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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Journal on Mathematics Education (JME) Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN MIPA Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Griya Journal of Mathematics Education and Application Rengganis Jurnal Pengabdian Masyarakat International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Jurnal Riset Pendidikan Matematika Jakarta Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Journal of Educational Studies Indonesian Journal of Elementary and Childhood Education
Sri Subarinah
Universitas Mataram
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTUAN MEDIA ANIMASI TERHADAP HASIL BELAJAR DITINJAU DARI MINAT BELAJAR SISWA PADA MATERI PERSAMAAN LINEAR SATU VARIABEL KELAS VII Sri Romlawati; Amrullah; Tabita Wahyu Triutami; Sri Subarinah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 03 (2023): Volume 08 No. 3 Desember 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v8i3.11693

Abstract

Berdasarkan hasil observasi, pembelajaran matematika masih didominasi dengan ceramah dan diskusi, belum adanya model pembelajaran inovatif yang diterapkan dan media pembelajaran alternatif yang digunakan sebagai pendukung proses pembelajaran, menyebabkan rendahnya hasil belajar matematika siswa, sehingga perlu adanya pembenahan dalam proses pembelajaran. Model Contextual Teaching and Learning (CTL) merupakan sebuah konsep belajar yang membantu guru menghubungkan materi yang diajarkan dengan kondisi kehidupan nyata dan mendorong siswa untuk menghubungankan antara pengetahuan yang telah dimiliki dengan penerapannya dalam kehidupan sehari-hari, sedangkan media animasi yaitu media yang dirancang untuk meningkatkan hasil belajar siswa. Penelitian ini bertujuan untuk (1) mengetahui perbedaan hasil belajar antara kelas yang menggunakan model CTL berbantuan media animasi dengan kelas yang menggunakan metode ceramah dan diskusi, (2) menggetahui perbedaan hasil belajar antara siswa yang memiliki minat belajar sangat tinggi, tinggi, cukup, kurang, dan sangat kurang pada kelas yang menggunakan model CTL berbantuan media animasi. Penelitian ini merupakan penelitaian kuantitatif dengan metode penelitian quasi experimental. Sampel pada penelitian ini adalah siswa SMPN 4 Mataram dengan siswa kelas VII.1 sebagai kelas eksperimen dan siswa kelas VII.3 sebagai kelas kontrol. Teknik pengumpulan data yang digunakan yaitu tes dan angket. Pengujian hipotesis menggunakan Analisis Variansi Dua Jalan Sel Tak Sama dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa 1) terdapat perbedaan hasil belajar antara kelas yang menggunakan model CTL berbantuan media animasi dengan kelas yang menggunakan metode ceramah dan diskusi; 2) terdapat perbedaan hasil belajar antara siswa yang memiliki minat belajar tinggi dan cukup pada kelas yang menggunakan model CTL berbantuan media animasi.
Website-Based Ethnomathematics Learning for Mathematical Problem-Solving: A Systematic Literature Review Laila Hayati; Sri Subarinah; Sudi Prayitno; Muhammad Turmuzi; Muhammad Usman Hadi
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.4006

Abstract

Studies in mathematics education have increasingly explored the integration of digital technology and ethnomathematics in learning activities. Various digital platforms have been used to create more interactive and contextual mathematics learning experiences connected to students’ cultural backgrounds and everyday life. Previous studies also suggested that culturally connected digital learning may support students’ engagement, reasoning, conceptual understanding, and higher-order thinking skills. However, earlier research mainly focused on mobile learning, digital games, augmented reality, and blended learning, while website-based ethnomathematics learning, particularly in higher education contexts, has received less attention. This study reviewed previous research related to website-based ethnomathematics learning and mathematical problem-solving skills using the PRISMA 2020 framework. Literature searches were conducted mainly through ProQuest and supported by Google Scholar verification and manual searches through ScienceDirect. From 142 initially identified articles published within the last ten years, 17 studies met the inclusion criteria and were analyzed descriptively and thematically. The reviewed studies discussed digital games, augmented reality, multimodal learning, AI-assisted learning, virtual learning environments, and web-based platforms in mathematics education. Problem-solving, reasoning, visualization, creative thinking, and conceptual understanding were among the mathematical abilities most frequently discussed, while geometry topics appeared more dominant than other mathematical areas. The findings indicate that ethnomathematics-based digital learning has strong potential to support more meaningful and culturally responsive mathematics learning. Nevertheless, studies specifically focusing on website-based ethnomathematics learning for improving mathematical problem-solving skills in higher education settings remain limited.
DEVELOPMENT OF DIGITAL-BASED DIAGNOSTIC TESTS AS A TRIGGER FOR DIFFERENTIATED LEARNING IN THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM Ahmad Habibi; Sri Subarinah; A.A. Sukarso; Muh. Makhrus; Ida Ermiana
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 8 (2026): JULY
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21392737

Abstract

This study aims to develop a valid, practical, and effective digital-based diagnostic test to support differentiated learning in the Independent Curriculum. The method used was Research and Development (R&D) through stages of development, expert validation, limited trials, and large-scale trials. The results showed that the digital diagnostic test has a very high level of validity based on expert assessments of content, construction, and language aspects. In terms of practicality, teacher responses were in the very good category with a percentage of 89.38%, indicating that the instrument is easy to use and can accelerate the assessment process and result processing. In terms of effectiveness, there was an increase in student learning outcomes, indicated by an increase in the average score from 82.29 to 89.90. In addition, the test was able to identify student learning readiness as a basis for designing differentiated learning. Thus, the digital-based diagnostic test was declared valid, practical, and effective in improving the quality of learning and student learning outcomes.
Penguatan Profesionalisme Guru Matematika SMP melalui Pelatihan Pengembangan Video Pembelajaran Interaktif Berbasis Canva Berorientasi Deep Learning di MGMP Matematika Lombok Barat Tabita Wahyu Triutami; Arjudin Arjudin; Sri Subarinah; Syahrul Azmi; Muhammad Turmuzi; Laylatul Hisda
Rengganis Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Mei 2026
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/rengganis.v6i1.1197

Abstract

This community service program aimed to improve the professionalism of junior high school mathematics teachers through training on developing interactive learning videos using Canva oriented toward deep learning. The program was conducted in the Mathematics Teachers’ Working Group (MGMP) of West Lombok through several stages, including preparation of training materials, program socialization, training implementation, classroom application, mentoring, and evaluation. The training materials covered the concept of deep learning, the use of Canva as an IT-based learning medium, and practical activities in creating interactive mathematics learning videos. Evaluation was carried out using questionnaires to determine participants’ responses and understanding of the training activities. The results showed that participants gave positive responses to all aspects of the training. Teachers experienced improvements in understanding, creativity, and skills in developing interactive learning media using Canva. Furthermore, the training supported the implementation of more engaging, innovative, and student-centered mathematics learning.
Kemampuan Numerasi Siswa dalam Menyelesaikan Masalah Kontekstual Materi Bentuk Aljabar Ditinjau Dari Kecerdasan Logis Matematis Arma Sentia Lestari; Sri Subarinah; Tabita Wahyu Tri Utami
Griya Journal of Mathematics Education and Application Vol. 6 No. 1 (2026): Maret 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i1.1030

Abstract

This study aims to describe students’ numeracy skills in solving contextual problems on algebraic expressions based on their logical-mathematical intelligence. This research employed a descriptive qualitative method with subjects consisting of seventh-grade students at SMP Negeri 2 Mataram in the 2024/2025 academic year. Data were collected through a logical-mathematical intelligence test, a numeracy test consisting of two contextual essay questions, and in-depth interviews. The results show that students with high logical-mathematical intelligence demonstrate high numeracy skills, as indicated by their ability to use mathematical symbols and numbers accurately, analyze data in various forms, and draw logical conclusions. Students with moderate logical-mathematical intelligence have moderate numeracy skills—they can identify numerical information but still make calculation and interpretation errors. Meanwhile, students with low logical-mathematical intelligence show low numeracy skills, characterized by difficulties in understanding data, performing arithmetic operations, and interpreting results. These findings indicate a strong relationship between students’ logical-mathematical intelligence levels and their numeracy abilities in solving contextual problems involving algebraic expressions.
Kemampuan Literasi Matematika Siswa Kelas VIII Ditinjau dari Gaya Kognitif Nadiyatush Sholihah; Sri Subarinah; Nilza Humaira Salsabila; Arjudin Arjudin
JURNAL PENDIDIKAN MIPA Vol. 14 No. 4 (2024): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v14i4.2046

Abstract

Kemampuan literasi matematika memiliki peran penting dalam kehidupan modern, dimana setiap individu diharapkan dapat memanfaatkan pengetahuan matematika untuk menyelesaikan masalah sehari-hari. Namun, survei PISA 2022 mengungkapkan bahwa literasi matematika siswa Indonesia masih rendah. Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika dengan gaya kognitif fast-accurate, reflektif, impulsif, dan slow-inaccurate. Jenis penelitian ini merupakan deskriptif kualitatif. Subjek penelitian adalah siswa kelas VIIIA MTs NW Aik Ampat Lombok Timur tahun ajaran 2024/2025 yang berjumlah 22 siswa, dengan 2 siswa bergaya kognitif fast-accurate, 6 siswa bergaya kognitif reflektif, 11 siswa bergaya kogntif impulsif, dan 3 siswa bergaya kognitif slow-inaccurate. Teknik pemilihan subjek dilakukan dengan teknik purposive sampling. Instrumen penelitian berupa tes MFFT (Maching Familiar Figures Test), tes kemampuan literasi matematika, dan pedoman wawancara. Teknik analisis data yang digunakan terdiri dari tiga tahap, yaitu: 1) reduksi data, 2) penyajian data, dan 3) verifikasi. Analisis dilakukan berdasarkan tiga indikator kemampuan literasi matematika, yaitu 1) merumuskan situasi ke dalam bentuk matematika; 2) menerapkan konsep, penalaran, dan prosedur matematika; serta 3) menafsirkan solusi matematika. Hasil penelitian menunjukkan bahwa siswa dengan gaya kognitif fast-accurate dan reflektif melakukan ketiga indikator kemampuan literasi matematika walau siswa fast-accurate kurang lengkap dalam menuliskan informasi yang diketahui dan ditanyakan pada soal. Siswa dengan gaya kognitif impulsif dan slow-inaccurate melakukan ketiga indikator kemampuan literasi matematika namun belum maksimal dalam menggunakan prosedur matematika, cenderung kurang teliti saat proses perhitungan.
Kemampuan Literasi Matematika Siswa Kelas VIII dalam Menyelesaikan Soal Adaptasi PISA Ditinjau dari Gaya Belajar Puput Salsabilah; Harry Soeprianto; Ratna Yulis Tyaningsih; Sri Subarinah
JURNAL PENDIDIKAN MIPA Vol. 14 No. 4 (2024): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v14i4.2074

Abstract

Capaian literasi matematika yang rendah di Indonesia, terutama pada konten shape and space, mendapat perhatian khusus dalam bidang pendidikan. Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika siswa dengan gaya belajar visual, auditorial dan kinestetik dalam menyelesaikan soal-soal adaptasi PISA pada konten shape and space. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian adalah siswa kelas VIII-A SMPN 7 Mataram dengan 11 siswa visual, 11 siswa auditorial, dan 11 siswa kinestetik. Instrumen penelitian adalah angket gaya belajar, tes tertulis kemampuan literasi matematika, dan pedoman wawancara. Teknik analisis data menggunakan model Miles dan Huberman yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Indikator kemampuan literasi matematika yaitu: 1) merumuskan situasi secara matematis (formulate), 2) menerapkan konsep, fakta, prosedur, dan penalaran matematika (employ), 3) menafsirkan, menerapkan dan mengevaluasi hasil matematika (interpret). Hasil penelitian menunjukkan bahwa siswa dengan gaya belajar visual memiliki kemampuan literasi matematika yang baik, mampu melalui semua tahap literasi matematika dengan teliti namun sedikit kesulitan dalam menafsirkan kembali hasil yang diperoleh ke permasalahan yang ada. Siswa dengan gaya belajar auditorial mampu merumuskan masalah secara matematis dan menerapkan konsep, namun masih kurang lengkap menuliskan informasi yang diketahui dan ditanyakan pada soal. Sedangkan siswa dengan gaya belajar kinestetik hanya mampu merumuskan masalah secara matematis namun kesulitan dalam menerapkan konsep dan menafsirkan hasil yang diperoleh ke permasalahan yang ada.
Co-Authors A.A. Sukarso AA. Sukarso Ade Irawan Ahmad Habibi Ahmad Surya Wijaksono Amrullah Amrullah Amrullah Amrullah Andi Sulaiman Arjudin Arjudin Arma Sentia Lestari Arthina Utami Asrin Asrin Athia Awwalia Salim Ayu Lestari Handayani Baidowi Baidowi Baiq Aminatuzzuhro Baiq Nopiana Lombasari Baiq Rachmawatin Ramadhana Baiq Sundusiah Cahya Ningrum Ma'idah Putri Dwi Novitasari Dwi Ratnasari Dwiana Permatasari Eka Kurniawan Eva Nurdiana Fela Nurma Alfianti G. Gunawan Harry Soeprianto Harry Soepriyanto Hasmi Hidayati I Gusti Ayu Sinta Inastuti I Putu Wahyu Paramartha Ida Ermiana Iin Mahlia Fitriana Ismawati Ismawati Ismul Hadi Jihan Fahira Junaidi Junaidi Kamirsyah Wahyu Ketut Ary Sunjaya Ketut Sarjana Krisna Jivani Dasusmi Laila Hayati Laylatul Hisda M. Satria Ramanda Muh. Makhrus Muhammad Turmuzi Muhammad Usman Hadi Nadiyatush Sholihah Nani Kurniati Ni Made Ayu Ulandari Ni Made Intan Kertiyani Ni Putu Diva Nitiputri Nur Asniati Nur Aziza Nurhafizah Nurhafizah Nurhikmah Nurhikmah Nurlailis Kurniawati Nyoman Sridana Puput Salsabilah Putri Husnul Khotimah Qurrotul A`yuni Rizqiyani Sumaryadi Ratih Ayu Apsari Retno Saputri Said Riani Olivia Ridho Yudha Pratama Salsabila, Nilza Humaira Sofie Atma Dwiva Sofyan Mahfudy Sri Romlawati Sripatmi Sripatmi Sudi Prayitno Surahman Surahman Syahrul Azmi Tabita Wahyu Tri Utami Tabita Wahyu Triutami Taha Ertugrul Kuzu Teguh Imanda Prastia Tri Rahayu Agustina Ulfa Lu’luilmaknun Ulfa Lu’luilmaknun Wahidaturrahmi, Wahidaturrahmi Widya Puspita Putri Wulandari, Nourma Pramestie Yenny Indriani Yulis Tyaningsih, Ratna