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Masduki

Universitas Muhammadiyah Surakarta

Author-ID : 2248362

Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Relationships between teacher’s instructional strategies and their knowledge: A study of seventh-grade mathematics teachers Masduki, Masduki; Suwarsono, Suwarsono; Teguh Budiarto, Mega
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 3 July 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i3.4742

Many studies showed that teachers' knowledge of instructional strategies is related to another component of pedagogical content knowledge. However, studies on teachers' reasons for choosing their instructional strategies still need to be reported. Three mathematics teachers were investigated using a case study research design. The data were gathered through two semi-structured interviews, pre- and post-observation, as well as observations. Pre-observation interviews explored teacher's knowledge of instructional strategies (KIS) based on their experiences or knowledge. Meanwhile, the post-interview investigated teachers' reasons for choosing instructional strategies based on the observations. Five to ten lesson hours were allocated to observe the teachers' activities in learning on the topic of linear equations and inequalities of one variable. A cross-case analysis was performed to compare the teachers' KIS and their reasons for choosing instructional strategies in teaching practice. The findings showed that lecturing, questioning, and solving problems are the most dominant strategies used by teachers. Only one teacher used group discussion in her teaching activities. The finding also indicates that the knowledge of the student's understanding, curriculum, beliefs, and teaching context are factors that influence teachers in choosing instructional strategies. In addition, the reasons for choosing those strategies are varied.

Exploring mathematics teacher’s perceptions of students’ computational thinking and attitudes towards STEAM-AR: A need for module development Masduki, Masduki; Khotimah, Rita Pramujiyanti; Sukirman, Sukirman; Kurniawati, Salsabila; Hidayati, Isnaini Nurul
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 2 April 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i2.10830

Computational thinking (CT) skills are vital for addressing future challenges. The integration of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) can assist students to foster CT abilities. Furthermore, incorporating technology into education such augmented reality (AR) can improve the quality of the students’ learning experience. Consequently, it is essential to develop a STEAM-AR-based learning module to foster CT abilities. This study seeks to ascertain teachers' perceptions concerning students' CT abilities, attitudes towards STEAM learning principles, attitudes towards the technology integration in mathematics learning, and the need for a STEAM-AR-based mathematics module. An online survey was administered to 105 secondary mathematics teachers in the Sukoharjo District, Indonesia. The findings indicated that the teachers' perceptions were predominantly high. The high-level perceptions suggest that teachers view students as deficient in CT and STEAM-related learning activities. Furthermore, the findings demonstrate that the learning process will achieve higher quality by utilizing technology-based learning modules that integrate STEAM. In addition, there is no significant variation in teachers' perceptions based on gender and teaching experience across all perceptions. Finally, the results suggest that in order to improve students' CT abilities, teachers must integrate STEAM and technology into their classroom.

VALIDITY AND PRACTICALITY OF STEAM-BASED MATHEMATICS MODULE Husna, Ahmad Miftahul; Masduki, Masduki; Irawan, Ghina Bunga; Astuti, Ayunda Mustikaning
Prima: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i2.13595

Developments in the world of education and technology have brought various challenges and real problems that need to be overcome. In facing these challenges, innovation is needed in learning methods that can improve students' skills in understanding and solving problems in everyday life. STEAM-based learning encourages students to develop their potential through exploration and problem solving. This study aims to develop a STEAM-based integer mathematics module. The development model used is ADDIE (analysis, design, development, implementation, evaluation). This section focuses on the validity and practicality of the module. Module validation was carried out by 3 experts which included material validation and media validation. The validation results obtained from the Content Validity Index (CV) were 1 in the aspects of content feasibility, language, presentation, and media. The module practicality test was carried out by implementing the module in two learning sessions attended by 16 grade 7 students. After learning, students were given a practicality questionnaire. Based on the results of the practicality questionnaire, a score of 4 was obtained. Therefore, it can be said that the developed module is very feasible and very practical to use in learning. Thus, it can be concluded that the STEAM-based integer mathematics module is valid and practical for use in learning to improve students' problem-solving abilities.Keywords: math module, STEAM, integers, validity, practicality

Exploration of students' computational thinking skills in solving fractional number problems judging from learning style Sukowati, Berliani Ardelia; Masduki, Masduki
Desimal: Jurnal Matematika Vol. 7 No. 2 (2024): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v7i2.21878

Computational thinking skills play an important role in the 21st century in helping students solve mathematical problems. One of the problem-solving abilities of students is influenced by learning style. The purpose of this study is to explore students' computational thinking skills through visual (V), auditory (A), and kinesthetic (K) learning styles. This research uses a qualitative approach with a case study design. This study uses data collection instruments such as test questions, learning-style questionnaires, and interviews. Before being used, the test questions were validated by two mathematics education experts and tested on five grade V students. Using the test results and the learning style questionnaires, the researcher selected three visual students, one auditory student, and two kinesthetic students. Based on the findings of the research, learning style does not affect students' computational thinking capacity. Students with visual, auditory, and kinesthetic learning styles can meet all indicators of computational thinking: abstraction, pattern recognition, algorithmic thinking, and generalization.

Exploration of students computational thinking abilities in solving sequences and series problems based on learning style Sulistiyowati, Dewi; Masduki, Masduki
Desimal: Jurnal Matematika Vol. 7 No. 2 (2024): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v7i2.21971

Computational thinking skills play an important role in the 21st century to help students solve math problems. One way in which students' problem-solving abilities are influenced by learning style. This research aims to explore the computational thinking abilities of students studied according to visual (V), auditory (A) and kinesthetics (K) learning styles. This research uses a qualitative method through a case study model. The researcher applies data collection instruments in the form of test questions, learning style questionnaires, and interviews. Based on the test results and the learning style questionnaire, the researcher selected 2 students from each learning style. The results of this study revealed that students with a visual style showed indicators of abstraction, pattern recognition, algorithmic thinking, and generalization. Furthermore, in students with an auditory learning style, indicators of abstraction, decomposition, pattern recognition, algorithmic thinking and generalization emerge. In kinesthetics learning style students, indicators of abstraction, pattern recognition and algorithmic thinking emerge. Based on this, the conclusion obtained is that the difference in students' learning styles has an impact on indicators of computational thinking ability in solving problems related to sequences and series.

Exploration students' computational thinking skills in mathematical problem solving based on field independent and dependent cognitive style Suryanti, Lilis; Masduki, Masduki
Desimal: Jurnal Matematika Vol. 7 No. 3 (2024): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v7i3.23832

Computational thinking skills play an important role in helping students solve mathematical problems. Students' problem-solving ability is influenced by cognitive style. The purpose of this study was to explore the computational thinking ability of prospective mathematics teachers based on field-independent and field-dependent cognitive styles. This research uses a qualitative approach with a case study design. Data collection instruments used are test questions, cognitive style questionnaires, and interview guidelines. Before use, the test questions were validated by two mathematics education experts and tested on five prospective mathematics teacher students. The subjects of this study were 47 prospective math teacher students at one of the private universities in Surakarta. Based on the test results and cognitive style questionnaire, researchers selected 3 field independent students and 2 field dependent students to be interviewed. The results showed that at the abstraction stage, all subjects can represent mathematical concepts in symbols or mathematical language appropriately. While at the stage of thinking algorithms and generalization, subjects with a field-dependent style tend to give answers that are less precise. Thus, it can be concluded that there are differences in the ability in the computational thinking process of students based on cognitive style.

PENGGUNAAN KAHOOT SEBAGAI MEDIA PEMBELAJARAN BERBASIS PERMAINAN SEBAGAI BENTUK VARIASI PEMBELAJARAN DALAM MATA PELAJARAN IPS SISWA SMP BIRRUL WALIDAIN MUHAMMADIYAH PLUPUH Wawan Suranto; Setyo Nugroho; Budi Murtiyasa; Masduki
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.28053

This study aims to determine the effectiveness of using Kahoot, a game-based learning platform, in improving student learning outcomes in Social Studies (IPS) at SMP Birrul Walidain Muhammadiyah Plupuh. The research employed a quasi-experimental method with a Nonequivalent Control Group Design. The subjects were 28 seventh-grade students, divided into two groups: VII A as the experimental group (using Kahoot) and VII B as the control group (using conventional teaching methods), each consisting of 14 students. Data were collected through pretest and posttest assessments. The results showed that the average posttest scores of the experimental group were significantly higher than those of the control group. The independent t-test confirmed a significant difference in learning outcomes between the two groups. It can be concluded that the use of Kahoot as a game-based learning medium is effective in enhancing students’ understanding and engagement in Social Studies learning.

EFEKTIVITAS GOOGLE CLASSROOM DALAM MENINGKATKAN HASIL BELAJAR: ANALISIS NILAI SEBELUM DAN SESUDAH IMPLEMENTASI (STUDI KASUS PADA SISWA KELAS XI MAPEL TEKNIK PEMESINAN BUBUT DI SMK N 2 KARANGANYAR) Febrianti T. Lestari; Budi Murtiyasa; Sukasno; Masduki
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.28571

This quasi-experimental research examines the impact of Google Classroom integration on academic performance enhancement among grade XI students studying lathe machining technology at SMK Negeri 2 Karanganyar. The study utilized a single-group pretest-posttest methodology with purposive sampling involving 35 vocational education participants across an eight-week implementation phase. Data gathering employed a validated assessment tool containing 40 items (Cronbach's α = 0.951) designed to evaluate theoretical comprehension in lathe machining technology. Statistical examination indicated substantial enhancement in academic achievement following Google Classroom integration, demonstrating mean score progression from 85.57 (SD = 2.963) to 88.37 (SD = 2.808). The Wilcoxon Signed Ranks Test confirmed statistically meaningful variations (Z = -4.705, p < 0.05) between initial and final assessments, with 88.6% of subjects demonstrating academic progress. The platform's success stems from improved student participation, adaptable learning access, individualized educational experiences, and immediate feedback systems. These results provide empirical validation for digital learning management platform effectiveness within vocational educational settings, especially for technical disciplines requiring theoretical knowledge and practical skill integration. This investigation offers evidence-based guidance for enhancing technology-integrated learning environments in vocational educational institutions.

PENGUATAN KOMPETENSI GURU SMP MUHDUTA KARTASURA MELALUI PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN BERBASIS DIGITAL Masduki, Masduki; Pramujiyanti Khotimah, Rita; Murtiyasa, Budi; Umi Makhromah, Isnaeni; Fadlilah, Umi
Abdi Teknoyasa Vol. 6 No. 1 (2025): Vol 6, No 1 Juli 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/abditeknoyasa.v6i1.9987

Sekolah Menengah Pertama (SMP) Muhammadiyah 2 Kartasura atau yang lebih sering dikenal dengan SMP MUHDUTA masih menghadapi beberapa permasalahan. Kondisi sarana dan prasarana, ketersediaan guru, dan jumlah siswa yang relatif terbatas. Berbagai keterbatasan yang ada membuat program-program yang telah direncanakan belum dapat terlaksana dengan optimal. Salah satu program pengembangan sekolah yaitu rebranding sebagai sekolah unggul informatika yang disebabkan masih rendahnya kompetensi guru dalam bidang teknologi informasi. Oleh karena itu, kegiatan ini bertujuan memberikan penguatan kompetensi guru melalui pelatihan pembuatan media pembelajaran berbasis digital. Kegiatan pengabdian dilakukan selama tiga bulan yaitu Oktober hingga Desember 2024. Peserta dalam kegiatan ini yaitu 5 orang guru SMP MUHDUTA. Kegiatan dilaksanakan dalam bentuk pelatihan pembuatan bahan ajar, lembar kerja peserta didik (LKPD), instrumen penilaian berbasis digital, video pembelajaran, dan game pembelajaran. Berdasarkan hasil angket yang diberikan sebelum dan setelah kegiatan pengabdian, terdapat peningkatan kompetensi guru dalam mengembangkan perangkat pembelajaran berbasis digital dari 58% menjadi 100%. Selain itu, guru juga dapat menggunakan berbagai aplikasi pembuatan perangkat pembelajaran digital yang lebih bervariasi.

EXPLORING STUDENT ALGEBRAIC THINKING IN SOLVING MATH PROBLEMS IN TERMS OF KOLB'S LEARNING STYLE Rosida, Aisya; Masduki, Masduki
Jurnal Pendidikan Matematika (JUPITEK) Vol 6 No 1 (2023): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol6iss1pp62-72

Algebraic thinking plays an important role in solving problems, especially related to algebra. This study aims to explore the students’ algebraic thinking profile in solving problems in terms of the stages of Kolb learning style. This type of research is qualitative with a case study approach. The subjects of the study were 54 students of grade VIII at one of the private secondary schools in Surakarta, Central Java. The research instruments used include algebraic thinking test questions, KLSI (Kolb Learning Style Inventory) questionnaires, and interview guidelines. The data was analyzed by reducing data, presenting data, and drawing conclusions. The finding showed that all subjects have met the algebraic thinking indicators on the generalization component. The subjects are able to recognize the pattern and use the discovered pattern to determine the next pattern. The subjects have also the ability to solve the problem using a simplification strategy. The finding also showed the CE stage learning style tends to use their experience about the prior knowledge had learned to solve the problem. Meanwhile, the AE, AC, and RO stage learning styles tend to use their logic by utilizing the information on the problem to solve the problem. Thus, it can be concluded that the different stage learning styles affect the different strategies in solving generalization problems

Co-Authors Ambawani, Cettra Shandilia Latunusa Annisa Nur Fauziyah Arifina, Dewi Surya Arwin Happy Nur Fauzi Astuti, Ayunda Mustikaning Atikah Mufidah Bambang Sumardjoko Budi Murtiyasa Christina Kartika Sari Dwi Ambarwati, Dwi Dwi Maryani Fatmi Rohmah Nur Hidayati Febrianti T. Lestari Gumgum Gumilar Hapsari, Yofa Nanda Maulidiyah Harsono Harsono Hasanah, Merrina Uswatun Heri Kusuma Heri Kusuma, Heri Heri Susanto Hidayati, Isnaini Nurul Husna, Ahmad Miftahul Indah Dwi Utami Irawan, Ghina Bunga Khusna Alfi Muyassaroh Kurniawan Budi Santoso, Kurniawan Budi Kurniawati, Salsabila Kusuma, Thitha Meista Mulya Lughina A'yun Zahrotu Najma Maharani, Windy Anggita Mega Teguh Budiarto Muhammad Kholid Muhammad Noor Kholid Muhammad Toyib, Muhammad Murwanto Setyo Nugroho Namira, Azza Shafaa Narulita, Della Naufal Ishartono Nazhifah, Husna Nikmah, Nur Solekhatun Ninda Ayu Nur Kusuma Nisita, Indriastri Nur Cholidah, Nur Nur Hanifatur Rahmah Pratama, Deni Radha Sita Prabandari Retno, Andriani Chondro Rita P Khotimah, Rita P Rita Pramujiyanti Khotimah Rosida, Aisya Safitri, Rahma Santosa, Yoga Tegar Sapto Widodo Savitri, Dhea Setyo Nugroho Sigit Haryanto Sinta Devi Kusuma Ardi Sri Sutarni St. Suwarsono Sukasno Sukasno Sukirman Sukirman Sukowati, Berliani Ardelia Sulistiyowati, Dewi Suryanti, Lilis Sutama Suwarno, Bambang Adi Suwarsono Suwarsono Suyatmi Suyatmi Umi Fadlilah, Umi Umi Makhromah, Isnaeni Wawan Suranto Wulandari, Herlina Tri Yunianto, Aan Yustri Mindaryani Zahiroh, Lutfiyya Fajar Zikrul Alwi

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