Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JURNAL LINTAS KARSA
Verjunnea Ali Choiriyan
Universitas Tidar
Arts Economics, Econometrics & Finance Education Engineering Mathematics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pemberdayaan KWT Permai Tani Desa Gandusari Melalui Diversifikasi Produk Jamu Bubuk Bebas Gula Verjunnea Ali Choiriyan; Naila Durrotun Nasihah; Nabila Ayu Fatmawati; Ira Nurlita; Meyanda Eka Nuraeni
Jurnal Lintas Karsa Vol. 1 No. 2 (2025): Vol 1 No 2 (2025): Jurnal Lintas Karsa (Mei 2025)
Publisher : S1 Teknik Mesin Fakultas Teknik. Universitas Negeri Surabaya Gedung A6 Kampus UNESA Ketintang Surabaya 60231

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kelompok Wanita Tani (KWT) Permai Tani di Desa Gandusari memiliki potensi besar dalam pengembangan produk herbal tradisional. Untuk mengoptimalkan potensi tersebut, telah dilaksanakan program pemberdayaan masyarakat melalui diversifikasi produk jamu ke dalam bentuk bubuk dan bebas gula. Inisiatif ini dipandang sebagai solusi inovatif untuk meningkatkan nilai tambah serta daya saing produk di pasar modern. Metode pelaksanaan yang diterapkan meliputi kegiatan sosialisasi, pelatihan dan pendampingan, pengemasan produk, serta evaluasi. Hasil dari kegiatan ini menunjukkan bahwa diversifikasi produk mampu meningkatkan keterampilan dalam proses produksi dan menumbuhkan kesadaran akan pentingnya inovasi berkelanjutan terhadap produk. Program ini juga memberikan dampak positif terhadap peningkatan pendapatan keluarga serta memperkuat peran perempuan dalam perekonomian desa. Dengan demikian, diversifikasi produk jamu bebas gula terbukti menjadi langkah strategis dalam mendukung ketahanan pangan berbasis kearifan lokal.
Analysis of Interaction Patterns Among Deaf Students Through The Peer Tutor Method in Mathematics Learning Verjunnea Ali Choiriyan; Fadhilah Rahmawati; Nina Agustyaningrum
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1080

Abstract

Deaf students have characteristics of learning mathematics that are highly dependent on visual channels due to limited linguistic and sensory access, so that abstract mathematics learning often becomes a challenge. The mismatch between these characteristics and teachers' delivery of material that is predominantly verbal or uses complex language structures results in less effective learning communication. This study aims to gain an in-depth understanding of the patterns and dynamics of interaction among deaf students during the application of the peer tutoring method in mathematics learning, particularly in flat geometry. The research used a qualitative approach with a case study design involving 16 deaf students at SLB-B YPPALB Magelang City from elementary to high school levels, divided into four heterogeneous groups based on the level of hearing impairment, additional disabilities, and peer tutor roles. Data were collected through structured classroom observation, learning documentation, and semi-structured interviews, then analyzed through data reduction, data presentation, and conclusion drawing stages. The results showed that interactions between students through peer tutors were more intensive and effective than interactions between students and teachers. These findings are in line with Vygotsky's Social Constructivism theory, which emphasizes the role of social interaction and peer scaffolding in learning. Peer tutors function as linguistic and social mediators through sign language, gestures, and concrete representations, thereby facilitating the understanding of mathematical concepts. The dynamics of interaction are influenced by the degree of hearing loss, additional disabilities, and the communication skills of peer tutors. These findings recommend that mathematics learning for deaf students be strategically designed based on peer tutoring to improve interaction, participation, and conceptual understanding.
Co-Authors Fadhilah Rahmawati Ira Nurlita Meyanda Eka Nuraeni Nabila Ayu Fatmawati Naila Durrotun Nasihah Nina Agustyaningrum