Article Per Year (5 Year)
p-Index From 2021 - 2026
3.176
P-Index
This Author published in this journals
All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) REiD (Research and Evaluation in Education) JMM (Jurnal Masyarakat Mandiri) Jurnal Pendidikan Matematika (JUDIKA EDUCATION) JUPE : Jurnal Pendidikan Mandala JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Pendidikan dan Kewirausahaan JagoMIPA: Jurnal Pendidikan Matematika dan IPA JOMPA ABDI: Jurnal Pengabdian Masyarakat Journal of Research in Science and Mathematics Education INCOME: Indonesian Journal of Community Service and Engagement International Journal of Mathematics and Mathematics Education (IJMME) Journal of Education and Teaching Learning
Ismail, Raoda
Cenderawasih University
Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 26 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 26 Documents
Search

 1   2   3 
Peningkatan Hasil Belajar pada Materi Refleksi Berbantuan Geogebra Awiyadi, Badai Purwa; Napitupulu, Bettisari; Ismail, Raoda
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 1 (2026): Jurnal Pendidikan Matematika: Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/2hx6mn64

Abstract

This study aims to improve students' cognitive learning outcomes, conceptual understanding, and learning activities through the implementation of the Guided Discovery Learning (GDL) model assisted by GeoGebra. The study used a Classroom Action Research (CAR) approach implemented in two cycles, each including planning, action implementation, observation, and reflection, with 30 students of class XI-A of SMA Negeri 1 Edera as subjects. Data were collected through learning outcome tests and observations of student activities, then analyzed descriptively quantitatively and qualitatively. The results showed an increase in the average value of student learning outcomes from 49.58 in Cycle I to 84.42 in Cycle II, as well as an increase in classical learning completeness from 20% to 86.67%. Students' conceptual understanding increased, indicated by the ability to explain changes in coordinates resulting from reflection and distinguish reflections on axes and lines more precisely. Students' learning activities also increased from the active category to very active. Thus, it can be concluded that the implementation of the Guided Discovery Learning model assisted by GeoGebra is effective in improving the quality of the process and results of mathematics learning on reflection material.   Keywords: Student Activities, GeoGebra, Learning Outcomes, Reflection
Investigating Differential Item Functioning (DIF) in Geometry Test Scores: Holistic vs. Analytical Scoring Rubrics Ismail, Raoda; Imawan, Okky Riswandha; Retnawati, Heri; Haryanto
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol. 15 No. 1 (2026): JP3I
Publisher : FAKULTAS PSIKOLOGI UIN SYARIF HIDAYATULLAH JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v15i1.40842

Abstract

The use of polytomous data in test instruments enables more detailed assessment of test-takers' abilities, but group differences, such as gender, class, and ethnicity, are often overlooked. Differential Item Functioning (DIF) analysis helps determine whether these identities influence test performance. This descriptive quantitative study examines DIF in geometry tests using Holistic and Analytical Scoring Rubrics across gender, class, and ethnic groups. The study involved 102 undergraduate students from Cenderawasih University, Papua, who completed a geometry test with 10 descriptive questions. Two scoring rubrics were used: the Holistic Scoring Rubric with three categories and the Analytical Scoring Rubric with five. Results were analyzed with the difR package in the R Program. The criterion for detecting DIF is a p-value less than 0.05. Findings show that some test items exhibit DIF concerning gender, class, and ethnicity. The DIF detected for the holistic scoring rubric is items 1, 6, 7, and 10 for the gender group; items 1, 4, 5, and 8 for the class group; and items 1, 2, and 6 for the ethnic group. Meanwhile, the DIF detected for the analytic scoring rubric is item 10 for the gender group; items 9 and 10 for the class group; and item 10 for the ethnic group. However, not all DIF items are flawed; some assess fundamental skills. The Analytical Rubric demonstrated slightly higher reliability (alpha 0.903) than the Holistic Rubric (alpha 0.804). These insights support the development of more equitable and sustainable assessment practices, ensuring fairness and inclusivity in educational evaluations.
Implementasi Buku Paket Kontekstual Papua (BPKP) untuk Reduksi Beban Administratif dan Potensi Mitigasi Burnout Calon Guru SD Tifanny Shahnaz Rusli; Lidwina Cornelia Maniboey; Rispah Purba; Martijn van Driel; Raoda Ismail
INCOME: Indonesian Journal of Community Service and Engagement Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v5i2.2196

Abstract

Beban administratif klerikal, khususnya penyusunan Rencana Pelaksanaan Pembelajaran (RPP) atau Modul Ajar yang repetitif, telah teridentifikasi sebagai salah satu faktor kontributor terhadap kelelahan kerja (burnout) pada pendidik di sekolah dasar. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengintervensi masalah manajerial tersebut melalui pelatihan literasi dan numerasi menggunakan Buku Paket Kontekstual Papua (BPKP) yang melibatkan 61 mahasiswa calon guru PGSD Universitas Cenderawasih. Evaluasi program menggunakan mixed-method sederhana, memadukan pengukuran statistik deskriptif (pre-test/post-test) dan pendekatan Natural Language Processing (NLP) menggunakan perangkat lunak LONTAR untuk mengekstraksi sentimen psikologis pasca-pelatihan. Hasil evaluasi kognitif menunjukkan peningkatan dari Mean 3,87 (SD=1,02) menjadi 4,57 (SD=0,50), diiringi dengan skor kebermanfaatan 4,90 dari 5,00. Analisis NLP mengonfirmasi bahwa 85,25% umpan balik partisipan didominasi oleh sentimen positif terkait efisiensi beban kerja. Temuan empiris memvalidasi bahwa keberadaan RPP terintegrasi dalam BPKP berpotensi memfasilitasi reduksi waktu persiapan mengajar, sehingga memberikan ruang kognitif yang lebih memadai bagi calon pendidik untuk berfokus pada pendekatan pedagogik di kelas awal.
Kesiapan Adaptasi Sosio-Pedagogik Calon Guru Pedalaman Papua: Analisis Peta Konseptual Semantik Efektivitas Buku Paket Kontekstual Papua (BPKP) Lely Yustina Wati; Chelsi Yuliana; Endriani; Martijn van Driel; Raoda Ismail
INCOME: Indonesian Journal of Community Service and Engagement Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v5i2.2197

Abstract

Tantangan terbesar pendidikan dasar di daerah terluar dan pedalaman bukan semata pada infrastruktur fisik, melainkan pada ketidaksesuaian sosiologis antara bahan ajar dengan realitas kultural peserta didik. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengintervensi kesiapan adaptasi calon pendidik (mahasiswa PGSD) dalam menghadapi tantangan mengajar di pedalaman Papua melalui pelatihan Buku Paket Kontekstual Papua (BPKP). Kegiatan ini melibatkan 61 mahasiswa program studi PGSD Universitas Cenderawasih. Evaluasi program menerapkan metode campuran (mixed-method), memadukan pengukuran statistik deskriptif (pre-test/post-test) dan analisis kualitatif komputasional menggunakan perangkat lunak LONTAR. Hasil evaluasi kognitif menunjukkan peningkatan pemahaman yang konsisten dari Mean 3,87 (SD=1,02) menjadi 4,57 (SD=0,50), diiringi skor kebermanfaatan 4,90 dari 5,00. Analisis Concept Mapping (Peta Konseptual Semantik) berbasis algoritma N-Grams pada LONTAR mengonfirmasi adanya keterkaitan leksikal yang sangat kuat antara konsep kesiapan mengajar dengan wilayah pedalaman. Jejak audit kualitatif memvalidasi bahwa BPKP berpotensi mentransformasi kecemasan geografis menjadi resiliensi pedagogik. Inovasi sosiologis ini diindikasikan mampu membekali calon guru dengan kerangka kerja kontekstual yang esensial sebelum mereka ditempatkan di sekolah-sekolah terpencil.
Analisis Karakteristik Ways of Thinking dan Ways of Understanding Siswa Kelas VII dalam Menyelesaikan Soal Persamaan Linear Satu Variabel Berdasarkan Teori Harel Lestari Situmorang; Happy Lumbantobing; Rian Efendi; Raoda Ismail
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.4712

Abstract

Penelitian ini difokuskan untuk menginvestigasi dan karakteristik ways of thinking (WoT) dan ways of understanding (WoU) siswa kelas VII dalam menyelesaikan soal Persamaan Linear Satu Variabel (PLSV) berdasarkan teori Harel. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Penelitian dilaksanakan di SMP Pembangunan V Yapis Waena pada semester genap tahun ajaran 2025/2026 dengan melibatkan 31 siswa kelas VII yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui dua kali tes tertulis yang diberikan pada waktu berbeda (triangulasi waktu) dan dokumentasi hasil pekerjaan siswa. Instrumen penelitian telah divalidasi oleh dua dosen Pendidikan Matematika dan satu guru matematika SMP melalui expert judgment. Data dianalisis menggunakan teknik analisis deskriptif dengan mengelompokkan karakteristik ways of thinking dan ways of understanding berdasarkan indikator teori Harel. Hasil penelitian menunjukkan tiga karakteristik siswa, yaitu Berpikir Benar–Memahami Benar (BB), Berpikir Benar–Memahami Salah (BS), dan Berpikir Salah–Memahami Benar (SB), sedangkan kategori Berpikir Salah–Memahami Salah (SS) tidak ditemukan. Siswa kategori BB menunjukkan pemahaman konsep dan penalaran yang konsisten, kategori BS mampu menerapkan prosedur tetapi belum memahami prinsip keseimbangan persamaan secara mendalam, sedangkan kategori SB telah memahami konsep dasar namun masih melakukan kesalahan prosedural dalam operasi aljabar. Temuan penelitian menunjukkan bahwa ways of thinking dan ways of understanding saling berkaitan dan berkembang melalui pengalaman belajar. Penelitian selanjutnya disarankan melibatkan wawancara serta menggunakan soal dengan tingkat kompleksitas yang lebih beragam agar proses berpikir dan pemahaman siswa dapat diungkap secara lebih mendalam.
Pelatihan Joyful Learning dan Deep Learning melalui Media Edukatif Bermotif Papua bagi Calon Guru SD Okky Riswandha Imawan; Raoda Ismail; Susanto T Handoko
Jompa Abdi: Jurnal Pengabdian Masyarakat Vol. 5 No. 2 (2026): Jompa Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jompaabdi.v5i2.2835

Abstract

Calon guru Sekolah Dasar dituntut memiliki kemampuan merancang pembelajaran yang kreatif, menyenangkan, dan bermakna sesuai tuntutan pendidikan abad ke-21. Namun, pemahaman calon guru terhadap penerapan joyful learning dan deep learning masih cenderung bersifat teoritis serta belum didukung pengalaman belajar autentik. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pemahaman calon guru SD tentang joyful learning dan deep learning, mengembangkan kreativitas melalui pembelajaran berbasis proyek, serta melatih peserta menghasilkan media pembelajaran berbasis budaya lokal Papua. Kegiatan dilaksanakan pada tahun 2026 di Program Studi Pendidikan Guru Sekolah Dasar, FKIP Universitas Cenderawasih, dengan melibatkan 30 mahasiswa. Metode yang digunakan adalah Project Based Learning (PjBL) melalui pelatihan, diskusi kelompok, workshop, dan presentasi hasil karya berupa hiasan dinding edukatif bermotif ukiran Papua yang memuat materi pembelajaran SD. Hasil kegiatan menunjukkan seluruh kelompok berhasil menghasilkan media pembelajaran yang kreatif, kontekstual, dan aplikatif. Hasil observasi menunjukkan aspek kolaborasi kelompok memperoleh persentase tertinggi sebesar 83,33%, diikuti kreativitas pengembangan media sebesar 73,33% dan keaktifan diskusi sebesar 66,67%. Hasil self-assessment menunjukkan 83,3% peserta memiliki pemahaman yang baik terhadap konsep joyful learning dan deep learning. Kegiatan ini menunjukkan bahwa pelatihan berbasis proyek yang mengintegrasikan budaya lokal efektif meningkatkan kompetensi pedagogik, kreativitas, kolaborasi, dan pengalaman belajar autentik calon guru SD.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP PEMAHAMAN PESERTA DIDIK PADA MATERI PENYAJIAN DATA DALAM BENTUK DIAGRAM Gabriela Hariati Darin; Raoda Ismail; Elsi Sirampun; Bettisari Napitupulu; Pitriana Tandililing
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2186

Abstract

Purpose: Conceptual understanding is fundamental to mathematics learning because it enables students to interpret and apply mathematical concepts meaningfully. In learning data presentation, students are expected to construct and interpret statistical diagrams. However, preliminary observations at YPK Hedam Abepura Junior High School revealed that many students experienced difficulties in these tasks, while teacher-centered instruction limited active participation. This study explored the implementation of the Jigsaw cooperative learning model and its contribution to students’ conceptual understanding of data presentation in diagram form. Methodology: A descriptive qualitative design was employed involving one mathematics teacher and 23 seventh-grade students. Data were collected through classroom observations, interviews, individual tests, and documentation. Trustworthiness was established through data source and method triangulation, and data were analyzed using the interactive model of Miles, Huberman, and Saldaña. Findings: The findings indicate that the Jigsaw cooperative learning model was implemented systematically in accordance with its instructional procedures. The use of home and expert groups promoted active participation, collaboration, responsibility, self-confidence, curiosity, and careful data interpretation. Individual test results showed that 18 of the 23 students achieved the minimum mastery criterion, whereas five students encountered difficulties, particularly in constructing pie charts. Significance: Overall, the findings suggest that the Jigsaw cooperative learning model enhances students’ conceptual understanding by facilitating collaborative knowledge construction through peer discussion and shared learning responsibilities. Nevertheless, because the study involved a single class and was conducted over only two instructional sessions, the findings should be interpreted cautiously when considering their transferability to other educational contexts.
Penerepan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) pada Materi Kekongruenan Bangun Datar Halimatussa’diah; Raoda Ismail; Pitriana Tandililing; Dewi Kristika Findia Ning Tyas; Elsi Sirampun
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2189

Abstract

Purpose: This study aimed to describe the implementation of the Student Teams Achievement Division (STAD) cooperative learning model, students’ responses and engagement during the learning process, and students’ conceptual understanding of plane figure congruence. Methodology: This study employed a descriptive method with a qualitative approach and was conducted in Grade 7 of Muhammadiyah Junior High School Jayapura during the 2025/2026 academic year, involving 30 students as research participants. Data were collected through observations, interviews, tests, and documentation. Data validity was ensured through source triangulation and technique triangulation, while data analysis was carried out using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. Findings: The findings revealed that the STAD cooperative learning model was implemented in accordance with the planned instructional stages: class presentation, team study, quizzes, individual improvement scores, and team recognition. During the learning process, students demonstrated positive responses through active participation in group discussions, confidence in expressing their opinions, and collaboration in completing assigned tasks. Significance: Interactions among students within heterogeneous groups provided opportunities for peer support in understanding the concept of plane figure congruence. Students’ conceptual understanding was reflected in their ability to identify corresponding elements of congruent figures, explain concepts in their own words, and solve problems related to the material being studied. Overall, the findings indicate that STAD supports active student engagement and the development of conceptual understanding of plane figure congruence.
Pengaruh Gaya Belajar dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa di Kelas VIII SMP YPK Kotaraja Wa Ode Chelsi Nur; Happy Lumbantobing; Rian Efendi; Raoda Ismail; Dewi Kristika Findya Ning Tyas; Agnes Teresa Panjaitan; Mayor M. H. Manurung; Elieser Kulimbang
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2254

Abstract

Purpose: This study examined the individual and joint effects among Grade 7 students at SMP YPK Kotaraja, Papua, Indonesia. Methodology: A quantitative ex post facto design was employed with 129 students selected proportionally from a population of 187. Data were obtained through validated questionnaires measuring visual, auditory, and kinesthetic learning styles and self-regulated learning, together with official mathematics grades. Simple and multiple linear regression analyses were used after the data met assumptions. Findings: The results showed that learning styles and self-regulated learning each significantly predicted mathematics learning outcomes, with self-regulated learning exerting the stronger contribution. When examined simultaneously, both variables explained 82.3% of the variance in mathematics learning outcomes. The visual learning style predominated, representing 51.94% of the sample. These findings indicate that students’ capacity to plan, monitor, regulate, and evaluate their learning is more strongly associated with mathematics achievement than learning preferences alone. Significance: Learning styles remain relevant for designing responsive instruction, but instructional strategies should prioritize learner autonomy, responsibility, and active engagement. Overall, strengthening self-regulated learning while accommodating diverse learning styles may support improved mathematics learning outcomes and more responsive mathematics instruction in underrepresented educational contexts.
Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw pada Materi Hubungan Antar Sudut di Kelas VII SMP Pricilia Claudia Ardani; Raoda Ismail; Marthinus Yohanes Ruamba; Mayor M. H Manurung; Rina Ananta Sumawardani Sitepu
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2177

Abstract

Purpose: Angle relationships remain a challenging topic in junior high school mathematics, as many students struggle to understand abstract geometric concepts through conventional, teacher-centered instruction. This study aims to describe the implementation of the Jigsaw cooperative learning model in teaching angle relationships to seventh-grade students, examining instructional implementation, student attitudes, and conceptual understanding throughout the learning process. Methodology: A descriptive qualitative approach was employed, involving 28 seventh-grade junior high school students in Jayapura, Papua, Indonesia, with data collected through observation, interviews, individual tests, and documentation, then analyzed using data reduction, data display, and conclusion drawing. Findings: Findings show that the Jigsaw cooperative learning model was implemented very effectively, with students actively engaging in expert-group and home-group discussions to exchange ideas and complete collaborative tasks. Students demonstrated good levels of cooperation, responsibility, curiosity, accuracy, and self-confidence, while most achieved very good to good understanding of angle relationships, supported by peer teaching, multiple representations, and meaningful social interaction consistent with constructivist learning theory. Significance: These results indicate that the Jigsaw cooperative learning model effectively enhances student engagement, positive attitudes, and conceptual understanding in mathematics learning, offering teachers a practical, collaborative instructional alternative for teaching geometry topics such as angle relationships in junior high school classrooms.
Co-Authors Agnes Teresa Panjaitan Agus Santoso Awiyadi, Badai Purwa Bettisari Napitupulu Bettisari Napitupulu Chelsi Yuliana S Dewi Kristika Findia Ning Tyas Elieser Kulimbang Elsi Sirampun Endriani Farida Agus Setiawati Gabriela Hariati Darin Golden Ringgo SC Ayomi Halimatussa’diah Happy Lumbantobing Happy Lumbantobing HARYANTO Heri Retnawati Lely Yustina Wati Lestari Situmorang Lidwina Cornelia Maniboey Mamberuman Marthen Inggamer Marthinus Yohanes Ruamba Martijn van Driel Mayor M. H Manurung Mayor M. H. Manurung Mayor M.H. Manurung Okky Riswandha Imawan Pitriana Tandililing Pitriana Tandililing Pricilia Claudia Ardani Purba, Rispah Purwoko Haryadi Santoso Putri Januar Irianti Rian Efendi Rian Efendi Rina Ananta Sumawardani Sitepu Safitri, Febriani Sugiman Sugiman Susanto T Handoko Susanto T. Handoko Suwita Suwita Tifanny Shahnaz Rusli Vanesa Febe Friskila Manalu Wa Ode Chelsi Nur