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Ani Ismayani

Bio: Ani Ismayani is an academic researcher. The author has contributed to research in topics: Mathematics education & Coding (social sciences). The author has an hindex of 1, co-authored 1 publications receiving 4 citations.

Papers
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Journal ArticleDOI
TL;DR: In this paper , the authors discuss how coding can be integrated in mathematics learning to achieve its goals, grounded on some references tracing and empirical observations in a limited scope, and several examples of coding activities and their forms of integration with mathematics lessons at school are discussed.
Abstract: Coding or computer programming is believed to promote students' computational thinking skills, one of the essential skills in the 21st century. Nowadays, computational thinking is even considered as a new type of literacy that students need to master. By means of coding, students are trained to be competent in problem solving through various activities that stimulate logical, creative, critical, and analytical thinking. These qualities make coding widely promoted as medium and means of learning mathematics. This paper discusses how coding can be integrated in mathematics learning to achieve its goals, grounded on some references tracing and empirical observations in a limited scope. Furthermore, several examples of coding activities and their forms of integration with mathematics lessons at school are discussed.
Journal ArticleDOI
TL;DR: In this paper , penelitian and pengembangan ini dilakukan dengan tujuan untuk mengembangkan produk ying bernama AR-Geo, yaitu buku ajar berbasis Augmented Reality (AR), and implementasinya dalam meningkatkan kemampuan spasial siswa pada pembelajaran matematika materi 3-dimensi (3-D).
Abstract: Penelitian dan pengembangan (Research & Development) ini dilakukan dengan tujuan untuk mengembangkan produk yang bernama “AR-Geo”, yaitu buku ajar berbasis Augmented Reality (AR), dan implementasinya dalam meningkatkan kemampuan spasial siswa pada pembelajaran matematika materi 3-dimensi (3-D). Langkah-langkah penelitian yang ditempuh menggunakan model 4-D dengan tahapan: (1) define (pendefinisian), (2) design (perancangan), (3) develop (pengembangan), dan (4) disseminate (penyebaran), tujuannya adalah agar produk yang dihasilkan benar-benar valid dan dinyatakan efektif digunakan dalam pembelajaran di kelas. Kata kunci: Penelitian dan Pengembangan (R&D), AR-Geo, Augmented Reality (AR), kemampuan spasial, model 4-D.

Cited by
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Proceedings Article
03 Jan 2019
TL;DR: Project Based Learning (PjBL) model as mentioned in this paper disebabkan model pembelajaran ying dipakai bersifat tradisional and kurang bervariasi, ketidaksesuaian model ying digunakan, guru kurng memperhatikan variabel ying mempengaruhi kemampuan komunikasi matematis, siswa tidak menguasai materi prasyarat, and tidak memadainya sarana prasarana sek
Abstract: Rendahnya kemampuan komunikasi matematis disebabkan model pembelajaran yang dipakai bersifat tradisional dan kurang bervariasi, ketidaksesuaian model yang digunakan, guru kurang memperhatikan variabel yang mempengaruhi kemampuan komunikasi matematis, siswa tidak menguasai materi prasyarat, dan tidak memadainya sarana prasarana sekolah. Rendahnya kemampuan komunikasi matematis menjadikan siswa tidak mampu memahami ide-ide matematis, dan sulit mengkomunikasikan ide-ide tersebut dalam bahasa simbol, tabel, diagram, atau media lainnya sehingga siswa kurang mampu menyelesaikan permasalahan matematis. Studi literatur ini membahas strategi model Project Based Learning (PjBL) yaitu produk teoritik konseptual yang menawarkan strategi meningkatkan kemampuan komunikasi matematis dalam pendekatan realistik dengan bantuan media Youtube. Strategi model PjBL dilaksanakan melalui pembelajaran proyek dengan menghubungkan pembelajaran dengan kehidupan nyata. Hal ini sesuai dengan salah satu prinsip PjBL yang menghubungkan pembelajaran dengan pendekatan realistik. Tugas proyek akan lebih terfasilitasi dengan bantuan teknologi yang digunakan yaitu Youtube sehingga kemampuan komunikasi matematis siswa dapat ditingkatkan. Model PjBL yang merupakan modifikasi dari Doppelt (2005): (1) Merancang kegiatan proyek berpendekatan realistik (2) Analisis sistem dengan mengidentifikasi dan mencari informasi permasalahan berpendekatan realistik dengan bantuan Youtube (3) Mempertimbangkan solusi alternatif untuk rancangan masalah berpendekatan realistik (4) Memilih salah satu solusi alternatif (5) Menentukan jadwal pelaksanaan dan penyusunan prototype (6) Evaluasi proses kegiatan sebagai bentuk refleksi.

7 citations

Journal ArticleDOI
14 Sep 2020
TL;DR: In this article, the effectiveness of the team assisted individualization model assisted by Ludo media on learning outcomes in terms of the problem-solving ability of fraction material was analyzed in a quantitative study using pre-experimental design in the form of a one-group pretestposttest design.
Abstract: The low competence of mathematical knowledge caused by the lack optimal use of the learning model makes it difficult for students to understand the learning material. The purpose of this study was to analyze the effectiveness of the Team Assisted Individualization model assisted by Ludo media on learning outcomes in terms of the problem-solving ability of fraction material. This type of research was a quantitative study using pre-experimental design in the form of a one-group pretestposttest design. The number of samples in this study was all students of class IV, amounting to 26 students using saturated sampling type sampling. Data collection in this study was obtained through interviews, tests and documentation. The results of data analysis obtained tcount 9.698 and ttable 1.706 with a significant level of 5%. Because t_count> ttable is 9.698> 1.706, so H_0 is rejected, which means that there are differences in pretest and posttest learning outcomes. Then the twoparty t-test of problem-solving abilities shows that tcount> ttable is 8,000> 1,671 then H_0 is rejected, so there is a significant difference in learning outcomes seen from the problem-solving ability using the Team Assisted Individualization model with groups that are taught with conventional models in grade IV SD. The Team Assisted Individualization model assisted by Ludo media is effectively applied in the learning process to improve student learning outcomes for fractions.

7 citations

Journal ArticleDOI
TL;DR: The application of project based blended learning in analyzing mathematical spatial literacy is described in this paper , where data analysis is quantitative data analysis in the form of descriptive statistical tests and differential statistical tests, the type of research used is pre-experimental with a one-shot case study design, the subject is taken by simple random sampling using purposive sampling technique.
Abstract: The application of project based blended learning in analyzing mathematical spatial literacy is described in this article. The research method used is descriptive quantitative. Participants in the study consisted of 33 students of class XI at one public high school in Bandung Regency. The type of research used is pre-experimental with a one-shot case study design, the subject is taken by simple random sampling using purposive sampling technique. Data analysis in this study is quantitative data analysis in the form of descriptive statistical tests and differential statistical tests. Based on the results of calculations using descriptive statistical tests that students in the high category were 10 students (3%), the medium category was 21 students (64%) and the low category was 2 students (6%). The results of the differential analysis for the normality test of the data are not normally distributed and from the results of the calculation of the median test obtained 0,0148782 ≥ 0,025, this means that the results of this test conclude that at a 95% confidence interval, the median mathematical spatial literacy ability of students after the Project based blended learning model is applied can reach KKM.

2 citations

Journal ArticleDOI
TL;DR: In this article , the authors analyzed the effect of HOTS learning model and learning motivation towards learning achievement of SKI subjects at MIN 2 Pemalang in 2019/2020.
Abstract: The objectives to be achieved in the discussion of this tesi are 1. To analyze the effect of the HOTS learning model on the learning achievement of SKI subject at MIN 2 Pemalang, 2. To analyze the effect of learning motivation on learning achievement of SKI subject at MIN 2 Pemalang, 3. To analyze the effect HOTS learning model and learning motivation towards learning achievement of SKI subjects at MIN 2 Pemalang. This type of research is quantitative research with a quasi experimental approach. The population in this study were students of class V.B and class V students in MIN 2 Pemalang academic year 2019/2020. The data is collected through a questionare instrument of learning motivation variables and also the results of student tests as a variable of student achievement. The results of the data are processed through statistical calculations and the average correlation, obtained through the use of SPSS 21.0. Data analysis using t-test with a significance level. The results of this study are as follows: 1) There is a significant influence on the HOTS learning model on the learning achievement of SKI subjects. 2) There is a significant influence on the learning motivation learning achievement of SKI subjects. 3) There is a significant influence on the HOTS learning model and learning motivation on SKI subject learning achievement.