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All Journal Auladuna Muallimuna : Jurnal Madrasah Ibtidaiyah Didaktika: Jurnal Kependidikan
Zuanita Adriyani
UIN Walisongo
Education Languange, Linguistic, Communication & Media Mathematics Other

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KEMAMPUAN LITERASI MATEMATIKA PADA DISCOVERY LEARNING PENDEKATAN RME BERDASARKAN GAYA BELAJAR SISWA KELAS V Kristi Liani Purwanti; Zuanita Adriyani
Auladuna: Jurnal Pendidikan Dasar Islam Vol 5 No 2 (2018): DECEMBER
Publisher : Department of Pendidikan Guru Madrasah Ibtidaiyah Universitas Islam Negeri Alauddin Makass

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/auladuna.v5i2a7.2018

Abstract

AbstrakPembelajaran matematika perlu dirancang untuk mendorong siswa memiliki kemahiran matematis, seperti kemampuan pemahaman, komunikasi, koneksi, penalaran dan pemecahan masalah matematis. Kemampuan itu diperlukan supaya siswa dapat menerapkan dan memanfaatkan informasi matematika dalam kehidupan sehari-hari. Hal tersebut sejalan dengan literasi matematika. Literasi matematika menurut OECD (2016), didefinisikan sebagai kapasitas untuk mengenal dan memahami peran matematika di dunia, memecahkan masalah matematika dalam berbagai konteks, menafsirkan pernyataan matematika, dan menerapkan matematika secara rasional. Tujuan dari penelitian ini adalah untuk mengetahui kemampuan literasi matematika siswa ditinjau dari gaya belajar Kolb siswa kelas V Madrasah Ibtidaiyah dengan pembelajaran discovery learning pendekatan RME. Metode penelitian yang dipakai adalah kualitatif deskriptif. Adapun hasil dari penelitian adalah dilihat dari 7 indikator dalam literasi matematika bahwa gaya belajar siswa tipe accommodator lebih baik dibandingkan gaya belajar lainnya. Gaya belajar assimilator dan diverger kemampuan literasi matematika siswa hampir sama tetapi gaya belajar converger paling rendah dibandingkan dari assimilator dan diverger.AbstractMathematics learning needs to be designed to encourage students to have mathematical skills, such as the ability to understand, communicate, connect, reason and solve mathematical problems. Capability is needed so students can apply and utilize mathematical information in their daily lives. This is in line with mathematical literacy. Mathematical literacy according to the OECD (2016), is defined as the capacity to recognize and understand the role of mathematics in the world, solve mathematical problems in various contexts, interpret mathematical statements, and apply mathematics rationally. The purpose of this study was to determine the students' mathematical literacy skills in terms of Kolb's learning style of class V Ibtidaiyah Madrasas with discovery learning learning the RME approach. The research method used is descriptive qualitative. The results of the study are seen from 7 indicators in mathematical literacy that the accommodator type of student learning style is better than other learning styles. The assimilator learning style and the students' mathematical literacy abilities combined were similar but the lowest converger learning style was compared to the assimilator and diverger.
ANALISIS PEMBELAJARAN AKTIF BERBASIS KETERAMPILAN ABAD 21 PADA GURU MI DI KOTA SEMARANG Kristi Liani Purwanti; Zuanita Adriyani; Ega Fatmawati
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 8, No 1 (2022): OKTOBER 2022
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/muallimuna.v8i1.5906

Abstract

This study aims to analyze the implementation of 21st century skills-based active learning at partner MI of UIN Walisongo Semarang after obtaining training and mentoring since 2018. This study is a qualitative field research with fourth grade teachers at partner MI of UIN Walisongo Semarang as the subjects. The partner MI of UIN Walisongo are MI Nashrul Fajar, MI Taufiqiyah, MI Tarbiyatul Khairat, MI Al Khoirriyah 02 and MI Al Hikmah. Data collection techniques were carried out through an observation of the learning process, the documentation of reviewing the lesson plan and worksheets as well as interviews. Data analysis in this study consists of data reduction, data presentation, and drawing conclusions. The conclusion shows that critical thinking indicators are not distinguishable in the lesson plan as the teacher has not given students the opportunity to explain their mind in their own language. The indicators of collaboration and communication have not been implemented optimally in the learning process. This is because it is not possible to have discussions or close interactions during the pandemic, students were keeping their distance from each other while paying attention to health protocols. In addition, the majority of communication indicators that are implemented tend to be the results of individual work, not the results of discussions. The submission of the learning conclusions is more likely to be delivered by the teacher at the end of the learning process, not delivered by students directly. Indicators of creativity and critical thinking have not been appeared optimally in the worksheets. In the worksheets, the teacher has not given the freedom for students to determine how to complete the task and has not provided the assignments that require students' creativity. Questions given by teachers mostly only require students to repeat the ideas or material from the teacher rather than producing students' own ideas.
Inovasi Pembelajaran Era Digital: Pengembangan Teknologi Augmented Reality di Sekolah Dasar Asna Khoirina; Zuanita Adriyani
Didaktika: Jurnal Kependidikan Vol. 13 No. 001 Des (2024): Didaktika: Jurnal Kependidikan (Special Issue 2024)
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1326

Abstract

Perkembangan teknologi membawa perubahan signifikan, diperlukan inovasi untuk beradaptasi dengan arus perkembangan. Pada era digital, siswa terbiasa dengan penggunaan teknologi dalam kehidupan sehari-hari, sehingga inovasi pembelajaran dapat digunakan dalam media pembelajaran. penelitian ini bertujuan akan mengembangan inovasi pembelajaran yang terintegrasi dengan teknologi augmented reality berupa media interaktif berbasis augmented reality, serta mengetahui tingkat pemahaman siswa dan timbal balik dari media yang dikembangakan. Model pengembangan yang digunakan yaitu ADDIE (Analyze, Design, Develop, Implement, Evaluate). Instrument data dalam penelitian berupa angket validasi ahli, angket respon dan tes berupa soal pretest dan posttest. Hasil dari penelitian pada media media memperoleh presentase sebesar 92% dikategorikan “Sangat Layak”. Pada ahli media memperoleh peresentase sebesar 90% dikategorikan “Sangat Layak”. Sedangkan hasil nilai pre-test memperoleh nilai rata-rata adalah 63,39, dan hasil nilai nilai post-test memperoleh nilai rata-rata adalah 88,57. Hasil uji N-gain mendapat nilai rata-rata adalah 0,69 dengan kategori “sedang”. Hasil tanggapan siswa terhadap media interaktif berbasis augmented reality memperoleh presentase rata-rata sebesar 85% dengan kategori “Sangat Baik”.
Co-Authors Asna Khoirina Ega Fatmawati kristi liani purwanti, kristi liani