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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Pendidikan Progresif
Harnita, Fahlida
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Education Mathematics

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Mathematical Reasoning Ability of Junior High School Students Through Problem Based Learning Model with Ethnomathematical Nuance Maidiyah, Erni; Anwar, Nadia; Mailizar, Mailizar; Zaura, Bintang; Suryawati, Suryawati; Harnita, Fahlida
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 12, No 2 (2021): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v12i2.30497

Abstract

Utilization of ethnomathematics which is part and one of learning with a contextual approach is expected to maximize students' mathematical reasoning abilities in learning mathematics. The purpose of this study was to determine the increase in students' mathematical reasoning abilities taught by the PBL model with ethnomathematical nuances. This research was an experimental study with a control group design pre-test-post-test. The research instrument used was a test of mathematical reasoning abilities. Data were analyzed using t-test. The experimental class experienced better mathematical reasoning abilities than the control class. This can be seen from the N-Gain average value of the experimental class of 0.54 with moderate criteria but the control class of 0.24 with low criteria. Based on the results of hypothesis testing, H1 was accepted, namely the increase in mathematical reasoning abilities of students who received learning with the ethnomatic nuanced PBL model better than students who received conventional learning.Pemanfaatan etnomatematika yang merupakan bagian dan salah satu pembelajaran dengan pendekatan kontekstual diharapkan dapat memaksimalkan kemampuan penalaran matematis siswa dalam pembelajaran matematika. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan penalaran matematis siswa yang diajar dengan model PBL bernuansa etnomatematika. Penelitian ini merupakan penelitian eksperimen dengan desain kelompok kontrol pre-test-post-test. Instrumen penelitian yang digunakan adalah tes kemampuan penalaran matematis. Data dianalisis menggunakan uji-t. Kelas eksperimen mengalami kemampuan penalaran matematis yang lebih baik daripada kelas kontrol. Hal ini terlihat dari nilai rata-rata N-Gain kelas eksperimen sebesar 0,54 dengan kriteria sedang tetapi kelas kontrol sebesar 0,24 dengan kriteria rendah. Berdasarkan hasil pengujian hipotesis, H1 diterima yaitu peningkatan kemampuan penalaran matematis siswa yang mendapat pembelajaran dengan model PBL bernuansa etnomatik lebih baik daripada siswa yang mendapat pembelajaran konvensional.
Development of Realistic Mathematics Education-based Numeracy Test Instrument with Maritime Context for Junior High School Students in Banda Aceh, Indonesia Zaura, Bintang; Fatimah, Siti; Suhartati, Suhartati; Hidayat, Mukhlis; A'la, Nurul; Harnita, Fahlida
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i1.12608

Abstract

Indonesia has changed its national student assessment approach, focusing on literacy-based assessment in 2021. Numeracy skills are a critical component of this framework, requiring valid, practical, and effective instruments for their evaluation. This study investigates the development and feasibility of numeracy test instruments contextualized within a maritime framework and grounded in Realistic Mathematics Education (RME). Using Tessmer's Research and Development (R&D) method, the study followed four stages: self-evaluation, expert review, one-to-one testing, small group testing, and field tests. A total of 25 seventh-grade students with varying mathematical abilities participated in the study. Data were analyzed descriptively using observations, tests, and document analysis. The findings revealed that the developed instruments are valid, practical, and effective. The maritime context successfully integrates real-world relevance into mathematics learning, fostering numeracy skills. These instruments provide educators with innovative tools to connect mathematics with environmental and regional issues, such as marine conservation, enhancing both numeracy and interdisciplinary understanding. This research underscores the importance of contextualizing numeracy assessments and offers a replicable framework for future applications. The study's findings imply that the developed instruments can serve as an educational model for other coastal regions in Indonesia, enhancing numeracy skills while promoting awareness of maritime environmental issues. In conclusion, the RME-based maritime numeracy instrument is ready for classroom use and provides a replicable model for coastal regions seeking to enhance numeracy while fostering marine-environment awareness. Abstrak Indonesia telah mengubah pendekatan penilaian siswa nasional, dengan fokus pada penilaian berbasis literasi pada tahun 2021. Kemampuan numerasi merupakan komponen penting dalam kerangka kerja ini, yang membutuhkan instrumen yang valid, praktis, dan efektif untuk evaluasinya. Penelitian ini menyelidiki pengembangan dan kelayakan instrumen tes numerasi yang dikontekstualisasikan dalam kerangka kerja kemaritiman dan didasarkan pada Pendidikan Matematika Realistik (RME). Dengan menggunakan metode Penelitian dan Pengembangan (R&D) dari Tessmer, penelitian ini mengikuti empat tahap: evaluasi diri, tinjauan ahli, uji coba satu lawan satu, uji coba kelompok kecil, dan uji coba lapangan. Sebanyak 25 siswa kelas tujuh dengan berbagai kemampuan matematika berpartisipasi dalam penelitian ini. Data dianalisis secara deskriptif dengan menggunakan observasi, tes, dan analisis dokumen. Hasil penelitian menunjukkan bahwa instrumen yang dikembangkan valid, praktis, dan efektif. Konteks maritim berhasil mengintegrasikan relevansi dunia nyata ke dalam pembelajaran matematika, sehingga menumbuhkan kemampuan berhitung. Instrumen-instrumen ini menyediakan alat inovatif bagi para pendidik untuk menghubungkan matematika dengan isu-isu lingkungan dan regional, seperti konservasi laut, sehingga meningkatkan kemampuan berhitung dan pemahaman interdisipliner. Penelitian ini menggarisbawahi pentingnya kontekstualisasi penilaian numerasi dan menawarkan kerangka kerja yang dapat ditiru untuk aplikasi di masa depan. Temuan penelitian ini menyiratkan bahwa instrumen yang dikembangkan dapat berfungsi sebagai model pendidikan untuk wilayah pesisir lainnya di Indonesia, meningkatkan kemampuan numerasi. Kesimpulannya, instrumen numerasi berbasis PMR-kemaritiman ini layak digunakan di kelas dan dapat direplikasi di wilayah pesisir lain untuk meningkatkan numerasi sekaligus kesadaran lingkungan laut.
Pedagogy Evaluations by Indonesian Teachers Implementing Quality Teaching Rounds: An Initial Exploratory Qualitative Study Walker, Hannah-Charis O. O.; Niswanto, Niswanto; Usman, Nasir; Harnita, Fahlida
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Pedagogy Evaluations by Indonesian Teachers Implementing Quality Teaching Rounds: An Initial Exploratory Qualitative Study. Objectives: QTR research in Indonesia has been limited to experimental research on selected aspects of the program. This preliminary study in a qualitative explanatory sequence aimed to describe Indonesian teachers’ individual pedagogy evaluations during a high-fidelity application of the Quality Teaching Rounds (QTR) program, using comparisons with expert evaluations.  A deductive, “top-down” approach to theme-finding provided hard data in this under-researched area, to be further investigated in later studies. Methods: Eight teachers from two schools were recruited to implement QTR. In school-based professional learning communities, teachers observed lessons, used the Quality Teaching Model to assign kodes (evaluations) to pedagogy using ‘Koding Sheets’, then discussed their kodes. Koding Sheets were collected as primary data, and teacher initial kodes verified using discussion transcripts. Expert evaluations were created by an Australian internal expert using Quality Teaching Model rubrics, observation notes and consultations with Indonesian educators and an external expert. Koding Sheets were collated and colour-coded as ‘the same’, ‘higher’, or ‘lower’ than expert kodes. Frequencies were tabulated using Excel to find overarching themes or patterns addressing the research question. Findings: Themes included: (1) Dissimilarity of teacher kodes to expert kodes; (2) Prevalence of overestimating in kodes; (3) Trends of ‘same’ kodes increased for many and decreased for some; and (4) professional learning community-based differences in trends and counts. Results suggest social constructionism explains teacher learning leading to evaluation patterns, as well as the presence and influence of language, cultural, school contextual, relational factors on teacher pedagogy evaluations. Conclusion: Recommended research is outlined to confirm, identify, measure and determine how to mitigate these factors, to enable recommendations as to the suitability of QTR with the Indonesian context. Keywords: evaluation, indonesian teachers, pedagogy evaluation, qualitative exploratory method, quality teaching rounds.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024101
Co-Authors A'la, Nurul Anwar, Nadia Bintang Zaura Erni Maidiyah Hidayat, Mukhlis Mailizar Mailizar Nasir Usman Niswanto Niswanto, Niswanto Siti Fatimah Suhartati Suhartati Suryawati Suryawati Walker, Hannah-Charis O. O.