Article Per Year (5 Year)
p-Index From 2021 - 2026
1.908
P-Index
This Author published in this journals
All Journal JPM : Jurnal Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Jurnal Padegogik Indonesian journal of teaching and learning International Journal of Contemporary Studies in Education Jurnal Pendidik Indonesia Tepak Sirih : Jurnal Pengabdian Kepada Masyarakat Madani Jurnal Mitra Pengabdian Farmasi
Arcat
Unknown Affiliation
Religion Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Pelatihan dan Pendampingan Penyusunan Lembar Kerja Peserta Didik (LKPD) bagi Guru SMPN 3 Rambah Hilir Annajmi, Annajmi; Riska Novia Sari; Arcat; Nurrahmawati; Ratri Isharyadi; Marfi Ario; Lusi Eka Afri; Hera Deswita
Jurnal Mitra Pengabdian Farmasi Vol. 1 No. 3 (2022): Juni 2022
Publisher : Akademi Farmasi YPPM Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

LKPD as a learning resource plays an important role for students in learning activities to be actively involved in understanding concepts. The problem is that teachers have not been motivated to make their own LKPD according to the characteristics and abilities of students. This is because teachers do not understand the importance of using LKPD which are prepared by themselves in learning and the mechanics and technicalities of compiling LKPD correctly and well. The teacher only uses textbooks and LKPD which contains a summary of the material, sample questions and practice questions without any process of finding concepts. Students receive information from LKPD without being able to explore their ability to obtain information/concept discovery independently. In connection with these problems, training and assistance in the preparation of LKPD was carried out at SMPN 3 Rambah Hilir. The teacher participated in this activity enthusiastically. This can be seen from the positive response given by dmana there were 15.4% gave a very good response and 76.9% gave a good response. The material and assistance provided in the training helped teachers make a better LKPD, namely 15.4% stated that it was very good, 69.2% stated that it was good and 15.4% stated that it was quite good. Teachers became motivated to make their own LKPD, namely there were 15.4% very good, 76.9% good and 7.7% enough.
Evaluating the reliability of mathematical literacy assessment for pre-service teachers: A generalizability theory approach Afri, Lusi Eka; Nurrahmawati; Arcat
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.3585

Abstract

Reliable assessment of pre-service teachers' mathematical literacy skills is crucial to ensure their readiness to teach. However, conventional reliability indices often fail to disentangle various sources of measurement error simultaneously. This study applies Generalizability Theory (G-Theory) to evaluate and diagnose the reliability of a mathematics literacy instrument. A two-facet nested design, denoted as , was employed involving 30 undergraduate students (p) with six open ended essay item (i) evaluated by three independent raters (r). A G-study was conducted to estimated variance components, revealing that the largest source of variance originated from raters (92.8%). The initial analysis yielded d generalizability coefficient of 0.27 and dependability coefficient of 0.01, indicating low reliability due to substantial rater inconsistency. A D-study was conducted to evaluate alternative designs, however the results showed that even by increasing the number of items and raters, the G-coefficient 0.38 above the threshold of 0.80. These findings highlight that rater effects pose a major threat to measurement stability and suggest that the current instrument requires fundamental refinement of its scoring rubrics and procedures. This study serves as a critical diagnostic for teacher education programs, providing an empirical basis for optimizing assessment design and institutionalizing rater calibration to improve the evaluation of future educators.
Co-Authors Annajmi Annajmi, Annajmi Arnita, Vivi Ayu Wulandari Azila, Aida Azmi Asra, Azmi Eni Purwanti, Eni Ermida Harahap, Yulia Ulfa Hera Deswita Lilis Marina Angraini Lusi Eka Afri Lusi Eka Afri Marfi Ario Nur Asiyah Nurrahmawati Oktaviani, Resvi Ramadani, Suci Ratri Isharyadi, Ratri Riska Novia Sari Riska Novia Sari, Riska Novia Rohimi Saufi, Yai Anggri Sohibun -, Sohibun Syahfitri, Ely Utami, Fitri