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All Journal PRODUCTUM : Jurnal Desain Produk (Pengetahuan dan Perancangan Produk) Eduscience : Jurnal Ilmu Pendidikan Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Jurnal Inovasi Penelitian Jurnal Riset Pembelajaran Matematika Sekolah Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA)
Adzima, Khaola Rachma
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Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Jurnal Riset Pembelajaran Matematika Sekolah

 1 
Pemodelan Topik pada Analisis Sentimen terhadap Pendidikan Literasi Numerasi di Indonesia Menggunakan Latent Dirichlet Allocation Husnul Khotimah, Tiara; Nilam Novita Sari; Khaola Rachma Adzima; Leny Dhianti Haeruman
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 9 No. 2 (2025): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.092.02

Abstract

Keterampilan literasi numerasi merepresentasikan salah satu tolak ukur vital dalam mengevaluasi standar pendidikan. Namun demikian, pencapaian literasi numerasi Indonesia masih berada pada level yang kurang memuaskan. Studi ini dirancang untuk mengkaji sentiment dan mengidentifikasi tema-tema pokok dalam persepsi publik terkait literasi numerasi berdasarkan informasi dari platform media sosial Twitter/X. Riset ini menerapkan metode kuantitatif dengan Teknik analisis sentiment dan model topik Latent Dirichlet Allocation (LDA). Data diperoleh berdasarkan unggahan Twitter/X selama periode 1 Januari hingga 31 Desember 2024. Sebanyak 691 data dikumpulkan menggunakan kata kunci terkait literasi numerasi, kemudian diklasifikasikan menjadi sentimen positif dan negatif, dilanjutkan dengan visualisasi Wordcloud, serta ekstraksi topik dengan LDA. Hasil analisis menunjukan bahwa sentimen positif lebih dominan dibandingkan dengan sentimen negatif. Sentimen negatif umumnya membahas keterbatasan pendidikan, tantangan digitalisasi pembelajaran, dan rendahnya kemampuan dasar siswa seperti membaca, menulis, dan keterampilan berhitung. Sebaliknya, sentimen positif banyak membahas mengenai apresiasi terhadap program pemerintah, pelatihan guru, serta strategi dinas pendidikan dalam peningkatan literasi numerasi. Temuan ini mengindikasikan bahwa kombinasi analisis sentimen dan LDA terbukti efektif untuk menilai persepsi masyarakat dan dapat menjadi alternatif evaluasi kebijakan pendidikan khususnya terkait literasi numerasi.
Analysis of the Lecturer’s Interest after Attending the Workshop STEM Design-Based Learning for Lecturers Adzima, Khaola Rachma; Sari, Nilam Novita; Khotimah, Tiara Husnul; Gusti, Valeria Yekti Kwasaning
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 9 No. 2 (2025): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.092.01

Abstract

The STEM (Science, Technology, Engineering, and Mathematics) approach has been widely adopted in schools but remains underutilized in higher education. Lecturers often perceive STEM as difficult to implement due to complex subject matter, time constraints, and limited personal interest. This study examined whether participation in a professional development program, STEM Design-Based Learning for Lecturers, could enhance lecturer’s interest in STEM. The workshop was conducted over two weeks with 18 participants from the Faculty of Mathematics and Natural Sciences. Data were collected using pre- and post-questionnaires designed to measure lecturer’s interest in STEM. Validity and reliability tests confirmed the instrument’s quality. Since the normality assumption was not met, the Wilcoxon Signed Rank Test was applied to assess differences before and after the workshop. The results indicated a statistically significant improvement in interest (p = 0.001) with a large effect size (Cohen’s d = 1.266). Specifically, 15 of 18 lecturers reported increased interest, while two remained unchanged and one experienced a slight decrease. These findings demonstrate that structured STEM workshops can effectively foster enthusiasm and engagement among lecturers. The study highlights the importance of integrating STEM-focused professional development into higher education to support curriculum innovation and encourage broader adoption of STEM approaches in teaching.
Co-Authors Geggy Gamal Surya Gita Ramadayanti Gusti, Valeria Yekti Kwasaning Leny Dhianti Haeruman Marito, Simeon Nida Nabila Nilam Novita Sari Novia Candra Peratiwi Peratiwi, Novia Candra Sahiba Sahila Simeon Marito Sintyia Purnamasari Sri Sudaryati Tiara Husnul Khotimah Wijaksana, Aris Hadiyan