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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika JURNAL MATEMATIKA STATISTIKA DAN KOMPUTASI AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan Matematika Jurnal Pendidikan Matematika Jurnal Pembelajaran Berpikir Matematika Jurnal Wahana Kajian Pendidikan IPS Al-Jabar : Jurnal Pendidikan Matematika Sebatik Jurnal Pendidikan dan Kebudayaan Jurnal Amal Pendidikan JURNAL ILMIAH EDUKATIF Mosharafa: Jurnal Pendidikan Matematika Berajah Journal Journal International Inspire Education Technology (JIIET) Jurnal Amal Pendidikan Jurnal Pendidikan Matematika Indo Green Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) Darussalam: Journal of Psychology and Educational Indo Green Journal Research Psychologie, Orientation et Conseil Indonesian Journal of Education (INJOE) International Journal of Educational Narratives
Busnawir Busnawir
Universitas Halu Oleo
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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ANALISIS KESALAHAN SISWA KELAS VII SMP DALAM MENYELESAIKAN SOAL CERITA PADA MATERI BENTUK ALJABAR MENURUT KLASIFIKASI KASTOLAN Rahmi, Aulia; Samparadja, Hafiludin; Busnawir, Busnawir
Jurnal Penelitian Pendidikan Matematika Vol 12, No 2 (2024)
Publisher : Jurusan Pendidikan Matematika Universitas Halu Ole

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jppm.v12i2.48925

Abstract

Penelitian ini dimaksudkan untuk mengkaji kesalahan siswa dalam menyelesaikan soal cerita pada materi bentuk aljabar menurut klasifikasi Kastolan, di kelas VII SMP Negeri 1 Kontunaga.Berdasarkan hasil analisis dan pembahasan, ditemukan bahwa siswa melakukan berbagai kesalahan, termasuk kesulitan dalam memahami konsep dasar matematika, menafsirkan maksud soal, dan memilih rumus atau operasi hitung yang tepat.Berdasarkan analisis data terkait klasifikasi kastolan, ditemukan bahwa kesalahan siswa dapat dikelompokkan menjadi kesalahan konseptual, prosedural, dan teknik.Faktor-faktor penyebab kesalahan meliputi kurangnya pemahaman konsep dasar matematika, kurangnya keterampilan dalam menyelesaikan masalah matematika, dan kurangnya kesadaran terhadap kesalahan yang dibuat.Studi ini juga mengidentifikasi beberapa upaya dan taktik jitu yang dapat diterapkan guru untuk menyiasati kesalahan siswa, seperti memperkuat pemahaman konsep dasar matematika dan memberikan umpan balik yang konstruktif.Diharapkan penelitian ini dapat membantu meningkatkan penguasaan siswa terhadap materi bentuk aljabar dan keterampilan mereka dalam menyelesaikan soal matematika.
The effectiveness of project-based learning in developing the 21st century skills Busnawir, Busnawir; Yuniawati, Ika; Mardiati, Mardiati; Sitepu, Ediaman
Darussalam: Journal of Psychology and Educational Vol. 4 No. 1 (2025)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/djpe.v4i1.272

Abstract

The rapid evolution of technology and globalization has underscored the importance of 21st-century skills, including critical thinking, creativity, collaboration, and communication. Project-Based Learning (PBL) has emerged as a powerful instructional approach to meet these evolving educational demands. This study examines the effectiveness of PBL in fostering 21st-century skills among learners across various educational contexts. Employing a systematic review of empirical studies and experimental research, the analysis reveals that PBL significantly enhances students' problem-solving abilities, promotes innovative thinking, strengthens teamwork competencies, and improves effective communication. Furthermore, PBL environments stimulate student engagement and self-directed learning, aligning academic experiences with real-world applications. The findings suggest that integrating PBL strategies into curricula not only supports cognitive development but also equips learners with the essential skills required to thrive in the modern workforce. The study concludes with recommendations for educators to adopt flexible, interdisciplinary, and student-centered PBL models to maximize learning outcomes and skill acquisition.
Drill & practice and modified Moore strategies: inference on students' mathematical deductive reasoning abilities Kodirun, Kodirun; Busnawir, Busnawir
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i1.20118

Abstract

Background: The effectiveness of learning strategies plays a pivotal role in enhancing the educational experience, engaging students, and ensuring comprehension of the subject matter.Aim: The primary objective of this research is to evaluate the comparative effectiveness of the modified moore method versus drill & practice strategies in facilitating student understanding and interest in logic and sets material.Method: Employing a quasi-experimental design, this investigation involved two groups of students enrolled in the 2022.1. Linear Algebra course, with 47 participants in one group and 52 in the other. Selection of participants was conducted purposively. Data collection was achieved through examinations and analyzed utilizing descriptive statistics along with the t-test.Result: Analysis revealed no significant difference in educational outcomes between students instructed using the modified moore method and those engaging with drill & practice. This lack of disparity was consistent across students with varying levels of proficiency in Logic and Sets, with the exception of the intermediate group. Within this specific cohort, individuals receiving instruction via drill & practice outperformed their counterparts experiencing the modified moore method.Conclusion: For students of intermediate skill levels, the drill & practice strategy proves to be more advantageous. The findings suggest that while both methods offer comparable benefits for students at different proficiency levels, the drill & practice approach may be more effective for enhancing the learning experience of those with moderate abilities in logic and sets.
Konsistensi Internal Instrumen Tes: Perbandingan Beberapa Metode Estimasi Berdasarkan Variasi Ukuran Sampel Busnawir, Busnawir
Jurnal Pendidikan Matematika Vol. 14 No. 2 (2023): July 2023
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v14i2.100

Abstract

Salah satu ukuran reliabilitas instrumen adalah konsistensi internal butir yang menyusunnya. Beberapa metode estimasi sering digunakan tetapi kadang memberikan koefisien reliabilitas yang berbeda sehingga menjadi masalah dalam memberikan kesimpulan. Tujuan penelitian ini untuk menemukan karakteristik metode estimasi konsistensi internal yang paling efektif ditinjau dari ukuran sampel dan model sampling yang berbeda. Metode yang digunakan adalah eksperimen dalam bentuk simulasi. Data primer penelitian merupakan skor hasil tes ujian tengah semester siswa kelas VIII SMPN 9 Kendari, yang merupakan jawaban dari 400 siswa terhadap instrumen tes matematika yang berjumlah 12 item pilihan ganda. Simulasi dilakukan dengan menarik secara acak sampel berukuran 31, 62, 93, 124, dan 155, dengan cara pengembalian dan tanpa pengembalian. Koefisien konsisten internal dihitung menggunakan tiga metode estimasi yang berbeda yaitu metode Sperman-Brown, KR-20, dan KR-21. Hasil penelitian menunjukkan metode Spearman-Brown memberikan koefisien konsistensi internal lebih tinggi dibandingkan metode KR-20 dan KR-21 pada semua ukuran sampel baik menggunakan sampling dengan pengembalian maupun sampling tanpa pengembalian. Kesimpulannya adalah metode Spearman-Brown paling efektif dalam menentukan koefisien konsistensi internal butir instrumen tes dibandingkan metode KR-20 dan KR-21, baik menggunakan sampel dengan pengembalian maupun tanpa pengembalian.
The Impact of Collaboration Tools on Student Learning Outcomes Busnawir, Busnawir; Kaya, Cemil; Kara, Sevda
Journal International Inspire Education Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i1.785

Abstract

The integration of digital collaboration tools in education has transformed the way students engage with learning materials and interact with peers and instructors. Traditional learning environments often limit real-time collaboration, critical thinking, and engagement, leading to challenges in student comprehension and retention. The increasing reliance on online learning platforms necessitates an evaluation of the effectiveness of collaboration tools in improving student learning outcomes. This study aims to examine the impact of digital collaboration tools on student performance, engagement, and knowledge retention in various educational settings. A mixed-methods approach was employed, combining quantitative analysis of student performance data with qualitative insights from surveys and interviews with educators and students. Findings indicate that the use of collaboration tools significantly enhances student engagement, promotes active learning, and improves academic performance. Tools such as shared documents, discussion forums, and real-time collaboration platforms foster interactive learning experiences, leading to increased knowledge retention. The study concludes that implementing well-designed collaboration tools within instructional frameworks positively influences student learning outcomes. Future research should explore the long-term effects of collaboration tools across diverse disciplines and assess their role in fostering higher-order thinking skills and problem-solving abilities.
Kebijakan Pemerataan Guru dan Kualitas Pendidikan di Daerah Terpencil Burhan, Burhan; Busnawir, Busnawir; R Pugu, Melyana
Jurnal Ilmiah Edukatif Vol. 11 No. 1 (2025): Juni
Publisher : FAKULTAS TARBIYAH INSTITUT AGAMA ISLAM SULTAN MUHAMMAD SYAFIUDDIN SAMBAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/jie.v11i1.3733

Abstract

Kebijakan pemerataan guru dan kualitas pendidikan di daerah terpencil ini merangkum upaya dan tantangan pemerintah dalam mengatasi kesenjangan pendidikan antara daerah perkotaan dan terpencil. Kebijakan ini bertujuan untuk memastikan seluruh anak di Indonesia mendapatkan akses pendidikan yang setara melalui penempatan guru-guru berkualitas di daerah yang kekurangan tenaga pendidik. Tantangan utama yang dihadapi meliputi kurangnya insentif bagi guru untuk bekerja di daerah terpencil dan minimnya infrastruktur pendukung. Pemerintah perlu memberikan insentif yang memadai dan fasilitas yang layak untuk menjaga motivasi dan kinerja guru. Selain itu, peningkatan kualitas pendidikan juga memerlukan dukungan komprehensif dari berbagai pihak, termasuk kolaborasi dengan komunitas, penggunaan teknologi, dan pelatihan berkelanjutan bagi guru. Pendekatan holistik dan partisipasi semua stakeholder diharapkan dapat mewujudkan pendidikan yang adil dan berkualitas di seluruh Indonesia.
THE EFFECT OF EDUCATION POLICY ON ACCESSIBILITY AND QUALITY OF LEARNING Nurlena Nurlena; Sri Utami; Busnawir Busnawir
Indonesian Journal of Education (INJOE) Vol. 4 No. 2 (2025): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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

Abstract

Education policy plays a crucial role in determining the level of accessibility and quality of learning. This research highlights how inclusively and fairly designed policies can ensure equitable distribution of resources, thus providing equal opportunities for all students, including those in remote areas. In addition, policies that support teachers' professional development, as well as curriculum updates, contribute significantly to improving the effectiveness of the learning process. Thus, a holistic approach to education policy is expected to create an adaptive, relevant and quality-oriented education environment that prepares students to compete at the global level.
CONTINUOUS IMPROVEMENT CYCLE-BASED EVALUATION: AN EFFECTIVE CONTROL STRATEGY FOR PROGRAMME SUCCESS Busnawir Busnawir
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2025): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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

Abstract

This study aims to analyse the application of continuous improvement cycle-based evaluation and its integration with effective control strategies in order to increase the chances of programme success. The method used is a literature review with a descriptive-analytical approach, which examines concepts, theories, and empirical findings from various scientific sources such as journals, books, and research reports. The results of the study indicate that the application of a continuous improvement cycle model, such as Plan-Do-Check-Act (PDCA), enables program evaluation to be carried out systematically, adaptively, and repeatedly, so that weaknesses can be identified and corrected quickly. Meanwhile, effective control strategies—including the establishment of clear performance indicators, continuous monitoring, proactive risk management, strong governance, and the use of technology—can strengthen the evaluation process and ensure the efficient achievement of programme objectives. The synergy between these two approaches not only improves programme performance and quality but also fosters an organisational culture that is responsive, accountable, and quality-oriented. These findings have important implications for programme managers across sectors to adopt an integrated evaluation-control framework as a long-term management strategy.
THE APPLICATION OF PROJECT-BASED LEARNING TO ENHANCE CREATIVITY AND COLLABORATIVE SKILLS AMONG PRIMARY SCHOOL PUPILS IN THE ERA OF THE MERDEKA CURRICULUM Busnawir; Aslan Aslan
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19493984

Abstract

This study aims to analyse the implementation of the Project-Based Learning (PjBL) model in enhancing the creativity and collaborative skills of primary school pupils in the era of the Merdeka Curriculum. It employs a literature review (library research) using a descriptive qualitative approach. The findings indicate that PjBL, when integrated with the principles of the Merdeka Curriculum—through flexible time allocation, differentiated learning, and the Pancasila Student Profile Strengthening Project (P5)—significantly enhances pupils’ creativity across the indicators of fluency, flexibility, originality, and elaboration of ideas. Furthermore, PjBL is also effective in developing collaborative skills through mechanisms of positive interdependence, individual accountability, and structured group reflection. Empirical evidence from various studies reports a 35–45% increase in students’ creativity and collaboration scores following the implementation of PjBL over 8–12 weeks. Although challenges such as time constraints, variations in student ability, and the complexity of assessment remain, strategic solutions including continuous teacher training, the provision of adaptive project modules, and the use of assessment technology can overcome these obstacles. It is concluded that PjBL is a relevant and evidence-based pedagogical approach for fostering the Pancasila Student Profile—creative, collaborative, and ready to face the challenges of the 21st century.
Pengembangan Instrumen Evaluasi Berbasis Pembelajaran Berdiferensiasi Bagi Guru-Guru SMPN 9 Kendari : Pengabdian Busnawir; Zamsir; Kodirun; Rahmad Prajono; Wa Ode Indrawati; La Ode Ahmad Jazuli
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

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

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru SMP Negeri 9 Kendari dalam menyusun instrumen evaluasi yang relevan dengan pendekatan Pembelajaran Berdiferensia si. Pembelajaran berdiferensiasi merupakan strategi krusial untuk mengakomodasi keberagaman kebutuhan belajar peserta didik. Namun, seringkali guru menghadapi tantangan dalam merancang instrumen evaluasi yang mampu mengukur capaian belajar yang berbeda-beda tersebut secara adil dan tepat. Kegiatan workshop dilaksanakan selama dua hari, yaitu pada tanggal 30 dan 31 Oktober 2025, bertempat di AULA SMP Negeri 9 Kendari. Workshop ini diikuti oleh 25 peserta yang merupakan guru-guru aktif di SMP Negeri 9 Kendari. Metode pelaksanaan kegiatan meliputi penyampaian materi tentang teori dan konsep diferensiasi, diskusi interaktif, dan praktik langsung penyusunan instrumen evaluasi yang disesuaikan dengan kebutuhan belajar siswa. Hasil dari kegiatan ini menunjukkan adanya peningkatan signifikan dalam dua aspek utama, yaitu pemahaman konseptual guru terhadap implementasi pembelajaran berdiferensiasi dan keterampilan praktis guru dalam menyusun instrumen evaluasi yang relevan untuk mengukur hasil belajar yang berdiferensiasi. Kegiatan ini direkomendasikan untuk terus dikembangkan sebagai upaya berkelanjutan dalam meningkatkan kualitas asesmen yang mendukung praktik pembelajaran inovatif.
Co-Authors ., Arvyaty Abda Abda Abdul Asis adam, Pasrun Afrah Fatina Nasir Ahmad Yani Ahmad Zaeni Aji Darmawan Aksan, Sitti Kurnia Purnama Al Irsyad Alberth, Alberth Alfari, Zulham Almira Ulimaz Alwahab Alwahab Amirullah -, Amirullah Ana Wati Anisa Anisa Anwar Bey Aprilia Ayu Nita Aris Badara Arvyaty Arvyaty Arvyaty Arvyaty Aslan Aslan Asriyawan, Asriyawan Aulia Rahmi, Aulia Awaludin Awaludin, Awaludin Ayu Nita, Aprilia Baharuddin Baharuddin Burhan Burhan Chenda Dara Edi Cahyono Edi Cahyono Elisa Nur Hasanah Elvita Beliana Viktor Erniwati Erniwati Eva Syafaah Hasanah Fadaruddin, Fadaruddin Fahinu Fahinu Fahinu, Fahinu Hafiluddin Samparadja Hafiludin Samparadja Hafiludin Samparadja Hardianti . Harmawati Amrin Hasnawati Hasnawati Hasnawati Hasnawati Hasyim Mahmud Wantu Herlin Herlin Hidayat Ahmad Ika Yuniawati, Ika Ili, La Iqbal Pratama Izzatul Laili Jafar Jafar Jamal, Asri Janna Murti, Andi Mifthahul Kadir Kara, Sevda Kaya, Cemil Kodirun La Arapu La Aso La Masi La Ndia, La Ndia La Ode Ahmad Jazuli La Ode Ali Matrahim Lambertus Lambertus Lambertus Lambertus, Lambertus Latief Sahidin Latief Sahidin M Nasir Makkulau Makkulau Mardiati Mardiati Mery Aryanti Ming Kiri Misu, La Mohamad Salam Muhammad Imron, Muhammad Muhammad Sudia Muhammad Sudia Mukhsar . Murniyati, Murniyati Mustamin Anggo Muthmainnah Mursidin Nana Sumarna Nana Sumarna Noerjuniaty Noerjuniaty Nurhayati, Sitti Nuriali, Wa Nuriftitah, Nuriftitah Nurlena Nurlena Nurlena, Nurlena Nurmin Nurmin Nursyahda Nursyahda Nurul Evianti Nurul Huda Poerwanto Poerwanto PRIMA ENDANG SUSILOWATI Rachmady, Rasdiana Rachmawati . Rahmad Prajono Rahmat Rahmat Rahmayanti, Arni Riam Niscaya Mustakim Risfandi . Ristantia Wahid Rosdiana . Rusman . Safri Safri Saleh Saleh Salim Salmin Dengo Samirudin Rujumi Samparadja, Hafiludin Samparadja, Hafiludin Sarbia . Sidu, Sabaruddin Sitepu, Ediaman Siti Maemuna Sobirin Sobirin Sri Utami SRI UTAMI Suhar Suhar Suhar Suhar Suhari Suhari Sulfi Yanti Sulhijah Jago Syaiful Akbar Syamsul Arifin Syukriah Hermanto Tomi Apra Santosa Ulfa Sari, Dian Wa Ode Indrawati Zain Nizam Zamsir Zamsir Zamsir Zamsir Zamsir Zuari Anzar