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All Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan Abdi Masyarakat Mosharafa: Jurnal Pendidikan Matematika Journal for Lesson and Learning Studies Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Research in Science and Mathematics Education
Dewi Kristika Findia Ning Tyas
Universitas Cendrawasih
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Pembelajaran Berbasis Steam Bagi Guru-Guru SD Negeri Emereuw Kota Jayapura Kho, Ronaldo; Tyas, Dewi Kristika Findia Ning; Doo, Katarina
Abdi Masyarakat Vol 4, No 2 (2022): Abdi Masyarakat
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/abdi.v4i2.4019

Abstract

Kemajuan ilmu dan teknologi saat ini menuntut para guru agar melek teknologi. Dengan pemahaman dan penggunaan teknologi dengan baik diharapkan berimplikasi pada siswa yang diajar. Siswa perlu dibekali dengan pengetahuan dan pemahaman teknologi yang tepat guna dan berhasil guna, agar mampu menerapkan teknologi dalam menyelesaikan permasalahan dalam kehidupan sehari-hari. Salah satu pendekatan pembelajaran yang melibatkan teknologi dan ilmu pengetahuan adalah pendekatan pembelajaran berbasis STEAM. Kegiatan pengabdian ini dilaksanakan dengan tujuan untuk meningkatkan kemampuan dan pemahaman guru-guru SD Negeri Emereuw Kota Jayapura dalam merancang, membuat, dan menerapkan pembelajaran berbasis STEAM. Hasil pengabdian menunjukkan bahwa (1) Pelaksanaan kegiatan berjalan dengan lancar, (2) Semua peserta mampu memahami materi yang disampaikan, dan (3) Guru/peserta dapat memahami pendekatan pembelajaran berbasis STEAM melalui kegiatan simulasi.
Application of the Jigsaw Type Cooperative Learning Model with the Guided Discovery Method Used by Prompt Tools on the Surface Area of Curved Sided Template Findia Ning Tyas, Dewi Kristika
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10476

Abstract

Curved-sided geometric shapes have a high level of abstraction, often leading to misconceptions and difficulties in visualizing threedimensional shapes. The Jigsaw cooperative model can enhance interaction and conceptual elaboration through the division of learning roles among students, while the guided discovery method helps students understand concepts and the origins of formulas more deeply. The use of teaching aids also provides concrete experiences that can strengthen visualization and reduce misunderstandings. The synergy of these three approaches has the potential to create more effective, active, and meaningful learning, while meeting the demands of current learning and curriculum that emphasize collaboration, exploration, and conceptual understanding. The study used a qualitative descriptive approach because the purpose of the study was to describe the application of the jigsaw cooperative learning model with the guided discovery method assisted by teaching aids on the surface area of curved-sided geometric shapes. The research subjects were grade IX students. Data were collected through observation, tests, and documentation. Based on the results of observations of student attitude assessments, the percentage of cooperative attitudes was obtained at85,29%, a responsible attitude of83,82%, a self-confident attitude of75%, and a meticulous attitude of75%. . Based on student learning outcomes, the average student score is69,41, and 71% of students met the Minimum Competency Criteria (KKM). These findings confirm that this learning strategy is effective in creating an active and meaningful learning environment
Mathematical Communication of Vocational High School Students in Solving Papuan Ethnomathematics-Based Problems Dewi Kristika Findia Ning Tyas; Marthinus Y. Ruamba; Ririn Dwi Agustin; Pujilestari Pujilestari
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.17783

Abstract

This study examines how Indonesian vocational high school (SMK) students communicate mathematically while solving systems of three-variable linear equations (SPLTV) embedded in Papuan ethnomathematical contexts. Using a qualitative descriptive design, the study involved ten Grade 10 students representing ten vocational departments. Data were collected through students’ written solutions to ethnomathematics-based SPLTV tasks (e.g., contexts involving culturally familiar objects such as noken and local economic practices) and follow-up semi-structured interviews intended to clarify students’ reasoning, procedural choices, and interpretation of results. Analysis employed a rubric-guided coding scheme comprising three observable indicators of mathematical communication: (1) mathematical expression/modeling (translating contextual information into variables and SPLTV equations), (2) identifying relevant information and coherently explaining solution procedures, and (3) drawing contextual conclusions that interpret solutions in relation to the problem situation. To ensure consistent reporting, each indicator was evaluated by evidence source written work (W), interview evidence (I), or both (W+I) allowing the study to distinguish between students who understood an element but did not document it in writing. Findings indicate that all participants were able to construct an SPLTV model from the cultural context, and most were able to explain elimination–substitution procedures, although several omitted key communication components (e.g., “given/asked” statements or an explicit concluding sentence) in their written work. Overall, eight of ten students produced a valid contextual conclusion when evidence from written work and/or interviews was considered, whereas two students struggled with core procedural steps and therefore could not reach a meaningful conclusion. These results suggest that Papuan cultural contexts can support meaning-making and initial modeling, but explicit support for procedural fluency and written communication norms remains necessary to produce complete, accountable solutions.
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.
Development of Nearpod-Based Interactive Learning Media on Set Material Ririn Dwi Agustin; Dian Fitri Argarini; Yunis Sulistyorini; Dewi Kristika Findia Ning Tyas
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3053

Abstract

Abstrak Penelitian ini bertujuan menngembangkan media pembelajaran interaktif berbasis nearpod. Penelitian pngembangan ini dilatarbelakangi oleh kurangnya penggunaan media pembelajaran pada mata pelajaran matematika materi konsep himpunan, yang menyebabkan beberapa siswa kelas VII kesulitan memahami materi tersebut. Oleh karena itu, media pembelajaran berbasis Nearpod diharapkan dapat menjadi solusi alternatif. Penelitian ini menggunakan model pengembangan ADDIE yang meliputi lima tahapan: Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian ini siswa kelas VII SMP. Instrumen yang digunakan meliputi lembar validator ahli materi dan media, angket responden guru dan siswa, serta pretest dan posttest. Hasil penelitian menunjukkan bahwa media pembelajaran interaktif berbasis Nearpod memiliki nilai kevalidan dari ahli materi sebesar 81,66% (Valid) dan ahli media sebesar 83,15% (Valid). Nilai kepraktisan dari angket guru sebesar 98,00% (Sangat Praktis), serta dari siswa sebesar 87,63% (uji coba terbatas) dan 85,21% (uji coba luas), keduanya berkategori Sangat Praktis. Keefektifan media ini berdasarkan rata-rata skor N-gain adalah 57,04 (Cukup Efektif). Abstract This research aims to develop nearpod-based interactive learning media. This development research is motivated by the lack of use of learning media in mathematics subjects on set concept material, which causes some 7th grade students to have difficulty understanding the material. Therefore, Nearpod-based learning media is expected to be an alternative solution. This research uses the ADDIE development model which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects of this research grade VII Junios High Scholl students. The instruments used include material and media expert validator sheets, teacher and student respondent questionnaires, as well as pre-tests and post-tests. The results showed that Nearpod-based interactive learning media had a validity value from material experts of 81.66% (Valid) and media experts of 83.15% (Valid). The practicality value from the teacher questionnaire was 98.00% (Very Practical), as well as from students of 87.63% (limited trial) and 85.21% (broad trial), both of which were categorized as Very Practical. The effectiveness of this media based on the average N-gain score is 57.04 (Moderately Effective).
Effects of Number Sense Interventions in Early Childhood Yustinus Wangguway; Julita L. Latuhihin; Dewi Kristika Findia Ning Tyas; Arif Sapta Mandala; Iwan Setiawan HR
Journal for Lesson and Learning Studies Vol. 9 No. 2 (2026): July INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v9i2.113645

Abstract

Number sense is a fundamental component of early numeracy and a strong predictor of success in mathematics at subsequent educational levels. Although various studies have been conducted to strengthen number sense in young children, the findings remain inconsistent, and the magnitude of the aggregate effect, as well as the role of contextual factors, have not yet been quantitatively and comprehensively mapped. This study aims to estimate the magnitude of the effect of number sense interventions and to analyze the role of moderator factors that may explain variations in their effectiveness. This study employs a meta-analysis following the PRISMA guidelines to synthesize studies on number sense interventions for young children. The literature search was conducted using the Scopus database. A total of 18 studies published between 2015 and 2025, yielding 20 effect estimates, met the inclusion criteria. Effect sizes were calculated using the standardized mean difference (Hedges’ g) with a random-effects model. Analyses of heterogeneity, publication bias, and moderators were conducted by considering study design, number sense domains, types of learning interventions, learning media, children’s age, and country context. The results of the meta-analysis indicate that number sense interventions have a moderate positive effect on the numeracy skills of young children. Moderator analysis indicates that variations in effect sizes across studies are not statistically significant, suggesting that the variables analyzed do not adequately explain the variation in effects. Number sense interventions are effective in strengthening early childhood numeracy with a moderate effect size. Although there is variation in effects across studies, these findings suggest that the interventions have broad application potential across various contexts.
Co-Authors Agnes Teresa Panjaitan Arif Sapta Mandala Dian Fitri Argarini Doo, Katarina Elieser Kulimbang Elsi Sirampun Halimatussa’diah Happy Lumbantobing Ismail, Raoda Iwan Setiawan HR Julita L. Latuhihin Marthinus Y. Ruamba Mayor M. H. Manurung Pitriana Tandililing Pujilestari Pujilestari Rian Efendi Ririn Dwi Agustin Ririn Dwi Agustin Ronaldo Kho Wa Ode Chelsi Nur Yunis Sulistyorini Yustinus Wangguway