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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Jurnal SOLMA
Siswanto, Rizky Dwi
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Education Mathematics Other

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Penyuluhan Remaja untuk Peduli Gizi dalam Cegah Anemia: Kenali, Pahami dan Atasi (AKPA) Ardian, Zhunita Putri; Iswahyudi, Iswahyudi; Siswanto, Rizky Dwi
Jurnal SOLMA Vol. 14 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i1.16270

Abstract

Background: Anemia adalah kondisi rendahnya kadar hemoglobin dalam darah akibat kurangnya sel darah merah atau hemoglobin. Pencegahan anemia sebaiknya dimulai sejak remaja, terutama pada remaja putri. Penyuluhan gizi "Cegah Anemia: Kenali, Pahami, dan Atasi (AKPA)" bertujuan mengukur efektivitas edukasi tersebut terhadap pengetahuan remaja putri di SMA Muhammadiyah Bojonggede tentang pencegahan anemia defisiensi besi. Metode: Metode yang digunakan dalam penyuluhan gizi yaitu metode edukasi dan diskusi.Teknik pengambilan sampel dengan metode total sampling. Sampel yang diambil sebanyak populasi yaitu sebanyak 14 siswi SMA Muhammadiyah Bojonggede. Hasil: Penyuluhan gizi tentang anemia pada siswi SMA Muhammadiyah Bojonggede terbukti bermanfaat, ditunjukkan dengan peningkatan pengetahuan dari 60% menjadi 80%. Uji Wilcoxon menunjukkan hasil signifikan (p = 0,001; z = -3,376), menandakan adanya perubahan pengetahuan sebelum dan sesudah penyuluhan. Kesimpulan: Penyuluhan gizi "Cegah Anemia: Kenali, Pahami, dan Atasi (AKPA)" efektif meningkatkan pengetahuan remaja putri di SMA Muhammadiyah Bojonggede tentang pencegahan anemia defisiensi besi. Hal ini dibuktikan dengan peningkatan skor pengetahuan dan hasil uji statistik yang menunjukkan perbedaan signifikan sebelum dan sesudah penyuluhan.
Identifying learning pace in mathematics classrooms: What teachers can see—and what they miss without information support Balkist, Pujia Siti; Hamdallah, Farhan; Kuncoro, Krida Singgih; Siswanto, Rizky Dwi; Rahmat, Dadan
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.21915

Abstract

Identifying students’ learning pace is a central task for teachers in inclusive mathematics classrooms, yet such identification is often based on observable performance indicators such as task completion speed and correctness of answers. This study investigates the extent to which teachers’ judgments of students’ learning pace align with students’ number sense profiles, and examines which aspects of number sense remain invisible without information support. Using a descriptive–comparative design situated in the analysis phase of design research, the study involved an inclusive lower secondary mathematics classroom. Teachers classified students as slow, moderate, or fast learners based on regular classroom observations, while students completed a validated number sense assessment focusing on estimation, numerical magnitude understanding, strategy flexibility, and evaluation of reasonableness. The results reveal partial alignment between teachers’ judgments and students’ number sense, with systematic misalignments among students categorized as fast and slow learners. Some fast learners demonstrated procedural fluency without adequate evaluation of reasonableness, while some slow learners exhibited emerging number sense that was not reflected in teachers’ judgments. The findings highlight the need for information support to make latent cognitive indicators visible and support more equitable learning pace identification. By reframing learning pace as a cognitively informed construct rather than a purely performance-based label, this study contributes empirical grounding for the design of information-supported systems that augment teacher judgment and promote inclusive assessment practices in mathematics education.
Co-Authors Ardian, Zhunita Putri hamdallah, farhan ISWAHYUDI ISWAHYUDI Krida Singgih Kuncoro Pujia Siti Balkist Rahmat, Dadan