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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Prima Edukasia Kontinu: Jurnal Penelitian Didaktik Matematika Jurnal Ilmiah Pendidikan Dasar DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Pendidikan : Riset dan Konseptual Tarbawi : Jurnal Ilmu Pendidikan JMM (Jurnal Masyarakat Mandiri) JURNAL PENDIDIKAN TAMBUSAI JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Inovasi Pendidikan Dasar Jurnal Pengabdian UNDIKMA IJPD (International Journal Of Public Devotion) WASIS : Jurnal Ilmiah Pendidikan Epistema International Journal of Progressive Mathematics Education Journal on Mathematics Education
Irfan Wahyu Prananto
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Melampaui sekadar nilai: mengintegrasikan assessment as learning dalam pembelajaran bangun ruang untuk melatih regulasi diri siswa Sahid; Bernard; Marhadi, Mulyani; Prananto, Irfan Wahyu; Nurwijaya, Sugian
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.19045

Abstract

Purpose: This research develops solid geometry instructional materials based on Assessment as Learning (AaL) to transform students into autonomous assessors while addressing deficiencies in learning independence.Design/methodology/approach: Adopting the 4-D development model (limited to Define, Design, and Develop phases), this study involved 24 junior high school students as trial subjects. Data were synthesized through expert validation instruments, practicality observations, and effectiveness tests measuring academic outcomes and student engagement.Findings: Results indicate that the developed toolkit—comprising lesson plans, student worksheets, and self/peer-assessment instruments—exhibits high validity. Field trials further confirm that the materials are both practical and effective in enhancing learning performance and eliciting favorable student responses through structured participatory evaluation.Practical implications: These findings provide a strategic framework for educators to foster metacognition and self-regulated learning by actively involving students in a continuous, internal assessment process.Originality/value: The significance of this study lies in its systematic integration of AaL within solid geometry topics, contributing a novel perspective to the literature on self-evaluation as a primary driver for cognitive autonomy in secondary education.   Purpose: Penelitian ini bertujuan mengembangkan perangkat pembelajaran Bangun Ruang Sisi Datar berbasis Assessment as Learning (AaL) guna mentransformasi peran siswa menjadi asesor mandiri serta mengatasi rendahnya kemandirian belajar pada materi geometri. Design/methodology/approach: Menggunakan model pengembangan 4-D (tahap Define, Design, Develop), penelitian ini melibatkan 24 siswa SMPN 6 Topoyo sebagai subjek uji coba. Data dikumpulkan melalui instrumen validasi ahli, observasi kepraktisan, serta tes efektivitas untuk mengukur capaian belajar dan respon siswa. Findings: Temuan menunjukkan bahwa perangkat yang dihasilkan (RPP, LKPD, dan instrumen penilaian diri/sejawat) memenuhi kriteria validitas tinggi. Produk terbukti praktis dan efektif dalam meningkatkan hasil belajar, sekaligus memicu respon positif siswa melalui aktivitas evaluasi partisipatif yang sistematis. Practical implications: Hasil penelitian ini menyediakan kerangka kerja bagi pendidik untuk melatih metakognisi dan self-regulated learning melalui pelibatan aktif siswa dalam proses penilaian internal yang berkelanjutan. Originality/value: Keunggulan studi ini terletak pada integrasi sistematis AaL dalam materi geometri bangun ruang, memberikan kontribusi baru pada literatur pengembangan evaluasi mandiri sebagai penggerak kemandirian kognitif siswa di jenjang sekolah menengah.
PENDAMPINGAN PENYUSUNAN MILIEU PRAKTIK MENGAJAR GURU BERBASIS RISET UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA DI SEKOLAH DASAR Purnomo, Yoppy Wahyu; Prananto, Irfan Wahyu; Sayekti, Octavian Muning; Sulistyani, Nawang
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 5 (2024): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i5.26475

Abstract

Abstrak: Kemampuan numerasi siswa Sekolah Dasar di Kabupaten Bantul masih rendah, sebagaimana ditunjukkan data Asesmen Nasional yang mencatat hanya 46,67% siswa di atas batas minimum, serta hanya 20,5% dari 78 guru yang memiliki tingkat numerasi tinggi. Rendahnya kemampuan ini disebabkan oleh pembelajaran yang belum berbasis riset. Temuan ini menunjukkan bahwa kemampuan numerasi siswa dan guru masih di bawah rata-rata dan belum optimal sehingga diperlukan pendampingan untuk guru dalam penyusunan milieu praktik mengajar guna meningkatkan kualitas pembelajaran dan numerasi siswa. Kegiatan ini bertujuan untuk meningkatkan hardskill guru dalam merancang milieu praktik mengajar berbasis riset dan softskill guru dalam menerapkan strategi pengajaran dalam meningkatkan kemampuan numerasi ssiwa. Metode kegiatan meliputi praktik langsung dan FGD penyusunan milieu dengan melibatkan 25 guru SD serta kolaborasi bersama Dinas Pendidikan Pemuda dan Olahrag Kabupaten Bantul Yogyakarta. Evaluasi dilakukan melalui angket untuk menilai pemahaman konsep, observasi praktik penyusunan milieu, serta umpan balik terkait penerapan strategi. Kegiatan ini berhasil meningkatkan kompetensi guru dalam merancang pembelajaran efektif hingga 90%.Abstract: Elementary school students' numeracy skills in Bantul Regency still need to improve, as shown by National Assessment data, which recorded only 46.67% of students above the minimum limit and only 20.5% of 78 teachers had a high level of numeracy. This low ability is caused by learning that still needs to be research-based. This finding shows that the numeracy skills of students and teachers are still below average and not optimal, so mentoring is needed for teachers in compiling teaching practice milieu in order to improve the quality of student learning and numeracy. This activity aims to improve teachers' hard skills in designing research-based teaching practice milieu and teachers' soft skills in implementing teaching strategies to improve students' numeracy skills. The activity methods include direct practice and FGD on compiling a milieu involving 25 elementary school teachers and collaboration with the Bantul Regency Youth and Sports Education Office, Yogyakarta. Evaluation is carried out through questionnaires to assess understanding of concepts, observation of milieu compilation practices, and feedback related to strategy implementation. This activity has succeeded in increasing teacher competence in designing effective learning by up to 90%.
Co-Authors . Haryanto Abd. Ghani, Muhammad Faizal Adhe Putri Mursidi Agung Hastomo Albert Efendi Pohan Amalia Rizki Ardiansyah Anwar Senen Bambang Saptono Bernard Cahya, Arinta Nilam Denisa Ramadhani Erna Zumrotun Fadhila Arifani Fatika Chandra Annisa Firdaus, Fery Muhamad Firmansyah, Firmansyah Griseldis, Mafaza Raissa Helda Kusuma Wardani Khasanah, Laily Nurul Kurniawati Kurniawati Lisa, Lintang Ana Marhadi, Mulyani Masitah Shahrill, Masitah Mu'arifah, Maulida Putri Nawang Sulistyani Nikmah Nor Hidayah Octavian Muning Sayekti Pasri Putri, Irni Rachmawati Rahayu Condro Murti Ramadhani, Deswara Varen Rida Fironika Kusumadewi Risha Setyawati Riyan Hidayat Sahid Salsabila, Rahmawati Sekar Purbarini Kawuryan Septiani, Ni Luh Sri Rochadi Sugian Nurwijaya Supartinah Tian Abdul Aziz Tiara Friaesa Harsono Tubagus Pamungkas Tubagus Pamungkas Wuri Wuryandani Yeni Rakhmawati, Yeni Yoppy Wahyu Purnomo Yulina Ismiyanti