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Sudarman Dami
Universitas Muhammadiyah Metro, Indonesia
Arts Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Analysis of the Mathematical Communication Skills of Grade XII Vocational High School Students on Linear Programming Material Siti Khotijah; Dwi Rahmawati; Sudarman Dami
Research Horizon Vol. 6 No. 3 (2026): Research Horizon - Juni 2026
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.6.3.2026.1124

Abstract

The low level of students’ mathematical communication skills in mathematics learning, particularly in linear programming topics, remains a significant concern. This issue is critical because linear programming requires students to express, represent, and justify mathematical ideas systematically in both written and visual forms. The study aimed to analyze the mathematical communication skills of grade XII vocational high school students based on indicators of oral and written communication, mathematical representation, and reasoning and symbolic thinking. This study employed a qualitative method with a descriptive approach involving 12 students selected purposively. Data were collected through essay tests and in-depth interviews and analyzed through the stages of data reduction, data presentation, and conclusion drawing. The findings revealed that students’ mathematical communication skills were still predominantly in the low category, with 6 students categorized as low, 4 as moderate, and 2 as high. Students in the high category were able to construct mathematical models and explain solution procedures systematically, whereas students in the low category experienced difficulties in using symbols, representations, and logical reasoning. The study concludes that students’ mathematical communication skills are not yet optimal; therefore, more active, communicative, and contextual learning strategies are needed to improve students’ ability to express mathematical ideas systematically.
MAN TEACHER PERFORMANCE OPTIMIZATION THROUGH ENHANCED WORK DISCIPLINE AND PROFESSIONAL COMPETENCE AT UPTD SD NEGERI 2 TULUNG BALAK Agus Wibowo; M. Ihsan Dacholfany; Agus Sutanto; Sudarman Dami
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3531

Abstract

Teacher performance is a pivotal determinant of educational quality, influenced by work discipline and professional competence. This research aims to examine the enhancement of teacher performance through strengthening work discipline and professional competence at UPTD State Elementary School 2 Tulung Balak, Batanghari Nuban District, East Lampung Regency. A descriptive qualitative approach was employed, with data collected through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman interactive model, including data condensation, data display, and conclusion drawing. Data credibility was ensured through triangulation and member checking. The findings indicate that teacher performance can be improved through strengthening work discipline and professional competence. Work discipline is reflected in adherence to regulations, punctuality, responsibility, and consistency in fulfilling duties. Professional competence is demonstrated through mastery of instructional materials, preparation of teaching instruments, effective learning implementation, technology utilization, and professional development through teacher working groups, training, and workshops. Principal leadership through supervision, guidance, monitoring, and evaluation further supports improvement.
PERAN KOMPETENSI PROFESIONAL GURU DALAM MENINGKATKAN KEMAMPUAN LITERASI-NUMERASI RAPOR PENDIDIKAN SEKOLAH Mohammad Rifai; Sudarman Dami; Siti Nurlaila
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3554

Abstract

This study aims to describe the role of teachers’ professional competence in improving literacy and numeracy skills reflected in the Education Report Card and to identify obstacles and solutions in the Radin Intan Elementary School Cluster, Putra Rumbia District. This study employed a descriptive qualitative approach involving four elementary schools. Data were collected through interviews, observations, and documentation. Data validity was established through source, technique, and time triangulation. The findings show that teachers’ professional competence supports literacy through subject mastery, reading habituation, appropriate learning methods and media, assessment, and follow-up activities. In numeracy, this role is demonstrated through conceptual mastery, contextual learning, learning media and resources, assessment, remedial activities, and enrichment. Obstacles include limited time, facilities, learning resources, technology, internet access, and professional development opportunities. Solutions include teacher working groups, learning communities, training, sharing good practices, and improving facilities. Better professional competence supported by adequate facilities tends to correspond with better literacy and numeracy achievement.
Co-Authors Agus Sutanto Agus Wibowo Dwi Rahmawati M. Ihsan Dacholfany Mohammad Rifai Siti Khotijah Siti Nurlaila