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All Journal Jurnal Riset Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika Transformasi: Jurnal Pengabdian Masyarakat JTAM (Jurnal Teori dan Aplikasi Matematika) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jumper : Journal of Educational Multidisciplinary Research
Ega Gradini
STKIP Bina Bangsa Getsempena
Religion Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Library & Information Science Mathematics Physics Other

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LITERASI MATEMATIKA SISWA MELALUI METODE MURDER (MOOD, UNDERSTAND, RECALL, DIGEST, EXPAND, REVIEW) Rahmadhani, Elfi; Gradini, Ega; B, Firmansyah
Al-Khawarizmi Vol 3, No 2 (2019): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppm.v3i2.7350

Abstract

This paper aims to describe the mathematical literacy skills of students of SMAN 1 Takengon after being given learning using the MURDER method (Mood, Understand, Recall, Digest, Expand, Review). Mathematical literacy skills are seen according to the assessment framework according to PISA, namely 1) Communicating, 2) Mathematising, 3) Representation, 4) Reasoning and Argument, 5) Devising Strategies for Solving Problems, 6) Using Symbolic, Formal and Technical Language and Operation and 7) Using Mathematics Tools. This research is quantitative research involving 70 students of class XII of SMAN 1 Takengon. Based on the results of the analysis and processing of data obtained, namely th = 1.71 and t (1-α), = 1.67. This shows that the research hypothesis is accepted where students' mathematical literacy skills taught using the MURDER method are better than students' mathematical literacy skills taught with conventional learning models. The mathematical literacy skills of students in the experimental class are high with the number of students 20 people with a percentage of 57.14%. While the mathematics literacy skills of the control class students are classified as moderate with the number of students 17 people with a percentage of 48.57%. In the experimental class, there were 8 students or 22.86% in the very high category, superior to the control class, namely 5 students with a percentage of 14.29%.
EFEKTIVITAS PENERAPAN PEMBELAJARAN MATEMATIKA QUR’ANI DALAM PEMBELAJARAN HIMPUNAN Gradini, Ega; Wahyuni, Septia; Ansor, Ansor
Al-Khawarizmi Vol 1, No 1 (2017): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppm.v1i1.1728

Abstract

Conducting successful mathematics instructions that attach values is a major issue of mathematics education recently. Various programs have been done to meet the purpose. One of them is knowledge islamization which is believed as an alternative-strategic solution. This effort is compatible with the objective of education in Aceh and Indonesia Education System that annunciate the goal of Education in Indonesia to bring the people into religious life. Then, integration of Islamic values onto mathematics instruction is an alternative that has to be chosen in order to make integrated-holistic education. This study aims to determine the effectiveness of the implementation of Qur'anic Mathematics Instruction (QMI) on Set theory. It was a follow-up of QMI Research and Development that has been designed before. Data gathered through test, teacher’s and students’ activity observations. Three madrasah with the indexes of competency are "High", "Medium" and "Low" taken as the research subjects. The results showed that students in the "high"index has t-count value 0.023
Peningkatan Hasil Belajar Pendidikan Agama Islam Pada Materi Menyambut Usia Balig Melalui Model Pembelajaran Kooperatif Tipe Take and Give Elsa, Ai; Evanirosa, Evanirosa; Gradini, Ega; Zuyyina
Jumper: Journal of Educational Multidisciplinary Research Vol 4 No 1 (2025): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v4i1.283

Abstract

This study aims to improve the learning outcomes of fourth-grade students at SDN Cipatangga in Islamic Religious Education (PAI) on the topic of Welcoming Puberty through the implementation of the cooperative learning model Take and Give. The problem underlying this research is the low learning outcomes of students on the topic, as reflected in the students' average scores of 67,5, which are still below the expected standard. The research also focuses on creating an active, creative, and engaging learning environment. This Classroom Action Research (CAR) was conducted in two cycles during the first semester of the 2023/2024 academic year, involving 10 students as subjects. Data were collected using observation sheets and tests, analyzed using percentage formulas, and presented descriptively. The results showed a significant improvement in students' average scores from 67.5 in the pre-cycle to 78.5 in the first cycle, and 91.4 in the second cycle. The percentage of students achieving mastery increased from 40% in the pre-cycle to 70% in the first cycle, and 100% in the second cycle. Student activity levels rose from 81% in the first cycle to 90% in the second cycle, while teacher performance increased from 90% to 94%. In conclusion, the Take and Give learning model significantly enhances both the learning process and students' outcomes in Islamic Religious Education. This model is effective and recommended for improving the quality of education at the elementary school level.
Meningkatkan Hasil Belajar Melalui Metode Information Search: Mengakomodasi Keragaman di Sekolah Dasar Nurliani, Reni; Evanirosa; Gradini, Ega; Nurjani; Firmansyah B
Jumper: Journal of Educational Multidisciplinary Research Vol 4 No 1 (2025): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v4i1.285

Abstract

This research aims to improve the learning outcomes of grade IV students of SDN 4 Karangpawitan on the material The Beauty of Mutual Respect in Diversity through the application of the Information Search learning method. This method encourages active involvement of students in searching, evaluating, and utilizing information effectively, based on constructivism theory, inquiry-based learning, and planned behavior theory. The research uses the Classroom Action Research (PTK) approach in two cycles involving 13 students. Data was collected through learning outcome tests, observations, and documentation. The results showed a significant increase in the second cycle, with the average student score reaching 85 and learning completion of 92%. Student activity in learning increased from 61% in the first cycle to 88% in the second cycle. The application of this method has succeeded in creating an interactive learning atmosphere, increasing student understanding, and supporting the formation of inclusive characters. This study proves the effectiveness of the Information Search method in thematic learning based on diversity values.
Through the Teacher's Lens: Perspectives on Integrating Higher-Order Thinking Skills into Mathematics Instruction Gradini, Ega; Noviani, Julia; Samsudin, Syafiza Saila
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i2.30074

Abstract

The integration of Higher-Order Thinking Skills (HOTS) in mathematics instruction holds significant potential to deepen students’ conceptual understanding and fostering analytical thinking. However, its implementation is often hindered by gaps in teacher competency, curricular limitations, and outdated assessment methodologies. This study aims to explore mathematics teachers’ perspective on HOTS integration by examining four dimensions: understanding, perceived need, implementation challenges, and classroom practices. A descriptive survey design was employed, involving 186 junior and senior high school teachers selected through stratified random sampling. Data were collected via a structured questionnaire and analyzed using descriptive and inferential statistics, including Pearson correlation. Findings reveals a noticeable gap between teachers’ conceptual understanding of HOTS and its practical application in the classroom. While teachers acknowledge the importance of HOTS and frequently incorporate problem-solving and analytical activities, practical application is inconsistent due to time constraints, insufficient training, and limitation of resources. Differences were observed across teaching levels and school types: private and senior high school teachers, showing stronger understanding and more frequent HOTS integration. Weak correlation among understanding, perceived need, and practice indicate that awareness alone does not ensure effective implementation. These findings underscore the need for systematic support, targeted professional development, and policy reforms to bridge the gap between theory and practice. The study contributes to educational practice by highlighting actionable areas for institutional support and inform policy development aimed at enhancing the integration of HOTS in mathematics education.
Enhancing Mathematical Literacy: Evaluating the Effectiveness of the ELPSA Framework in Mathematics Classrooms Firmansyah B; Gradini, Ega; Husna, Nadiatul
Jurnal Riset Pendidikan Matematika Vol. 12 No. 1 (2025): May 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i1.73108

Abstract

This study aimed to investigate the effectiveness of the ELPSA Framework in enhancing the mathematical literacy skills of seventh-graders at SMP IT Cendekia Takengon. The research employed a quantitative approach using an experimental design. Data were collected through tests and analyzed using an independent sample t-test. The findings revealed a significant improvement in mathematical literacy skills among students in the experimental group compared to those in the control group. This improvement was evident in the N-Gain test results, indicating that 35% of the students in the experimental group achieved a high level of mathematical literacy, while 65% attained a moderate level, with an average Gain of 0.68, categorized as moderate. Moreover, the post-intervention assessment of mathematical literacy skills in the experimental group revealed that prior to ELPSA implementation, student's mathematical literacy indicated a concentration at First Level proficiency, with a smaller portion reaching Second Level. Following the introduction of the ELPSA framework, a positive shift was observed. The number of students at First Level decreased to only six, 16 students achieved Second Level, four demonstrated Third Level proficiency, six reached fourth Level, and two students achieved Fifth Level proficiency. However, none of students able to reach the Sixth level. The hypothesis test results indicated that the null hypothesis (H0) was rejected, confirming a significant difference in the improvement of mathematical literacy skills between students taught using the ELPSA Framework and those instructed using conventional teaching approaches employed by the school's teachers.
Fostering Higher-Order Thinking Skills in Mathematics Education: Strategies, Challenges, and Classroom Practices Gradini, Ega; Firmansyah B, Firmansyah B; Noviani, Julia; Ulya, Khairatul
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15099

Abstract

Despite increasing emphasis on Higher-Order Thinking Skills (HOTS) in mathematics curricula, classroom implementation remains limited and inconsistent. This qualitative study explored HOTS implementation in mathematics education, aimed to (1) identify effective instructional strategies for fostering HOTS, (2) examine teacher’ challenges, and (3) analyze classroom practices. The study involved 25 stratified junior high school mathematics teachers, with data collected over one academic year through semi-structured interviews, classroom observations, and document analysis. Thematic analysis followed Braun and Clarke’s six-phase framework.. The study highlights that an integrated instructional framework combining inquiry-based learning, collaborative practices, progressive learning support tailored to student needs, and technology significantly enhances higher-order thinking in mathematics. It demonstrates that aligning teacher beliefs, professional development, and systemic curricular support not only validates but also strengthens effective pedagogy for meeting the contemporary demands of critical thinking and problem-solving. Implementation is hindered by misalignment between curriculum goals and classroom realities, assessment practices, and theoretical professional development. Mathematics classrooms are progressively shifting toward critical problem-solving approaches, with teachers integrating analysis, evaluation, and creative tasks. Students demonstrate greater engagement with authentic tasks that connect to real-world contexts. These findings support the redesign of professional development programs and curriculum planning to enhance HOTS implementation in mathematics education.
Transformation of Learning in Madrasah: Best Practices in the Implementation of Kurikulum Merdeka at MTsN 2 Bener Meriah Ismail, Mukhlis; Yanti, Putri; Gradini, Ega; Yunus, Muhammad; Ubit, Fadliadi
Jumper: Journal of Educational Multidisciplinary Research Vol 4 No 2 (2025): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v4i2.318

Abstract

This study aimed to document and analyze best practices in the implementation of the Kurikulum Merdeka at MTsN 2 Bener Meriah, focusing on initial challenges and adaptive strategies employed. Utilizing a qualitative case study design, the research involved the school principal, 25 teachers, and 88 students through participant observation, in-depth interviews, and document analysis. Data were analyzed using a thematic approach with triangulation from multiple sources. Results indicate that the implementation was effectively supported by community-based training conducted by Balai Diklat Keagamaan Aceh, which enhanced teachers’ understanding and skills. A series of workshops on learning objectives, lesson planning, assessment, and module development contributed to a paradigm shift from teacher-centered to student-centered learning. Classroom implementation, accompanied by collaborative reflection with academic supervisors, improved both the quality of teaching and student engagement by up to 70%. Additionally, P5RA projects, namely, Anti-Bullying Seminar, Pottery Making, and Voice of Democracy, successfully integrated Pancasila and Islamic values into meaningful learning experiences. Key supporting factors included transformative leadership by the school principal and robust teacher collaboration, while challenges such as limited infrastructure and varied teacher readiness were mitigated through resource optimization and peer mentoring. The study concludes that community-based training and collaborative reflection are critical to the successful implementation of the Kurikulum Merdeka and offers important implications for similar strategies in other Islamic education institutions.
From training to practice: A community-based mentoring model for implementing Kurikulum Merdeka Gradini, Ega; Dhari, Putri Wulan
Transformasi: Jurnal Pengabdian Masyarakat Vol. 21 No. 1 (2025): Transformasi Juni
Publisher : LP2M Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/transformasi.v21i1.13153

Abstract

[Bahasa]:  Kurikulum Merdeka sangat penting karena mengedepankan otonomi guru dan pembelajaran yang berpusat pada siswa, namun kerangka kerjanya yang bersifat terbuka sering kali menimbulkan tantangan dalam penerapannya secara konsisten di tingkat sekolah. Untuk mengatasi masalah ini, inisiatif pengabdian masyarakat ini berupaya mengembangkan dan menilai model pendampingan berbasis masyarakat dengan menggunakan pendekatan Community-Based Participatory Research (CBPR). Tujuannya adalah untuk menciptakan kerangka kerja yang terukur yang secara efektif mendukung guru dan pemimpin sekolah saat mereka menerjemahkan prinsip-prinsip kurikulum ke dalam praktik di kelas. Proses ini melibatkan sesi pendampingan kolaboratif di mana para pemimpin sekolah dipandu dalam merancang Kurikulum Operasional Madrasah (KOM), sementara para guru menerima dukungan langsung dalam mengembangkan rencana pelajaran, membuat alat penilaian, dan melaksanakan Projek Penguatan Profil Pelajar Pancasila dan Rahmatan Lil Alamin (P5RA). Umpan balik yang berulang dan diskusi reflektif memastikan bahwa proses pendampingan bersifat adaptif terhadap kebutuhan peserta, menumbuhkan rasa kepemilikan dan mendorong praktik pedagogi yang berkelanjutan. Model ini menunjukkan keefektifannya di dua sekolah menengah pertama Islam, di mana Sekolah B secara konsisten mengungguli Sekolah A dalam hal perencanaan, pengajaran, dan penilaian. Selain itu, sesi refleksi kolaboratif secara khusus meningkatkan efikasi diri guru, dengan 92% peserta menyatakan peningkatan kepercayaan diri dalam kemampuan mereka untuk mengimplementasikan kurikulum. Pendekatan pendampingan ini juga menghasilkan peningkatan partisipasi aktif siswa sebesar 25%, yang mengindikasikan adanya peningkatan yang signifikan dalam keterlibatan siswa di kelas. Temuan ini menunjukkan bahwa pendampingan yang terstruktur dan berbasis masyarakat dapat menjembatani kesenjangan antara pelatihan teoritis dan penerapan praktis, menawarkan kepada para pemangku kepentingan pendidikan sebuah kerangka kerja yang kuat untuk mengubah kegiatan pelatihan yang terisolasi menjadi komunitas praktik yang berkelanjutan. Kata kunci: kurikulum merdeka, penelitian partisipatif berbasis masyarakat, otonomi guru, pembelajaran yang berpusat pada siswa, model pendampingan [English]: Kurikulum Merdeka is highly significant because it prioritizes teacher autonomy and student-centered learning, yet its open-ended framework often poses challenges for consistent implementation at the school level. To address these issues, this community service initiative sought to develop and assess a community-based mentoring model using a Community-Based Participatory Research (CBPR) approach. The goal was to create a scalable framework that effectively supports teachers and school leaders as they translate the curriculum's principles into actual classroom practices. The process involved collaborative mentoring sessions in which school leaders were guided in designing the Kurikulum Operasional Madrasah (KOM). At the same time, teachers received hands-on support in developing lesson plans, crafting assessment tools, and implementing Projek Penguatan Profil Pelajar Pancasila dan Rahmatan Lil Alamin (P5RA) projects. Iterative feedback and reflective discussions ensured that the mentoring process was adaptive to participants' needs, cultivating a sense of ownership and fostering sustainable pedagogical practices. The model demonstrated its effectiveness across two Islamic junior high schools, where School B consistently outperformed School A in planning, instruction, and assessment. Moreover, collaborative reflection sessions notably enhanced teacher self-efficacy, with 92% of participants expressing increased confidence in their ability to implement the curriculum. This mentoring approach also resulted in a 25% rise in active student participation, indicating a significant boost in classroom engagement. The findings suggest that structured, community-driven mentoring can bridge the gap between theoretical training and practical application, offering educational stakeholders a robust framework for transforming isolated training events into enduring communities of practice. Keywords: kurikulum merdeka, community-based participatory research, teacher autonomy, student-centered learning, mentoring model
Co-Authors Ansor, Ansor B, Firmansyah Dhari, Putri Wulan Elsa, Ai Evanirosa Evanirosa, Evanirosa Firmansyah B Firmansyah B, Firmansyah B husna, nadiatul Ismail, Mukhlis Muhammad Yunus Noviani, Julia Nurjani Nurliani, Reni Putri Yanti, Putri Rahmadhani, Elfi Samsudin, Syafiza Saila Ubit, Fadliadi Ulya, Khairatul Wahyuni, Septia Zuyyina