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All Journal Research and Development in Education (RaDEn) JPPG (Jurnal Pendidikan Profesi Guru)
Z. Zukhrufurrohmah
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia
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Strengthening activeness and learning interest in mathematics through problem-based learning among Grade XI Students Fitri Andriani; Z. Zukhrufurrohmah; Alfi Nelli
Jurnal Pendidikan Profesi Guru Vol. 5 No. 1 (2024): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v5i1.26519

Abstract

Based on the initial classroom observation in class XI-I, it was found that several students were passive and lacked enthusiasm during mathematics lessons. This was attributed to low curiosity about the subject matter and the use of monotonous teaching models. This study is a Classroom Action Research (CAR) aimed at increasing student activeness and learning interest in mathematics through the implementation of the Problem-Based Learning (PBL) model. The research subjects were 36 students of class XI-I in the 2023/2024 academic year. Data collection techniques included observation of student activeness, learning interest, implementation of learning, and learning interest questionnaires. The results indicated a positive impact of PBL on the learning process, with student activeness increasing by 9.44%, learning interest by 9.03%, questionnaire scores by 6.94%, and the implementation of the learning model by 5.95%. These findings suggest that Problem Based Learning is effective in improving students' activeness and interest in learning mathematics.
Increasing students’ learning activity and motivation in advanced mathematics through problem-based learning assisted by online learning media Faren Hasna Hafizha; Z. Zukhrufurrohmah
Jurnal Pendidikan Profesi Guru Vol. 6 No. 3 (2025): Desember
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i3.43579

Abstract

Low participation and weak learning motivation often hinder students’ progress in advanced mathematics. This classroom action research investigated whether Problem-Based Learning (PBL) supported by online learning media could enhance Grade XI students’ learning activity and motivation at SMA Negeri 1 Malang, Indonesia. Quizizz and Wordwall served as platforms. Thirty-five students in class XI-3 participated in two cycles (planning, action, observation, reflection), each comprising two meetings. Data were collected through structured observations of activity and motivation, a motivation questionnaire, and a learning-implementation checklist, and were analyzed descriptively using percentages. Results showed consistent gains from Cycle 1 to Cycle 2: activity increased from 72% to 86%, observed motivation from 70% to 85%, and questionnaire motivation from 74% to 89%. The overall average rose from 75% to 87%, exceeding the success criterion (≥76%).
Visualizing the invisible: A deep learning-based VR module to enhance students’ communication of integral area concepts Alfiani Athma Putri Rosyadi; Octavina Rizky Putri Utami; Mohammad Syaifuddin; Z. Zukhrufurrohmah; Rabia Rasheed
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.43848

Abstract

Background-Students' low mathematical communication skills are caused by difficulties in visualizing abstract calculus concepts, such as integral areas. Objectives-This study aims to develop and evaluate a deep learning-based VR module specifically designed to enhance students' mathematical communication skills. Method-This study is a Research and Development (R&D) project employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research instruments included expert validation sheets, mathematical communication ability tests (pre-test and post-test), and student response questionnaires. Data were analyzed descriptively to determine validity and effectiveness through the N-Gain test. Results-The results indicate that the developed VR module met high validity criteria, with an average score of 88.8% from both subject matter and media experts. The implementation of this module significantly improved students' mathematical communication skills, as evidenced by an increase in the average score from 58.5 to 84.2, with an N-Gain value of 0.62 (moderate category). Conclusions-The deep learning-based VR module is proven to be a valid and effective tool in assisting students to communicate complex mathematical concepts.
Co-Authors Alfi Nelli Alfiani Athma Putri Rosyadi Faren Hasna Hafizha Fitri Andriani Mohammad Syaifuddin Octavina Rizky Putri Utami Rabia Rasheed