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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURIDIKDAS (Jurnal Riset Pendidikan Dasar) Jurnal Gentala Pendidikan Dasar IJORER : International Journal of Recent Educational Research Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an
Irfan Supriatna
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Education Languange, Linguistic, Communication & Media Mathematics Other

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ANALISIS BUTIR SOAL UJIAN SEKOLAH BERSTANDAR NASIONAL MATA PELAJARAN MATEMATIKA BERDASARKAN LEVEL BERPIKIR SISWA SD/MI KOTA BENGKULU TAHUN PELAJARAN 2020/2021 Marya Azpa; Victoria Karjiyati; Irfan Supriatna
JURIDIKDAS Vol 4 No 3 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (212.198 KB) | DOI: 10.33369/juridikdas.4.3.%p

Abstract

This research intentionally aimed to describe the thinking level of questions of National Standard School Examination (USBN) in Mathematics for SD/MI students in Bengkulu City in 2020/2021 school year. This research was designed in qualitative form with descriptive method. The subjects of the research were the sixth grade elementary students in Bengkulu City. The object of the research was distribution of question categories (thinking levels) in terms of LOTS, MOTS, and HOTS in USBN items for Mathematics at SDN 19 Bengkulu City in 2020/2021 school year. The research instrument applied was documentation of question form of USBN items for Mathematics at SDN 19 Bengkulu City in 2020/2021 school year. In this study, the data were analyzed using categories of thinking levels in terms of LOTS, MOTS, and HOTS; then calculated percentages of the occurrences. To analyze of the questions, the study used the calculation of the percentage (%) of indicators from each question criterion = Numbers of LOTS/MOTS/HOTS items : Total numbers of Mathematics student competensi items x 100%. The findings evidently revealed that there were three percentages of cognitive level: level 1 (level of remembering and understanding) was by 16.67%, level 2 (level of applying) was by 43.33%, level 3 (level of analyzing, evaluating, and creating) was by 40%. In view of this, it could be seen that the school exam questions for Mathematics subject of elementary students in Bengkulu City in the 2020/2021 school year were at the MOTS (Middle Order Thinking Skills) thinking level. Furthermore, based on the results of analysis of the thinking level, it had distributions which were not up to standard yet.Keywords: Question Items, Thinking Level, Mathematics
PENGEMBANGAN BAHAN AJAR MATEMATIKA BERBASIS REALISTIC MATHEMATICS EDUCATION (RME) UNTUK MEMBANGUN PEMAHAMAN KONSEP Irfan Supriatna; Herman Lusa
Jurnal Gentala Pendidikan Dasar Vol. 6 No. 2 (2021): Jurnal Gentala Pendidikan Dasar
Publisher : Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Jambi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/gentala.v6i2.15642

Abstract

This research is motivated by a lack of understanding in understanding mathematical concepts. This study aims to produce mathematics teaching materials using the Realistic Mathematics Education (RME) approach to build conceptual understanding. This research Research and Development (R&D) modifies the ADDIE model. In this study only up to the stage of development (Development). Validation is carried out by material experts, design experts, and linguists. There are two data analysis techniques in this study, namely qualitative descriptive statistical analysis of input, comments, and suggestions from expert validation sheets and peer-reviewed questionnaires, and descriptive statistical analysis of scores from expert validation results and peer responses. This research is expected to produce mathematics teaching materials based on Realistic Mathematics Education (RME) to build understanding of mathematical concepts in the form of ISBN modules.
Analisis Kemampuan Penalaran Matematis Dan Solusi Penguatannya Pada Siswa Kelas V SDN 01 Nongkosawit Habib Ramadhani, Muhammad; Irfan Supriatna; Rizqa Dwi Shofiya Maghfira Izzania; Ratna Sari; Anugrah Agung
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 12 No. 2 (2025): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v12i2.4559

Abstract

Penelitian ini dilatarbelakangi oleh masih terbatasnya studi mengenai kemampuan penalaran matematis pada jenjang sekolah dasar. Tujuan dari penelitian ini adalah untuk mengidentifikasi dan menganalisis tingkat kemampuan penalaran matematis siswa kelas V sekolah dasar dalam menyelesaikan soal pemecahan masalah. Penelitian ini merupakan studi kualitatif deskriptif. Hasil analisis menunjukkan bahwa 14,3% kemampuan penalaran matematis siswa berada pada kategori tinggi, 35,7% berada pada kategori sedang, dan mayoritas, yaitu 50%, berada pada kategori rendah. Nilai rata-rata kemampuan penalaran matematis siswa dalam mengerjakan soal pemecahan masalah juga berada pada kategori rendah, yaitu sebesar 55%. Temuan ini menunjukkan bahwa tingkat penalaran matematis siswa kelas V di SD Negeri 01 Nongkosawit, Kota Semarang, masih tergolong rendah. Rendahnya kemampuan ini disebabkan oleh beberapa faktor, seperti pendekatan pembelajaran yang lebih menekankan latihan rutin dibandingkan penalaran, kurangnya stimulasi melalui soal kontekstual dan terbuka, serta keterbatasan siswa dalam mengomunikasikan proses berpikir mereka secara logis dan sistematis. Temuan ini mengimplikasikan perlunya intervensi pembelajaran yang mendorong eksplorasi, diskusi, dan strategi penyelesaian yang sesuai, agar kemampuan penalaran matematis siswa dapat berkembang secara optimal.
Study on Implementation of Integrated Curriculum in Indonesia Erwin Akib; Muhammad Erwinto Imran; Saiyidah Mahtari; Muhammad Rifqi Mahmud; Anggy Giri Prawiyogy; Irfan Supriatna; MT. Hartono Ikhsan
IJORER : International Journal of Recent Educational Research Vol. 1 No. 1 (2020): April
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v1i1.24

Abstract

An integrated curriculum is an educational approach that prepares students to face lifelong learning. In curriculum integration, schools must view education as a process of developing the abilities needed in life, especially in facing 21st-century life challenges, not discrete subjects that are divided into different fields. Integrated learning will provide the opportunity for students to understand the complex problems that exist in the surrounding environment with a complete view. With this integrated learning, students are expected to have the ability to identify, gather, assess, and use information that is around them meaningfully. This can be obtained not only through the provision of new knowledge to students but also through the opportunity to strengthen and apply it in a variety of increasingly diverse new situations. The main focus of this article is to analyze the implementation of integrated learning in the curriculum in Indonesia. The integrated curriculum developed by Robin Fogarty has many advantages that can be adapted in the development of education in Indonesia, including the revised Curriculum 2013. Academics and practitioners must comprehensively understand the nature of the ten curriculum models (Robin Fogarty) and Curriculum 2013 before making tools and implementing them in learning.
ANALISIS KEMAMPUAN PEMAHAMAN MATEMATIS SISWA KELAS V SEKOLAH DASAR PADA MATERI PECAHAN MELALUI BANTUAN TUTOR SEBAYA Miyen Rara Sapitri; Irfan Supriatna; Yuli Amaliyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Press.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.23485

Abstract

This study aims to analyse the mathematical comprehension ability of grade V elementary school students on fraction material through the help of peer tutors. The research method used was descriptive qualitative with observation, interview, and document analysis techniques. The research subjects were grade V students who had difficulty in understanding fractions, while peer tutors were selected based on academic and communication skills. The results showed that peer tutor assistance was effective in providing students' mathematical understanding, especially in re-explaining concepts, classifying objects based on concept requirements, implementing concepts algorithmically, and presenting examples. Interaction with peer tutors created a more comfortable learning atmosphere and encouraged students to be more active in asking questions and discussing. Thus, peer tutor assistance proved to be effective in providing students' mathematical understanding on fraction materials. This research can be a reference in developing more innovative and interactive learning strategies in primary schools. Keywords: Mathematical Understanding, Fractions, Peer Tutor
Co-Authors Anggy Giri Prawiyogi, Anggy Giri Anugrah Agung Erwin Akib Herman Lusa Marya Azpa Miyen Rara Sapitri MT. Hartono Ikhsan Muhammad Erwinto Imran Muhammad Habib Ramadhani Muhammad Rifqi Mahmud RATNA SARI Rizqa Dwi Shofiya Maghfira Izzania Saiyidah Mahtari Victoria Karjiyati Yuli Amaliyah