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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika International Journal of Applied Learning and Research in Algebra Tesseract: International Journal of Geometry and Applied Mathematics
Ratu Khoirotun Nisa
Universitas Bina Bangsa
Decision Sciences, Operations Research & Management Education Mathematics Social Sciences

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ANALISIS KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH DALAM TOPIK ALJABAR Ratu Khoirotun Nisa
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 3 No. 2 (2022): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v3i2.186

Abstract

This research is a qualitative descriptive study that aims to describe how the ability to understand students' mathematical concepts and the difficulties experienced by students in solving problems, especially in Algebraic material. The subject of this study consisted of 13 class VIII students at one of the junior high schools in Serang City. The research subjects were chosen because they have the ability to understand mathematical concepts in less and very less categories. The research instrument used was a test of the ability to understand mathematical concepts. The results showed that: 1) Most students had the ability to understand mathematical concepts in less categories, namely as many as 11 students with an average score of 41,065 2) Students who had the ability to understand mathematical concepts in very less categories were 2 students with an average score of 35,71 3) Difficulties experienced by students include difficulty in expressing many tribal algebraic concepts, determining variables, determining constants and determining coefficients, distinguishing which examples include one, two or many tribes, specifying or replacing with variables, making models mathematics, determine the calculation operations that are appropriate for the given questions 4) The indicators in this study are indicators that restate a concept, classify objects according to certain characteristics (according to the concept), provide examples and non examples of concepts, present concepts in various forms of mathematical representation
Development of Articulate Storyline 3 Learning Media for Mathematical Computational Thinking Skills Santika, Aan; Nisa, Ratu Khoirotun; Nasrullah, Anton; Alfiyanti, Fina; Aminah, Mimih; Dwiyanti, Widya
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i1.1355

Abstract

Mathematical computational thinking skills are essential in mathematics learning, particularly in training systematic problem-solving abilities. However, the limited availability of interactive and effective learning media has remained a significant obstacle to developing these skills. This study aims to develop learning media based on Articulate Storyline 3, which is designed to enhance students' mathematical computational thinking skills. The method employed in this research is Research and Development (R&D) using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were high school students selected through purposive sampling. The research instruments included expert validation questionnaires, user response questionnaires, and tests to assess computational thinking skills. The study results have shown that the developed learning media has achieved a very high level of validity according to evaluations from both material and media experts. Additionally, user responses have demonstrated high satisfaction with the interactivity and ease of media use. Field trials have revealed a significant increase in students' mathematical computational thinking skills after using the learning media. Based on these findings, learning media based on Articulate Storyline 3 has effectively improved mathematical computational thinking skills. These results are expected to contribute positively to more interactive and practical mathematics education innovations.
Development augmented reality in problem-based learning: Strengthening students' mathematical communication ability Alfiyanti, Fina; Nasrullah, Anton; Nisa, Ratu Khoirotun; Santika, Aan; Marlina, Mira; Hidayanti, Nur; Ratnasari, Silvia
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19106

Abstract

Mathematical communication ability is essential, especially in learning geometry to understand trigonometric comparisons. However, many students still face difficulties in communicating mathematical problem-solving processes. Augmented Reality (AR) visualizes 2D and 3D objects, helping solve problems and improving communication. This study aims to develop and evaluate the quality of teaching materials and worksheets (LKPD) assisted by AR on geometric comparison topics to enhance students' mathematical communication ability. The research uses the Plomp development model, which includes initial investigation, design, realization/construction, testing, evaluation, revision, and implementation phases. Validation involves five experts, consisting of two lecturers and three subject teachers, while the practicality test includes 33 high school students in Banten, Indonesia. The study results show that the teaching materials and LKPD achieve an average validity of 88.25% (very valid), practicality of 88.2% (very practical), and effectiveness based on student activity observation sheets of 85.6%. The students’ test results reach 86.6% (very effective). The mathematical communication test also indicates that 10 students are in the moderate category, and 23 students have high communication ability, with an N-Gain of 64.2% (quite effective). Based on these results, the teaching materials and AR-assisted LKPD are valid, practical, and effective, making them suitable for mathematics learning.
Development of Genially-based interactive learning media to enhance junior high school students’ mathematical literacy and mathematical disposition Hartanto, Rio Tri; Nasrullah, Anton; Nisa, Ratu Khoirotun; Hina, Shahzadi
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.22032

Abstract

Mathematics learning at the junior high school level continues to face various challenges, particularly the low levels of students’ mathematical literacy and mathematical disposition, which are largely caused by the limited availability of interactive learning media. Students often experience difficulties in understanding problem information, organizing concepts, and constructing solutions systematically, especially in the topic of integers. This study aimed to develop Genially-based interactive learning media for the topic of integers for seventh-grade junior high school students and to evaluate its validity and practicality. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The developed media were validated by a media expert, a subject-matter expert, and a language expert, and their practicality was tested through small-scale and large-scale trials involving junior high school students. The validation results indicated that the learning media achieved average scores of 86% from the media expert, 93% from the subject-matter expert, and 98% from the language expert, all of which fell into the “very valid” category. Meanwhile, the practicality test results showed scores of 86% in the small-scale trial and 84% in the large-scale trial, both of which were categorized as “very practical.” Based on these findings, the Genially-based interactive learning media were considered feasible for use and demonstrated potential to support the development of junior high school students’ mathematical literacy and mathematical disposition. This study contributes to mathematics education research by providing empirically validated evidence on the feasibility of Genially-based interactive learning media as an effective alternative to support students’ mathematical literacy and mathematical disposition, particularly in the topic of integers.
Implementation of the Cooperative Creative Problem Solving (CPS) Model using Interactive LKPD to Improve Literacy Abilities and Learning Interest Safitri, Violin Rahma; Hamidah, Hamidah; Nisa, Ratu Khoirotun; Kusuma, Jaka Wijaya
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 3 No. 1 (2025): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v3i1.48

Abstract

This study aims to analyze the effectiveness of the implementation of the Cooperative Creative Problem Solving (CPS) learning model assisted by interactive Student Worksheets (LKPD) in improving students' mathematical literacy skills and learning interest at SMP Negeri 16 Serang City. The study used a quasi-experimental design with a non-equivalent control group design. The sample consisted of two classes, namely the experimental class (n = 40) which was given CPS learning with interactive LKPD based on Live Worksheet, and the control class (n = 40) which used conventional learning. Data were collected through mathematical literacy tests and learning interest questionnaires given before and after the learning. The results of data analysis showed that the experimental class achieved a significant increase in mathematical literacy skills with an average N-gain of 0.7873 (high category), while the control class only achieved 0.4644 (medium category). Independent t-test analysis showed a significant difference between the two classes (p < 0.05). Furthermore, student learning interest in the experimental class also increased, with an average score of 86% (very strong category), higher than the control class's score of 70.75% (strong category). Thus, the CPS learning model assisted by interactive student worksheets (LKPD) has proven effective in improving students' mathematical literacy skills and learning interest. Educators are advised to widely implement this model, supported by digital media, to support active and meaningful learning.
Co-Authors Alfiyanti, Fina Aminah, Mimih Anton Nasrullah, Anton Hamidah . Hartanto, Rio Tri Hidayanti, Nur Hina, Shahzadi Jaka Wijaya Kusuma Mira Marlina Ratnasari, Silvia Safitri, Violin Rahma Santika, Aan Widya Dwiyanti