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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Matematika EKUIVALEN - Pendidikan Matematika Jurnal Pendidikan dan Pengajaran Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Journal on Mathematics Education (JME) JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Biosfer: Jurnal Tadris Biologi Jurnal Karya Pendidikan Matematika Pedagogi : Jurnal Penelitian Pendidikan JEE (Jurnal Edukasi Ekobis) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika RAFA Mimbar Sekolah Dasar Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Edukasi: Jurnal Pendidikan dan Pengajaran Jurnal Elemen Jurnal Gantang Sriwijaya University Learning and Education International Conference Al-Jabar : Jurnal Pendidikan Matematika Terampil : Jurnal Pendidikan dan Pembelajaran Dasar NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Al Ishlah Jurnal Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran JRPM (Jurnal Review Pembelajaran Matematika) Numeracy : Jurnal Ilmiah Pendidikan Matematika Journal of Honai Math Pendas : Jurnah Ilmiah Pendidikan Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Pendidikan Matematika (Kudus) International Journal on Emerging Mathematics Education International Journal of Pedagogy and Teacher Education Jurnal Neraca: Jurnal Pendidikan dan Ilmu Ekonomi Akuntansi PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA Indiktika : Jurnal Inovasi Pendidikan Matematika Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Matematika (JUDIKA EDUCATION) SJME (Supremum Journal of Mathematics Education) Prima: Jurnal Pendidikan Matematika Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JURNAL CEMERLANG: Pengabdian pada Masyarakat JURNAL INOVASI EDUKASI JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Jurnal Pendidikan Matematika (Jupitek) FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Unnes Journal of Mathematics Education Research M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Transformasi : Jurnal Pendidikan Matematika dan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Lentera Sriwijaya : Jurnal Ilmiah Pendidikan Matematika Journal of Education and Learning Mathematics Research (JELMaR) Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Journal of Elementary School (JOES) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Primatika : Jurnal Pendidikan Matematika Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Journal Mathematics Education Sigma [JMES] Jurnal Math-UMB.EDU Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Journal of Instructional Mathematics Kognitif: Jurnal Riset HOTS Pendidikan Matematika Edumatika JES-MAT (Jurnal Edukasi dan Sains Matematika) Berkala Ilmiah Pendidikan Bakti Budaya: Jurnal Pengabdian kepada Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Edumatica: Jurnal Pendidikan Matematika Lattice Journal : Journal of Mathematics Education and Applied Cakrawala Madani: Multidisciplinary Scientific Journal JNPM (Jurnal Nasional Pendidikan Matematika) Warta LPM Lemma: Letters of Mathematics Education IHSAN : Jurnal Pendidikan Islam Jurnal Pengabdian Masyarakat dan Riset Pendidikan Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Infinity Mathematics Education Journal Journal on Mathematics Education Jurnal VARIDIKA SJME (Supremum Journal of Mathematics Education) Media Pendidikan Matematika Mathema: Jurnal Pendidikan Matematika
Ely Susanti
Universitas Sriwijaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Internalisasi Nilai-Nilai Moderasi Beragama melalui Kegiatan Keagamaan di Sekolah Dasar Negeri Tambakaji 04 Widya Auliya Oktaviana; Alimah Br Tambunan; Ely Susanti; Sri Rahayu; Nena A’laa Annasa Alif; M. Rikza Chamami
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 2 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i2.3499

Abstract

Penelitian ini bertujuan untuk memberikan penjelasan tentang proses penerimaan nilai-nilai agama, tantangan yang dihadapi, serta kemajuan dalam membentuk sikap moderat dalam beragama di SDN Tambakaji 04. Dengan demikian, diharapkan dapat membentuk karakter yang lebih ramah dan toleran. Mengamati, melakukan wawancara mendalam, dan mengumpulkan berbagai dokumen adalah metode kualitatif yang digunakan dalam penelitian ini. Hasil penelitian menunjukkan bahwa kegiatan keagamaan yang biasa dilakukan, seperti doa pagi, shalat berjamaah, perayaan hari besar, serta interaksi antar pemeluk agama. Proses nilai tersebut melalui tiga tahap: transformasi nilai, transaksi nilai, dan transiternilisasi nilai. Nilai yang paling umum adalah tawazun, tasamuh, dan syura. Beberapa tantangan yang dihadapi meliputi dampak dari media sosial, perbedaan tingkat pemahaman siswa tentang agama, serta perbedaan antara nilai-nilai yang diterapkan di sekolah dan di rumah. Secara umum, kegiatan keagamaan sudah membantu perkembangan siswa, terlihat dari perubahan sikap, berkurangnya tindakan perundungan, cara berpakaian, disiplin, tanggung jawab, dan kejujuran. Oleh karena itu, kegiatan seperti ini di sekolah dasar harus terus dilakukan karena sangat diperlukan untuk memperkuat karakter moderat siswa.
Studi Komparatif Topik Tabung dalam Buku Teks Singapura dan Indonesia: Implikasi untuk Literasi Matematika Sanita, Eka; Susanti, Ely; Hiltrimartin, Cecil
Jurnal Pendidikan Matematika dan Sains Vol. 14 No. 1 (2026): February 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v14i1.89010

Abstract

Penelitian ini bertujuan membandingkan tiga buku teks matematika-Kurikulum Merdeka, Kurikulum Tingkat Satuan Pendidikan (KTSP), dan The Singapore O-Level Curriculum-pada materi tabung dalam konteks literasi matematika. Metode yang digunakan adalah deskriptif-komparatif dengan analisis konten terhadap struktur materi, fakta, konsep, prinsip, distribusi soal berdasarkan taksonomi Bloom, soal pemecahan masalah, dan kesesuaian soal dengan framework PISA. Hasil penelitian menunjukkan bahwa buku teks kurikulum merdeka lebih menekankan konsep dasar namun miskin konteks dan variasi soal, buku teks KTSP mulai mengintegrasikan konteks nyata dan prinsip skalabilitas meski visualisasi terbatas, sedangkan buku teks The Singapore O-Level Curriculum unggul dalam visualisasi, variasi soal kognitif tinggi, serta proporsi soal pemecahan masalah dan konteks PISA yang seimbang. Penelitian ini menegaskan bahwa buku teks dengan materi visual, kontekstual, dan soal beragam lebih efektif meningkatkan literasi matematika siswa. Implikasinya, pengembangan buku teks perlu mengacu pada kerangka literasi matematika internasional agar pembelajaran matematika di Indonesia lebih relevan dan kompetitif.
Student’s Numerical Skills in Solving Mathematical Problems on Numbers Subject in Maksuba Cake Context Putri, Debi Suci; Zulkardi, Zulkardi; Susanti, Ely
Jurnal Pendidikan Matematika Vol 6, No 1 (2023): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v6i1.17622

Abstract

Numeration is not only useful in solving math problems, but also in everyday life. One of problems that can be found related to numeration is Palembang’s special cake called Maksuba. The purpose of the research is to describe student’s numeracy competence for numbers subject in Maksuba cake context. The research type is descriptive research having research subject of 3 grade V elementary school students in the odd semester. The data collected in this research are obtained through written test and interview. Descriptive analysis technique is implemented to analyze the data obtained. In the written test, 2 questions are given in Maksuba cake context. The indicators that often appear are applying several types of symbols and numbers related to basic mathematical subject to solve a problem in several types of contexts, problems that occur in everyday life and conducting analysis of the information shown in several forms (diagrams, charts, tables, and graphs). While, the indicators commonly unseen are interpreting on the resulted analysis in order to make a prediction and determining of a decision making. By implementing Maksuba cake context, the result shows that two out of three students answer the question correctly even though the questions are uncommon. Numerasi tidak hanya berguna dalam memecahkan masalah yang ada pada matematika saja, tetapi juga pada kehidupan sehari-hari yang ada pada sekitar siswa. Salah satu masalah yang bisa ditemukan berkaitan dengan numerasi yaitu kue maksuba khas Kota Palembang yang telah lama dikenal dikalangan masyarakat Kota Palembang. Tujuan dari penelitian yang dilakukan yaitu mendeskripsikan kompetensi numerasi siswa dalam materi bilangan konteks Kue Maksuba. Dalam penelitian yang dilakukan menggunakan jenis penelitian deskriptif. Subjek penelitiannya dengan berupa 3 orang siswa kelas V SD. Teknik pengumpulan data penelitian ini dilakukan dengan melakukan tes dan wawancara. Kemudian untuk menganalisa data yang diperoleh dari hasil pengumpulan data dilakukannya teknik analisa deskriptif. Pada tes, diberikan 2 permasalahan dengan menggunakan konteks Kue Maksuba. Indikator yang sering muncul adalah menerapkan beberapa jenis simbol dan angka yang berhubungan pada materi matematika dasar guna penyelesaian sebuah permasalahan dalam beberapa jenis konteks masalah yang terjadi dalam kehidupan dan melakukan analisa mengenai informasi yang ditunjukkan dalam beberapa bentuk (diagram, bagan, tabel, grafik, dll). Sedangkan indikator yang jarang terlihat yaitu melakukan penafsiran terhadap analisis yang dihasilkan guna melakukan sebuah prediksi dan penentuan pengambilan sebuah keputusan. Dengan menggunakan konteks kue maksuba hasilnya dua dari tiga siswa dapat menjawab soal tersebut meskipun soal tersebut merupakan soal non rutin.
Design of Learning Trajectory on Number Patterns Using the Context of Aur Lake Tourism for Junior High School Students Elly, As; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely; Mulyono, Budi
Mimbar Sekolah Dasar Vol 12, No 4 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i4.95285

Abstract

Number patterns are a mathematical topic that connects arithmetic and algebra while strengthening students’ mathematical reasoning foundations. Therefore, the teaching of this topic needs to be designed in a meaningful way. This study aims to describe the learning design of number patterns based on Indonesian Realistic Mathematics Education (PMRI) using the context of Aur Lake tourism for Grade VIII students at SMP IT Al-Furqon Wonosari, Musi Rawas Regency. The research method employed was design research with a validation studies type, consisting of three stages: (1) preparing for the experiment, which included a literature review, discussions with teachers, and the development of a Hypothetical Learning Trajectory (HLT); (2) the design experiment, which involved a piloting experiment and a teaching experiment; and (3) the retrospective analysis. The research subjects were Grade VIII students at SMP IT Al-Furqon Wonosari, with six students participating in the piloting experiment and twenty-three students in the teaching experiment. Data collection techniques included observation, interviews, documentation/video recordings, and student activity sheets. The collected data were analyzed using qualitative descriptive techniques. The results of this study produced a learning design for number patterns based on PMRI using the Aur Lake context, which can guide students in understanding and generalizing number patterns.
Learning Trajectory on Probability Using the Context of the Bekulo Tradition Mandasari, Novianti; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely; Mulyono, Budi
Mimbar Sekolah Dasar Vol 12, No 4 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i4.95283

Abstract

In everyday life, individuals are required to be cautious in making decisions and analyzing the possibilities of various alternatives. Probability theory emerges as one of the important branches of mathematics that provides an understanding of uncertainty and ways to measure the likelihood of an event. However, field observations reveal that many students still encounter difficulties in understanding probability, particularly in the subtopic of combinations. These difficulties are generally caused by abstract learning processes, limited contextual activities, and the lack of connection between mathematics and real-life experiences or local culture close to students’ lives. This study aims to design probability learning based on Indonesian Realistic Mathematics Education (IRME) by utilizing the Bekulo tradition in Rejang Lebong Regency as a relevant local cultural context. The method employed is design research with a validation study type, involving ninth-grade students of SMP IT Salsabillah Rejang Lebong as research subjects. Data were collected through observation, documentation, and interviews. In this study, the researchers developed a Hypothetical Learning Trajectory (HLT) adapted to the Bekulo tradition context. The results show that integrating IRME with cultural contexts can effectively support the development of students’ understanding of the concept of combinations in a more meaningful way. These findings affirm that culturally rooted learning designs not only enrich students’ learning experiences but also foster their appreciation of local wisdom while making mathematics more relevant to everyday life.
Integrating Contextual Learning, STEAM, and Virtual Reality in Geometry: An Investigation of Implementation and Challenges in South Sumatera Sari, Novita; Aisyah, Nyimas; Susanti, Ely
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i1.49071

Abstract

Geometry is a fundamental branch of mathematics that supports the development of logical thinking, spatial reasoning, and problem-solving skills. Yet, many students still struggle to understand geometric concepts because learning remains abstract and lacks meaningful real-world connections. In Indonesia, geometry instruction often emphasizes procedural mastery over deep conceptual understanding, underscoring the need for innovative approaches that make learning more concrete and engaging. Integrating real-world contexts, the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach, and Virtual Reality (VR) technology offers a promising way to bridge the gap between abstract ideas and practical applications. This study investigates the extent of implementation and the challenges in applying contextual, STEAM-based, and VR-supported geometry learning in Indonesia. Participants included 100 junior high school students and 10 mathematics teachers, randomly selected from South Sumatera, a region whose Gambo Muba textile tradition provides a culturally relevant context for geometry learning. Using a mixed-methods design, data were collected through questionnaires, interviews, and classroom observations. Findings show that STEAM-based and VR-supported learning positively influences students’ conceptual understanding, motivation, and engagement, particularly in geometric transformations. However, implementation remains at an early stage, with teachers displaying positive attitudes but limited experience, and with constraints on VR availability and training. The study underscores the need for capacity building and improved infrastructure to optimize this innovative approach.
Comparing Trigonometric Ratios Content in Indonesian and Indian Mathematics Textbooks Amrina Rosyada; Ely Susanti; Cecil Hiltrimartin
Edumatika Vol 9 No 1 (2026): May 2026, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v9i1.6422

Abstract

Background: Students are often experience difficulties in understanding trigonometric ratios concepts, and textbooks play a crucial role in shaping conceptual understanding. However, comparative studies examining how different countries present this topic remain limited. Purpose: This study aims to compare the representation of trigonometric ratios in Indonesian and Indian tenth-grade mathematics textbooks. Method: A qualitative comparative method was used to examine three mathematics textbooks (Indonesian 2013 Curriculum, Merdeka Curriculum, and the Indian CBSE). Analysis focused on mathematical objects and tasks mapped against Bloom’s taxonomy, the PISA framework, and problem-solving indicators. Findings: While the three textbooks present similar facts, principles, and concepts, their task designs differ significantly. The Merdeka Curriculum textbook covers broader range of cognitive levels (C1–C6) with more PISA-aligned contextual problems and problem-solving tasks. In contrast, the 2013 Curriculum and Indian CBSE textbooks primarily emphasize procedural tasks with limited integration of PISA-oriented and problem-solving activities. Implications: The findings highlight the importance of incorporating cognitively demanding, contextual, and non-routine tasks into mathematics textbooks to support students’ higher-order thinking skills. Originality: This study provides a cross-national comparison of Indonesian and Indian mathematics textbooks on trigonometric ratios using Bloom’s taxonomy, the PISA framework, and problem-solving indicators.
Rigorous Mathematical Thinking Aprroach for Support Relational Understanding: Designing a Learning Trajectory on Linear Equation Ifana, Bernika Indrialis; Aisyah, Nyimas; Susanti, Ely
International Journal of Pedagogy and Teacher Education Vol 8, No 1 (2024): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v8i1.89536

Abstract

The linear equation is a fundamental mathematics topic that often poses significant challenges for students. These difficulties are primarily due to traditional teaching methods that emphasize memorization of formulas over deep understanding, coupled with insufficient focus on developing reasoning and problem-solving skills. This study seeks to develop a learning trajectory for teaching linear equations using the Rigorous Mathematical Thinking (RMT) approach, aiming to enhance students' relational understanding. The research was conducted using a design research method, which involved creating and refining a learning trajectory through preliminary design, experimental implementation, and retrospective analysis, all conducted over two cycles. Participants included 8th-grade students from a junior high school in Palembang, with 32 students in class 8.2 participating in the pilot experiment and 36 students in class 8.1 in the teaching experiment, selected through purposive sampling. Data collection methods included observations, written tests, and interviews, with qualitative analysis used to present the findings in a narrative format. The study resulted in the development of a learning trajectory that effectively supports students' relational understanding of linear equations. The learning process encouraged students to draw on their existing knowledge, identify the most efficient and effective strategies, provide detailed solutions, and gain confidence in the accuracy of their answers while solving problems related to the equation of a line through two points and the equation of a line perpendicular to another line.
Analisis komparatif buku teks matematika Indonesia dan Australia pada materi kesebangunan dan kekongruenan Wilda Halimatunisa; Ely Susanti; Cecil Hiltrimartin
Cakrawala Vol 5, No 1 (2026): Juni
Publisher : Institut Teknologi Dirgantara Adisutjipto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28989/cakrawala.v5i1.4033

Abstract

Penelitian ini bertujuan untuk membandingkan penyajian materi yang meliputi fakta, konsep, prinsip, dan prosedur, serta kualitas soal pada buku matematika SMP Kurikulum 2013, Kurikulum Merdeka, dan buku Mathematics for the International Student (Australia) pada materi kesebangunan dan kekongruenan. Penelitian ini menggunakan metode deskriptif komparatif. Hasil penelitian menunjukkan bahwa penyajian fakta pada buku Kurikulum 2013 menggunakan contoh benda sehari-hari, Kurikulum Merdeka melalui kegiatan pengamatan, dan buku Australia melalui masalah kontekstual. Penyajian konsep dan prinsip pada buku Indonesia dibangun secara bertahap, sedangkan buku Australia diberikan secara langsung. Pada bagian prosedur, buku Kurikulum 2013 memberikan langkah-langkah yang jelas, Kurikulum Merdeka mengajak siswa menemukan sendiri, dan buku Australia memberi contoh serta latihan. Soal-soal yang diberikan pada ketiga buku sudah mengarah pada kemampuan berpikir tingkat tinggi dan problem solving, namun untuk soal berbasis konteks PISA masih terbatas pada buku Indonesia.
PENDAMPINGAN PENDESAINAN PERANGKAT PEMBELAJARAN BERBASIS PROBLEM-BASED LEARNING BAGI GURU-GURU MATEMATIKA KOTA LUBUKLINGGAU Hapizah Hapizah; Indaryanti Indaryanti; Ely Susanti; Muhammad Yusup; Novita Sari; Jeri Araiku; Scristia Scristia; Weni Dwi Pratiwi
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 4 (2022): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v5i4.1512-1523

Abstract

Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk mendampingi guru-guru matematika SMP dan SMA di Kota Lubuklinggau dalam mendesain perangkat pembelajaran matematika berbasis Problem Based Learning (PBL). Kegiatan PkM ini ditujukan kepada khalayak sebanyak 30 orang guru matematika SMP dan SMA di Kota Lubuklinggau. Lokasi dan tempat kegiatan dilaksanakan di Laboratorium Program Studi Pendidikan Matematika, FKIP Universitas Sriwijaya. Kegiatan pengabdian ini dilakukan secara hybrid, tatap muka maupun melalui aplikasi zoom meeting conference dan grup Whatsapp. Model pelaksanaan kegiatan adalah model pendampingan dengan metode demonstrasi, pendampingan secara mandiri dan kelompok kepada peserta. Kegiatan dilakukan dalam 4 tahap, yaitu tahap persiapan, tahap pendampingan, tahap follow up, dan tahap pelaporan. Hasil yang didapat melalui pendampingan ini yakni peserta dapat mendesain perangkat pembelajaran matematika berbasis Problem Based Learning yang meliputi Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar Kerja Peserta Didik (LKPD). Secara keseluruhan peserta memberikan respon yang sangat baik pada setiap pernyataan yang diberikan dengan rata-rata skor 3,77 dan persentase 84,38%.
Co-Authors Abul Walid Adi Saputro Aditya, Pandu Agustarina, Mitta Ainun Jariyah Ainun Mardia Aisyah Turidho Alimah Br Tambunan Allen Marga Retta, Allen Marga Amrina Rosyada Amrina Rosyada Anak Agung Gede Sugianthara Andita, Sintia Angge Sapto Mubharokh Angge Sapto Mubharokh Annisa Oktavia Lestari Arika Sari Ardani Arin, Arin Arsan Shanie Arum Niti Wijayanti As Elly Asep Nurul Aripin Asmaul Husna Astuti, Puji Audina, Chamila Putri Audrilia, Riski Avida Avida Avida Avida, Avida AYU LESTARI Ayu Mentari Bariyah, Leny Belinda Ambarwati Berlian, M Ridho Ratu Cecep Anwar FS Cecil Hiltri Martin Cecil Hiltrimartin Cecil Hiltrimartin Cecil Hiltrimatrin Chn, Rafika Riana Choirunisa, Choirunisa Danil C, Fransisco Darmawijoyo, Darmawijoyo Dasaprawira, M Noviarsyah Delfi, Iftina Desi Safitri Desvitasari, Tria Dewi Ananti Wulan Dewi Rawani Dian Fitriana Diki Suryanto Drajat Friansah Duano Sapta Nusantara Dwi Hasmidyani Dwi Rivana Dyna Meriza Edy Purnomo Effendi, Firman Elfariana, Rizma Elvina, Nova Etika Prasetyani Etika Prasetyani, Etika Ety Septiati Febriani, Ria Filian Yunita Sari Firsta, Risa Rahmatia Fitra, Dian Fitrisyah, Muhammad Aidil Hapizah Harisman Nizar Hauda, Nabilah Hendrik Efendi Lumban Tobing Hijir Ardiansyah Hiriza Imron Ida Hamidah Ifana, Bernika Indrialis Ika Pratiwi Ika Pratiwi Indah Rahmasari Indaryanti Indaryanti Intan Saputri Isrokatun Isrokatun Isrok’atun Jeri Araiku Jesika Dwi Putriani Johan, Mery Khairida Fahriya Imtinan Kurniadi, Elika Lasti, Nadila Leni Maimuna Linda Herlinda Luthfi, Nurrana M David Safitra M. Arrasikh Hidayatullah Arrasikh M. Rikza Chamami M. Yusuf Maimuna, Leni Marhamah Marhamah Mariela, Anadia Muli Marina, Rini Martin, Cecil Hiltri Masrukan Masrukan Mery Johan Meryansumayeka Meryansumayeka Mitha Frilia Muhammad Aidil Fitrisyah Muhammad Akbar Budiman Muhammad Yusuf Muhammad Yusup Mulyono, Budi MUSLIMIN Nabila Putri Isamer Nabila, Siti Nena A’laa Annasa Alif Nety Wahyu Saputri Ningsih, Putri Ningsih, Sri Tuti Nisa, Sholihatun Novi Susanti Novi Triana Novianti Mandasari Novita Sari Novita Sari Nugraha, Inka Verandera Nur Fitriyana Nurdiyanto, Tito Nuril Fajria Ramadhona Nuril Fajriana Ramadhona Nurrana Fitria Luthfi Nurrosyadah, Naqiyyah Nyiayu Fraisa Fatiyah, Nyiayu Fraisa Nyimas Aisyah Nyimas Aisyah Oktaviani Silaen, Elza Ostian, Dyego Pemi Purnama Sari Pratiwi, Weni Dwi Puja Teressa Fawensi PUJI ASTUTI Pujiati Pujiati Purwasi, Lucy Asri Purwoko Purwoko Purwoko Purwoko Puspita Sari Putra, Eko Septiansyah Putri Ningsih Putri, Debi Suci Putri, Dhea Anisah Putri, Ratu ilma Indah Putriani, Jesika Dwi Qatrunnada, Dhiya Rahayu, Ayu Puji Rahmawati Rahmawati Rahmawati, Rahmawati Ramadan, Dwi Cahya Ramadhona, Nuril Fajria Rarri Bian Ryandi Ratih Handayani Ratu Ilma Ratu Ilma Indra Putri Rendi Muhammad Aris Rendi Muhammad Aris, Rendi Muhammad Reni Setiawati Reni Setiawati Risa Rahmatia Firsta Riski Audrilia S. B. Waluya, S. B. Safitra, M. David Sakiman, Novi Komariyatiningsih Sanita, Eka Saputri, Intan Sari, Arika Sari, Filian Yunita Sari, Pemi Purnama Scristia, Scristia Setiyowati, Nadiah Sholihatun Nisa Silaen, Elza Oktaviani Simarmata, Ruth Helen Sindi Citra Rahayu SISKA NINGSIH Siti Mistima Maat Situmorang, Gresilia Somakim, Somakim SRI RAHAYU Sujinal Arifin Sukmaningthias, Novika Sukmaningtias, Novika Suparmi, Etty Supratik Suryani , Eka SURYANI, EKA Susanti, Elsa SYAHRIAL SYAHRIAL Tatag Yuli Eko Siswono titin wijayanti Titin Wijayanti Tito Nurdiyanto Tobing, Hendrik Efendi Lumban Triana, Novi Trisia Wati Trisna Wulandari Turidho, Aisyah Uswatun Hasanah Utami, Marta Risa Putri Vera Yuliana Vira Putri Ermanda Widya Auliya Oktaviana Wijaya, Aldi Putra Wilda Halimatunisa Winda Nursantika Wulan, Dewi Ananti Wulan, Dewi Ananti Wulandari, Trisna Yanna Sanova Yefsi Desty Ania Yonanda, Pramestry Yuliana FH Yulianita Yunita Sari Manalu, Yunita Sari Yurika Mariani Yusuf Hartono Zuli Nuraeni Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi _