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Literasi Digital untuk Generasi Muda dan Insan Pendidik Kabupaten Garut yang Lebih Literat
No full textVarious sectors of life are currently being carried away by the current era of digitalization. Currently, literacy is not only limited to the ability to read and write but is developing towards digital literacy which is an important skill for every individual, including the younger generation and educators in the education sector. This service activity aims to discover strategies for integrating the digital world with education, the main components of integrating digital media with education, and the challenges in integrating digital media with the world of education. This service activity is conducted using an online seminar method for the community. Based on the results of the activities, information was obtained that: 1) implementation of digital media integration strategies with the world of education using appropriate methods and approaches from all parties such as educational institutions, the government, and the students\u27 parents; 2) the main components in integrating digital media with the world of education must be considered and well prepared, starting from technological infrastructure, learning resources and platforms, teacher competency development, curriculum integration, and hybrid learning approaches; and 3) challenges such as unequal access equality, security and privacy in the use of technology, adaptation and resilience in the integration of digital media with the world of education are things that must be faced together so that these challenges will become motivation for all parties to achieve one final goal, namely generation young people and educators who are literate about the digital world in the education sector.
Keywords: Digital Literacy, Young Generation, Educators, Educatio
Enhancing Mathematical Modeling and Ethnomathematics Learning Through Virtual Reality: A Case Study in Higher Education
No full textPenelitian ini menjawab kebutuhan inovasi dalam pembelajaran matematika dengan mengintegrasikan Virtual Reality (VR) pada mata kuliah Pemodelan Matematika dan Etnomatematika, sebuah terobosan yang membedakannya dari studi sejenis yang terbatas pada geometri. Berlandaskan teori konstruktivisme, pendekatan ini dirancang untuk menciptakan pengalaman belajar aktif yang meningkatkan keterlibatan, pemahaman konseptual, dan motivasi mahasiswa. Metode pengembangan 4D (Define, Design, Develop, Disseminate) digunakan dengan evaluasi melalui tes, survei (reliabilitas α=0,85), dan observasi. Hasil uji coba awal membuktikan efektivitas model ini, ditunjukkan oleh peningkatan signifikan dalam ketiga aspek tersebut. Konten VR yang dikembangkan telah memperoleh sertifikat HaKI, menjamin orisinalitasnya. Temuan penelitian ini tidak hanya menawarkan model integrasi teknologi imersif yang dapat diadopsi perguruan tinggi, tetapi juga merekomendasikan penelitian lanjutan dengan desain eksperimental dan evaluasi retensi pengetahuan jangka panjang untuk mendukung implementasi Kurikulum Merdeka Belajar secara lebih luas dan efektif.
This study addresses the need for innovation in mathematics learning by integrating Virtual Reality (VR) into the Mathematical Modelling and Ethnomathematics courses, a breakthrough that distinguishes it from similar studies limited to geometry. Based on constructivist theory, this approach is designed to create an active learning experience that increases student engagement, conceptual understanding, and motivation. The 4D (Define, Design, Develop, Disseminate) development method was used with evaluation through tests, surveys (reliability α=0.85), and observations. Initial trial results proved the effectiveness of this model, as shown by significant improvements in all three aspects. The developed VR content has obtained an intellectual property rights certificate, guaranteeing its originality. The findings of this study not only offer an immersive technology integration model that universities can adopt but also recommend further research with experimental designs and long-term knowledge retention evaluations to support the broader and more effective implementation of the Merdeka Belajar Curriculum
Comparing the Effectiveness of Learning Video Media and the Imitation Model in Enhancing Mathematical Learning Outcomes and Student Motivation
No full textAbstrak
Media pembelajaran memegang peran yang sangat penting dalam mencapai tujuan pendidikan, karena dapat membantu guru menyampaikan materi pelajaran dengan lebih efektif kepada siswa. Penelitian ini bertujuan untuk mengetahui perbedaan motivasi dan hasil belajar matematis siswa yang menggunakan media video pembelajaran dan model tiruan di SDN 3 Karangpawitan. Metode yang digunakan dalam penelitian ini adalah eksperimen dengan desain Quasi Eksperimental, tepatnya dengan model static group comparison design. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan dalam motivasi belajar antara siswa yang menggunakan media video pembelajaran dan model tiruan. Siswa yang menggunakan media video pembelajaran menunjukkan motivasi belajar sebesar 80%, yang tergolong dalam kategori "baik", sedangkan motivasi siswa yang menggunakan model tiruan hanya mencapai 46,4%, yang tergolong dalam kategori "kurang". Selain itu, hasil belajar matematis siswa yang menggunakan video pembelajaran mengalami peningkatan (gain) sebesar 0,717 yang termasuk dalam kategori tinggi, sementara siswa yang menggunakan model tiruan hanya mengalami peningkatan sebesar 0,248, yang tergolong dalam kategori rendah. Dengan demikian, penelitian ini menyimpulkan bahwa media video pembelajaran lebih efektif dalam meningkatkan motivasi dan hasil belajar matematis siswa dibandingkan dengan model tiruan.
Abstract
Learning media plays a crucial role in achieving educational goals, as it can help teachers deliver subject matter more effectively to students. This study aims to determine the differences in motivation and mathematical learning outcomes between students using instructional videos and simulation models at SDN 3 Karangpawitan. The method used in this study was a quasi-experimental experiment, specifically a static group comparison design. The results showed a significant difference in learning motivation between students using instructional videos and simulation models. Students using instructional videos demonstrated learning motivation of 80%, which is categorized as "good," while students using simulation models only achieved 46.4%, which is categorized as "poor." Furthermore, students using instructional videos experienced a gain of 0.717, which is categorized as high, while students using simulation models only experienced an increase of 0.248, which is categorized as low. Therefore, this study concludes that instructional videos are more effective in improving students\u27 motivation and mathematical learning outcomes compared to simulation models
Computational Thinking in Polyhedron: Student Analysis
No full textAbstrak
Computational Thinking (CT) penting dalam Pembelajaran bangun ruang sisi datar karena membantu siswa memahami masalah kompleks melalui berpikir matematis. Penelitian ini bertujuan menganalisis kemampuan CT siswa kelas VIII berdasarkan empat indikator: dekomposisi, pengenalan pola, abstraksi, dan algoritma. Metode yang digunakan adalah deskriptif kualitatif dan kuantitatif dengan tes berbasis konteks Tabot Bengkulu. Hasil menunjukkan siswa berada pada Kategori sedang, dengan capaian tertinggi pada abstraksi 73,75 dan terendah pada pengenalan pola 55,00. Temuan ini mengimplikasikan perlunya integrasi CT dalam evaluasi dan Pembelajaran Matematika untuk memperkuat kemampuan berpikir lagis siswa.
Abstract
Computational Thinking (CT) is important in learning polyhedra because it helps students understand complex problems through mathematical thinking. This study aims to analyze the CT abilities of eighth-grade students based on four indicators: decomposition, pattern recognition, abstraction, and algorithms. The methods used are descriptive, qualitative, and quantitative, with context-based tests from Tabot Bengkulu. The results show that students are in the moderate category, with the highest achievement in abstraction at 73.75 and the lowest in pattern recognition at 55.00. These findings imply the need to integrate CT into mathematics evaluation and learning to strengthen students\u27 logical thinking skills
PCK Based Learning Design: Development Through Design Research to Improve Matematics Teachers’ Teaching Skills
Full text linkUntuk dapat mengajar secara efektif, seorang guru tidak hanya dituntut memahami konten materi, tetapi juga mampu menyampaikannya sesuai dengan karakteristik siswa melalui penguasaan Pedagogical Content Knowledge (PCK). Keterampilan ini menjadi kunci pencapaian tujuan pembelajaran. Penelitian ini bertujuan mengembangkan desain pembelajaran berbasis PCK yang dapat meningkatkan keterampilan mengajar guru matematika. Metode yang digunakan adalah design research model Plomp, yang terdiri dari tahapan preliminary research, prototyping phase, dan assessment phase. Subjek penelitian adalah tiga guru matematika, dengan instrumen berupa RPP dan lembar observasi. Hasil penelitian menunjukkan bahwa: (1) Desain pembelajaran berbasis PCK dapat dikembangkan dalam bentuk RPP yang mengacu pada konsep PCK John K. Lannin, dengan adaptasi berupa penekann pada identifikasi student thinking, pemilihan representasi matemais yang bervariasi, serta perencanaan antisipasi kesulitan siswa berdasarkan PCK Mathematics Lesson Plan Template; dan (2) RPP tersebut terbukti efektif dalam meningkatkan keterampilan mengajar guru. Secara keseluruhan, desain pembelajaran berbasis PCK mampu memfasilitasi pengembangan keterampilan praktis mengajar secara nyata, serta meningkatkan kemampuan esensial dalam pembelajaran matematika yang bermakna. Implikasi dari penelitian ini aalah bahwa adaptasi model PCK Lannin dapat dijadikan acuan dalam penyusunan perangkat pembelajaran yang lebih kontekstual, sehingga guru lebih siap menghdapi keragaman cara berpikir siswa di kelas.
To be able to teach effectively, a teacher is not only required to understand the content of the material, but also to be able to convey it according to the characteristics of the students through mastery of Pedagogical Content Knowledge (PCK). This skill is the key to achieving learning objectives. This study aims to develop a PCK-based learning design that can improve the teaching skills of mathematics teachers. The method used is the Plomp design research model, which consists of the stages of preliminary research, prototyping phase, and assessment phase. The subjects of the study were three mathematics teachers, with instruments in the form of lesson plans and observation sheets. The results of the study indicate that: (1) PCK-based learning designs can be developed in the form of lesson plans that refer to John K. Lannin\u27s PCK concept, with adaptations in the form of emphasis on identifying student thinking, selecting varied mathematical representations, and planning to anticipate student difficulties based on the PCK Mathematics Lesson Plan Template; and (2) the lesson plans have proven effective in improving teachers\u27 teaching skills. Overall, PCK-based learning design is able to facilitate the development of practical teaching skills in real terms, as well as improve essential abilities in meaningful mathematics learning. The implication of this research is that the adaptation of Lannin\u27s PCK model can be used as a reference in compiling more contextual learning tools, so that teachers are better prepared to deal with the diversity of students\u27 ways of thinking in the classroom
Evaluating the Implementation of Kurikulum Merdeka Using the CIPP Model in Junior High Schools of Sekolah Penggerak, Nias Regency
Full text linkAbstrak
Penelitian ini bertujuan untuk mengetahui hasil dari evaluasi Context, Input, Process and Product (CIPP) pada Evaluasi Implementasi Kurikulum Merdeka di SMP Program Sekolah Penggerak di Kabupaten Nias. Penelitian ini termasuk penelitian evaluasi dengan menggunakan pendekatan deskriptif kualitatif. Subjek penelitian ini terdiri dari kepala sekolah, wakil kepala sekolah, kepala tata usaha, guru, dan peserta didik SMP Program Sekolah Penggerak di Kabupaten Nias, yakni, 4 kepala sekolah, 4 wakil kepala sekolah, 4 KTU, 42 guru dan 64 peserta didik. Instrumen dalam penelitian ini adalah angket dan dokumentasi. Data kuantitatif dianalisis menggunakan skor rata- rata, sementara data kualitatif melalui penyajian data dan penarikan kesimpulan atau verifikasi. Hasil penelitian ini berimplikasi memberikan gambaran tentang kualitas pelaksanaan Kurikulum Merdeka dan keberlanjutan program pembenahannya. Hasil penelitian menunjukkan bahwa Evaluasi Implementasi Kurikulum Merdeka di SMP Program Sekolah Penggerak di Kabupaten Nias, hasilnya pada kategori sangat baik. Masing-masing aspek evaluasi terdiri dari: kinerja yang sangat baik dalam mendukung proses Pendidikan, SMP Program Sekolah Penggerak di Kabupaten Nias telah memenuhi berbagai indikator dengan sangat baik, proses pembelajaran di SMP Program Sekolah Penggerak di Kabupaten Nias berjalan dengan sangat baik, dan efektivitas proses pembelajaran di sekolah yang telah mampu mengoptimalkan potensi peserta didik dan mencapai target pendidikan yang diinginkan.
Abstract
This study aims to determine the results of the Context, Input, Process and Product (CIPP) evaluation on the Evaluation of the Implementation of the Independent Curriculum in the Junior High School Mover Program in Nias Regency. This study includes evaluation research using a qualitative descriptive approach. The subjects of this study consisted of principals, vice principals, heads of administration, teachers, and students of the Junior High School Mover Program in Nias Regency, namely, 4 principals, 4 vice principals, 4 KTU, 42 teachers and 64 students. The instruments in this study were questionnaires and documentation. Quantitative data were analyzed using average scores, while qualitative data were analyzed through data presentation and drawing conclusions or verification. The results of this study have implications for providing an overview of the quality of the implementation of the Independent Curriculum and the desire for its improvement program. The results of the study show that the Evaluation of the Implementation of the Independent Curriculum at the Middle School of the School Mover Program in Nias Regency, the results are in the very good category. Each aspect of the evaluation consists of: very good performance in supporting the Education process, the Middle School of the School Mover Program in Nias Regency has met various indicators very well, and the effectiveness of the learning process in schools that have been able to optimize the potential of students and achieve the desired educational targets
Developing Google Sites Learning Media to Enhance Students\u27 Mathematical Communication and Self-Confidence on Geometry
No full textKemampuan komunikasi matematis dan kepercayaan diri siswa masih rendah. Hal ini disebabkan proses pembelajaran yang monoton dan siswa tidak aktif terlibat dalam proses pembelajaran, sehingga membutuhkan media pembelajaran yang efektif untuk meningkatkan kemampuan komunikasi matematika dan kepercayaan diri siswa. Penelitian ini dilakukan untuk mengembangkan media pembelajaran berbasis Google Sites pada materi Geometri Bangun Ruang dan untuk menganalisis validitas, kepraktisan, dan efektivitas media pembelajaran tersebut. Penelitian ini merupakan studi penelitian dan Pengembangan (RnD) dengan menggunakan model ADDIE. Instrumen yang digunakan dalam penelitian dan pengembangan ini adalah kuesioner, tes kemampuan komunikasi matematis, dan lembar observasi. Subjek percobaan adalah siswa kelas delapan SMP Swasta di Kabupaten Garut. Hasilnya diketahui bahwa media pembelajaran berbasis Google Sites memenuhi kriteria validitas, kepraktisan, dan efektivitas dalam meningkatkan kemampuan komunikasi dan kepercayaan diri siswa. Hal ini diketahui dari validitas media pembelajaran, berdasarkan hasil penilaian validitas media dan materi, menunjukkan hasil yang valid; kepraktisan media pembelajaran, menunjukkan hasil yang termasuk dalam kategori praktis; efektivitasnya dalam meningkatkan kemampuan komunikasi matematis diperoleh dari hasil tes yang menunjukkan peningkatan dengan interpretasi sedang dan tinggi; efektivitasnya dalam meningkatkan kepercayaan diri siswa diperoleh dari peningkatan dengan interpretasi sedang.
Students\u27 mathematical communication ability and self-confidence are still low. This is due to the learning process being monotonous and students not being actively involved in the learning process, thus requiring effective learning media to improve students\u27 mathematical communication ability and self-confidence. This research was conducted to develop Google Sites-assisted learning media on the Geometry of Solid Shapes material and to analyze the validity, practicality, and effectiveness of the learning media. This research is a Research and Development (RnD) study using the ADDIE model. The instruments used in this research and development are questionnaires, mathematical communication ability tests, and observation sheets. The subjects of the trial were eighth-grade students of a Private Junior High School in Garut Regency. The result is known that the Google Sites-assisted learning media meets the criteria for validity, practicality, and effectiveness in improving students\u27 communication ability and self-confidence. This is known from: the validity of the learning media, based on the assessment results of the media and material validity, showed valid results; the practicality of the learning media, showed results that fall into the practical category; its effectiveness in increasing mathematical communication ability was obtained from an increase with moderate and high interpretation; its effectiveness in increasing students\u27 self-confidence was obtained from an increase with moderate interpretation
Additive vs Multiplikatif Thinking: An Exploration of Middle School Students’ Proportional Reasoning Ability in Rural Indonesian Context
No full textKemampuan penalaran proporsional sangat penting untuk memahami berbagai materi matematika dan menjadi tujuan utama di kurikulum sekolah dasar dan menengah. Penelitian ini bertujuan mengetahui kemampuan siswa SMP dalam bernalar proporsional dalam konteks pedesaan Indonesia. Penelitian kualitatif ini dilakukan pada 33 siswa kelas VII SMP Negeri 1 Belitang dengan menggunakan tes uraian rasio dan proporsi yang mencakup seluruh indikator penalaran proporsional. Hasil analisis menunjukkan bahwa kemampuan siswa dalam bernalar proporsional masih rendah, ditandai dengan tingkat kesalahan menjawab soal lebih dari 87%. Sebagian besar kesalahan terjadi karena siswa menggunakan strategi aditif, bukan strategi multiplikatif yang benar. Temuan ini menunjukkan perlunya peningkatan pembelajaran matematika yang mendukung pengembangan penalaran proporsional, misalnya dengan mengintegrasikan konteks nyata dan aktivitas yang mendorong siswa memahami hubungan multiplikatif secara lebih mendalam.
Proportional reasoning is essential for understanding various mathematical topics and is a key goal in primary and secondary school curricula. Aims of this research is to identify middle school students\u27 proportional reasoning in rural Indonesia context. This qualitative research was conducted with 33 seventh-grade students at SMP Negeri 1 Belitang using a descriptive test on ratio and proportion that covered all indicators of proportional reasoning. The results show that students’ proportional reasoning abilities are still low, with error rates exceeding 87%. Most errors occurred because students used additive strategies instead of the appropriate multiplicative strategies. These findings indicate the need to strengthen mathematics instruction to support the development of proportional reasoning, such as integrating realistic contexts and learning activities that help students better understand multiplicative relationships
Integration And Evaluation of Computational Thinking in Mathematics Education: A Systematic Review of Research 2016-2025
No full textPenelitian ini bertujuan memetakan bagaimana computational thinking (CT) diintegrasikan dalam pendidikan matematika serta bagaimana CT dan hasil belajar matematika dievaluasi dalam studi empiris terindeks Scopus periode 2016–2025. Tinjauan disusun mengikuti pedoman PRISMA 2020 melalui penelusuran Scopus; penelusuran awal menghasilkan 149 artikel dan 54 artikel memenuhi kriteria inklusi untuk dianalisis. Data diekstraksi lalu dianalisis menggunakan analisis deskriptif dan tematik untuk mengidentifikasi pola integrasi CT–matematika dan pendekatan evaluasinya. Hasil menunjukkan tren publikasi meningkat dengan puncak produktivitas sekitar 2022–2023. Sebaran penelitian didominasi konteks Global North, sehingga transfer model integrasi ke konteks berdaya dukung terbatas perlu dikaji lebih hati-hati. Integrasi CT paling sering berorientasi alat. Dari sisi evaluasi, studi menggunakan beragam asesmen, namun ditemukan ketidakkonsistenan indikator CT dan capaian matematika, penggunaan instrumen yang berdiri terpisah, serta keterbatasan validasi lintas konteks dan jenjang pendidikan, sehingga asesmen autentik yang secara eksplisit mengukur keterkaitan CT dan capaian matematika dalam satu kerangka tugas masih terbatas. Temuan ini menegaskan perlunya pergeseran dari integrasi yang tool-driven menuju concept-driven serta pengembangan asesmen CT–matematika yang lebih autentik dan adaptif, termasuk untuk konteks Indonesia.
This study mapped how computational thinking (CT) has been integrated into mathematics education and how CT and mathematics learning outcomes have been evaluated in empirical Scopus-indexed research from 2016 to 2025. A systematic review was conducted following PRISMA 2020 guidelines. The initial search retrieved 149 records, and 54 studies met the inclusion criteria for analysis. Data were extracted and analyzed using descriptive and thematic approaches. Findings show a rising publication trend with peak productivity around 2022–2023. Studies were dominated by Global North contexts, raising concerns about transferability to resource-limited settings. CT integration was most often tool-oriented, while unplugged and concrete-manipulative approaches emerged as feasible alternatives. From an assessment perspective, studies employed diverse approaches; however, inconsistencies in CT and mathematics indicators, fragmented measurement of the two domains, and limited cross-context and cross-level validation were evident, indicating that authentic assessments jointly capturing CT and mathematics achievement within a single task framework remain scarce
Unpacking Students\u27 Lack of Flexibility: A Descriptive Analysis of Mathematical Creative Thinking in High School
No full textPenelitian ini difokuskan untuk menganalisis kemampuan berpikir kreatif matematis siswa SMA dalam menyelesaikan masalah matematika. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan melibatkan 34 siswa kelas X di salah satu sekolah di Kabupaten Cirebon. Teknik pengumpulan data dilakukan melalui tes, observasi, dan wawancara. Data yang diperoleh dianalisis menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian menunjukkan bahwa secara keseluruhan siswa berada pada kategori sedang yang memenuhi indikator kelancaran, orisinalitas, dan elaborasi. Hanya 1 siswa dengan kategori tinggi, 30 siswa kategori sedang, dan 3 siswa kategori rendah. Dominannya kategori sedang disebabkan oleh keterbatasan siswa dalam mengembangkan strategi penyelesaian alternatif. Indikator dengan rata rata tertinggi adalah kelancaran, sedangkan indikator terendah adalah fleksibilitas. Temuan ini menunjukkan bahwa siswa cukup mampu menghasilkan ide, tetapi masih kurang fleksibel dalam menggunakan strategi pemecahan masalah. Sehingga, Kemampuan ini perlu ditingkatkan agar siswa dapat memecahkan masalah dengan berbagai solusi dan memenuhi tuntutan pembelajaran abad ke 21.
This study focused on analyzing the¬ mathematical creative thinking abilities of high school students in solving mathematical problems. The method used was a descriptive qualitative approach involving 34 grade 10 students in one of the schools in Cirebon Regency. Data collection techniques were carried out through tests, observations, and interviews. The data obtained were analyzed using data reduction, data presentation, and drawing conclusions. The research findings showed that overall students were in the medium category that met the indicators of fluency, originality, and elaboration. Only 1 student was in the high category, 30 students were in the medium category, and 3 students were in the low category. The dominance of the medium category was caused by students\u27 limitations in developing alternative solution strategies. The indicator with the highest average was fluency, while the lowest indicator was flexibility. These findings indicate that students are quite capable of generating ideas, but still lack flexibility in using problem solving strategies. Therefore, this ability needs to be improved so that students can solve problems with various solutions and meet the demands of 21st century learning