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Symbolic and Didactic Appraisal of Lenrie Peters “The Panic of Growing Older"
No full textThis paper conveys a legitimate role of poetry to society. The introductory background conveys the role of poetry in society. The students\u27 languages learning process for improvement of understanding and decoding of the symbiotic relationships of diction and literary art are made bare. It further portrays the importance and significance of poetry to students and society. The set objectives manifest a better scrutiny of poetry in unavailing the inner perimeters of poetry analysis; the use of appropriate diction, symbols and the moral lessons attached to poems and other literary art. Based on Barthes symbiotic theory, the paper digresses the connotative and denotative use of language in Lenrie Peters\u27 poem \u27The Panic of Growing Older\u27. Though the theory\u27s major focus is on symbolism and didactive meaning of work of art, how best such diction and symbols can be helpful in the interpretation of a poem are brought to bear in the analysis and discussions in this paper. The analysis of the poem translates the serious stages of man\u27s life on earth. The discussion does not only interpret what is indicated by the poet but relay them to the knowledge of the irreversible ageing features to set a tone for awareness and expected domain one finds himself or herself at that stage of life as described by the Lenrie Petters. Certainly, the paper gears towards the lessons shared in the poem to direct the upcoming youth on expectant challenges to be prepared for as on keeps growing which is inevitable. The brilliant use of diction to denote the intention of the poet is also discussed
ANANALYSIS OF BULLYING BEHAVIOR ON STUDENT CHARACTER DEVELOPMENT AT SMPN 5 GARUT (Case Study at SMPN 5 Garut)
No full textThe number of bullying cases among students is very disturbing and worrying in the midst of the learning process at school that researchers found at SMPN 5 Garut. The purpose of the research conducted was to determine the forms and types of bullying behavior, to determine the impact of bullying behavior on the development of student character and to determine the role of school teachers and peers in handling bullying behavior and the formation of positive character of students. The method used in this research is a qualitative approach with a case study, by collecting data using in-depth interviews with sources directly related to bullying behavior such as guidance counseling teachers, student affairs, OSIS children and the location of the research was carried out at SMPN 5 Garut. The results of the research conducted showed that the forms of bullying that occurred at SMPN 5 Garut included verbal bullying, physical bullying and cyber bullying. The impacts resulting from bullying include students becoming anxious, depressed, traumatized and shy. Meanwhile, the role of teachers and peers in efforts to handle and prevent bullying is by conducting anti-bullying socialization, creating a harmonious learning environment and collaborating with students to create a conducive learning atmosphere. This is proven by the effectiveness of the handling carried out by the school, both by guidance and counseling teachers, student affairs, and peers
Problem-Based Learning and Social Emotional Analysis of Students\u27 Written Math Communication
Full text linkPenelitian ini bertujuan untuk menganalisis komunikasi matematika tertulis siswa kelas VIII SMP terhadap materi kongruensi konstruksi segitiga. Pengumpulan data dilakukan melalui dua metode, yaitu tes tertulis untuk mengukur komunikasi matematis dan observasi untuk menilai aspek sosial-emosional siswa dengan menggunakan model pembelajaran berbasis masalah. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Teknik analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan klasifikasi berdasarkan kategori tinggi, sedang, dan rendah dalam indikator komunikasi matematis. Berdasarkan hasil analisis, siswa dengan tingkat sosial-emosional yang tinggi menunjukkan komunikasi matematis yang tinggi, memungkinkan mereka untuk mengekspresikan dan menafsirkan ide matematika secara tertulis serta menggunakan simbol matematika dalam pemecahan masalah. Sebaliknya, siswa dengan tingkat sosial-emosional rendah menunjukkan kesulitan dalam mengekspresikan ide-ide matematika secara tertulis. Simpulan dari penelitian ini menunjukkan bahwa terdapat hubungan antara tingkat sosial-emosional dengan kemampuan komunikasi matematis siswa. Implikasinya, guru perlu mempertimbangkan integrasi pendekatan sosial-emosional dalam pembelajaran untuk meningkatkan komunikasi matematis siswa secara optimal dan merata.
This study aims to analyze the written mathematical communication of eighth-grade junior high school students regarding the topic of triangle construction congruence. Data collection was conducted through two methods: a written test to measure mathematical communication and observation to assess students\u27 socio-emotional aspects using a problem-based learning model. This study employed a descriptive method with a qualitative approach. Data analysis techniques were carried out through data reduction, data presentation, and drawing conclusions, with classification based on high, medium, and low categories in mathematical communication indicators. Based on the analysis results, students with high socio-emotional levels demonstrated strong mathematical communication, enabling them to express and interpret mathematical ideas in writing and use mathematical symbols in problem-solving. Conversely, students with low socio-emotional levels showed difficulty in expressing mathematical ideas in writing. The conclusions of this study indicate a relationship between socio-emotional levels and students\u27 mathematical communication abilities. Consequently, teachers need to consider integrating socio-emotional approaches into learning to optimally and equitably improve students\u27 mathematical communication
Analysis of Mathematical Concept Understanding and Responsibility in Learning with Padlet
Full text linkPemahaman konsep matematis dan tanggung jawab merupakan aspek penting dalam pembelajaran Kalkulus, namun mahasiswa masih mengalami kesulitan dalam memahami konsep. Penggunaan Padlet sebagai media kolaboratif ditawarkan untuk mendorong partisipasi aktif. Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep matematis dan tanggung jawab pada pembelajaran dengan Padlet. Metode penelitian menggunakan kualitatif dengan strategi studi kasus. Data diperoleh dari mahasiswa mata kuliah Kalkulus Integral di Program Studi Pendidikan Matematika, Universitas Islam Nusantara melalui wawancara, observasi, dokumentasi, dan angket. Teknik pengolahan data: pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan mahasiswa belum memenuhi seluruh indikator kemampuan pemahaman konsep matematis; M1 dan M5 hanya memenuhi satu indikator, sementara M2 tidak memenuhi satupun. Sebaliknya, tanggung jawab meningkat, ditunjukkan oleh konsistensi M5 serta peningkatan M1 dan M2. Padlet menumbuhkan tanggung jawab, tetapi perlu dioptimalkan dengan menambahkan fitur diskusi aktif yang lebih terstruktur untuk mendukung ketercapaian kemampuan pemahaman konsep matematis.
Mathematical concept understanding and responsibility are crucial in Calculus learning, yet students often struggle with these concepts. The use of Padlet as a collaborative media is offered to encourage active participation. This study aims to analyze the ability to understand mathematical concepts and responsibility in learning with Padlet. The research method used is qualitative with a case study strategy. Data were obtained from students of the Integral Calculus course in the Mathematics Education Study Program, Universitas Islam Nusantara, through interviews, observations, documentation, and questionnaires—data processing techniques: collection, reduction, presentation, and conclusion. The results indicate that students have not met all the mathematical concept understanding ability indicators. Specifically, M1 and M5 meet only one indicator, while M2 does not meet any. In contrast, responsibility increases, indicated by the consistency of M5 and the increase in M1 and M2. Padlet fosters responsibility, but it needs to be optimized by adding more structured active discussion features to support the achievement of understanding mathematical concepts
Critical Thinking in Mathematics Education: A Systematic Literature Review and Bibliometric Analysis
No full textMinat akademis terhadap berpikir kritis dalam pendidikan matematika terus meningkat, tetapi pemetaan kontribusi ilmiah yang menyeluruh masih terbatas. Studi ini memadukan tinjauan pustaka sistematis dan analisis bibliometrik untuk memetakan tren publikasi, fokus tema, dan jejaring kolaborasi riset. Menggunakan protokol PRISMA, artikel dihimpun dari Scopus dengan kata kunci “critical thinking” dan “mathematics education” hingga 3 Juli 2025. Dari 2.088 catatan awal, 142 artikel memenuhi kriteria. Analisis VOSviewer menunjukkan pertumbuhan publikasi yang stabil dalam lima tahun terakhir, dengan dominasi studi kualitatif. Tema-tema utama meliputi integrasi berpikir kritis dalam kurikulum matematika, penerapan model pembelajaran inovatif seperti Problem-Based Learning dan kelas terbalik, serta pengembangan instrumen asesmen untuk keterampilan berpikir tingkat tinggi. Tinjauan ini merangkum lima komponen inti berpikir kritis matematis: pemecahan masalah autentik, pertanyaan reflektif, penalaran, evaluasi, dan strategi metakognitif, yang mendukung pemahaman konseptual dan fleksibilitas kognitif. Implikasinya, pendidik dan peneliti perlu mengintegrasikan komponen tersebut dalam desain pembelajaran dan asesmen, serta menguji efektivitasnya melalui studi empiris pada berbagai konteks dan jenjang pendidikan.
Academic interest in critical thinking in mathematics education has increased, yet comprehensive mapping of scholarly contributions remains limited. This study combines a systematic literature review and bibliometric analysis to identify publication trends, key themes, and research collaboration networks. Using the PRISMA protocol, articles were retrieved from Scopus with the keywords “critical thinking” and “mathematics education,” covering publications up to July 3, 2025. Of 2,088 initial records, 142 articles met the eligibility criteria. VOSviewer mapping shows steady publication growth over the past five years, with qualitative studies as the dominant approach. Major themes include integrating critical thinking into the mathematics curriculum, applying innovative instructional models such as Problem-Based Learning and flipped classrooms, and developing assessment instruments for higher-order thinking skills. This review summarizes five core components of mathematical critical thinking authentic problem solving, reflective questioning, reasoning, evaluation, and metacognitive strategies which support conceptual understanding and cognitive flexibility. These findings imply that educators and researchers should embed these components into teaching and assessment designs and examine their effectiveness through empirical studies across diverse contexts and educational levels
Students’ Learning Trajectories in Understanding Linear Equations System with Three Variables (SPLTV)
No full textThis study aims to describe the alignment of hypothetical learning trajectories (HLT) in SPLTV designed with the actual learning processes that occur in the classroom and the reasoning processes students go through in understanding SPLTV. This present study is the result of the first cycle of the design research method with three stages, namely preliminary design, teaching experiment, and retrospective analysis. Data collection was carried out through interviews with teachers and students, observation in the classroom, study of students\u27 answer sheets during the teaching experiment, and analysis of photos or videos taken during the research. Data analysis was conducted by using data triangulation, which involves comparing the HLT designed as a reference with the actual learning that occurred and reviewing the results of observations, documentation, digital footprints, and interviews. The research findings indicate that students’ learning trajectories develop through levels of thinking, from understanding basic algebraic concepts to discovering formal procedures for solving SPLTV. The study concludes that HLT, designed as a local learning instruction theory, can provide students’ reasoning paths and prove that appropriate instructional design supports the process of independent rediscovery without neglecting the necessary levels of understanding
Pengaruh Media Pembelajaran Digital Math Maze Terhadap Hasil Belajar Matematika Materi Pecahan Di SD Kristen Harmony Kupang
No full textAbstrak
Penelitian ini bertujuan untuk mengetahui pengaruh media pembelajaran digital Math Maze terhadap hasil belajar matematika materi pecahan di kelas V SD Kristen Harmony Kupang. Permasalahan utama dalam pembelajaran matematika adalah rendahnya hasil belajar siswa, kurangnya keterlibatan aktif, serta minimnya media interaktif dan inovatif. Math Maze, sebagai game edukatif digital, diharapkan dapat meningkatkan minat, motivasi, dan pemahaman siswa dalam mempelajari materi yang abstrak. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain pretest-posttest control group. Sampel terdiri dari dua kelas: kelompok eksperimen (15 siswa, menggunakan Math Maze) dan kelompok kontrol (15 siswa, metode konvensional). Pengumpulan data dilakukan melalui tes hasil belajar, observasi, wawancara, dan dokumentasi. Analisis data mencakup uji validitas, reliabilitas, normalitas, homogenitas, uji-t, gain score, dan regresi linier sederhana. Hasil penelitian menunjukkan bahwa Math Maze memberikan pengaruh positif dan signifikan terhadap hasil belajar. Rata-rata nilai posttest kelompok eksperimen (84,67) lebih tinggi daripada kelompok kontrol (72,40), dengan gain ternormalisasi 0,56 (kategori sedang). Uji-t menunjukkan perbedaan signifikan (Sig. = 0,000 < 0,05), serta persepsi siswa turut memengaruhi peningkatan hasil belajar.
Kata Kunci : Media Pembelajaran Digital; Math Maze; Hasil Belajar; Matematika; Pecahan
Abstract
This study aims to determine the effect of digital learning media Math Maze on mathematics learning outcomes on fraction material in grade V of SD Kristen Harmony Kupang. The main problems in mathematics learning are low student learning outcomes, lack of active involvement, and minimal interactive and innovative media. Math Maze, as a digital educational game, is expected to increase students\u27 interest, motivation, and understanding in learning abstract material. This study uses a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The sample consisted of two classes: the experimental group (15 students, using Math Maze) and the control group (15 students, conventional method). Data collection was carried out through learning outcome tests, observations, interviews, and documentation. Data analysis included validity, reliability, normality, homogeneity, t-test, gain score, and simple linear regression tests. The results showed that Math Maze had a positive and significant effect on learning outcomes. The average posttest score of the experimental group (84.67) was higher than the control group (72.40), with a normalized gain of 0.56 (moderate category). The t-test showed a significant difference (Sig. = 0.000 < 0.05), and student perceptions also influenced the improvement of learning outcomes.Keywords: Digital Learning Media; Math Maze; Learning Outcomes; Mathematics; Fraction
Pengembangan Aplikasi Cerita Rakyat Sape untuk Meningkatkan Literasi Budaya Generasi Muda di Kecamatan Sape
No full textAbstrak
Perkembangan pesat dalam ranah teknologi informasi dan komunikasi telah menghadirkan pergeseran fundamental dalam tatanan kehidupan manusia, termasuk dalam lingkup pendidikan. Temuan peneliti di lapangan menunjukkan bahwa masih banyak generasi muda Sape yang tidak mengetahui tentang cerita rakyat setempat. Penelitian ini bertujuan untuk mengembangkan aplikasi Cerita Rakyat berbasis Android sebagai media literasi budaya dalam upaya melestarikan cerita rakyat Sape. Metode yang digunakan adalah Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Aplikasi dikembangkan menggunakan platform Kodular dan divalidasi oleh dua ahli media. Uji coba dilakukan terhadap 25 pemuda berusia 15–24 tahun dengan metode pretest dan posttest. Hasil validasi menunjukkan tingkat kelayakan sebesar 88,89%, sedangkan hasil uji efektivitas menunjukkan peningkatan skor literasi budaya dengan nilai N-gain rata-rata sebesar 0,64 yang termasuk kategori sedang menuju tinggi. Penelitian ini membuktikan bahwa aplikasi Cerita Rakyat efektif sebagai sarana edukasi dan pelestarian budaya lokal. Lebih dari itu, integrasi teknologi digital dengan konten budaya lokal memiliki potensi jangka panjang sebagai strategi kultural untuk memperkuat identitas lokal secara berkelanjutan dan lintas generasi di tengah arus globalisasi. Aplikasi ini juga berfungsi sebagai sarana dokumentasi budaya yang dapat direplikasi di daerah lain, serta mendorong keterlibatan generasi muda dalam pelestarian nilai budaya melalui media digital yang adaptif dan inklusif.
Kata Kunci: Teknologi Informasi, Pelestarian Budaya, Cerita Rakyat, Aplikasi Android, Literasi Budaya
Abstract
The rapid advancement of information and communication technology has brought fundamental changes to human life, including in the field of education. Field findings indicate that many young people in Sape are still unfamiliar with their own local folktales. This study aims to develop an Android-based application called Cerita Rakyat as a cultural literacy tool to help preserve the region’s folktales. The research employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The application was developed using the Kodular platform and validated by two media experts. It was tested on 25 youth aged 15–24 using a pretest and posttest approach. Validation results showed a feasibility rate of 88.89%, while effectiveness testing revealed an increase in cultural literacy scores, with an average N-gain value of 0.64, categorized as medium to high. The findings confirm that the Cerita Rakyat application is effective as an educational tool and a means of preserving local culture. Furthermore, integrating digital technology with local cultural content has long-term potential as a cultural strategy to strengthen local identity in a sustainable and intergenerational manner amidst globalization. The application also serves as a digital cultural documentation tool that can be replicated in other regions, encouraging youth engagement in preserving cultural values through inclusive and adaptive digital media.
Keyword: Information Technology, Cultural Preservation, Folklore, Android Application, Cultural Literac
Persepsi Siswa Kelas VI Sekolah Dasar terhadap Soal Cerita Matematika
No full textPenelitian ini bertujuan mengetahui persepsi siswa kelas VI sekolah dasar terhadap soal cerita matematika. Penelitian ini menggunakan desain deskriptif kuantitatif dengan teknik simple random sampling. Sampel penelitian berjumlah 28 siswa SDN Setia Asih 01, sedangkan 20 siswa lainnya terlibat dalam tahap uji coba. Data dikumpulkan menggunakan angket berisi 26 butir valid (reliabilitas = 0,850) dan dianalisis dengan teknik persentase. Hasil penelitian menunjukkan mayoritas siswa memiliki persepsi negatif terhadap soal cerita matematika, terutama pada aspek pemahaman bahasa soal dan penentuan operasi hitung yang tepat. Temuan ini menunjukkan bahwa siswa mengalami kesulitan dalam menyelesaikan soal cerita matematika. Penelitian ini merekomendasikan guru untuk menggunakan metode pembelajaran yang lebih kreatif dan kontekstual serta bahasa yang lebih sederhana agar siswa lebih mudah memahami soal cerita
Praktik Kepemimpinan Kepala Sekolah dalam Pengelolaan Pendidikan di SDN 1 Kadugede
No full textPenelitian ini bertujuan untuk mendeskripsikan praktik kepemimpinan kepala sekolah dalam pengelolaan pendidikan di SDN 1 Kadugede, Kabupaten Kuningan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan gaya kepemimpinan transformatif dan partisipatif. Kepemimpinan transformatif terlihat dari upaya membangun budaya refleksi di kalangan guru dan staf, serta mendorong inovasi dalam pembelajaran. Gaya partisipatif tercermin dalam kolaborasi yang erat dengan orang tua dan masyarakat, yang memungkinkan terciptanya lingkungan yang mendukung pengembangan siswa. Selain itu, kepala sekolah juga menunjukkan transparansi dalam pengelolaan anggaran dan berfokus pada pengembangan kurikulum yang sesuai dengan karakteristik siswa. Penelitian ini menekankan bahwa kepemimpinan yang adaptif, partisipatif, dan transparan sangat penting untuk meningkatkan kualitas pendidikan dasar dan menciptakan iklim pendidikan yang inklusif dan berkualitas