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Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Published by Institut Agama Islam Negeri Lhokseumawe
ISSN : 27742865     EISSN : 27758990     DOI : 10.47766/arriyadhiyyat.v3i1
Core Subject : Education,
Education Mathematics
This journal aims to facilitate and promote dissemination of scholarly information on research and development in Mathematics and Mathematics Education. The articles published in this journal can result from research, conceptual thinking, ideas, innovations, best practices, and book reviews. The scopes of this journal include the following topic areas: 1. Algebra; 2. Analysis; 3. Applied mathematics; 4. Curriculum Development; 5. Educational Technology; 6. Geometry; 7. Instructions media; 8. Mathematics Teaching and Learning; 9. Statistics; 10. Teacher Education; 11. The curriculum; 12. Teacher education.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 66 Documents
 3   4   5   6   7 
Interactive Learning Media Using Google Sites to Enhance Students’ Understanding of Ratio Concepts in Grade VII Gina Putri Aulia; Surya Amami Pramuditya
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.5923

Abstract

This study aims to analyze the effectiveness of Google Sites as an interactive learning medium for teaching ratio concepts to Grade VII students. Despite increasing access to digital tools in education, the adoption of web-based platforms like Google Sites remains limited due to technical constraints and a lack of training among teachers. To address this, a learning website was developed using the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation) and implemented through a Research and Development (R&D) methodology. The platform included structured explanations, interactive exercises, videos, and quizzes aligned with the curriculum. A total of 45 students participated in the implementation phase, and their responses were evaluated using a student questionnaire. The results showed that 84.8% of students found the material presented on the Google Site to be clear and easy to understand, and 83.2% reported that it helped them grasp ratio concepts more effectively. The platform was also rated positively for design and navigation (80.8%). However, student motivation for independent learning was relatively lower at 73.8%, indicating the need for further development of interactive and engaging features. These findings suggest that Google Sites is effective in supporting conceptual understanding in mathematics, and its integration with blended learning and gamification strategies is recommended to enhance student motivation and engagement in digital learning environments.
Enhancing Students’ Conceptual Understanding in Mathematics through the Realistic Mathematics Education Model Amelia putri; Alfi Yunita; Ainil Mardiyah
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.5964

Abstract

This study investigates the effect of the Realistic Mathematics Education (RME) model on students’ conceptual understanding in mathematics within the framework of the Merdeka Curriculum. Despite curriculum reforms emphasizing student-centered learning, many classrooms remain teacher-centered, resulting in low levels of student engagement and poor conceptual understanding. This quasi-experimental study employed a one-group pretest-posttest design with a quantitative approach. The research involved students from class VIII.6 at MTsN 2 Pesisir Selatan, selected through purposive sampling. A total of four essay-type items were used in both pretest and posttest assessments, targeting three key indicators of conceptual understanding: restating concepts, applying problem-solving algorithms, and representing mathematical ideas in various forms. Data analysis involved normality and homogeneity tests, followed by a paired sample t-test to determine statistical significance. The results showed that students’ posttest scores improved significantly compared to their pretest scores, with a t-value of 18.63 exceeding the critical value at a 5% significance level. Qualitative analysis further supported the quantitative findings, as students demonstrated notable improvement across all indicators. These results suggest that the RME model effectively enhances students' conceptual understanding by fostering contextual learning, active participation, and collaborative problem-solving. The study concludes that RME is a promising instructional model that aligns well with the goals of the Merdeka Curriculum and recommends its broader implementation in mathematics education to improve learning outcomes.
Development and Evaluation of a Qur’an-Integrated Interactive Mathematics E-Module to Enhance Learning Interest in Integers Kartika, Sri; Maryam, Isnaeni
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.5969

Abstract

This study aims to develop and evaluate a Qur’an-integrated interactive mathematics e-module designed to enhance students’ interest in learning integers at the Grade VII level. Employing a Research and Development (R&D) methodology, the module was created using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted with students from Class VII B at MTs Ma’arif NU Pituruh. Data collection instruments included expert validation questionnaires, teacher and student response questionnaires, and pre- and post-use learning interest surveys. The expert validation process involved evaluations by subject matter experts, media experts, and religious integration experts, resulting in an overall validity score of 90.56%, categorized as highly valid. Supporting instruments achieved an average validation score of 87.50%, also considered highly valid. Practicality tests involving teachers and students yielded an average score of 81.35%, indicating that the e-module is highly practical for use in classroom settings. The effectiveness test, based on student learning interest before and after implementation, showed a significant increase—from an average of 40.62% to 73.67%—shifting from weak to strong interest. These findings demonstrate that the integration of Qur’anic values with interactive digital learning materials not only supports conceptual understanding but also enhances motivation and spiritual development. Therefore, the developed e-module is deemed valid, practical, and effective for mathematics instruction in Islamic educational contexts and aligns well with the objectives of the Merdeka Curriculum.
Development of Canva-Based Interactive Learning Media to Enhance MTs Students’ Understanding of Statistical Concepts Nisa, Rafika; Rosimanidar; Setiawan, Setiawan
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.6227

Abstract

This research aims to develop Canva-based interactive learning media to improve students' understanding of concepts in statistics materials at the MTs level. The research method used is Research and Development (R&D) by adapting the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model). The research subjects consisted of MTs grade IX students who participated in a small trial of 5 students and a large trial of 20 students. Data collection instruments include expert validation sheets, student response questionnaires, interviews, and pretest and posttest questions to measure understanding of concepts. The validation results showed media feasibility with a score of 84% (material experts) and 86% (media experts), so it was categorized as very good. The results of the small trial test with N-Gain obtained an average result of 0.90 in the high category and the results of the large trial test with N-Gain obtained an average result of 0.81 with the high category, The results of the response questionnaire in the small trial were 95.4% of the very good category. The results of a large trial test with an N-Gain of 0.81 in the high category, It can be concluded that Canva-based interactive learning media is effective and very feasible in improving students' understanding of concepts in statistical material.
Interactive Learning Media Using Google Sites to Enhance Students’ Understanding of Ratio Concepts in Grade VII Gina Putri Aulia; Surya Amami Pramuditya
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.5923

Abstract

This study aims to analyze the effectiveness of Google Sites as an interactive learning medium for teaching ratio concepts to Grade VII students. Despite increasing access to digital tools in education, the adoption of web-based platforms like Google Sites remains limited due to technical constraints and a lack of training among teachers. To address this, a learning website was developed using the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation) and implemented through a Research and Development (R&D) methodology. The platform included structured explanations, interactive exercises, videos, and quizzes aligned with the curriculum. A total of 45 students participated in the implementation phase, and their responses were evaluated using a student questionnaire. The results showed that 84.8% of students found the material presented on the Google Site to be clear and easy to understand, and 83.2% reported that it helped them grasp ratio concepts more effectively. The platform was also rated positively for design and navigation (80.8%). However, student motivation for independent learning was relatively lower at 73.8%, indicating the need for further development of interactive and engaging features. These findings suggest that Google Sites is effective in supporting conceptual understanding in mathematics, and its integration with blended learning and gamification strategies is recommended to enhance student motivation and engagement in digital learning environments.
Enhancing Students’ Conceptual Understanding in Mathematics through the Realistic Mathematics Education Model Amelia putri; Alfi Yunita; Ainil Mardiyah
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.5964

Abstract

This study investigates the effect of the Realistic Mathematics Education (RME) model on students’ conceptual understanding in mathematics within the framework of the Merdeka Curriculum. Despite curriculum reforms emphasizing student-centered learning, many classrooms remain teacher-centered, resulting in low levels of student engagement and poor conceptual understanding. This quasi-experimental study employed a one-group pretest-posttest design with a quantitative approach. The research involved students from class VIII.6 at MTsN 2 Pesisir Selatan, selected through purposive sampling. A total of four essay-type items were used in both pretest and posttest assessments, targeting three key indicators of conceptual understanding: restating concepts, applying problem-solving algorithms, and representing mathematical ideas in various forms. Data analysis involved normality and homogeneity tests, followed by a paired sample t-test to determine statistical significance. The results showed that students’ posttest scores improved significantly compared to their pretest scores, with a t-value of 18.63 exceeding the critical value at a 5% significance level. Qualitative analysis further supported the quantitative findings, as students demonstrated notable improvement across all indicators. These results suggest that the RME model effectively enhances students' conceptual understanding by fostering contextual learning, active participation, and collaborative problem-solving. The study concludes that RME is a promising instructional model that aligns well with the goals of the Merdeka Curriculum and recommends its broader implementation in mathematics education to improve learning outcomes.
Development and Evaluation of a Qur’an-Integrated Interactive Mathematics E-Module to Enhance Learning Interest in Integers Sri Kartika; Isnaeni Maryam
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.5969

Abstract

This study aims to develop and evaluate a Qur’an-integrated interactive mathematics e-module designed to enhance students’ interest in learning integers at the Grade VII level. Employing a Research and Development (R&D) methodology, the module was created using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted with students from Class VII B at MTs Ma’arif NU Pituruh. Data collection instruments included expert validation questionnaires, teacher and student response questionnaires, and pre- and post-use learning interest surveys. The expert validation process involved evaluations by subject matter experts, media experts, and religious integration experts, resulting in an overall validity score of 90.56%, categorized as highly valid. Supporting instruments achieved an average validation score of 87.50%, also considered highly valid. Practicality tests involving teachers and students yielded an average score of 81.35%, indicating that the e-module is highly practical for use in classroom settings. The effectiveness test, based on student learning interest before and after implementation, showed a significant increase—from an average of 40.62% to 73.67%—shifting from weak to strong interest. These findings demonstrate that the integration of Qur’anic values with interactive digital learning materials not only supports conceptual understanding but also enhances motivation and spiritual development. Therefore, the developed e-module is deemed valid, practical, and effective for mathematics instruction in Islamic educational contexts and aligns well with the objectives of the Merdeka Curriculum.
Development of Canva-Based Interactive Learning Media to Enhance MTs Students’ Understanding of Statistical Concepts Rafika Nisa; Rosimanidar; Setiawan Setiawan
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.6227

Abstract

This research aims to develop Canva-based interactive learning media to improve students' understanding of concepts in statistics materials at the MTs level. The research method used is Research and Development (R&D) by adapting the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model). The research subjects consisted of MTs grade IX students who participated in a small trial of 5 students and a large trial of 20 students. Data collection instruments include expert validation sheets, student response questionnaires, interviews, and pretest and posttest questions to measure understanding of concepts. The validation results showed media feasibility with a score of 84% (material experts) and 86% (media experts), so it was categorized as very good. The results of the small trial test with N-Gain obtained an average result of 0.90 in the high category and the results of the large trial test with N-Gain obtained an average result of 0.81 with the high category, The results of the response questionnaire in the small trial were 95.4% of the very good category. The results of a large trial test with an N-Gain of 0.81 in the high category, It can be concluded that Canva-based interactive learning media is effective and very feasible in improving students' understanding of concepts in statistical material.
Analyzing Epistemological Learning Obstacles on Limit Concept Using AVAE Framework in Prospective Mathematics Teacher Ulfah Nur Azizah; Encum Sumiaty; Nadia Ulfa
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.6243

Abstract

This study aims to identify the epistemological learning obstacles experienced by prospective mathematics teacher students in understanding the concept of limits in Calculus 1 lectures and the concept of limits. The primary focus of the analysis was conducted based on the categories of AVAE ERRORS (ARITH, VAR, AE, and EQS) related to the student's algebraic ability. The method employed was qualitative research involving 38 prospective mathematics teachers from one of the universities in West Java. Data was collected through written tests and confirmation interviews. The results showed that the most dominant epistemological learning obstacles were in the categories of AE (errors in algebraic expressions) and ARITH (arithmetic errors). These findings suggest that students struggle to apply prerequisite knowledge effectively to more complex limit problems. Therefore, a learning approach is needed that emphasizes not only algebraic procedures but also a deep conceptual understanding of the concept of limits.
Gender Differences in Mathematics Teaching Anxiety Among Pre-Service Mathematics Education Department Students Alicia Salsabila Putri; Yeshi Nurmala Ari Anti; Wahyunengsih
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.6293

Abstract

This study aims to determine the differences in anxiety and mathematics commonly experienced by prospective mathematics teachers. This study involved 25 respondents from the Mathematics Education Study Program. This study used a quantitative descriptive analysis approach and collected data in March 2025 using a digital questionnaire with a Likert scale. Descriptive statistics, including percentages, were used to analyze the data. Based on the study findings, female teachers were more anxious than their male counterparts, especially in terms of emotional pressure, teaching readiness, and understanding of gender roles in the classroom. These results indicate that both groups exhibit high levels of self-confidence, despite differences in anxiety levels based on gender. Therefore, to optimally prepare prospective mathematics teachers, teacher education programs should include techniques for managing anxiety in teaching. The small sample size and limited number of respondents are the main limitations of this study.

Page 6 of 7 | Total Record : 66

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