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All Journal AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Elemen JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) AKSIOMA KALAMATIKA Jurnal Pendidikan Matematika Desimal: Jurnal Matematika ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) JURNAL PENDIDIKAN TAMBUSAI Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah FONDATIA Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Autentik : Jurnal Pengembangan Pendidikan Dasar MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jurnal Riset Pembelajaran Matematika Sekolah Koordinat : Jurnal Pembelajaran Matematika dan Sains Pasundan International of Community Services Journal (PICS-J) Jurnal PEKA (Pendidikan Matematika) SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Pedagogia: Jurnal Ilmiah Pendidikan ANTHOR: Education and Learning Journal Al-Irsyad Journal of Mathematics Education International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Pendidik Indonesia SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Mathematics Education Journal
Rohimah, Siti Maryam
Universitas Pasundan
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Enhancing mathematical literacy among prospective teachers: Effectiveness of an RME-based learning design Taufiqulloh Dahlan; Dadang Iskandar; Siti Maryam Rohimah; Moh. Nurhadi; Acep Roni Hamdani
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.31971

Abstract

Textbooks exert minimal influence on learning outcomes, underscoring the urgent need to develop high-quality, context-responsive teaching materials for prospective educators. This study designed, validated, and evaluated Realistic Mathematics Education (RME)-based instructional materials using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework. Participants included 60 prospective teachers from Pasundan University, randomly assigned to experimental (RME-based materials) and control (conventional textbook) groups. Data were collected through observations, questionnaires, and achievement tests, with ANOVA used for analysis. Expert validation scores were high: material experts (91.86%), learning model experts (92.58%), and peers (92.40%), confirming strong validity. Practicality was similarly high, with small-group and large-group student assessments scoring 92.40% and 92.03%, respectively. Post-intervention, the experimental group outperformed the control group significantly (mean scores: 91.8 vs. 69.5; Δ = 22.3), supported by robust statistical evidence: F(1,47) = 45.07, p < 0.001, η² = 0.49, Cohen’s d = 1.39—indicating a large effect size. Findings confirm the RME-based materials are valid, practical, and highly effective in improving prospective teachers’ learning outcomes. Broader implementation and adaptation to other mathematics topics are strongly recommended.
Conceptual and procedural errors of pre-service elementary teachers in solving educational research statistics problems Siti Maryam Rohimah; Sarah Anida Putri; Yullys Helsa
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.v12i1.32327

Abstract

Pre-service elementary teachers often make errors in educational research and problem-solving, highlighting the need to examine the nature and causes of these errors. This study employed a qualitative descriptive case study design to identify the types of errors made by Elementary School Teacher Education (ESTE) students in solving educational research statistics problems and to examine the factors contributing to these errors. The participants were 58 ESTE students enrolled in a statistics course at a private university in Indonesia. Data were collected through problem-solving tests, interviews, and classroom observations. The test instrument was used to assess students’ understanding of statistical concepts, while interviews and observations explored cognitive and contextual factors influencing error occurrence. The findings indicate that conceptual errors occurred in 17% of cases and procedural errors in 22%. Conceptual errors were primarily due to difficulties interpreting statistical software outputs, whereas procedural errors were associated with inaccuracies in applying formulas and performing calculations. These findings contribute to a clearer theoretical understanding of conceptual and procedural errors in statistics learning and highlight the need for instructional approaches that balance conceptual and procedural aspects in educational research statistics.
Pengaruh Model Problem Based Learning (PBL) Berbantuan Media Kahoot untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Siswa Sekolah Dasar Renata Sutisna Firmansyah; Siti Maryam Rohimah; Devi Rahmiati
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.662

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning (PBL) berbantuan media Kahoot terhadap kemampuan berpikir kritis matematis siswa sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain non-equivalent control group. Subjek penelitian terdiri atas 56 siswa kelas IV sekolah dasar yang dibagi menjadi kelas eksperimen dan kelas kontrol. Teknik pengumpulan data menggunakan tes, observasi, dan dokumentasi. Analisis data dilakukan melalui analisis statistik deskriptif, uji normalitas, uji homogenitas, uji hipotesis, uji N-gain, dan uji effect size. Hasil penelitian menunjukkan bahwa rata-rata nilai pretest kelas eksperimen sebesar 32,86 dan kelas kontrol sebesar 39,54, sedangkan rata-rata nilai posttest kelas eksperimen sebesar 79,57 dan kelas kontrol sebesar 70,92. Hasil uji N-gain menunjukkan terdapat perbedaan peningkatan kemampuan berpikir kritis matematis yang lebih tinggi pada kelas eksperimen (0,70; kategori tinggi) dibandingkan dengan kelas kontrol (0,54; kategori sedang) yang menunjukkan bahwa penerapan model Problem Based Learning (PBL) berbantuan media Kahoot lebih efektif dalam meningkatkan kemampuan berpikir kritis matematis siswa. Selain itu, hasil uji effect size sebesar 0,554 menunjukkan bahwa model PBL berbantuan media Kahoot memberikan pengaruh besar terhadap kemampuan berpikir kritis matematis siswa. Dengan demikian, model Problem Based Learning berbantuan media Kahoot efektif digunakan untuk meningkatkan kemampuan berpikir kritis matematis siswa sekolah dasar dibandingkan pembelajaran Inquiry Learning.
Pengaruh Model Problem Based Learning Berbantuan Cabri Geometry 3D Terhadap Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa SD Meiyunisa, Rika; Rohimah, Siti Maryam; Sunata
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/gzkn4853

Abstract

This research was conducted to address the mathematical Low mathematical problem-solving attainment among Grade IV learners at SDN 066 Halimun provided the starting point for this investigation. The inquiry compared outcomes from two instructional settings: Problem-Based Learning integrated with Cabri Geometry 3D and conventional classroom teaching. It also examined the extent of improvement achieved by each class. The study adopted a quantitative quasi-experimental framework using a nonequivalent control group design. Fifty learners were chosen through purposive sampling, with 25 placed in the experimental class and 25 in the comparison class. Evidence was obtained from an eight-question constructed-response test and observations of classroom activity. IBM SPSS Statistics 29.0 was used to conduct normality and variance-homogeneity checks, an Independent Samples t-test, and normalized-gain analysis. The final-score comparison yielded a significance level below 0.001, confirming a meaningful difference between the classes. Normalized gain reached 0.62 for the experimental class and 0.34 for the comparison class; both fell within the moderate range, but the experimental increase was markedly larger. Within the limits of this study, combining problem-oriented learning with dynamic three-dimensional geometry supported mathematical problem solving more strongly than conventional instruction.
Innovation in Numeracy Learning Through Immersive Media for Pre-Service Teachers in Professional Education Siti Maryam Rohimah; Yuni Indriyani; Eggie Nugraha; Subaryo Subaryo
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v10i2.36651

Abstract

This research presents an innovative approach to numeracy instruction for pre-service elementary school teachers using holographic images. The primary contribution is the integration of low-cost, mobile-based holographic prototyping within teacher education to enhance spatial reasoning, foster interdisciplinary learning, and support experiential pedagogy. This research aims to analyze prospective teachers' perspectives on holographic media in numeracy learning, with a focus on their experiences in designing and evaluating hologram prototypes for classroom use. A qualitative methodology was adopted, involving 59 pre-service teachers from an elementary teacher education program. Data collection utilized questionnaires and semi-structured interviews, with thematic analysis employed to identify key patterns and themes. Participants engaged in an iterative design process, developing and testing several holographic prototypes, which resulted in a truncated pyramid configuration optimized for mobile-based projection. The analysis identified four principal themes: interdisciplinary applicability, pedagogical strategies for young learners, development of holographic problem-solving skills, and improved spatial–structural understanding. The findings suggest that holographic learning activities enhance student engagement, deepen conceptual understanding, and strengthen both spatial and collaborative skills. This study extends the literature on numeracy and STEM education by illustrating the effective integration of immersive holographic media into pre-service teacher training as a practical and pedagogically valuable instructional innovation. 
Co-Authors Ahmad Ahmad Ahmad, Ahmad Anaya, Salma Nur Andinisa Rahmaniar, Andinisa Anisa Nurjanah Azyra Fitria Amalika Beni Yusepa Beni Yusepa Ginanjar Putra Bunga Yasmin Oktapianti Carlian, Yayan Dadang Iskandar, Dadang Dadang Juandi Darhim Darhim Darta, Darta Desi Anawati Devi Rahmiati Dheni Harmaen Dian Kusmaharti Drs. H. Ramlan M.Sn. Eggie Nugraha Eggie Nugraha Eka Firmansyah Faizah, Hanim Farah, Zahida Fazriyah, Nurul Fitria, Amie Hamdani, Acep Roni Hendrayani, Dhea Ihsan Saeful Rohim Indriyani, Yuni Inggriyani, Feby Jayawarsa, A.A. Ketut Luluk Faridah Meilany, Parida Meiyunisa, Rika Moh Nurhadi Moh. Nurhadi, Moh. Muhammad Rifqi Mahmud Ningtias, Auliyah Indah Nurcahyo, Anggoro Ari Nurdiansah, Yusup Nurfadhilah, Tiara Rossa Nurhadi, Mohd. Nurqodariyah, Utamy Oktapianti, Bunga Yasmin Permana, Jaka Praja, Azis Lukman Pratiwi, Inne Marthyane Puri Pramudiani Putri, Sarah Anida R, Salma Fauziah Rachman, Zulfikar Ali Ramlan Renata Sutisna Firmansyah Reva Intelliana Anggraeni Rina Indriani Sarah Anida Putri Septi Nurul Hasanah Siti Sholiha Nurfaidah Siti Sholiha Nurfaidah Subaryo Subaryo Sufyani Prabawanto, Sufyani Sunata Taufiqulloh Dahlan Taufiqulloh Dahlan Trian Pamungkas Alamsyah, Trian Pamungkas Turmudi Via Yustitia Violina Resty Lavayette Wahyu Sopandi Wulandari, Cindy Wulandari, Eka Dyah Ayu Yullys Helsa Yuni Indriani