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All Journal Vidya Karya EDU-MAT: Jurnal Pendidikan Matematika Mandalika Mathematics and Educations Journal Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Riset dan Inovasi Pembelajaran MATH-EDU: Jurnal Ilmu Pendidikan Matematika JURMADIKTA Cakrawala
Noorbaiti, Rahmita
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Humanities Astronomy Chemistry Decision Sciences, Operations Research & Management Education Energy Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Analisis literasi matematika siswa kelas IV SD Negeri Teluk Dalam 1 pada materi pembagian puluhan dan ratusan Nurazijah, Siti; Kamaliyah, Kamaliyah; Noorbaiti, Rahmita
Cakrawala Vol 4, No 2 (2025): Desember
Publisher : Institut Teknologi Dirgantara Adisutjipto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28989/cakrawala.v4i2.3111

Abstract

Penelitian ini bertujuan untuk menganalisis literasi matematika siswa kelas IV SD Negeri Teluk Dalam 1 dalam menyelesaikan masalah pada materi pembagian puluhan dan ratusan, serta mengkaji pencapaian literasi matematika berdasarkan indikator level 2 dari PISA, yaitu mengenali situasi, mengambil informasi, menunjukkan pemahaman, dan meninjau jawaban. Penelitian ini menggunakan metode kuantitatif dengan pendekatan deskriptif. Instrumen yang digunakan berupa tes tertulis yang terdiri dari lima soal berbasis konteks dunia nyata yang dirancang untuk mengukur keempat indikator literasi matematika tersebut. Hasil penelitian menunjukkan bahwa secara keseluruhan, literasi matematika siswa berada dalam kategori sedang, dengan rata-rata skor sebesar 36,5. Sebanyak 50% siswa tergolong dalam kategori tinggi, 25% dalam kategori sedang, dan 25% dalam kategori rendah. Indikator mengenali situasi dan mengambil informasi memiliki tingkat pencapaian lebih tinggi dibandingkan indikator menunjukkan pemahaman dan meninjau jawaban. Temuan ini menunjukkan bahwa meskipun siswa mampu mengenali permasalahan dan mengambil data dari soal, mereka masih mengalami kesulitan dalam memahami konsep dan memeriksa kembali solusi yang dihasilkan. Penelitian ini memberikan kontribusi terhadap pengembangan instrumen literasi matematika yang kontekstual dan sesuai dengan kemampuan kognitif siswa sekolah dasar, serta dapat menjadi acuan dalam merancang pembelajaran yang lebih bermakna dan berorientasi pada pemecahan masalah dunia nyata
Enhancing the Competence of High School Teachers in Implementing Deep Learning through Mathematical Connections Karim, Karim; Pasani, Chairil Faif; Noorbaiti, Rahmita; Hakim, Rahman Nul; Hadi, Abdul; Jannah, Zarimatul
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.17318

Abstract

This community service program aimed to enhance the competence of senior high school mathematics teachers in Banjarmasin City in implementing the Deep Learning approach through the strengthening of mathematical connection skills. The program was conducted using a Community-Based Participatory Research (CBPR) approach, which actively involved the Mathematics Teachers’ Association (MGMP) in the stages of needs identification, program planning, implementation, evaluation, and follow-up. The activity consisted of a 32-hour intensive training held from September 4 to 11, 2025, involving 59 teachers. Program effectiveness was evaluated using a pretest–posttest design comprising 10 multiple-choice items assessing teachers’ understanding of Deep Learning dimensions (meaningful, mindful, and joyful learning) and mathematical connection competencies. The results indicated an increase in the mean score from 86.95 (SD = 8.96) to 90.85 (SD = 10.05), with an average gain of 3.90 points (4.48%). A paired sample t-test demonstrated a statistically significant improvement, t = 2.806, p = 0.007, with a moderate effect size (Cohen’s d = 0.41). In addition to quantitative improvements, teachers demonstrated enhanced ability in designing contextual mathematical problems that integrate inter-topic connections and real-world applications aligned with Deep Learning principles. To promote sustainability, the program was extended through a structured three-month mentoring phase to support classroom implementation and reflective practice. Overall, the findings indicate that the CBPR-based training effectively strengthened teachers’ conceptual understanding and instructional competence while reinforcing collaborative partnerships for sustainable professional development.
The Mediating Role of Metacognitive Awareness in the Relationship Between Teaching Practice and Early Teacher Identity Noorbaiti, Rahmita; Hidayanto, Taufiq
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25797

Abstract

Teacher professional identity plays a crucial role in supporting the realization of quality learning. Furthermore, the early teacher identity formed during pre-service teacher education and early career tends to persist throughout a teacher's career. However, the identification of factors shaping teacher identity and the direction of their correlations has not been extensively conducted in Indonesia, particularly concerning pre-service teacher education. Among the factors theoretically influential are metacognitive awareness and teaching practice experience. This study aims to determine the role of the mediating variable, metacognitive awareness, in influencing the relationship between students' experiences from teaching practice activities in schools and the formation of their early identity as teachers. This research is quantitative and employs a relational screening model. The instruments used are questionnaires for related variables adapted from relevant research, then translated and validated by various experts. Subsequently, correlation analysis will be conducted on the data from the three variables to determine the significance and direction of the correlation, with metacognitive awareness as the mediating variable. The results show an indirect effect of 0.344, which is greater than the direct effect of 0.131, meaning that metacognitive awareness has a significant mediating role in the relationship between teaching practice experience and early teacher identity. The implication of this research is the need for teaching practice activity designs that can facilitate pre-service teachers in developing their metacognitive awareness to achieve quality learning processes.
PENGEMBANGAN TES FORMATIF KPK DAN FPB BERBASIS SELF-DIRECTED LEARNING ORIENTED ASSESSMENT (SLOA) UNTUK KELAS V Hikmah, Nur; Pasani, Chairil Faif; Noorbaiti, Rahmita
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.22326

Abstract

Kurangnya kemampuan peserta didik dalam kegiatan penilaian mandiri terhadap pembelajaran menjadi tantangan baru dalam penerapan Kurikulum Merdeka. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan tes formatif berbasis Self-Directed Learning Oriented Assessment dengan materi KPK dan FPB yang valid, praktis, dan efektif sehingga layak digunakan sebagai sebuah asesmen untuk melatih peserta didik mengasah kemampuan penilaian secara mandiri dan meningkatkan hasil belajar. Penelitian ini termasuk penelitian pengembangan dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Teknik pengumpulan data melibatkan wawancara, kuesioner, dan tes hasil belajar dari 15 peserta didik kelas V di SDN Kuin Cerucuk 3 Banjarmasin. Hasil penelitian menunjukkan bahwa tes formatif berbasis Self-Directed Learning Oriented Assessment(SLOA) dengan materi KPK dan FPB yang dikembangkan memenuhi kriteria valid, praktis, dan efektif. Tes formatif ini dinyatakan valid, karena nilai validitas untuk soal tes formatif sebesar 3,65 dan untuk self-assessment sebesar 3,78 dengan kategori sangat valid, praktis berdasarkan tanggapan positif dari guru dan hasil angket kepraktisan sebesar 92% dengan kategori sangat praktis, serta efektif karena terdapat peningkatan rata-rata pada keempat hasil tes formatif peserta didik. Dengan demikian, tes formatif KPK dan FPB berbasis Self-Directed Learning Oriented Assessment dapat digunakan dalam proses pembelajaran dan memenuhi kriteria valid, praktis, dan efektif.   Kata kunci: KPK dan FPB, Self-Directed Learning Oriented Assessment, tes formatif        Abstract: The inability of students to self-assess their learning poses a new challenge in implementing the Merdeka Curriculum. This study aims to develop a formative test based on Self-Directed Learning Oriented Assessment (SLOA) with LCM and GCD material that is valid, practical, and effective to train students' independent assessment skills and improve learning outcomes. Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research involved 15 fifth-grade students from SDN Kuin Cerucuk 3 Banjarmasin. The results showed that the formative test based on Self-Directed Learning Oriented Assessment(SLOA) with LCM and GCD material developed met the criteria of valid, practical, and effective. This formative test is declared valid, because the validity value for formative test questions is 3.65 and for self-assessment is 3.78 with a very valid category, practical based on positive responses from teachers and the results of a practicality questionnaire of 92% with a very practical category, and effective because there is an average increase in the four formative test results of students. Thus, the KPK and FPB formative tests based on Self-Directed Learning Oriented Assessment can be used in the learning process and meet the criteria of valid, practical, and effective. Keywords: Formative test, KPK and FPB, Self-Directed Learning Oriented Assessment
PENGEMBANGAN MODUL AJAR DENGAN PENDEKATAN TARL KONTEKS LINGKUNGAN LAHAN BASAH UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS IV SD/MI Karim, Karim; Hadi, Sutarto; Hidayanto, Taufiq; Kamaliyah, Kamaliyah; Noorbaiti, Rahmita; Ma’aruf, Muhammad Salim; Aleida, Najwa Endah; Rahmawan, Ardi
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.25706

Abstract

Penelitian ini bertujuan menghasilkan modul ajar dengan pendekatan Teaching at the Right Level (TaRL) berbasis konteks lingkungan lahan basah untuk meningkatkan pemahaman konsep bilangan cacah dan bilangan pecahan siswa kelas IV SD/MI. Penelitian menggunakan metode Research and Development (R&D) dengan model 4D (define, design, develop, disseminate). Modul ajar bilangan cacah menggunakan konteks Pasar Terapung, sedangkan modul ajar bilangan pecahan menggunakan konteks wadai khas Banjar. Implementasi dilakukan di SD Negeri Basirih 6 dan SD Negeri Alalak Selatan, Banjarmasin, dengan melibatkan 20 dan 23 siswa kelas IV. Instrumen penelitian meliputi lembar validasi, angket respons guru dan siswa, serta soal pretest dan posttest. Hasil penelitian menunjukkan bahwa kedua modul ajar memenuhi kriteria valid, praktis, dan efektif. Skor validitas modul bilangan cacah sebesar 4,65 dan modul bilangan pecahan sebesar 4,84 (kriteria valid). Uji kepraktisan memperoleh skor respons guru dan siswa untuk modul bilangan cacah sebesar 95,4% dan 97,1%, serta untuk modul bilangan pecahan sebesar 92,9% dan 98,5% (kriteria sangat praktis). Hasil uji efektivitas menunjukkan skor N-Gain modul bilangan cacah sebesar 0,50 dan modul bilangan pecahan sebesar 0,48 (kriteria efektif). Dengan demikian, modul ajar TaRL berbasis konteks lahan basah terbukti layak digunakan untuk meningkatkan pemahaman matematika siswa SD/MI.Kata kunci: Modul Ajar, Pasar Terapung, Wadai Banjar, TaRL Abstract: This study aims to develop teaching modules using the Teaching at the Right Level (TaRL) approach, grounded in local wetland contexts, to improve fourth-grade students' conceptual understanding of whole numbers and fractions in elementary school (SD/MI). The study employed a Research and Development (R&D) method using the 4D model (define, design, develop, and disseminate). The whole-number teaching module was developed using the Floating Market context, while the fraction teaching module was developed using the traditional Banjar wadai (cake) context. Implementation was carried out at Basirih 6 Elementary School and Alalak Selatan Elementary School in Banjarmasin, involving 20 and 23 fourth-grade students, respectively. Research instruments included validation sheets, teacher and student response questionnaires, and pretest and posttest items. The results indicate that both teaching modules met the criteria of validity, practicality, and effectiveness. The validity scores were 4.65 for the whole-number module and 4.84 for the fraction module, both of which satisfied the validity criterion. Practicality scores based on teacher and student responses were 95.4% and 97.1% for the whole-number module, and 92.9% and 98.5% for the fraction module, all meeting the highly practical criterion. Effectiveness scores based on the N-Gain index were 0.50 for the whole-number module and 0.48 for the fraction module, both of which were classified as effective. Therefore, the TaRL-based teaching modules grounded in wetland local contexts are proven suitable for improving mathematics conceptual understanding among SD/MI students. Keywords: Teaching Module, Floating Market, Wadai Banjar, TaRL
Co-Authors AA Sudharmawan, AA Abdul Hadi Aleida, Najwa Endah Anisa, Riqa Ansori Hidayah, Ansori Antika, Rindi Chairil Faif Pasani Daris, Muhammad Hakim, Rahman Nul Jannah, Zarimatul Kamaliyah Kamaliyah Karim Karim, Karim Lailatul Badriyah Ma’aruf, Muhammad Salim Noor Fajriah, Noor Nur Hikmah Nurazijah, Siti Rahmawan, Ardi Ramdanah, Saima Raudhah, Siti Sianipar, Maria Suryaningsih, Yuni Sutarto Hadi Taufiq Hidayanto, Taufiq Wati, Puput Indra Winarsih, Rekno Zaleha, Gusti Ema