Novia Alifah Fitri Yuli Ismayati Harni Astuti, Siti Isnawan, Muhamad Galang Ita Chairun Nissa Juliangkary, Eliska Muhammad, Fadil Permata, Reny Amalia Rini Kurniati Saidil Mursali Sanapiah Sri Yuliyanti Syahrir Yuntawati