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All Journal Edumaspul: Jurnal Pendidikan
Nopriyeni Nopriyeni
Master Program of Pedagogy, Faculty of Teacher Training and Education, Universitas Muhammadiyah Bengkulu, Bengkulu, Indonesia

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Developing a Problem Based Learning Student Worksheet Assisted by Kahoot! To Foster the Mathematical Literacy of Grade X Students Tri Rahayu Setya Ningrum; Apriza Fitriani; Nopriyeni Nopriyeni
Edumaspul: Jurnal Pendidikan Vol. 10 No. 2 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v10i2.395

Abstract

This study responds to the persistently low mathematical literacy of Indonesian secondary students and the limited availability of contextual, interactive teaching materials at SMAN 1 Seluma, Bengkulu. The purpose of the research was to develop a Student Worksheet (LKS) based on Problem Based Learning assisted by Kahoot! on the topic of Systems of Linear Equations in Three Variables (SLETV) and to describe its validity and practicality for fostering the mathematical literacy of grade X students. The study employed a research and development design following the ADDIE model, comprising analysis, design, development, implementation, and evaluation. Participants consisted of three expert validators (content, media, and language), two mathematics teachers, 12 students in a limited trial, and 74 students in a field trial, all selected through purposive sampling. Data were collected through observation sheets, interview guidelines, expert validation sheets, and teacher and student response questionnaires, and were analysed using quantitative descriptive techniques by converting scores into validity and practicality categories. The worksheet obtained average validation scores of 3.82 from the content expert, 3.78 from the media expert, and 3.78 from the language expert, all within the highly valid category. Practicality reached 96% from teacher responses and 96% from student responses, both categorised as highly practical. The developed worksheet is therefore declared valid and practical and is appropriate for use as teaching material to foster students' mathematical literacy.
Developing an Unplugged Coding-Based Geometry Traffic Board Learning Medium to Foster Logical Thinking in Group B Kindergarten Children Elis Hamida; Nopriyeni Nopriyeni; Mariana Ade Cahaya
Edumaspul: Jurnal Pendidikan Vol. 10 No. 2 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v10i2.409

Abstract

Logical thinking is a foundational competency in early childhood education, yet learning media in many Indonesian kindergartens remain static and rarely challenge children to sequence, classify, or reason about cause and effect. Preliminary observation at TK Muamalah Kepahiang showed that geometry was introduced mainly through visual memorisation of basic shapes, without structured problem-solving scenarios. This study aimed to develop a Geometry Traffic Board learning medium based on unplugged coding that is valid and practical for fostering the logical thinking of Group B children. The research used a research and development design following the ADDIE model, limited to four stages: analyse, design, develop, and evaluate. Participants comprised two content-expert validators, two media-expert validators, kindergarten teachers as practitioner respondents, six children in the limited trial, and eighteen children in the field trial, all at TK Muamalah Kepahiang in the 2025/2026 academic year. Data were collected through expert validation sheets, teacher response questionnaires, and structured observation of four logical thinking indicators, and were analysed as percentages against validity and practicality criteria. Content-expert validation reached 95% and media-expert validation 93%, both highly valid. Teacher responses reached 94% in the limited trial and 95% in the field trial, both highly practical, while children's logical thinking attainment reached 94% and 95% respectively. The medium is therefore declared valid and practical for fostering logical thinking in early childhood.
Co-Authors Apriza Fitriani Elis Hamida Mariana Ade Cahaya Tri Rahayu Setya Ningrum