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All Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora Journal of Creative Power and Ambition (JCPA) IEC: Journal of Educational Innovation
Sindi Aulia
Universitas Nurul Jadid
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PELATIHAN BERHITUNG CEPAT DENGAN METODE JARIMATIKA DI MTSN 1 PROBOLINGGO Syadidul Itqan; Lilik Nur Susilowati; Sindi Aulia; Wulan Lailatul Mufidah; Imroatul Ma’rufah; Ika Rizqiyanti; Diana Putri
IEC: Journal of Educational Innovation Vol 1 No 1 (2025): Desember
Publisher : PT Cendekia Education Center

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Abstract

Multiplication is a fundamental topic in mathematics learning that often presents challenges for students, particularly in achieving speed and accuracy in calculations. This issue was identified among ninth-grade students at MTsN 1 Probolinggo, where learning practices were found to be less engaging and insufficient in supporting students’ conceptual understanding. To address this problem, this community service activity implemented the Jarimatika method as an innovative instructional approach to improve students’ multiplication skills. Jarimatika employs concrete and kinesthetic visualization through the use of fingers, which is suitable for the cognitive characteristics of junior secondary school students. The activity was conducted through three main stages: needs-based planning, participative training, and game-based evaluation. During the participative training stage, students actively practiced multiplication techniques using Jarimatika under guided instruction, while the game-based evaluation aimed to reinforce speed and accuracy in a positive and competitive learning atmosphere. The results demonstrated that students experienced greater ease in performing multiplication operations and showed high levels of enthusiasm and active participation throughout the learning process. Although quantitative measurements were not employed, qualitative observations indicated improvements in students’ confidence, responsiveness, and engagement in mathematics learning. These findings suggest that the Jarimatika method is effective in creating an interactive and enjoyable learning environment and has strong potential to enhance students’ motivation and learning outcomes in mathematics.
Meningkatkan Hasil Belajar Matematika Materi Bilangan Bulat Melalui Pendekatan Kontekstual Pada Siswa Kelas VII MTsN 1 Probolinggo Sindi Aulia; Moh Syadidul Itqon; Nurul Isnaini
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 6 No. 1: AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v6i1.9070

Abstract

This classroom action research (CAR) aims to improve mathematics achievement in integers in seventh grade students of MTsN 1 Probolinggo through the application of the Contextual Teaching and Learning (CTL) approach, and to describe students' responses to the application of this approach. The contextual approach emphasizes learning through 'experience' rather than 'memorization' and connects learned concepts to the real world. This study uses the Kemmis and Taggart spiral model of CLAR, which consists of two cycles. The subjects of the study were seventh grade students of MTsN 1 Probolinggo in the 2025/2026 academic year. The results of Cycle I showed an average formative test score of 175.86 with a classical completion percentage of 51.72% (15 out of 29 students completed the test), which did not meet the classical success indicators (e.g., 85%). After improvements in Cycle II, the average formative test score increased to 104.83, with 27 students completing the test, so that the classical completion percentage reached 93.10%. This significant improvement demonstrates that the implementation of contextual learning strategies is effective in improving mathematics learning outcomes and meeting classical completeness standards.
The Effect of the Think-Pair-Share (TPS) Learning Model on the Mathematical Problem-Solving Ability of Grade VII Students Sindi Aulia; Arini Hidayati
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 02 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.v4i02.1764

Abstract

The low achievement of students' mathematical problem-solving abilities is frequently caused by the perception that mathematics is an abstract and difficult subject, particularly regarding seventh-grade algebraic material. Conventional learning processes tend to make students passive in constructing their own understanding. Therefore, an instructional model is required that can stimulate student independence, collaboration, and critical thinking skills through systematic problem-solving stages. This study aims to determine whether or not there is a significant influence of implementing the Think-Pair-Share (TPS) learning model on the mathematical problem-solving ability of seventh-grade students on algebraic material. This study used a quantitative approach with a Quasi-Experimental research type, utilizing the Nonequivalent Control Group Design. The data collection instrument consisted of mathematical problem-solving essay tests designed based on Polya's stages. The final data analysis technique used for hypothesis testing was the non-parametric statistical Mann-Whitney U Test. Based on the results of data analysis, it can be concluded that the implementation of the Think-Pair-Share (TPS) learning model shows a significant influence on the mathematical problem-solving ability of seventh-grade students on algebraic material.
Co-Authors Arini Hidayati Diana Putri Ika Rizqiyanti Imroatul Ma’rufah Lilik Nur Susilowati Moh Syadidul Itqon Nurul Isnaini Syadidul Itqan Wulan Lailatul Mufidah