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All Journal PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Mosharafa: Jurnal Pendidikan Matematika Empiricism Journal Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Media Pendidikan Matematika
Nissa, Ita Chairun
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Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Kurikulum Merdeka dari Berbagai Perspektif Filsafat Pendidikan dan Filosofi Ki Hajar Dewantara Nissa, Ita Chairun; Suastra, I Wayan
Empiricism Journal Vol. 4 No. 2: December 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v4i2.1652

Abstract

Sejak diluncurkan, Kurikulum Merdeka banyak menuai pro dan kontra di kalangan pendidik. Hal ini terjadi karena pendidik belum benar-benar memahami filosofi yang melandasi Kurikulum Merdeka. Para pendidik memandang bahwa hadirnya kurikulum baru akan menambah beban tugas keprofesian. Penelitian ini merupakan studi kepustakaan yang dilakukan dengan protokol PRISMA. Sebanyak 19 studi dikaji untuk menemukan relevansi Kurikulum Merdeka dengan berbagai perspektif filsafat Pendidikan dan filosofi Ki Hajar Dewantara. Hasilnya menunjukkan bahwa konsep Pendidikan dalam Kurikulum Merdeka merupakan manifestasi dari filsafat progresivisme, filsafat konstruktivisme, filsafat humanism, filsafat esensialisme, filsafat idealisme dan filsafat Pancasila. Demikian juga filosofi Ki Hajar Dewantara sangat banyak melandasi Kurikulum Merdeka melalui semboyan Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa dan Tut Wuri Handayani. Studi ini diharapkan dapat memberikan dasar pemahaman tentang Kurikulum Merdeka yang membangun Pendidikan ke arah kemajuan dengan karakteristik Pancasila sebagai jati diri bangsa. Independent Curriculum from Various Perspectives of Educational Philosophy and the Philosophy of Ki Hajar Dewantara Abstract Since its launch, the Independent Curriculum has attracted many pros and cons among educators. This happens because educators do not really understand the philosophy that underlies the Independent Curriculum. Educators view that the presence of a new curriculum will increase the burden of professional duties. This research is a literature study conducted using the PRISMA protocol. A total of 19 studies were examined to find the relevance of the Independent Curriculum to various educational philosophical perspectives and the philosophy of Ki Hajar Dewantara. The results show that the concept of education in the Independent Curriculum is a manifestation of the philosophy of progressivism, the philosophy of constructivism, the philosophy of humanism, the philosophy of essentialism, the philosophy of idealism and the philosophy of Pancasila. Likewise, Ki Hajar Dewantara's philosophy is very much the basis of the Independent Curriculum through the mottos of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa and Tut Wuri Handayani. This study is expected to provide a basis for understanding the Independent Curriculum which builds education towards progress with the characteristics of Pancasila as national identity.
Peningkatan Literasi Matematika melalui Pembelajaran ELPSA (Experience, Languange, Pictorial, Symbolic, Application) Nissa, Ita Chairun; Sanapiah, S; Yuntawati, Y
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2018: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1983.921 KB)

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran ELPSA terhadap literasi matematika siswa di salah satu SMP di Kabupaten Lombok Barat, NTB. Penelitian ini merupakan suatu eksperimen dengan one group pretest-posttest design. Data dikumpulkan melalui tes, wawancara, dan dokumentasi untuk mengukur dan menginvestigasi kemampuan merumuskan (formulate), kemampuan mengaplikasikan (employ), dan kemampuan menafsirkan (interpret). Menggunakan t-test diperoleh nilai
Menumbuhkan Kreativitas dan Kemandirian Ekonomi melalui Wirausaha Buket: Growing Creativity and Economic Independence through Bouquet Entrepreneurship Nissa, Ita Chairun; Yuntawati, Yuntawati; Pujilestari, Pujilestari; Masjudin, Masjudin; Noviyanti, Putu Ledyari
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 9 No. 7 (2024): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v9i7.6977

Abstract

This entrepreneurial activity is carried out in the form of training in making flower bouquets and assistance in efforts to maintain and develop the business being formed. This entrepreneurial activity was motivated by the condition of the productive age population in the city of Mataram, NTB, especially in Lendang Lekong village. The productive age population consists of teenagers who are members of youth organizations. The results of the activities carried out show an increase in entrepreneurial attitudes, knowledge and skills in making bouquets and running a bouquet business to gain economic income.
Transpotition Didactic Design in Mathematics Learning: A Hermeneutic Phenomenology Muzaki, Ahmad; Masjudin, Masjudin; Pujilestari, Pujilestari; Nissa, Ita Chairun; Yuliyanti, Sri
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.1951

Abstract

Abstrak Meskipun banyak penelitian telah mengeksplorasi pentingnya pecahan dalam kurikulum sekolah dasar, penelitian mengenai topik ini di tingkat sekolah menengah pertama masih terbatas, terutama dalam mengidentifikasi faktor-faktor penyebab kesulitan belajar siswa dan merancang pendekatan alternatif untuk mengatasi tantangan tersebut. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki kedua aspek tersebut. Metode yang digunakan dalam penelitian ini adalah fenomenologi hermeneutik. Partisipan dalam penelitian ini adalah siswa SMPN 1 Narmada Lombok Barat yang terdiri dari 29 siswa kelas VIII. Peneliti berperan sebagai instrumen utama yang didukung dengan beberapa alat seperti tes operasi pecahan, pedoman wawancara mendalam. Temuan penelitian mengungkapkan bahwa rendahnya kemampuan siswa dalam mengoperasikan bilangan bulat, khususnya perkalian dan pembagian, merupakan faktor utama kesulitan belajar. Rancangan didaktis terdiri dari 3 tahap. Tahap pertama meliputi beberapa kegiatan yaitu Ayo Tebak dan Ayo Baca. Tahap kedua meliputi kegiatan-kegiatan seperti Mari Mencari, Mari Berdiskusi, dan Mari Menyimpulkan. Tahap ketiga terdiri dari kegiatan Ayo Latihan dan Refleksi Diri. Tahapan ini dikembangkan untuk memperkuat pemahaman terhadap prasyarat tersebut melalui kegiatan yang melibatkan penentuan kelipatan persekutuan terkecil dan faktor persekutuan terbesar. Sebagai rekomendasi, penelitian ini menyarankan agar guru matematika mengadopsi berbagai situasi didaktik berbasis masalah dalam pembelajaran pecahan. Abstract Although numerous studies have explored the role of fractions in the elementary school curriculum, research at the junior high school level remains limited, especially in identifying factors contributing to students' learning difficulties and developing alternative instructional approaches to address these challenges. This study aimed to examine both aspects. A hermeneutic phenomenology method was employed, with participants consisting of 29 eighth-grade students from SMPN 1 Narmada in West Lombok. The researcher acted as the primary instrument, supported by tools such as fraction operation tests and in-depth interview guidelines. The findings indicated that students’ difficulties stemmed primarily from their weak understanding of integer operations, particularly multiplication and division. To address this, a three-stage didactic design was implemented. The first stage included activities like "Let’s Guess" and "Let’s Read." The second stage incorporated "Let’s Search," "Let’s Discuss," and "Let’s Conclude." The final stage consisted of "Let’s Practice" and "Self-Reflection." These stages were designed to strengthen prerequisite knowledge through exercises on determining the least common multiple and greatest common factor. The study recommends that mathematics teachers integrate problem-based didactic strategies into fraction instruction.
PENGEMBANGAN MODUL DENGAN PENDEKATAN PEMECAHAN MASALAH PADA MATA KULIAH EVALUASI PEMBELAJARAN MATEMATIKA Nissa, Ita Chairun; Pujilestari, Pujilestari
Media Pendidikan Matematika Vol. 4 No. 1 (2016)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v4i1.123

Abstract

Teachers are professional educators with the primary task of educating, teaching, guiding, directing. train, assess, and evaluate students. Conducting an assessment and evaluation of learners have strategic value because the result can be a material reflection for designing learning mathematics teacher quality. Identify the problem through a questionnaire distributed to students who have carried out Practice Field Experience shows that they still have weaknesses when assessing the understanding of mathematical concepts, procedural knowledge, and problem solving skills. The main obstacle is not available adequate teaching materials for studying these three aspects, necessitating an effort to develop a module for evaluation of learning mathematics courses. The module was developed with the problem solving approach through three stages of adaptation of the model development by Thiagarajan 4D, which define, design and develop. The results of the validation by the two experts of module design are extremely valid with a score of 82.963%, and 91, 852%, and the results of the validation by the two experts of creative content is also very valid with a score of 87.143% and 95.714%. In addition, the result that the use of the modules have an impact on student learning outcomes at tcount = 17.09765>ttable = 2.02439, df = 36, and  = 5%. So we concluded that the evaluation of learning course modules that have been developed have valid, practical, and effectivecriteria.
PENGARUH PENGGUNAAN HYPNOTEACHING PADA PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR SISWA KELAS VII SMPN 2 UTAN TAHUN PELAJARAN 2015/2016 Aminah, Siti; Nissa, Ita Chairun; Juliangkary, Eliska
Media Pendidikan Matematika Vol. 5 No. 1 (2017)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v5i1.496

Abstract

This study aims to determine the effect of using hypnoteaching on problem based learning toward the students learning outcomes at VII grade studen of SMPN 2 Utan. The Type of research is a eksperimental research. The population of this research includes all students of class VII SMPN 2 Utan. The sampling technique used purposive sampling. The class VII2 as the experimental class  and class VII 4 as the control class. The data collection is done by using about pre-test and post-test form. Data processing is done by statistical analysis. The results showed that t_count = 2.17 is greater than t_table = 2.001. so it can be concluded that the hypothesis is rejected Ho and Ha accepted. That  means that the treatment given to the experimental group have an influence towars the student learning outcomes using model hypnoteaching on problem based learning at VII grade student of SMPN 2 Utan
Pengaruh Pendekatan SAVI (Somatis, Audiotori, Visual, Intelektual) terhadap Kemampuan Komunikasi Matematika Siswa Kelas VII MTs. Putra Narmada Tahun Pelajaran 2016/2017 Zainuddin, Toni; Nissa, Ita Chairun; Agusfianuddin, Agusfianuddin
Media Pendidikan Matematika Vol. 5 No. 1 (2017)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v5i1.505

Abstract

Habits of teachers in only use conventional teaching methods in teaching and learning mathematics cause less enthusiastic students to follow the lessons. Therefore, teachers are required to select a model appropriate learning characteristics of students and the material being taught. Thus, students will more easily understand the material. This study aims to determine the effect ofapproach SAVI (Somatic, Visual, Intelectual) the on communication skills of mathematics students of class VII MTs. NW Men 2016/2017 school year. population in this study consisted of 327 students and is where the study sample consisted of two classes of class VII B (experiment) and VII C (control). Determination of the experimental class and control class is determined by Probability Sampling and obtained class VII B as an experimental class while the class VII C as the control class. The results showed the average value of 61.56 while the value - average for the control class 45.17. While Test-T to the achievement of the control class experiment belajarkelas obtained tcount > ttable (3.285> 2.002) that concluded the application of the model approach SAVI (Somatic, Auditory, Visual, Intellectual) affect the ability of students' mathematical communication VII MTs. NW Men Narmada in the academic year 2016/2017.
PENGARUH PENGGUNAAN MODEL REALISTIC MATHEMATIC EDUCATION (RME) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI 7 MATARAM TAHUN PELAJARAN 2016/2017 Anas, Windi Pratiwi; Nissa, Ita Chairun; Abidin, Zainal
Media Pendidikan Matematika Vol. 5 No. 1 (2017)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v5i1.507

Abstract

This study was aimed to find out the effectiveness of using Realistic Mathematic Education (RME)towards students’ mathematics result learning at the eight students’ of  SMP Negeri 7 Mataram in academic year 2016/2017. In this research, the researcher used quasy experimental research method. The population were all of the eight students of  SMPNegeri7Mataram. the researcher divided into two classes. A class is as control group with 45 number of the students.and B class is as experimental group with 45 number of the students. To collect the data,  the researcher used posttest esay that had been tested the validity and realablity. Based on the result of analysis, the data of posttest was obtained from the students’ score  of expereimental group was 78,58 and control group was 70,04. The data was analyzed by using t-test with significant level 5%. T-test was 2,86 and t-table was 1,99 with degree of freedom (df) = 88. The result of the data showed that  t-test was higher than t-table. It means that Ha is accepted and Ho is rejected. Therefore, the researcher can concluded that the effectiveness of using Realistic Mathematic Education (RME)towards students’ mathematics result learning was effective at the eight students’ of  SMP Negeri 7 Mataram in academic year 2016/2017.
ANALISIS KEMAMPUAN SISWA DALAM MEMAHAMI KONSEP SISTEM PERSAMAAN LINIER TIGA VARIABEL (SPLTV) BERDASARKAN TEORI APOS SISWA KELAS X IPS 1 MA TARBIYATUL MUSTAFID BATU RIMPANG Wahyuningsih, Hasbi; Nissa, Ita Chairun; Yuntawati, Yuntawati
Media Pendidikan Matematika Vol. 7 No. 1 (2019)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v7i1.1556

Abstract

This study aims to describe the ability of students to understand the concept of the Three Variable Linear Equation System (SPLTV) based on the APOS theory (Action, Process, Object and Schema) in students of MA Tarbiyatul Mustafid Batu Rimpang. This type of research is a qualitative descriptive study with 3 students subject taken from MA Tarbiyatul Mustafid Batu Rimpang students with high, medium and low ability categories. The results of the study show that highly capable subjects have an understanding of the stages of action, processes, objects and schemes. Subjects who are capable of having understanding at the stage of action, process, object and at the schematic stage students cannot design and complete the mathematical model they form. While low-ability subjects have an understanding of the stages of action, process, object but have not fully arrived at these stages because the subject made a mistake in the calculation process so that the solution given is wrong. The understanding possessed by students with moderate and low ability is the same at the scheme stage.
IDENTIFIKASI BENTUK PARTISIPASI SISWA SMP DALAM PEMBELAJARAN MATEMATIKA BERBASIS ELPSA Ikasari, Juliani; Nissa, Ita Chairun; Juliangkary, Eliska
Media Pendidikan Matematika Vol. 5 No. 2 (2017)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v5i2.1794

Abstract

Berdasarkan penelitian yang dilakukan oleh peneliti sebelumnya, ditemukan adanya suatu permasalahan partisipasi siswa dalam pembelajaran matematika masih tergolong rendah. Rendahnya partisipasi belajar siswa disebabkan kurang bervariasinya model pembelajaran, guru belum memaksimalkan potensi siswa dan juga siswa masih pasif dalam proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan bentuk partisipasi siswa SMP dalam pembelajaran matematika berbasis ELPSA. Jenis penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Subjek dalam penelitian ini adalah siswa SMP kelas VII dengan pokok bahasan garis dan sudut.  Instrumen yang digunakan adalah 1) Transkip video pembelajaran matematika berkerangka kerja ELPSA, 2) lembar observasi, dan 3) daftar cek. Sumber data yang digunakan dalam penelitian ini adalah 1) Data proses pembelajaran matematika dengan kerangka kerja ELPSA diamati dari video, 2) data dialog guru dengan siswa dalam proses pembelajaran dengan kerangka kerja ELPSA diambil dari transkip video, dan 3) data partisipasi siswa dalam proses pembelajaran matematika dengan kerangka kerja ELPSA diambil dari daftar cek. Berdasarkan hasil pengkodingan dan analisis terhadap 3 video pembelajaran matematika berkerangka kerja ELPSA menunjukkan bahwa indikator partisipasi siswa yang lebih mendominasi adalah indikator partisipasi siswa dengan kode ME (Mengingat). Dapat disimpulkan bahwa bentuk-bentuk partisipasi siswa yang berhasil diidentifikasi dalam video pembelajaran matematika pada pokok bahasan garis dan sudut dengan kerangkan kerja ELPSA adalah bentuk-bentuk partisipasi siswa dengan kode ME (Mengingat), KL (Kelancaran), PU (Persepsi siswa terhadap konsep, metode dan hubungan dalam matematika secara umum), PM (Persepsi siswa terhadap konsep, metode dan hubungan dalam matematika secara matematis), dan SK (Sintesis dan koneksi matematis).
Co-Authors Abdullah, Hamdan Agusfianuddin, Agusfianuddin Ahmad Muzaki Anas, Windi Pratiwi Febrilia, Baiq Rika Ayu Fitri Astutik, Fitri I Wayan Suastra Ikasari, Juliani Iswawan, Muhamad Galang Juliangkary, Eliska KETUT SUKARMA . Lastri, Fitriatun Masjudin, Masjudin MIFTAKHUL JANNAH Noviyanti, Putu Ledyari Pangga, Dwi Pujilestari, Pujilestari Sanapiah, S Sanapiah, Sanapiah Siti Aminah Wahyuningsih, Hasbi YULIYANTI, SRI Yuntawati, Y Yuntawati, Yuntawati Zainal Abidin Zainuddin, Toni