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All Journal IJIET (International Journal of Indonesian Education and Teaching) Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Agroteknologi
Bulu, Sesilia Irmaya
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Agriculture, Biological Sciences & Forestry Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Analisis Proses Pembelajaran Matematika dengan Menggunakan Sistem Kategori Aktivitas Metakognitif-Diskursif Moza, Florida; Cohors-Fresenborg, Elmar; Rato, Elsiani Ana; Bulu, Sesilia Irmaya; Bida, Albina A. L.; Ate, Stefanus Mario Sangu Ate
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 4 No. 1 (2024): January - March 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v4i1.1295

Abstract

Subjek penelitian ini adalah Siswa kelas VII SMPK St Paulus Karuni, yang diajarkan sesuai dengan konsep yang sama sekali baru untuk sekolah di Pulau Sumba, Nusa Tenggara Timur. Subjek yang kedua adalah guru yang mengajar telah dilatih secara khusus untuk pelajaran ini. Penelitian ini memberikan informasi tentang bagaimana murid-murid beradaptasi dengan metode pengajaran baru ini. Untuk tujuan ini, peneliti mengklasifikasikan setiap ucapan siswa atau guru menggunakan sistem kategorisasi sehubungan dengan aktivitas metakognitif dan diskursif yang dipraktikkan di dalamnya dan menjustifikasi setiap klasifikasi (Cohors-Fresenborg & Nowińska, 2021). Klasifikasi tersebut disingkat dengan kode. Garis pancaran yang dihasilkan kemudian memvisualisasikan jalannya pelajaran. Untuk setiap ucapan, kita dapat menemukan kode klasifikasi. Tujuan dari reorientasi budaya pengajaran ini adalah agar siswa aktif secara metakognitif di dalam kelas atas inisiatif mereka sendiri, menyumbangkan banyak ide dan komentar, sementara guru hanya sebagai fasilitator. Oleh karena itu, budaya mengajar yang baru ini sangat jauh berbeda dengan apa yang digambarkan oleh Sembiring et al. (2008). Tujuan dari penelitian ini adalah untuk mendokumentasikan seberapa cepat dan dengan cara apa siswa memenuhi persyaratan baru ini dengan dukungan guru. Diharapkan dengan menganalisis aktivitas metakognitif-diskursif secara rinci, penelitian ini akan memberikan petunjuk tentang bagaimana kepekaan terhadap proses pengajaran dapat dicapai dalam pelatihan guru. Hasil penelitian adalah melalui budaya diskursif tersebut dapat membuat siswa tertib dalam berdiskusi, lebih mandiri dan proaktif. Sedangkan penggunaan aktivitas metakognitif dapat melatih siswa untuk memiliki kemampuan metakognitif.
Pengaruh Pupuk Organik Cair terhadap Pertumbuhan dan Jumlah Daun Tanaman Kacang Panjang (Vigna sesquipedali) Danga, Jeni Rambu Yaku; Bulu, Sesilia Irmaya; Riti, Dominggus Ngongo; Saghu, Yustina Sriyutun; Nduka, Restisary; Wohangara, Maria Gorety Landu; Lika, Rusnianti Rambu
Jurnal Agroteknologi (Agronu) Vol 5 No 01 (2026): Jurnal Agroteknologi
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/agronu.v5i01.2161

Abstract

Liquid organic fertilizer (LOF) is increasingly utilized as an organic-based agricultural input to support environmentally sustainable crop production. The presence of nutrients in soluble form enables LOF to enhance vegetative growth during the early stages of plant development. This study assessed the vegetative response of long bean (Vigna unguiculata subsp. sesquipedalis) to LOF application using plant height and leaf number as growth parameters. The experiment was conducted from October to November 2025 at an agrotechnology practicum field characterized by relatively uniform environmental conditions. A Completely Randomized Design (CRD) was applied with three treatments, namely no LOF application, LOF at a rate of 20 mL per plant, and LOF at 40 mL per plant, each replicated three times. The collected data were analyzed using analysis of variance at a 5% significance level, followed by the Least Significant Difference test. The results revealed that different LOF application rates significantly affected vegetative growth of long bean plants. The application of LOF at 20 mL per plant resulted in the highest mean plant height (25.5 cm), which was significantly greater than that of the control (18.0 cm) and the 40 mL treatment (21.0 cm). A similar trend was observed for leaf number, where the 20 mL treatment consistently produced higher values than the other treatments. These findings indicate that LOF applied at a rate of 20 mL per plant is the most effective dosage for promoting early vegetative growth of long bean.
METACOGNITIVE–DISCURSIVE ACTIVITIES IN JUNIOR HIGH SCHOOL MATHEMATICS LEARNING: A COMPARATIVE STUDY IN SOUTHWEST SUMBA, INDONESIA Bulu, Sesilia Irmaya; Rudhito, Marcellinus Andy
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 1 (2026): January 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i1.9414

Abstract

This study compares metacognitive–discursive activities in Grade-7 mathematics learning in two private Catholic junior high schools in Southwest Sumba, Indonesia: SMPK St. Paulus Karuni (n=14) and SMPK St. Aloysius Weetebula (n=13). A convergent parallel mixed-methods design was used, combining pre–post test results with classroom discourse analysis. Students completed an initial test consisting of 12 mathematics items and 6 logic items, and the same test was administered again after one semester.  Classroom lessons were video-recorded and transcribed; focal segments were analyzed using a metacognitive–discursive activity category system (Karuni: 08:20–15:35; Weetebula: 44:10–51:23). Baseline results indicated similar initial achievement (combined averages 21% at Karuni and 19% at Weetebula), with both cohorts struggling on fraction items, particularly those involving unlike denominators. Discourse coding showed that Karuni displayed a more sustained metacognitive–discursive teaching culture, including more frequent student participation in explaining, justifying, and checking solutions, alongside active peer discussion and limited impact of negative discursive events. In Weetebula, metacognitive moves appeared more teacher-mediated and negative discursive events (e.g., low audibility, fragmented explanations, interruptions) occurred more frequently, reducing clarity of meaning-making. Post-test results aligned with these patterns. Karuni improved to 27% (mathematics) and 66% (logic), yielding a combined average of 34%, whereas Weetebula reached 16% (mathematics) and 36% (logic), with a combined average of 20%. Overall, the findings suggest that sustained student engagement in metacognitive–discursive interaction is associated with stronger learning development over one semester.
Co-Authors Ate, Stefanus Mario Sangu Ate Bida, Albina A. L. Cohors-Fresenborg, Elmar Danga, Jeni Rambu Yaku Florida Moza, Florida Lika, Rusnianti Rambu Marcellinus Andy Rudhito Nduka, Restisary Rato, Elsiani Ana Riti, Dominggus Ngongo Saghu, Yustina Sriyutun Wohangara, Maria Gorety Landu