Articles
<![CDATA[Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving Skills ]]>
<![CDATA[Putranto, Sumbaji]]>;
<![CDATA[Marsigit, Marsigit]]>;
<![CDATA[Ratnasari, Gamarina Isti]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 6 No 2 (2022): May ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v6i2.43651
<![CDATA[Many teachers are unprepared to teach special-needs students in inclusive classes. In addition, methods and approaches related to the effectiveness of learning mathematics in inclusive classes have not been explored, especially those related to problem-solving skills. This study aims to analyze the effectiveness of the peer tutoring method with the Realistic Mathematics Education approach to the problem-solving skills of slow learners and inclusive class students. This type of research is a quasi-experimental design with a Group Pretest-Posttest design. The sample of this study was selected by saturated sampling consisting of 31 slow learners and 62 regular students spread over three inclusive classes. Determination of slow learners is based on the results of intelligence tests and student learning outcomes. The instrument used to measure problem-solving skills is an essay in the form of a pretest and posttest. The data analysis technique is descriptive qualitative, quantitative, and inferential analysis. The results showed that the average post-test score was higher than the average pretest score based on problem-solving skills, more than 75% of all students. Get a score higher than the minimum achievement criteria. It shows that the peer tutoring method with the Realistic Mathematics Education approach is effectively applied in inclusive classes for slow learners and general students regarding problem-solving skills.]]>
<![CDATA[Pembelajaran Matematika Ideal Pada Kelas Inklusi MAN 2 Sleman: Perspektif Siswa Dengan Hambatan Penglihatan dan Guru ]]>
<![CDATA[Ragil Muhammad Husein]]>;
<![CDATA[A’maali, Waffiq Lanaa Zakya]]>;
<![CDATA[Atsari, Isnaini Hasan]]>;
<![CDATA[Putranto, Sumbaji]]>
<![CDATA[ JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 9 No. 1 (2025): Jurnal Riset Pembelajaran Matematika Sekolah ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jrpms.091.02
<![CDATA[Penelitian ini dilaksanakan untuk menggambarkan keadaan siswa dengan hambatan penglihatan dan guru yang merasakan kesulitan dalam pembelajaran matematika di ruang kelas inklusi. Tujuan dari penelitian ini adalah untuk menemukan berbagai masalah yang dihadapi kedua pihak tersebut saat belajar matematika di kelas inklusi. Penelitian ini dilakukan melalui pendekatan kualitatif deskriptif dengan jenis penelitian studi kasus. Observasi, wawancara dan dokumentasi menjadi instrumen pengumpulan data dalam penelitian ini. Dua siswa dengan hambatan penglihatan dan dua guru matematika yang mengajar di kelas inklusi MAN 2 Sleman terlibat dalam penelitian ini. Hasil penelitian menunjukkan bahwa proses pembelajaran matematika di kelas inklusi terdapat kendala yang berasal dari faktor internal, dalam pelaksanaan pembelajaran, dan faktor sosial. Kurangnya dorongan dan minat siswa dengan hambatan penglihatan untuk belajar matematika menjadi kendala utama bagi siswa dan guru. Sementara itu, beberapa tantangan yang dihadapi siswa antara lain kompetensi guru matematika di kelas inklusi yang kurang mumpuni, kurangnya ketersediaan media pembelajaran dan fasilitas yang disediakan oleh sekolah, dan kurangnya asisten guru khusus di sekolah. Penelitian ini berimplikasi pada Penggunaan metode pembelajaran berdiferensiasi (Differentiated Instruction) dalam kelas inklusi yang dinilai dapat membantu memastikan setiap siswa dapat belajar sesuai dengan kebutuhan dan potensi mereka, sehingga meningkatkan pemahaman dalam belajar matematika, keterlibatan aktif, serta rasa percaya diri dalam menghadapi hambatan dan tantangan pembelajaran]]>
<![CDATA[ANALISIS PROBLEMATIKA PEMBELAJARAN MATEMATIKA DI SMP SWASTA PEDESAAN ]]>
<![CDATA[Kumening, Ayu Sulistya]]>;
<![CDATA[Ramadhani, Luthfiasari]]>;
<![CDATA[Putranto, Sumbaji]]>
<![CDATA[ Dharmas Education Journal (DE_Journal) Vol 4 No 1 (2023): Juni ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia ]]>
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DOI: 10.56667/dejournal.v4i1.825
<![CDATA[Problems in learning mathematics are found at every level of education, for this reason special attention is needed and solutions are provided so that they cannot interfere with mathematics learning activities. The purpose of this study was to analyze the problems that occur in learning mathematics in rural private junior high schools. The focus in this research is to analyze the problems that come from teachers and students during the mathematics learning process. This research use descriptive qualitative approach. Data collection techniques were carried out by interviews, observation, and documentation. The data analysis used is to describe the results of observations and interviews with mathematics teachers at schools. The results showed that the problems of learning mathematics in rural private junior high schools included the lack of interest and motivation of students towards learning mathematics, students not focusing on participating in mathematics learning activities, the low ability of teachers in class management, and the lack of ability of teachers to increase student motivation.]]>
<![CDATA[Perspektif Siswa Terhadap Pembelajaran Matematika Secara Blended Learning Selama Masa Transisi ]]>
<![CDATA[Riham Fahira Rantayu]]>;
<![CDATA[Dian Ayu Andini]]>;
<![CDATA[Dewi Maisaroh]]>;
<![CDATA[Sumbaji Putranto]]>
<![CDATA[ RANGE: Jurnal Pendidikan Matematika Vol. 4 No. 2 (2023): RANGE Januari 2023 ]]>
Publisher : <![CDATA[Pendidikan Matematika UNIMOR ]]>
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DOI: 10.32938/jpm.v4i2.3250
<![CDATA[Dalam penelitian ini peneliti akan menunjukkan bagaimana pelaksanaan pembelajaran matematika secara blended learning serta bagaimana perspektif 18 siswa SMP/MTs atau sederajat terhadap blended learning. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan instrumen penelitiannya menggunakan kuesioner semi terbuka melalui google formulir. Teknik pengumpulan data dengan menyebarkan kuesioner tersebut melalui media sosial WhatsApp. Keabsahan data dalam penelitian ini menggunakan triangulasi teknik dengan wawancara tertulis melalui media sosial WhatsApp. Analisis data dalam penelitian ini yaitu reduksi data, penyajian data kemudian penarikan kesimpulan. Hasil penelitian menunjukkan : 1) Adanya kemudahan dalam mempelajari materi pembelajaran, meskipun terdapat kendala dalam pelaksanaannya, 2) Protokol kesehatan telah dilaksanakan dengan baik saat pembelajaran matematika tatap muka terbatas berlangsung, 3) Guru cenderung mengulang materi sebelunya saat tatap muka 4) Banyak siswa merasa senang terhadap blended learning dimasa transisi ini. Oleh karena itu, dengan pemberlakuan Blended Learning diharapkan dapat mengurangi problematika pembelajaran matematika di masa pandemi ini.]]>
<![CDATA[Is it Effective using Peer Tutoring with Realistic Mathematics Education Approach to Improve Slow Learners’ Mathematics Attitudes? ]]>
<![CDATA[Putranto, Sumbaji]]>;
<![CDATA[Marsigit, Marsigit]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v2i2.10487
<![CDATA[This study was aimed to describe the effectiveness of peer tutoring method with Realistic Mathematics Education approach applied in inclusive classes to improve slow learners' mathematics attitudes. Type of this research was quasi experiment with one-group pretest-posttest design. The sample was chosen by using convenience sampling from slow learners of VII Grade Junior High School which consisted of 31 students scattered into 3 inclusive classes. The instrument used in this study was a non-test instrument in form of questionnaires. The effectiveness criteria in this study was based on 1) the average score of final questionnaire was higher than the initial questionnaire score, 2) the final questionnaire score shows that more than 75% of the whole students gained the minimum “good†criteria. The result shows that applying peer tutoring learning method with Realistic Mathematics Education approach in inclusive classes was effective to improve slow learners' mathematics attitudes.]]>
<![CDATA[Self-Efficacy of Preservice Mathematics Teachers toward Teaching in Inclusive Classrooms ]]>
<![CDATA[Putranto, Sumbaji]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 12 No. 1 (2025) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2025.12.1.12
<![CDATA[Teacher self-efficacy is a crucial factor for successful learning in inclusive classrooms. This study explores the self-efficacy of preservice mathematics teachers to teach in inclusive classes. The study used an exploratory sequential design through a survey and continued with interviews. The survey stage involved seventy-seven participants. The survey data were analyzed descriptively followed by semi-structured interviews with ten participants selected using purposive sampling. Qualitative data were analyzed using the Bogdan & Biklen technique. The results showed that aspects of self-efficacy in using mathematics-inclusive instruction and managing behavior were in the moderate category. Experience with inclusive education lectures, training, and interactions with students with disabilities (SWD) influence these aspects. However, self-efficacy in collaborations is in the low category. The majority of participants express worry about collaborating with external parties such as parents, doctors, and psychologists. This is due to limited experience in conducting collaboration. This finding is expected to be a recommendation for universities and related parties to organize education and training that facilitates preservice mathematics teachers to develop teaching skills in inclusive classroom.]]>
<![CDATA[ANALISIS MOTIVASI BELAJAR INTRINSIK PADA PEMBELAJARAN MATEMATIKA KELAS XI SMA NEGERI 1 KEDUNGREJA ]]>
<![CDATA[Indrayadi, Alviansyah Putra]]>;
<![CDATA[Rachmanto, Dwi]]>;
<![CDATA[Lukito, Nandita Ratih Dewi]]>;
<![CDATA[Rokhisa, Zulfa Nur]]>;
<![CDATA[Putranto, Sumbaji]]>
<![CDATA[ Jurnal Pendidikan Matematika (JUPITEK) Vol 4 No 2 (2021): Jurnal Pendidikan Matematika (JUPITEK) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol4iss2pp47-54
<![CDATA[This study aims to analyze the intrinsic learning motivation in mathematics learning in SMA Negeri 1 Kedungreja students. The subjects in this study were a mathematics teacher and 20 students of class XIMIPA 4 SMA Negeri 1 Kedungreja. Qualitative descriptive is the method used in this study. Data collection was carried out by means of questionnaires and interviews. The results showed that there were 15 students with high intrinsic motivation category and 5 students with medium category. Analysis of the average score per indicator for the two categories of intrinsic learning motivation shows that all indicators are in the high category, both high and moderate motivation. However, the highest difference in average scores among the other three indicators is the good habits indicator with a difference of 0.81. This calculation is also confirmed through interviews that students with high intrinsic motivation to learn will study the previous material if tomorrow is the mathematics lesson schedule while students with the intrinsic learning motivation category are stating that if tomorrow is the mathematics lesson schedule they will only look at the previous material]]>
<![CDATA[Sikap Calon Guru Matematika untuk Mengajar di Kelas Inklusi: Profil dan Faktor yang Mempengaruhi ]]>
<![CDATA[Putranto, Sumbaji]]>
<![CDATA[ Jurnal Pendidikan Kebutuhan Khusus Vol. 8 No. 1 (2024): JPKK ]]>
Publisher : <![CDATA[Jurusan Pendidikan Luar Biasa Fakultas Ilmu Pendidikan Universitas Negeri Padang ]]>
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DOI: 10.24036/jpkk.v8i1.891
<![CDATA[Penelitian ini berupaya untuk menguraikan profil sikap calon guru matematika untuk mengajar di kelas inklusi dan melihat pengaruh perkuliahan terkait pendidikan inklusif terhadap sikap mereka. Penelitian ini menggunakan exploratory sequential design. Penelitian diawali dengan penelitian kuantitatif melalui pemberian angket sikap kepada 62 mahasiswa calon guru matematika. Hasil angket dianalisis secara deskriptif dan dilanjutkan dengan uji independent sample t-test. Penelitian dilanjutkan secara kualitatif melalui wawancara semi terstruktur terhadap 6 partisipan yang dipilih menggunakan purposive sampling. Data kualitatif dianalisis dengan teknik Bogdan and Biklen, dengan tahapan reduksi data, mencari tema dan hubungan antar tema, dan menyimpulkan. Hasil penelitian menunjukkan bahwa aspek afektif dan behavior berada pada kategori tinggi, sedangkan aspek kognitif berada pada kategori sedang. Pengalaman kuliah terkait pendidikan inklusi memberikan pengaruh secara signifikan terhadap aspek afektif dan kognitif, akan tetapi tidak berpengaruh secara signifikan terhadap aspek behavior calon guru matematika. Temuan penelitian ini diharapkan menjadi dasar pertimbangan untuk perguruan tinggi dalam mengembangkan kurikulum yang memfasilitasi keilmuan pendidikan inklusif di dalamnya.]]>
<![CDATA[The Difficulties and Anxiety Of 9th-Grade Students in Facing Final Exam During a Pandemic ]]>
<![CDATA[Ega Shavira, Lintang]]>;
<![CDATA[Sumbaji Putranto]]>
<![CDATA[ JRPM (Jurnal Review Pembelajaran Matematika) Vol. 7 No. 2 (2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/jrpm.2022.7.2.113-123
<![CDATA[This research aims to explain students’ difficulties in learning mathematics, the factors that cause learning difficulties, and student anxiety in facing school final exams during a pandemic and explain the design of a good mathematics learning system that should be carried out during a pandemic according to the results of this research. This research is descriptive qualitative research that was conducted in one of the junior high schools in the Tangerang district in 2021 with the research sample being 9th-grade students. For getting the data, this research used questionnaires, interviews, and documentation techniques. The result of this study found some of the main problems that happened to students in facing school final exams include students' unpreparedness for online learning, lack of interest in learning in students, lack of understanding of the material, feeling lazy to take part in online learning, difficulties in learning mathematics and the anxiety of students themselves in facing the final school exam. Making a good and comfortable learning system by paying more attention to the mental readiness of students and making teaching materials in the form of audio-visual or video can be one of the right solutions. In addition, face-to-face learning can provide motivation to students to increase their confidence. Thus, their anxiety in facing the final school exam can be overcome.]]>
<![CDATA[Penguatan Kompetensi Pedagogik Guru Melalui Pelatihan Penilaian Daring Hasil Belajar Siswa ]]>
<![CDATA[Putranto, Sumbaji]]>;
<![CDATA[Shavira, Lintang Ega]]>
<![CDATA[ Jurnal Pengabdian Masyarakat - PIMAS Vol. 3 No. 2 (2024): Mei ]]>
Publisher : <![CDATA[LPPM Universitas Harapan Bangsa Purwokerto ]]>
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DOI: 10.35960/pimas.v3i2.1136
<![CDATA[Improving teacher competence is something crucial to develop the quality of education. This community service is carried out as an effort to increase the pedagogic capacity of teachers, especially in carrying out online learning assessments. This training was conducted at Cahaya Bangsa Utama Middle School through a Zoom meeting which was attended by 22 participants. The training method used is active and participatory learning which includes lecture activities and practice/training where trainees can play an active role in asking each other questions, discussing, and practicing directly on the material provided. The material provided during the training includes 1) the concept of online learning assessments, 2) the principles of online learning assessments, 3) Techniques for assessing knowledge, attitudes, and skills, and 4) Application for online learning assessments. Implementation of the training can be interpreted as a success, indicated by a positive response from the training participants and an increase in participants' understanding regarding the online learning assessments.]]>
