Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya MASALIQ: Jurnal Pendidikan dan Sains
Nurdyanti Suaedy
Unknown Affiliation
Religion Education Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Efektivitas Pembelajaran Diferensiasi Berbasis Project Based Learning (PjBL) terhadap Pemahaman Konsep Matematika Siswa SMK Nurdyanti Suaedy; Fatimah
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.11644

Abstract

Although differentiated instruction and Project-Based Learning (PjBL) have been widely implemented in mathematics education, studies on the effectiveness of integrating these two approaches in improving vocational high school students’ understanding of mathematical concepts remain limited. This study aimed to describe the effectiveness of PjBL-based differentiated instruction in improving students’ understanding of mathematical concepts at SMK Kehutanan Negeri Makassar. The study employed a quantitative approach with a pre-experimental design. The research sample consisted of 34 students from Class XI-A selected using cluster sampling. Data were collected through a learning implementation observation sheet, a student activity observation sheet, a student response questionnaire, and learning outcome tests in the form of a pretest and posttest. The data were analyzed using descriptive and inferential statistical techniques. The results showed that PjBL-based differentiated instruction met the effectiveness criteria, as indicated by learning implementation categorized as mostly implemented, active student participation, and student responses categorized as good, with a mean score of 2.04. The students’ mean score for understanding mathematical concepts increased from 62.26 on the pretest to 81.44 on the posttest, with the level of improvement predominantly categorized as moderate for 30 students and low for four students. These findings confirm that PjBL-based differentiated instruction is effective in improving vocational high school students’ understanding of mathematical concepts. This study contributes theoretically to the development of the integration of differentiated instruction and PjBL and provides practical implications for teachers in designing mathematics instruction centered on students’ diverse learning needs.
Analisis Pembelajaran Matematika Menggunakan Situs Mandiri dalam Mendukung Kurikulum Merdeka di SMK Kehutanan Negeri Makassar Nurdyanti Suaedy; Winda Pratiwi
YASIN Vol 4 No 6 (2024): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v4i6.4217

Abstract

Background: The low results of Indonesian students in the 2022 PISA mathematics literacy survey reflect a critical gap in students' mathematical abilities, which may hinder the nation's economic progress. An independent website, developed using Google Sites, was used to teach the material, customized to align with the curriculum and essential learning outcomes. Method: A mixed-methods approach was employed, encompassing both quantitative and qualitative methods. Data collection techniques included interviews with mathematics teachers for qualitative data and questionnaires distributed to students for quantitative data. Following observations, researchers gathered information through semi-structured interviews with both students and teachers. Data validation was conducted through triangulation of sources. Results: The average percentage achieved was 88.94%, categorized as very good. It can be concluded that mathematics learning using an independent website to support the independent curriculum produced excellent results. The study indicated that mathematics learning through an independent website significantly supported the implementation of the Independent Curriculum at Makassar State Forestry Vocational School. Conclusion: The independent website is considered to support student-centered learning objectives. Teachers acknowledged that the site allows students to learn independently, at their own pace and according to their needs. Thus, mathematics learning using an independent website significantly supports the implementation of the Independent Curriculum at Makassar State Forestry Vocational School.
Analisis Kesulitan Guru Matematika dalam Menerapkan Pendekatan Saintifik berdasarkan Kurikulum Merdeka di SMP Fatimah Fatimah; Nurdyanti Suaedy
YASIN Vol 5 No 5 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i5.7740

Abstract

Teachers' difficulties in applying the scientific approach integrated with the Kurikulum Merdeka, particularly in junior high school mathematics instruction, constitute the central concern of this study. The research focuses on obtaining in-depth insights into the challenges faced by mathematics teachers at SMP Negeri 1 Sungguminasa, Gowa Regency. A qualitative approach was employed, involving two mathematics teachers as participants. The primary instrument was the researcher, supported by instructional module review sheets, classroom observation forms, and interview guides. The findings reveal that teachers face several challenges, including translating Learning Outcomes (Capaian Pembelajaran) into specific learning indicators, contextualizing mathematical content with developments in science and technology, managing classrooms effectively, providing varied learning media, motivating students to ask questions, facilitating access to learning resources, and delivering comprehensive content analysis and explanation. Teachers also reported difficulties in demonstrating abstract concepts, facilitating experiential observation-based activities, and guiding students to present their learning outcomes both orally and in written form. While both teachers demonstrated adequate readiness in lesson planning, they still require technical support—one in breaking down the Learning Objectives Sequence (Alur Tujuan Pembelajaran, ATP) into measurable indicators (Subject 1), and the other in developing student worksheets (Lembar Kerja Peserta Didik, LKPD) (Subject 2). The study concludes that continuous professional development and institutional support are essential to ensure a more effective and contextually relevant implementation of the Kurikulum Merdeka in mathematics education.
Efektivitas Strategi Pembelajaran REACT (Relating, Experiencing, Applying, Cooperating, Transfering) terhadap Hasil Belajar Matematika pada Mahasiswa Pendidikan Matematika Nurdyanti Suaedy
MASALIQ Vol 4 No 6 (2024): MASALIQ: Jurnal Pendidikan dan Sains
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v4i6.4193

Abstract

Background: The 2022 PISA report reveals that the average mathematics score of Indonesian students was 366, significantly below the OECD average of 472. In addressing the global demand for critical thinking, collaboration, and practical application skills, traditional teaching approaches that focus solely on information dissemination are no longer sufficient. Consequently, new learning strategies, such as the REACT (Relating, Experiencing, Applying, Cooperating) approach, are necessary to bridge theory and practice. Method: The researchers employed a quantitative approach with a quasi-experimental design. The study sample consisted of Class A students, selected using a cluster sampling technique. Data collection methods included tests and observation sheets. The test instrument assessed problem-solving abilities through pre-tests and post-tests, while observation sheets monitored mathematics learning activities. The instruments were analysed descriptively (student activity sheets and learning outcomes) and inferentially (examining differences between pre-test and post-test scores). Results: Descriptive statistics showed that the mean pre-test score was 72.28, which increased to 87.08 in the post-test. Furthermore, the gain classification indicated that most students (23 individuals) fell into the moderate category, with two students in the low category. The Wilcoxon statistical test confirmed a significant difference in average mathematics learning outcomes. Conclusion: The analysis results indicated a significant improvement in student learning outcomes with the REACT learning strategy. The students’ average post-test scores increased significantly compared to their pre-test scores, supported by statistical tests demonstrating meaningful differences through both descriptive and inferential analyses.
Co-Authors Fatimah FATIMAH FATIMAH winda pratiwi