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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Manajemen Pendidikan Numeracy : Jurnal Ilmiah Pendidikan Matematika Dinamisia: Jurnal Pengabdian Kepada Masyarakat Jurnal Cendekia : Jurnal Pendidikan Matematika JURNAL MathEdu (Mathematic Education Journal) Prima: Jurnal Pendidikan Matematika SIGMA Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Pengabdian Masyarakat Indonesia NUMBERS: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Didaktik Matematika CREATIVE: Jurnal Pengabdian Masyarakat JP-MAS : Jurnal Pengabdian kepada Masyarakat
Dwi Ivayana Sari
Pendidikan Matematika, STKIP PGRI Bangkalan
Humanities Chemistry Education Engineering Mathematics Physics Public Health Social Sciences Other

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PERBANDINGAN KETERAMPILAN DASAR MENGAJAR GURU PROFESIONAL DAN NON-PROFESIONAL TERHADAP HASIL BELAJAR SISWA DARI SEGI KOGNITIF DAN AFEKTIK Parrohah Parrohah; Dwi Ivayana Sari
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2339

Abstract

This study aims to compare the basic teaching skills between professional and non-professional teachers on student learning outcomes in both cognitive and affective aspects. Professional teachers in this study are teachers who have teacher certificates while non-professional teachers are teachers who do not have teacher certificates. This study uses a comparative quantitative method. The sample of this study was 60 students, where 30 students will be taught by professional teachers and 30 students will be taught by non-professional teachers. The data of this study were collected through observation, tests and questionnaires, then the data were analyzed using descriptive and inferential statistics. The results of the study showed (1) the basic teaching skills of professional teachers were better than non-professional teachers (2) the results of teacher teaching observations showed that the basic teaching skills of professional teachers were higher than non-professional teachers; (3) the learning outcomes of students from the affective aspect who were taught by professional teachers were higher than students who were taught by non-professional teachers; (4) The learning outcomes of students taught by professional teachers are better than those of students taught by non-professional teachers. (5) Based on the results of the student response questionnaire, there was no significant difference between students taught by professional teachers and students taught by non-professional teachers.
KEEFEKTIFAN MODEL PEMBELAJARAN DEEP LEARNING DALAM KURIKULUM MERDEKA TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA SMP Mukmina Mukmina; Dwi Ivayana Sari
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2398

Abstract

Education is a basic right that every individual must obtain from an early age because it plays a vital role in developing their potential. Through education, a person can improve their abilities, knowledge, skills, and quality of life. This study aims to determine the effect of implementing the Deep Learning learning model on student learning outcomes in the Independent Curriculum. The research method used is a quantitative approach with a quasi-experimental research design, Posttest Non-Equivalent Control Group Design. The research sample consisted of 60 students, consisting of 30 students in the control class and 30 students in the experimental class, namely students of grades VIII-B and VIII-D of SMP Negeri 1 Kokop. The research instruments used included observation sheets, student response questionnaires, and posttest questions. Data analysis was carried out through normality tests using Shapiro-Wilk, homogeneity tests using Levene, and hypothesis testing using the Independent Samples t-test. The results showed that there were significant differences in learning outcomes between students who participated in Deep Learning learning and students who participated in conventional learning. The significance value obtained was 0.034 (p < 0.05), indicating that the Deep Learning model had a positive effect on improving student learning outcomes. Thus, the Deep Learning model is effectively implemented in learning to improve student learning outcomes.
DEVELOPMENT OF SELECTED CAPITA BOOK OF MATHEMATICS BASED ON MEANINGFUL LEARNING FOR PROSPECTIVE MATHEMATICS TEACHER dwi ivayana sari; moh zayyadi
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.14890

Abstract

This study aimed to design, develop, and feasibility test of selected capita book of mathematics based on meaningful learning for prospective mathematics teachers. This research was a Research and Development (R&D). The development model in this study was Four-D model by Thiagarajan, Semmel and Semmel. The stages in this development were define, design, develop and disseminate. The subjects of this study were prospective 6th semester mathematics teacher at STKIP PGRI Bangkalan, East Java, Indonesia. This study used validity, practicality and effectiveness tests. The instruments in this study included validation sheets, lecturer and prospective mathematics teacher response questionnaires, observation sheets on lecturer' abilities in managing learning, observation sheets on prospective mathematics teacher activities, and test questions. The analysis technique in this study used descriptive statistics in the form of averages and percentages. The results of development of selected capita book of mathematics based on meaningful learning met valid, practical and effective categories. This book was a pedagogical tool that supports prospective mathematics teachers in building connections between mathematical concepts and their applications in learning contexts.
PENGEMBANGAN E-MODUL BERBASIS ETNOMATEMATIKA PADA MATERI BANGUN RUANG SISI DATAR DI MTS NURUL KAROMAH Fawaid; Ria Faulina; Dwi Ivayana Sari
Jurnal Numeracy Vol 12 No 1 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v12i1.3092

Abstract

Tujuan penelitian ini adalah mengembangkan e-modul berbasis etnomatematika pada materi bangun ruang sisi datar untuk siswa MTS Nurul Karomah. E-modul etnomatematika mampu membuat pembelajaran matematika lebih bermakna dan relevan dengan mengaitkan konsep matematika dengan budaya lokal di sekitar siswa. Model pengembangan yang digunakan adalah Model ADDIE yaitu Analysis, Design, Development, Implementation, dan Evaluation. Pada tahap validasi diperoleh bahwa hasil validasi ahli media diperoleh rata-rata persentase 86% dengan kualifikasi “layak”, hasil validasi ahli materi diperoleh rata-rata persentase 91% dengan kualifikasi “sangat layak”, hasil uji coba perorangan diperoleh rata-rata persentase 89% dengan kualifikasi “tinggi”, uji coba kelompok kecil diperoleh rata- rata persentase 91,3% dengan kualifikasi “sangat tinggi”, uji coba kelompok besar diperoleh rata-rata persentase 91,04% dengan kualifikasi “sangat tinggi”. Dengan demikian, dapat disimpulkan bahwa produk e-modul berbasis etnomatematika layak digunakan sebagai media belajar di kelas.AbstractThe purpose of this study is to develop ethnomathematics-based e-modules on flat-sided spatial geometry materials for MTS Nurul Karomah students. Ethnomathematics e-modules are able to make mathematics learning more meaningful and relevant by linking mathematical concepts to local culture around students. The development model used is the ADDIE Model, namely Analysis, Design, Development, Implementation, and Evaluation. At the validation stage, it was obtained that the results of the media expert validation produced an average percentage of 86% with the qualification "feasible", the results of the material expert validation produced an average percentage of 91% with the qualification "very feasible", the results of individual trials produced an average percentage of 89% with the qualification "high", small group trials produced an average percentage of 91.3% with the qualification "very high", large group trials produced an average percentage of 91.04% with the qualification "very high". Thus, it can be concluded that ethnomathematics-based e-module products are feasible to use as learning media in the classroom.
Co-Authors Abdur Rosyid Andaru Ratnasari Anni Nuril Kamila Arifatul Jennah Arum Hatori Arum Hotari Bunalih Bunalih Desi Dwi Amelia Dian Kurniati Dwi Juniati Enny Listiawati Faulina, Ria Fawaid Firdaus Firdaus Hefi Rusnita Dewi Himmatun Nafila I Ketut Budayasa Irfan Zeini Mahsus Mahsus Marzemah Marzemah Masluha Maulidatus Sururoh Mety Liesdiani Miariza Wanti Miftahul Ulum Milawati Milawati Milawati Milawati Moch. Rizky Septiadi Perdana Mochammad Imron Awalludin Moh Defan Hoirul Bayan Mukmina Mukmina Nabila Dwi Agustin Nabila Nabila Nia Kurniati Novita Angraini Nur Aini Nur Aini S Nur Faizah Nuraini Nuraini Nurmawati Sari Parrohah Parrohah Ria Faulina Ririn Hanifah Sharifah Osman Siti Aisyah Syafiyah Syafiyah Syahur Amin Tina Safitri Zainuddin Zainuddin Zayyadi, Moh