Journal Universitas Sarjanawiyata Tamansiswa (UST)
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Development augmented reality in problem-based learning: Strengthening students' mathematical communication ability
No full textMathematical communication ability is essential, especially in learning geometry to understand trigonometric comparisons. However, many students still face difficulties in communicating mathematical problem-solving processes. Augmented Reality (AR) visualizes 2D and 3D objects, helping solve problems and improving communication. This study aims to develop and evaluate the quality of teaching materials and worksheets (LKPD) assisted by AR on geometric comparison topics to enhance students' mathematical communication ability. The research uses the Plomp development model, which includes initial investigation, design, realization/construction, testing, evaluation, revision, and implementation phases. Validation involves five experts, consisting of two lecturers and three subject teachers, while the practicality test includes 33 high school students in Banten, Indonesia. The study results show that the teaching materials and LKPD achieve an average validity of 88.25% (very valid), practicality of 88.2% (very practical), and effectiveness based on student activity observation sheets of 85.6%. The students’ test results reach 86.6% (very effective). The mathematical communication test also indicates that 10 students are in the moderate category, and 23 students have high communication ability, with an N-Gain of 64.2% (quite effective). Based on these results, the teaching materials and AR-assisted LKPD are valid, practical, and effective, making them suitable for mathematics learning
Examination of student’s mathematical literacy in solving PISA questions on space and shape content in terms of metacognitive awareness
No full textStudents that possess mathematical literacy are better able to identify, use, and interpret to solve difficulties in their daily lives. Students' mathematical literacy still needs to be improved, particularly in the areas of space and shape, according to the findings of the PISA survey conducted in Indonesia and observations made at SMA Negeri 10 Semarang. Metacognitive awareness, or students' capacity to successfully plan, monitor, and assess their problem-solving techniques, is one element that contributes to the development of mathematical literacy. Nevertheless, in the context of Indonesian mathematical literacy, this component is still hardly ever thoroughly examined. The purpose of this study is to explore students' mathematical literacy as they work with space-related PISA questions and shape content while taking into account their degree of metacognitive awareness. A descriptive qualitative methodology is employed, and data is gathered via expert-validated questionnaires, mathematics literacy assessments, and interviews. Reducing data, presenting data, and writing conclusions are all steps in the data analysis process.26 students from class X-3 at SMA Negeri 10 Semarang served as the study's subjects. They were divided into three groups low, medium, and high according to the answers to the metacognitive awareness questionnaire. The findings demonstrated that 15.38% of students with low metacognitive awareness could only complete one mathematical literacy test, which is problem formulation. Two indicators creating problems and employing concepts were met by students with moderate metacognitive awareness (65.38%). Formulating, employing, and understanding mathematical concepts were the three markers that students with high metacognitive awareness (19.23%) were able to meet simultaneously. This study confirms the importance of metacognitive awareness in improving mathematical literacy
Perbadingan Kemampuan Berpikir Kritis Siswa antara Problem Based Learning dengan Inquiry Learning
No full textThe research aims to determine the differences in applying the PBL and Inquiry learning models to students' critical thinking skills. The subjects of this study were class XI TBKR and XI TAB SMK Tunas Harapan Pati in the 2023/2024 academic year. The data used in this study were obtained from pretests and posttests. The pre-test is to determine that the sample has the same ability, while the poster determines the difference in ability after being given the given model. The post-test scores are explained using the dependent t-test (paired t-test). Before being analyzed with the dependent t-test, the second score was first tested for normality using the Lilliefors formula and the homogeneity test using the Barlett test. The average posttest results for students who were given PBL was 87.08, while for students who were given inquiry was 79.48. Based on the hypothesis test, the conclusion is that applying the PBL learning model gives students better critical thinking skills than students who are given the inquiry learning model
The impact of chatgpt-assisted problem-based learning on students physics achievement and their chatgpt acceptance
No full textAs a new technology, ChatGPT has been integrated into teaching and learning, but there is still a lack of studies on ChatGPT-assisted problem-based learning in physics. Therefore, this study investigates its integration in relation to students’ academic achievement and ChatGPT acceptance. This study used a quasi-experimental design with 65 students who divided into an experimental class and a control class. Data were collected via pre- and post-tests and analyzed using Rasch analysis, ANCOVA, t-test, and DIF, supported by validated instruments and expert review. The study found that students in the experimental group, who used ChatGPT-assisted Problem-Based Learning (PBL), showed significantly higher post-test scores in physics compared to the control group. Wright Map and DIF analyses revealed stronger performance on higher-order conceptual items among the experimental group. ANCOVA confirmed a large effect size (η² = 0.715) for the intervention. Rasch analysis of ChatGPT acceptance showed that the experimental group had higher agreement with most items, and independent t-tests indicated significantly greater acceptance across variables like attitude, habit, and behavioral intention. These findings support ChatGPT-assisted PBL as effective for both learning outcomes and technology acceptance.Sebagai teknologi baru, ChatGPT telah diintegrasikan ke dalam proses pembelajaran, namun masih minim penelitian terkait penggunaan ChatGPT dalam pembelajaran berbasis masalah (Problem-Based Learning/PBL) di bidang fisika. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki integrasi ChatGPT dalam pembelajaran fisika, khususnya kaitannya dengan pencapaian akademik siswa dan tingkat penerimaan terhadap ChatGPT. Penelitian ini menggunakan desain kuasi-eksperimen dengan melibatkan 65 siswa yang dibagi ke dalam kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui pre-test dan post-test, kemudian dianalisis menggunakan analisis Rasch, ANCOVA, uji t, dan DIF, dengan dukungan instrumen yang tervalidasi serta tinjauan dari para ahli. Hasil penelitian menunjukkan bahwa siswa pada kelompok eksperimen yang mengikuti pembelajaran berbasis masalah dengan bantuan ChatGPT memperoleh skor post-test fisika yang secara signifikan lebih tinggi dibandingkan dengan kelompok kontrol. Analisis menggunakan Wright Map dan DIF menunjukkan kinerja yang lebih kuat pada item konsep tingkat tinggi di kelompok eksperimen. Hasil ANCOVA menunjukkan efek intervensi yang besar (η² = 0,715). Analisis Rasch terhadap penerimaan ChatGPT menunjukkan bahwa kelompok eksperimen memiliki tingkat persetujuan yang lebih tinggi terhadap sebagian besar item, dan uji t independen menunjukkan tingkat penerimaan yang secara signifikan lebih tinggi dalam variabel sikap, kebiasaan, dan niat berperilaku. Temuan ini mendukung efektivitas pembelajaran berbasis masalah dengan bantuan ChatGPT baik dari segi hasil belajar maupun penerimaan teknologi.
 
Innovation of guided inquiry IPA wave module using PhET simulation
No full textThis study is an ADDIE model- based development research aiming to develop and validate a guided inquiry-based science practicum module integrated with PhET Simulation on wave concepts for junior high school students. The research subjects were eighth-grade students at SMPN 9 Metro. The module was designed to address limitations in laboratory facilities and students' difficulties in comprehending abstract concepts. The development process was limited to the development phase, involving validation by material and media experts. Data were collected through quantitative descriptive assessment using a Likert scale instrument. The final product contains structured practicum activities aligned with guided inquiry syntax, supplemented with interactive simulations to support student comprehension. Validation results indicate that the module is highly feasible for use, with an average feasibility percentage of 97.4%. Feedback from validators strengthened the module's refinement, particularly in terms of appearance, clarity of instructions, and media integration. The combination of the inquiry approach and PhET Simulation not only supports independent learning but also helps students visualize wave concepts more concretely and engagingly. This module is recommended as an innovative learning media alternative that can encourage scientific literacy and strengthen 21st-century skills. The theoretical contribution of this study is the strengthening of the foundation for developing digital simulation-based and guided inquiry learning. Furthermore, the availability of a valid module that can be directly applied in junior high school science instruction represents the practical contribution of this research.Penelitian ini bertujuan untuk mengembangkan dan memvalidasi modul praktikum IPA berbasis inkuiri terbimbing yang terintegrasi dengan Simulasi PhET pada materi gelombang untuk jenjang SMP. Modul ini dirancang sebagai solusi atas keterbatasan fasilitas laboratorium dan kesulitan siswa dalam memahami konsep abstrak. Metode penelitian yang digunakan adalah kualitatif dengan instrumen validasi oleh ahli materi dan media. Data diperoleh melalui penilaian kualitatif dengan menggunakan instrumen skala likert. Produk akhir berisi kegiatan praktikum terstruktur yang selaras dengan sintaksis inkuiri terbimbing, dilengkapi dengan simulasi interaktif untuk mendukung pemahaman siswa. Hasil validasi menunjukkan bahwa modul ini sangat layak untuk digunakan, dengan persentase kelayakan rata-rata sebesar 97,4%. Umpan balik dari validator memperkuat penyempurnaan modul, terutama dalam hal tampilan, kejelasan instruksi, dan integrasi media. Kombinasi pendekatan inkuiri dan Simulasi PhET tidak hanya mendukung pembelajaran mandiri tetapi juga membantu siswa memvisualisasikan konsep gelombang secara lebih konkret dan menarik. Modul ini direkomendasikan sebagai alternatif media pembelajaran inovatif yang dapat mendorong literasi sains dan memperkuat keterampilan abad ke-21
Transformasi pembelajaran abad 21: menggali praktik baik implementasi P5 dalam kurikulum merdeka di sekolah dasar
No full textAbstract
The research aims to explore good practices of P5 in the Merdeka Curriculum in elementary schools related to the development of 21st century skills. The research uses a qualitative method with a case study design involving two elementary schools, namely SD Negeri 4 Suru and SD Negeri 3 Gundih. Data were collected through observation, interviews, and document analysis. The results showed that both schools have successfully implemented P5 by integrating 21st century skills, such as digital literacy and critical thinking. Supporting factors for the successful implementation of P5 include principal support, collaboration among teachers, availability of resources, and active involvement of students and parents. However, there are also some inhibiting factors, such as teachers' lack of understanding of P5 concepts and objectives, time constraints and high teacher workloads. This study provides empirical evidence on the potential of P5 in developing 21st century skills and student character in primary schools, and provides recommendations for schools and stakeholders to improve the quality of P5 implementation.
Keywords: self-contained curriculum; 21st century learning; P5; primary school
Penelitian bertujuan menggali praktik baik P5 dalam Kurikulum Merdeka di Sekolah Dasar yang terkait dengan pengembangan keterampilan abad ke-21. Penelitian menggunakan metode kualitatif dengan desain studi kasus yang melibatkan dua Sekolah Dasar, yaitu SD Negeri 4 Suru dan SD Negeri 3 Gundih. Data dikumpulkan melalui observasi, wawancara, dan analisis dokumen. Hasil penelitian menunjukkan kedua sekolah telah berhasil mengimplementasikan P5 dengan mengintegrasikan keterampilan abad ke-21, seperti literasi digital dan berpikir kritis. Faktor pendukung keberhasilan implementasi P5 antara lain dukungan kepala sekolah, kolaborasi antar guru, ketersediaan sumber daya, dan keterlibatan aktif siswa dan orang tua. Namun, terdapat juga beberapa faktor penghambat, seperti kurangnya pemahaman guru tentang konsep dan tujuan P5, keterbatasan waktu, dan beban kerja guru yang tinggi. Penelitian ini memberikan bukti empiris tentang potensi P5 dalam mengembangkan keterampilan abad ke-21 dan karakter siswa di Sekolah Dasar, serta memberikan rekomendasi bagi sekolah dan pemangku kepentingan untuk meningkatkan kualitas implementasi P5.
 
Analisis rendahnya kemampuan membaca peserta didik kelas IV di SD Negeri 01 Bali Agung
No full textThe phenomenon of low reading ability of fourth grade elementary school students is the main focus of this study. The purpose of this study is to analyze the low reading ability of fourth grade students of SD Negeri 01 Bali Agung. The method in this study uses a qualitative approach through case studies or problems. Data collection techniques in this study were through in-depth interviews with teachers, and direct observation of the learning process in the classroom. The results obtained from this study are that low reading ability can be caused by two factors, namely internal factors and external factors.Fenomena rendahnya kemampuan membaca peserta didik kelas IV Sekolah Dasar menjadi fokus utama dalam penelitian ini. Tujuan dari penelitian ini yaitu untuk menganalisis rendahnya kemampuan membaca peserta didik kelas IV SD Negeri 01 Bali Agung. Metode pada penelitian ini menggunakan pendekatan kualitatif melalui studi kasus atau problematika. Teknik pengumpulan data pada penelitian ini melalui wawancara mendalam dengan guru, dan observasi langsung terhadap proses belajar di kelas. Hasil yang didapatkan dari penelitian ini yaitu rendahnya kemampuan membaca dapat diakibatkan oleh dua faktor yaitu faktor internal dan faktor eksternal
PENERAPAN PENDEKATAN CULTURALLY RESPONSIVE TEACHING (CRT) MELALUI GAME WORDWALL UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA KELAS V SDN SARIREJO
No full text
This research aims to determine the application of the Culturally Responsive Teaching (CRT) approach through Worwall media to improve grade 5 mathematics learning outcomes. This type of research is Classroom Action Research (PTK) which is carried out in two cycles. The subjects of this research were 25 VA class students at SDN Sarirejo Semarang. Data collection techniques in this research are observation, tests, evaluation and documentation. The test technique uses pretest and posttest while the non-test technique uses observation, questionnaires and documentation. Data analysis techniques using quantitative descriptive. The results of the research show that the application of the Culturally Responsive Teaching (CRT) approach through wordwall media has improved student learning outcomes. The research results showed that in the pre-cycle, the average learning completeness was only 20%. After cycle 1, student learning outcomes increased by 50% to 70%. Until the second cycle, students who had completed increased to 90% and those who had not completed 10%. The conclusion of this research is that the application of Culturally Responsive Teaching (CRT) through Wordwall media is effective for improving student learning outcomes.
Penelitian ini bertujuan untuk mengetahui penerapan pendekatan Culturally Responsive Teaching (CRT) melalui media Worwall untuk meningkatkan hasil belajar matematika kelas 5. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek penelitian ini adalah 25 peserta didik kelas VA SDN Sarirejo Semarang. Teknik pengumpulan data dalam penelitian ini yaitu observasi, tes, evaluasi dan dokumentasi. Teknik tes menggunakan pretest dan posttest sedangkan teknik non tes menggunakan observasi, angket dan dokumentasi. Teknik analisis data dengan deskriptif kuantitatif. Hasil penelitian menunjukkan penerapan pendekatan Culturally Responsive Teaching (CRT) melalui media wordwall hasil belajar pseserta didik mengalami peningkatan. Hasil penelitian menunjukkan bahwa pada pra siklus, rata-rata ketuntasan belajar hanya 20% Setelah siklus 1, hasil belajar peserta didik meningkat 50% menjadi 70%. Hingga pada siklus II, peserta didik tuntas bertambah meningkat yaitu menjadi 90% dan yang belum tuntas 10%. Kesimpulan penelitian ini yaitu penerapan Culturally Responsive Teaching (CRT) melalui media Wordwall efektif untuk peningkatan hasil belajar peserta didik.
Manajemen Usaha Kesehatan Sekolah Dalam Mendukung Peningkatan Mutu Pendidikan Di SLB Negeri Pembina Yogyakarta
No full textThis study aims to determine the current management of the School Health Unit in Special Schools in an effort to support the improvement of the quality of education, especially in Pembina State Special Special Schools in Yogyakarta. This research uses a qualitative approach with descriptive qualitative type. The subjects of this study were school principals and teachers at the Pembina State Special School in Yogyakarta. Data collection techniques using observation, interviews, and documentation. To perform data analysis using the Miles and Huberman model with the steps of data collection, data condensation, data presentation, and drawing conclusions. Checking the validity of the data is by increasing persistence and using triangulation of sources and data collection techniques. The results of this study indicate that the management of the School Health Efforts at the Pembina State Special School in Yogyakarta has been going well starting from planning, organizing, directing, and controlling. Management of School Health Businesses at the Pembina State Special Special School in Yogyakarta has a direct and indirect positive impact on improving the quality of education at the Pembina Yogyakarta Special Special School
Penelitian ini bertujuan untuk mengetahui manajemen Unit Kesehatan Sekolah di Sekolah Luar Biasa saat ini dalam upaya mendukung peningkatan mutu pendidikan khususnya di Sekolah Luar Biasa Negeri Pembina Yogyakarta. Penelitian ini menggunakan pendekatan kualitatif dengan jenis kualitatif deskriptif. Subjek penelitian ini adalah kepala sekolah dan guru di Sekolah Luar Biasa Negeri Pembina Yogyakarta. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Untuk melakukan analisis data menggunakan model Miles dan Huberman dengan langkah pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Pemeriksaan keabsahan data yaitu dengan meningkatkan ketekunan dan menggunakan triangulasi sumber dan teknik pengumpulan data. Hasil penelitian ini menunjukkan bahwa manajemen Usaha Kesehatan Sekolah di Sekolah Luar Biasa Negeri Pembina Yogyakarta telah berjalan dengan baik mulai dari perencanaan, pengorganisasian, pengarahan, dan pengendalian. Manajemen Usaha Kesehatan Sekolah di Sekolah Luar Biasa Negeri Pembina Yogyakarta memiliki dampak positif secara langsung maupun tidak langsung terhadap peningkatan mutu pendidikan di Sekolah Luar Biasa Negeri Pembina Yogyakarta.
Peningkatan Kreatifitas Anak TK Dengan Pemanfaatan Sampah dan Barang Bekas Sebagai Media Pembelajaran
No full textThe problem of the large amount of waste around Mutiara Bunda Kindergarten, especially because of its location close to the TPA (Final Disposal Site), encourages the need for solutions to manage inorganic waste such as plastic, used bottles, cans, and cardboard. This study aims to increase the utility value of waste while spurring the creativity of children at Mutiara Bunda Kindergarten Baleharjo, Wonosari, Gunungkidul. The study was conducted through location observation, collaboration with TPA managers, teachers, parents, and school committees. Activities were integrated with the curriculum, utilizing used goods to increase children's creativity in learning and playing. The steps include preparing materials and tools, implementing activities, and evaluating and following up. The results of the study showed that the utilization of used goods significantly increased the utility value of waste, reduced waste, and supported children's creativity. Learning media from used goods helped clarify the material, motivated children to be more active, and increased cooperation. With good planning, the use of used goods can support the learning process effectively, facilitate the delivery of messages, and achieve learning goals. Optimizing these benefits is highly dependent on the teacher's ability to select and use learning media according to the goals and functions of education.Masalah banyaknya sampah di sekitar TK Mutiara Bunda, terutama karena lokasinya yang berdekatan dengan TPA (Tempat Pembuangan Akhir), mendorong perlunya solusi pengelolaan limbah anorganik seperti plastik, botol bekas, kaleng, dan kardus. Penelitian ini bertujuan meningkatkan nilai guna sampah sekaligus memacu kreativitas anak-anak TK Mutiara Bunda Baleharjo, Wonosari, Gunungkidul. Penelitian dilakukan melalui observasi lokasi, kerjasama dengan pengelola TPA, guru, orang tua, dan komite sekolah. Kegiatan diintegrasikan dengan kurikulum, memanfaatkan barang bekas untuk meningkatkan kreativitas anak dalam belajar dan bermain. Langkah-langkahnya meliputi penyiapan bahan dan alat, pelaksanaan kegiatan, serta evaluasi dan tindak lanjut. Hasil penelitian menunjukkan bahwa pemanfaatan barang bekas secara nyata meningkatkan nilai guna sampah, mengurangi limbah, dan mendukung kreativitas anak. Media pembelajaran dari barang bekas membantu memperjelas materi, memotivasi anak lebih aktif, serta meningkatkan kerja sama. Dengan perencanaan yang baik, penggunaan barang bekas dapat mendukung proses belajar secara efektif, memudahkan penyampaian pesan, dan mencapai tujuan pembelajaran. Optimalisasi manfaat ini sangat bergantung pada kemampuan guru dalam memilih dan menggunakan media pembelajaran sesuai tujuan dan fungsi pendidikan