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All Journal KALAMATIKA Jurnal Pendidikan Matematika Dinamika : Jurnal Ilmiah Ilmu Administrasi Negara Jurnal Pendidikan MIPA
SUPRIYADI, ENDANG IRAWAN
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Education Mathematics Social Sciences

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GEOGEBRA-ASSISTED LEARNING, DOING, AND REPEATING (LDR) MODEL TO DEVELOP COMMUNITY NUMERACY SKILLS Delima, Nita; Supriyadi, Endang Irawan; Aminah, Mimin
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp67-78

Abstract

In the Society 5.0 era, strong numeracy skills are essential for processing complex data and making informed decisions. However, the numeracy levels of the Indonesian population remain relatively low, underscoring the need for effective educational interventions. This study investigates the effectiveness of the Learning, Doing, and Repeating (LDR) model, supported by GeoGebra, in developing community-based numeracy skills. The LDR model structures learning through iterative cycles: initial instruction (Learning), direct application (Doing), and reinforcement (Repeating), with GeoGebra facilitating the visualization of mathematical relationships. An experimental one-group pretest–posttest design was employed, involving community members guided by PKBM Yapenmas. Numeracy skills were assessed using mathematics tasks adapted from the PISA 2022 framework, alongside observations and interviews. The results indicated significant improvements in participants' numeracy skills following the intervention. The use of GeoGebra was found to enhance participants' conceptual understanding and engagement during the learning process. These findings suggest that the LDR model, when integrated with interactive technology, offers an effective approach to fostering numeracy development in informal educational contexts. This study contributes to the growing field of technology-assisted mathematics education and highlights the potential of iterative learning models for strengthening foundational numeracy skills within community learning environments.
DIGITAL GOVERNANCE DALAM KEBIJAKAN PUBLIK DI ERA VUCA: EVALUASI KESIAPAN DAN TANTANGAN DAERAH PEMEKARAN BARU DI INDONESIA Kristian, Indra; Supriyadi, Endang Irawan
Dinamika : Jurnal Ilmiah Ilmu Administrasi Negara Vol 12, No 2 (2025): Dinamika
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/dak.v12i2.20961

Abstract

Era VUCA (Volatility, Uncertainty, Complexity, Ambiguity) telah mengubah lanskap tata kelola pemerintahan, menuntut kapasitas adaptasi dan inovasi yang lebih tinggi, khususnya di daerah otonomi baru (DOB) yang menghadapi keterbatasan sumber daya dan infrastruktur kelembagaan. Penelitian ini bertujuan untuk menganalisis tantangan dan evaluasi implementasi digital governance dalam memperkuat kinerja pemerintahan DOB, sekaligus mengidentifikasi strategi kebijakan publik yang responsif terhadap dinamika ketidakpastian. Menggunakan pendekatan mixed methods, penelitian ini menggabungkan survei kuantitatif terhadap 250 responden aparatur sipil negara (ASN) dan perangkat daerah, serta wawancara mendalam dengan 20 pemangku kepentingan kunci di tiga DOB di Indonesia bagian timur. Data dianalisis menggunakan Partial Least Squares-Structural Equation Modeling (PLS-SEM) untuk menguji hubungan antara kapasitas digital, kualitas layanan publik, dan kepercayaan masyarakat, serta analisis tematik untuk mengidentifikasi pola narasi kebijakan. Hasil penelitian menunjukkan bahwa adopsi digital governance berpengaruh signifikan terhadap efisiensi layanan dan transparansi, namun efektivitasnya terhambat oleh rendahnya literasi digital, ketimpangan infrastruktur TIK, dan resistensi birokrasi. Analisis kualitatif mengungkap perlunya model tata kelola adaptif berbasis kolaborasi multiaktor, serta kebijakan yang mengintegrasikan pembangunan infrastruktur digital dengan peningkatan kapasitas sumber daya manusia. Temuan ini memperkuat urgensi reformulasi strategi kebijakan publik di DOB untuk mengatasi risiko era VUCA melalui inovasi tata kelola yang inklusif, responsif, dan berbasis teknologi. Studi ini memberikan kontribusi pada literatur kebijakan publik dan tata kelola digital di negara berkembang, serta menawarkan implikasi praktis bagi perumus kebijakan di tingkat pusat dan daerah. Kata kunci: Daerah Otonomi Baru, Era VUCA, Digital Governance, Kebijakan Publik, Reformulasi Strategi
Integrating Comprehensive Mathematics Instruction into Google Classroom: Effects on Students’ Mathematical Critical Thinking and Self-Efficacy Delima, Nita; Sayekti, Ismi Jamesti; Nurhayati, Nurhayati; Supriyadi, Endang Irawan; Soh, Mazlan Che
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp219-239

Abstract

Indonesian students’ mathematics performance remains below the OECD average, particularly on items requiring reasoning, interpretation of data, and problem-solving in real-world contexts. Although PISA outcomes are influenced by multiple factors, including curriculum alignment, learning opportunities, and socioeconomic conditions, prior studies indicate that students’ difficulties with non-routine, reasoning-based tasks reflect limitations in higher-order mathematical thinking. In this context, strengthening students’ mathematical critical thinking remains an urgent instructional challenge. This study aimed to determine whether students’ mathematical critical thinking skills improved more significantly after using a Google Classroom-based Comprehensive Mathematics Instruction (CMI) model than after regular learning. Additionally, this research examined changes in students’ mathematics self-efficacy before and after the intervention and explored the relationship between mathematical critical thinking skills and mathematics self-efficacy. A quasi-experimental nonequivalent control group design was employed. The population consisted of all tenth-grade students at SMAN 1 Jalancagak, with a purposive sample of 70 students drawn from two classes (X-10 and X-9). Data were collected using a mathematical critical thinking test and a mathematics self-efficacy questionnaire. The results show that students using the Google Classroom-based CMI model achieved significantly greater improvements in mathematical critical thinking skills than those in standard learning. Moreover, students’ mathematics self-efficacy increased significantly following implementation of the model. The analysis also found a statistically significant, though modest, relationship between mathematical critical thinking skills and mathematics self-efficacy. These results indicate that combining structured cognitive instruction with digital learning environments can enhance students’ mathematical critical thinking and mathematics self-efficacy, while recognising that broader contextual factors influence their mathematics development achievement. Keywords: CMI model, google classroom-based CMI model, google classroom, mathematical critical thinking skills, mathematics self-efficacy.
Co-Authors Aminah, Mimin Kristian, Indra Nita Delima Nurhayati Nurhayati Sayekti, Ismi Jamesti Soh, Mazlan Che