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All Journal Scholaria: Jurnal Pendidikan dan Kebudayaan Riemann : Research of Mathematics and Mathematics Education STEAM Journal for Elementary School Education
Vivi Darmayanti
FKIP UNEJ
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Implementation of Elementary School Mathematics Questions Based on Numeracy Literacy Darmawan, Puguh; Nugroho, Purna Bayu; Darmayanti, Vivi
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 1 (2025): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/reimann.v7i1.88

Abstract

The purpose of this research was to know the implementation of numeracy literacy-based questions in schools. The research method used in this research is descriptive research, namely a type of research that aims to provide an overview of a certain phenomenon. The data collection instrument was a questionnaire. The research period was in June-July 2023, consisting of students in grades 4, 5 and 6 of SDN 1 Sidorejo. The research data was analyzed descriptively quantitatively in the form of percentages. The research results showed that the question statements given by the teacher were carried out using arithmetic operations, 81% often and 19% rarely. Question statements in the form of reading or descriptions was always 64.5% and often 35.5%. The question statement was accompanied by a graph, 87% rarely and 13% never. The question statements were accompanied by a table, 71% often and 29% rarely. The question statements were accompanied by pictures, 48% frequently and 52% rarely. The question statements were accompanied by a diagram, 9.5% always, 81% often, and 9.6% rarely. The question statement required making estimates or conjectures, 6.5% often, 29% rarely, 64.5% never. The question statement required determining how to solve the problem in the question, 19.4% always, 42% often, 25.8% rarely, and 12.6% never. Based on the results of the analysis above, the using of literacy questions in learning activities was still not optimal. This can be seen from aspects of literacy-based questions that were still not fully implemented.
KEMAMPUAN CALON GURU SEKOLAH DASAR UNTUK MENCIPTAKAN SUMBER BELAJAR MENGGUNAKAN TPACK Dias Laksita Dewi, Naomi; Darmayanti, Vivi; Badrus Sholeh Arif, Moh
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 14 No 2 (2024)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2024.v14.i2.p133-143

Abstract

Pemanfaatan teknologi informasi dan komunikasi penting tidak hanya dalam pendidikan di kelas tetapi dalam seluruh aspek kehidupan. Pembelajaran abad ke-21 menyadari perlunya siswa memiliki pengetahuan dan keterampilan untuk berhasil dalam masyarakat global yang didorong oleh teknologi. Dalam konteks pendidikan dasar, peran pendidik dalam merancang pembelajaran yang memenuhi kebutuhan siswa sangatlah penting. Pengembangan keterampilan mengajar, khususnya dalam kerangka TPACK, merupakan kunci untuk menciptakan pengalaman belajar yang efektif dan bermakna bagi siswa. Perguruan tinggi hendaknya memperhatikan pengembangan keterampilan calon guru untuk mengembangkan perangkat pembelajaran yang sesuai dengan menggunakan TPACK. Oleh karena itu, penelitian ini bertujuan untuk menganalisis keterampilan calon guru sekolah dasar dalam mengembangkan perangkat pembelajaran di tingkat sekolah dasar. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif yang dilakukan di Universitas Jember dengan jumlah 42 mahasiswa program studi Pendidikan Guru Sekolah Dasar yang telah menempuh mata kuliah Perencanaan Pembelajaran SD. Data diperoleh dari nilai penyusunan perangkat pembelajaran melalui Modul Ajar atau RPP yang dikembangkan mahasiswa. Hasil pengembangan mahasiswa diketahui CK, PK, TK dan TCK baik. PCK dan TPK mahasiswa dalam kategori cukup baik. Pengembangan TPACK ini menjadi kemampuan penting yang akan membekali mahasiswa calon guru mempersiapkan diri sebagai guru yang berkualitas. Hasil analisis data pengetahuan domain TPACK berada pada kategori sedang yang mana menunjukkan bahwa mahasiswa calon guru telah memiliki pengetahuan tentang bagaimana mengintegrasikan teknologi, konten dan pedagogi dalam pembelajaran. Keywords: TPACK, pengembangan, perangkat pembelajaran
Analysis Study of Remedial Activity Implementation in The Learning Process in Elementary Schools Darmayanti, Vivi; Nora Sara Damayanti; Nurmalasari, Yuli
STEAM Journal For Elementary School Education Vol. 1 No. 01 (2025): STEAM Journal for Elementary School Education
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/sjese.1.01.2025.1

Abstract

This study aims to analyze the implementation of remedial activities in the learning process in elementary schools. The background of this study is based on the fact that not all students are able to achieve learning completion simultaneously due to individual differences, learning styles, and environmental conditions. Remedial programs are seen as an important strategy to overcome students' lag in mastering subject matter. This study uses a descriptive qualitative approach with a questionnaire instrument distributed to 78 teachers from various elementary schools in Indonesia. The results of the study showed that the type of remedial activity most often used was reteaching the material, with a percentage of 72%. Other activities include group work, use of teaching aids, tutorials with peers, and reading relevant learning resources, with a lower frequency. Factors that influence the effectiveness of remedial activities include teacher readiness, student characteristics, limited facilities, and low student reading interest. These findings indicate that teachers tend to choose a remedial approach that is direct and interaction-based, while activities that require independent learning are still rarely used. This study recommends increasing teacher capacity in designing remedial strategies that are varied and according to student needs, as well as providing learning facilities that support effective remedial learning.
Co-Authors Badrus Sholeh Arif, Moh Dias Laksita Dewi, Naomi Nora Sara Damayanti Puguh Darmawan Purna Bayu Nugroho Slamet Hariyadi Sulifah Aprilya Hariani Yuli Nurmalasari