Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Walada: Journal of Primary Education Riemann : Research of Mathematics and Mathematics Education
Yudi Darma
Universitas PGRI Pontianak
Education Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Pengembangan Modul Ajar Interaktif Berbasis Differentiated Instruction Dalam Materi Geometri Untuk Mengakomodasi Keberagaman Kemampuan Pemecahan Masalah Matematis Siswa Mts Mujahidin Pontianak Zahra Mahdiyyah; Yudi Darma; Rahman Haryadi
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.705

Abstract

Abstract: Background: This study aimed to develop an Interactive Teaching Module based on Differentiated Instruction in geometry material to accommodate the diversity of mathematical problem-solving abilities of seventh-grade students at MTs Mujahidin Pontianak. The study employed a Research and Development (R&D) method using the 4D development model modified into 3D, consisting of the define, design, and develop stages. The research subjects consisted of four expert validators, namely two Mathematics Education lecturers, one Information Technology Education lecturer, one mathematics teacher, and 30 seventh-grade students as the trial subjects. Data were collected through validation sheets, teacher and student response questionnaires, and tests of mathematical problem-solving abilities. The results showed that the module met the criteria of being highly valid with an average validation score of 94.7%, highly practical based on teacher responses of 93.33% and student responses of 85.58%, and effective with an average posttest score of 71.67 and a learning mastery percentage of 66.67%. The module also improved students’ activeness, enthusiasm, and ability to solve problems using Polya’s problem-solving stages according to their respective abilities. Therefore, the module is feasible to be used in mathematics learning to support the diversity of students’ abilities.
Pengembangan Modul Ajar Interaktif Berbasis Differentiated Instruction Untuk Mengakomodasi Keberagaman Kemampuan Pemecahan Masalah Matematis Siswa Zahra Mahdiyyah; Yudi Darma; Rahman Haryadi
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.790

Abstract

Mathematics learning in schools still faces obstacles in the form of diversity in students' mathematical problem-solving abilities that have not been optimally accommodated in the learning process. This study aims to develop an Interactive Teaching Module based on Differentiated Instruction for geometry material for seventh-grade students at MTs Mujahidin Pontianak and to determine its level of validity, practicality, and effectiveness. The study used the Research and Development method with a 4D development model modified into 3D, including the define, design, and develop stages. The research subjects consisted of four expert validators and 30 seventh-grade students as trial subjects. Data were collected through validation sheets, teacher and student response questionnaires, and mathematical problem-solving ability tests. The results showed that the module obtained a very valid category with an average of 94.7%; very practical, based on teacher responses of 93.33% and students of 85.58%; and effective, with an average posttest of 71.67 and learning completeness of 66.67%. The research findings show that the Interactive Teaching Module based on Differentiated Instruction is suitable for supporting adaptive, interactive mathematics learning and is oriented towards developing students' mathematical problem-solving abilities in line with diverse learning abilities.
Ethno-mathematic Design in Statistical Analysis Content (Numeracy Literacy Development Study) Wandra Irvandi; Yudi Darma
Riemann: Research of Mathematics and Mathematics Education Vol. 6 No. 2 (2024): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/ynqfjt10

Abstract

The mathematics learning process can be carried out by using and utilizing social phenomena, culture, and other aspects. In the past and currently, mathematics has developed in culture and society, even integrating culture with mathematics. Therefore, it is necessary to involve existing phenomena to overcome various existing problems, including mathematical problems. Therefore, it is necessary to teach mathematics in schools by depicting the context of the origin of mathematical ideas by utilizing culture so that it becomes meaningful learning for students, in this case called ethnomathematics. This short article tries to examine Ethnomathematics Design. In Statistical Analysis Content (Numeracy Literacy Development Study). The method used in this research is ethnography with a qualitative approach. The research results show that the development of ethnomathematics design can go through the definition stage to the initial development stage. From this development stage, an ethnomathematics design in statistical analysis content was produced. The design of ethnomathematics in statistical analysis content is a must-see for the philosophical value of ethnomathematics in its development.
The Role of H5P-Based Interactive Media in The Mathematics Learning Process Wandra Irvandi; Yudi Darma
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 2 (2025): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/reimann.v7i2.101

Abstract

Educational transformation in the digital era utilizes various technologies to improve the quality of learning and provide innovative learning experiences. This use of technology not only changes the way we learn and teach but also creates a more adaptive and responsive educational environment in the digital era. This study focuses on the integration of interactive media based on H5P to improve mathematical problem-solving skills. The research method used a literature review to examine the relationship between technology and mathematical problem-solving skills. The results show that interactive media based on H5P can be utilized to make learning more innovative. The media meets the criteria of validity, practicality, and effectiveness, making it suitable for use in the learning process.
Co-Authors Rahman Haryadi Wandra Irvandi Wandra Irvandi Zahra Mahdiyyah