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Rozak, Rama Wijaya Abdul
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Pedagogical Content Knowledge Guru SD dan Dampaknya Terhadap Pembelajaran Numerasi di Daerah 3T Sirwan, Sirwan; Sujana, Atep; Rozak, Rama Wijaya Abdul
Mimbar PGSD Flobamorata Vol. 4 No. 2 (2026): MIMBAR PGSD FLOBAMORATA
Publisher : Program Studi Pendidikan Guru Sekolah Dasar-Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51494/mpf.v4i2.3243

Abstract

Abstrak:Penelitian ini menganalisis kompetensi Pedagogical Content Knowledge (PCK) guru sekolah dasar dalam pembelajaran matematika perspektif numerasi di daerah 3T, khususnya Kabupaten Teluk Wondama, Papua Barat. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain analisis interaktif Miles, Huberman, dan Saldaña, melibatkan 48 guru kelas III yang dipilih melalui purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis secara tematik. Hasil menunjukkan: (1) mayoritas guru mengajar di luar bidang keahliannya dan belum tersertifikasi; (2) pembelajaran didominasi pendekatan prosedural dan metode ceramah repetitif; (3) rendahnya kepercayaan diri guru membatasi respons adaptif terhadap kesulitan belajar siswa; serta (4) lemahnya dukungan institusional sekolah memperparah kondisi tersebut. Penelitian ini menegaskan bahwa penguatan PCK guru secara kontekstual dan berkelanjutan merupakan strategi kunci peningkatan kualitas numerasi di wilayah 3T, dengan implikasi penting bagi kebijakan pemerataan guru berkualifikasi dan pengembangan profesional berbasis komunitas. Abstract: This study analyzes the Pedagogical Content Knowledge (PCK) competencies of elementary school teachers in mathematics instruction from a numeracy perspective in 3T (frontier, outermost, and disadvantaged) regions, specifically in Teluk Wondama Regency, West Papua. The study employs a qualitative descriptive approach with an interactive analysis design by Miles, Huberman, and Saldaña, involving 48 third-grade teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed thematically. The results indicate that: (1) the majority of teachers teach outside their field of expertise and are not yet certified; (2) instruction is dominated by procedural approaches and repetitive lecture methods; (3) low teacher self-confidence limits adaptive responses to students’ learning difficulties; and (4) weak institutional support from schools exacerbates these conditions.This study highlights that strengthening teachers’ PCK in a contextual and sustainable manner is a key strategy for improving numeracy quality in 3T areas, with important implications for policies on equitable distribution of qualified teachers and community-based professional development
Effective Drill-Based Arithmetic Training for Improving Numeracy Literacy: A Quasi-Experimental Study With High N-Gain among Elementary Students Hunas, Safiru; Puspitasari, Eva; Rozak, Rama Wijaya Abdul; Rusmana, Nandang
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2810

Abstract

Purpose of the study: This study aims to analyze the effectiveness of a drill-based arithmetic training program in improving elementary students' numeracy literacy. Methodology: This quasi-experimental one-group pretest-posttest study involved 32 fourth-grade students selected through a total sampling approach. A 20-item arithmetic essay test was used as the instrument (CVR = 0.89; Cronbach's Alpha = 0.856). The intervention comprised 8 sessions (90 minutes each) integrating drill and practice, concrete manipulative media, scaffolding, peer tutoring, and corrective feedback. Data were analyzed using the Wilcoxon Signed-Rank Test (α = 0.05) and Hake's N-Gain. Main Findings: Pretest scores were extremely low (M = 15.31), with 0% achieving KKM (Minimum Completion Criteria). Post-intervention scores rose to M = 82.03, a gain of 66.72 points (435.71%), with 84.4% of students achieving KKM. The Wilcoxon test confirmed a highly significant improvement (p = 0.000001), and N-Gain yielded a mean of 0.7964 (high category). Effectiveness is attributed to the integration of drill-and-practice (behavioristic theory), concrete manipulatives (Piaget), peer tutoring within the Zone of Proximal Development (Vygotsky), and gradual scaffolding. The N-Gain exceeded prior studies. Limitations include the absence of a control group and a small sample size, restricting generalizability. Novelty/Originality of this study: This is the first study to examine an integrated, multi-component program that addresses all four arithmetic operations simultaneously in Eastern Indonesia (Buton Regency), demonstrating that multi-component designs yield superior N-Gain outcomes and offering a replicable framework for teachers addressing low numeracy literacy.
Kontribusi Jurusan Manajemen Perkantoran dan Layanan Bisnis dalam Membentuk Kesiapan Kerja dan Kuliah Siswa SMK Depriyani, Eva; Fitri, Oktomalik Shine; Zahra, Silva Atika; Nurfhadilah, Tria Annisa; Rozak, Rama Wijaya Abdul
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 7, No 3 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v7i3.885

Abstract

Penelitian ini bertujuan untuk mengkaji kesiapan siswa Sekolah Menengah Kejuruan (SMK) Jurusan Manajemen Perkantoran dan Layanan Bisnis (MPLB) kelas 12 di pulau jawa dalam memilih keputusan antara melanjutkan pendidikan ke perguruan tinggi atau berencana memasuki dunia kerja. Penelitian ini menggunakan pendekatan kuantitatif dengan desain ex post facto. Data dikumpulkan melalui kuesioner yang berbasis skala likert 4 Pilihan yang disebarkan secara daring kepada 104 siswa dari berbagai provinsi di pulai jawa pada tahun ajaran 2025/2026. Instrumen terdiri dari 20 butir pertanyaan yang mengukur aspek Hard skills dan Soft skills, dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan 55,8% siswa berencana bekerja dan 44,2% berencana melanjutkan pendidikan ke perguruan tinggi. Rata-rata skor seluruh indikator berada pada rentang 2,59-3,41 dari skala 1-4. Ditemukan 3 temuan tidak terduga, pertama ada 75% siswa SMK di DKI Jakarta memilih kuliah meskipun peluang kerja di Jakarta lebih besar, kedua ada siswa yang berencana bekerja namun memiliki skor manajemen waktu yang lebih rendah dibandingkan dengan yang memilih melanjutkan pendidikan ke perguruan tinggi dengan GAP 0,08, ketiga ada penguasaan alat kantor pada kelompok yang berencana untuk bekerja lebih rendah dibandingkan kelompok yang ingin melanjutkan pendidikan ke perguruan tinggi dengan GAP 0,18. Seaca keseluruhan, siswa yang berencana bekerja justru menunjukkan kesiapan keterampilan yang lebih rendah, menunjukan perlunya perbaikan kurikulum di SMK yang lebih berorientasi pada kesiapan kerja nyata.
Penguatan Kompetensi Sosial Guru PAUD melalui Experiential Learning Lustian, Aida Nurfitriani; Syihabuddin , Syihabuddin; Rusmana, Nandang; Sujana, Atep; Rozak, Rama Wijaya Abdul
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 2 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v10i2.7793

Abstract

Penelitian ini bertujuan untuk menganalisis kompetensi sosial guru pendidikan anak usia dini di RA Al-Iqro, dengan berfokus pada bagaimana pembelajaran berbasis pengalaman (experiential learning) mendorong perkembangan profesional dan interpersonal mereka. Dengan menggunakan pendekatan studi kasus kualitatif, data dikumpulkan melalui observasi nonpartisipatif, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa para guru memiliki kompetensi sosial yang kuat, terutama dalam aspek komunikasi empatik, refleksi pedagogis, serta kolaborasi dengan orang tua peserta didik. Penerapan pembelajaran berbasis pengalaman terbukti secara signifikan meningkatkan kesadaran reflektif para guru serta kualitas interaksi sosial mereka, yang pada gilirannya memberikan dampak positif terhadap perkembangan sosio-emosional anak melalui lingkungan belajar yang lebih responsif dan peka secara emosional. Penelitian ini menegaskan bahwa meskipun pembelajaran berbasis pengalaman secara efektif mendorong praktik pengajaran yang reflektif dan kontekstual, masih diperlukan peningkatan lebih lanjut dalam hal refleksi berkelanjutan dan dokumentasi digital guna memenuhi tuntutan profesionalisme guru abad ke-21. Secara keseluruhan, temuan penelitian ini mengafirmasi bahwa pembelajaran berbasis pengalaman merupakan strategi yang efektif dalam memperkuat kompetensi sosial guru PAUD, sekaligus mendorong pertumbuhan profesional serta pengalaman sosial yang bermakna dalam mendukung perkembangan holistik anak.
Effective Drill-Based Arithmetic Training for Improving Numeracy Literacy: A Quasi-Experimental Study With High N-Gain among Elementary Students Hunas, Safiru; Puspitasari, Eva; Rozak, Rama Wijaya Abdul; Rusmana, Nandang
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2810

Abstract

Purpose of the study: This study aims to analyze the effectiveness of a drill-based arithmetic training program in improving elementary students' numeracy literacy. Methodology: This quasi-experimental one-group pretest-posttest study involved 32 fourth-grade students selected through a total sampling approach. A 20-item arithmetic essay test was used as the instrument (CVR = 0.89; Cronbach's Alpha = 0.856). The intervention comprised 8 sessions (90 minutes each) integrating drill and practice, concrete manipulative media, scaffolding, peer tutoring, and corrective feedback. Data were analyzed using the Wilcoxon Signed-Rank Test (α = 0.05) and Hake's N-Gain. Main Findings: Pretest scores were extremely low (M = 15.31), with 0% achieving KKM (Minimum Completion Criteria). Post-intervention scores rose to M = 82.03, a gain of 66.72 points (435.71%), with 84.4% of students achieving KKM. The Wilcoxon test confirmed a highly significant improvement (p = 0.000001), and N-Gain yielded a mean of 0.7964 (high category). Effectiveness is attributed to the integration of drill-and-practice (behavioristic theory), concrete manipulatives (Piaget), peer tutoring within the Zone of Proximal Development (Vygotsky), and gradual scaffolding. The N-Gain exceeded prior studies. Limitations include the absence of a control group and a small sample size, restricting generalizability. Novelty/Originality of this study: This is the first study to examine an integrated, multi-component program that addresses all four arithmetic operations simultaneously in Eastern Indonesia (Buton Regency), demonstrating that multi-component designs yield superior N-Gain outcomes and offering a replicable framework for teachers addressing low numeracy literacy.
Co-Authors Abdi, Aurell Vinaya Achmad, Nur Shakila Adelia, Mega Rahma Adha, Mawar Nurul Adhisty, Dhestrianita Afriyanti, Nur Afipah Agatha, Jane Saura Mullashadra Agistiani, Risma Akbar, Faiz Ali Alghefira, Ressyel Rizkya Amanda, Shafira Putri AMELIA, DEVINA Amelia, Lita Kus Amelia, Salsa Anisa Rahmadani Anjani, Uli Silfia Atep Sujana Aufa, Mazaya Faudya Nur Azarine, Nizan Syaira Azilla, Vika Hayatal Azizah, Ine Azizah, Nazwa Azkia, Zahra Nabilatu Azyan, Nayla Ikhsani Azzahra, Nadila Badruzzaman, Reza Bambang Abduljabar Budiarti, Ayu Lestari Bunyamin Maftuh Chefario, Muhammad Fitra Cica Yulia Damayanti, Ridha Depriyani, Eva Desyanti, Intan Dhitareka, Putri Alifa Diah Amalia Drajat, Alvira Zulfa Dwi Novianti, Dwi Dwi Puspitasari Dzulhijjah, Zihan Nur Elih Sudiapermana, Elih Erliyandi, Rizky Erry Sukriah, Erry Fadhiilah, Syifa Nur Fajrin, Zahra Aini Farisa, Fahira Alifia Fariza, Devi Maila Fathurrachman, M. Febriyanto, Azfa Bayu Ferdiansyah, Radinald Firman Aziz Fithriya, Raden Ayu Intan Fitri, Aldiska Adelina Fitri, Oktomalik Shine Fitriani, Larissa Nadira Fuadin, Ahmad Gina, Okta Nurul Gumilang, Zayid Thoriq Ali Gunawan, Putri Keysya Hafidah, Delisa Hafidza, Salma Putri Hamidah, Endah Siti Nur Haq, Permata Nurul Harwiyati, Windi Hasanah, Aisyah Maliha Hasanah, Yunita Nur Hidayat, Nadia Hidayat, Salsabila Hunas, Safiru Hutami, Azzahra Ghaida Indah Sri Gustiani indriani, Sulis IndrianiSulis Insani, Alexa Putri Nur Insani, Nisrina Nurul Jannah, Annisa I’zzatul Jayusman, Shabrina Vee Amelia Julianti, Adelia Renggani Kamil, Muhamad Taufik Karbelani H, Zaenab Karnadi, Grady Kembara, Maulia Depria Kembara, Maulia Depriya Kusuma, Kayla Neisha Latifah, Anisa Lestari, Windy Neyya Lunggana, Haifa Zahwa Lustian, Aida Nurfitriani Maliha, Aisyah Mardiant, Ardhan Margaretha, Jenita Marischa, Naifa Nur Maspupah, Humada Nanda Meilani, Melan Nur Meydiawanti, Salsabilla Meyzawinata, Nabil Abdillah Muhamad Ali Muhammad Aldi, Muhammad Mulyani, Heni Mupid Hidayat Murtiningsih, Hana Muttaqin, Walady Ersa N, Agni Nazwa Nabila, Dea Nida Nabila, Sofa Najwa, Rafika Nandang Rusmana Ningati, Restu Setia Nurfhadilah, Tria Annisa Nurihzany, Nazwa Pangestu, Ariya Jembar Permana, Demas Chandra Pitriana, Pooja Bunga Prayoga, Muhammad Adam Khayla Purba, Vinsensia Puspitasari, Eva Putra, Muhammad Fakhri Ferdian Putri, Silmi Mardyanti Qothrunnada, Nabila Rahayu Indriasari Rahayu, Asri Putri Rahma, Elita Rahmawanty, Aqila Rahmawati, Gemalia Ramadhani, Aliya Ramadhani, Faradina Rizkia Ramadhani, Kurniawan Rizqi Ramadhani, Tsabitha Nafisa Ramdhan, Syaira Septianisa Ridha Al Munawar, Mumtaz Ali Rizkyatul C, Adinda Rodiah, Rita Deti Rosmiati, Rita Safira, Fayza Putri Safitri, Risa Nur Sagala, Agnes DeYuli Br Salsabila, Khaila Nur Salsabila, Raihan Zulfa Salsabila, Zahrah Salsabilla, Firyal Salsabilla, Keizha Venda Satrya, Muhamad Mario Darpa Septiani, Delia Septiani, Fauzia Sesar, Agustian Rahmat Shafa M, Rivita Simangunsong, Naomi Oktavia Sinurat, Pretty Zinta Sirwan, Sirwan Siti Rohimah Sugiarto, Firdaus Rizqullah Sukma, Gisca Dea Sukriyah, Erry Sutami, Karina Athanatania Swaratika, Lugina Syahida, Syahla Aulia Syahiffah, Syahda Siti Syakira, Rahma Syihabuddin , Syihabuddin Tazkia, Zahra Triani, Dinda Ayu Trisnadiwan, Raisya Nazwa Ayudia Utami, Mega Valentina, Mita Febi Vini Agustiani Hadian Wardana, Adam Yusuf Wardani, Dena Putri Wiguna, Shandi Wulandari, Eriska Yahya, Salma Davina Yatti Sugiarti, Yatti Yusman, Rannisa Aliya Zahra, Silva Atika Zahran, Marsya Arifa