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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Pendidikan Islam JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) MATEMATIKA DAN PEMBELAJARAN Indiktika : Jurnal Inovasi Pendidikan Matematika Teorema: Teori dan Riset Matematika SJME (Supremum Journal of Mathematics Education) Guru Tua : Jurnal Pendidikan dan Pembelajaran Equals : Jurnal Ilmiah Pendidikan Matematika MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Koordinat : Jurnal Pembelajaran Matematika dan Sains Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Aksioma Jurnal Pendidikan Cokroaminoto Journal of Primary Education Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Teknik Sipil Pedagogy : Jurnal Pendidikan Matematika SWARNA Journal of Maternal and Child Health Science JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Pendidikan MIPA AKSIOMA SJME (Supremum Journal of Mathematics Education) International Journal of Teaching and Learning (INJOTEL) Indonesian Journal of Education (INJOE) 12 Waiheru
Suciati, Indah
Universitas Alkhairaat Palu
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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Exploring ethnomathematics in donggala woven based on geometry and calculus concepts Indah Suciati; Hajerina Hajerina; Dewi Sri Wahyuni; Wahyuni H. Mailili; Nurhalida Sartika
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 6 No 2 (2024): Alifmatika - December
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2024.v6i2.232-248

Abstract

Donggala woven has various patterns that can be used in the mathematics learning process. Qualitative research using the ethnographic method explored ethnomathematics in Donggala weaving based on geometry and calculus concepts. The data collection techniques were literature review, observation, interviews, and documentation. Observations were made at the Job Training Institution (JTI) and shops selling Donggala fabrics, and interviews were conducted with the head of the Donggala Weaving Association in the city of Palu. Data were analyzed using the Miles & Huberman model and triangulated based on sources, methods, and time. The findings show that Donggala weavings can be explored in the mathematics learning process to find geometry concepts (lines and angles and two-dimensional shapes), geometry transformations, and function graphs in calculus. The use of Donggala woven fabric is also intended to make learning more meaningful because it can be a concrete example of the mathematical concept and, at the same time, introduce local wisdom through mathematics learning.
Psychometric Evaluation of Culturally Responsive Numeracy and Problem-Solving Assessment: A Rasch Modeling Approach Indah Suciati; Daud Karel Walanda; Mustamin Idris; Mery Napitupulu; Anggraini Anggraini; Rita Lefrida; Richard Albert Walanda
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp357-382

Abstract

The quality of measurement in educational research is highly dependent on the validity and reliability of the instruments used. However, in practice, many numeracy literacy and problem-solving instruments have not undergone adequate psychometric testing, particularly those that use cultural contexts as question stimuli. This study aims to develop and evaluate instruments for numeracy literacy and problem-solving in sequences and series, grounded in cultural context/local wisdom, using a research and development approach and Rasch modeling. The instrument's content validity was assessed through expert review by learning evaluation experts, mathematics education lecturers, and cultural experts (traditional councils). The analysis was conducted using the average validator score, Aiken's V coefficient, and percentage agreement to ensure the appropriateness of the substance, clarity of language, instrument appearance, and the appropriate integration of cultural context. Empirical trials were conducted in small groups with 71 high school students in grade X with 15-17 years in three regions in Indonesia: Palu City, Donggala Regency, and Sigi Regency, who were selected purposively. The test data were analyzed using Rasch modeling to evaluate item suitability, difficulty level, reliability, separation index, unidimensionality, and potential bias through DIF analysis. The analysis results showed that the developed instrument had very high content validity, strong person and item reliability, and that most items fit the Rasch model. However, the distribution of item difficulty did not fully cover the extreme range of respondents' abilities, and indications of DIF were found in some items in one area, indicating the need for further refinement. Thus, the developed numeracy literacy and problem-solving instrument was deemed suitable based on initial findings at the development stage; however, it still requires further revision and testing before being widely used in a more diverse population. Keywords: numeracy literacy, problem-solving, rasch model, reliability, validity.
Study of Didactic Transposition: Exploration of Taught Knowledge in Revealing Learning Obstacles for Madrasah Students Agung Wicaksono; Didi Suryadi; Siti Fatimah; Suhendra Suhendra; Indah Suciati; Arsyil Waritsman
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Didactic transposition helps bridge the gap between formal mathematical knowledge and classroom instruction, ensuring more effective material delivery aligned with students’ needs. The purpose of this study was to explore how linear equations of one variable are taught to eighth-grade students at Madrasah Tsanawiyah based on the didactic transposition approach. This study focuses on the knowledge transfer stage of a didactic transposition study on linear equations of one variable, using qualitative research with a descriptive method. The study’s results showed that the presentation of material in the teaching and learning process led to a shift in understanding of linear equations of one variable from the concept of linear equations of one variable in a didactic context. Incomplete explanations of linear equations with one variable cause learning obstacles. Ontogenic obstacles arise from students’ cognitive limitations, epistemic obstacles from conceptual complexity, and didactic obstacles from ineffective teaching strategies. This study is conducted because didactic transposition can bridge the gap between formal mathematical knowledge and classroom instruction, yet it may also create learning obstacles. The findings can help improve teaching strategies by addressing conceptual gaps and learning obstacles, making mathematics instruction more effective for students at Madrasah Tsanawiyah.
IMPACT OF IMPLEMENTING THE COMPETENCY-BASED MERDEKA CURRICULUM IN SECONDARY EDUCATION ON ENHANCING 21ST CENTURY SKILLS AND MEETING THE DEMANDS OF THE COMPETITIVE JOB MARKET Kasmudin Mustapa; Indah Suciati, Nursupiamin, Wahyuni H. Mailili, Hajerina
International Journal of Teaching and Learning Vol. 1 No. 4 (2023): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

This study explores the impact of implementing the Competency-Based Merdeka Curriculum in secondary education on enhancing 21st-century skills and meeting the competitive job market demands. The curriculum's innovative approach, emphasizing practical competencies alongside academic knowledge, is examined for its effectiveness in aligning with contemporary skill requirements and preparing students for the dynamic job market. Through a comprehensive analysis of key findings, the study unveils the curriculum's significant influence on student achievement, employability, and developing critical skills such as critical thinking, creativity, communication, collaboration, and adaptability. Despite initial implementation challenges, the curriculum showcases resilience and adaptability, evidenced by successful integration in educational settings. The implications for educational policy and practice are discussed, providing valuable insights for educators and policymakers seeking to enhance the curriculum's effectiveness. Looking forward, the study emphasizes the role of competency-based education in shaping a responsive and relevant education system. Ongoing research and incorporating international best practices are recommended to continually refine and  optimize  the  Competency-Based  Merdeka  Curriculum,  ensuring  its adaptability and success in addressing the evolving demands of the 21st-century job market.
IMPLEMENTATION OF MORAL EDUCATION AGAINST SOCIAL DEVIATION Agus Leo Handoko; Wulandari; Indah Suciati; Hajerina; Ary Analisa Rahma
International Journal of Teaching and Learning Vol. 1 No. 8 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

This article describes the implementation of moral education against social deviations. Moral education is an important thing in the development of a person's or individual's character in order to avoid disgraceful behavior which becomes social deviation by violating norms in society. Moral education plays a very important role and is very important to implement both in the family school and at school as well as the role of parents and teachers. and community leaders in an effort to teach good character. Moral education against social deviance is aimed at protecting someone from bad deeds or bad actions that are not in accordance with existing norms in education, society, nation and state. So the high and low level of a person's moral judgment determines whether or not moral behavior or actions are good in society. Instilling moral education is very important because it can be seen the impact of social deviations, namely psychological trauma, fear, insecurity, resentment, decreased enthusiasm for learning, concentration, creativity, loss of initiative, students' (mental) endurance and others.
THE URGENCY OF THE FAMILY'S ROLE IN FORMING CHILDREN'S CHARACTER IN DAILY LIFE Putu Satya Narayanti; Gamar Abdullah; Indah Suciati, Dewi Sri Wahyuni, Hajerina
International Journal of Teaching and Learning Vol. 1 No. 8 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

The family is the smallest social unit that has an important role in forming national character. Family will shape a person's character and influence his environment because family is the first and main environment for character formation. The important role and quality of the family that colors character formation is the educational model given by parents to their children. The important role and quality of the family that colors character formation is the educational model given by parents to their children. Strengthening character for children is very important because the essence of a person's religion will be manifested in their morals. Positive characters that are instilled as early as possible, such as devotion to worship, good behavior, respect for parents, sincerity, humility and others, will slowly be internalized in children so that they ultimately have a positive impact on their mental and spiritual life. Informal education processes, especially families, both education regarding the character and morals of a child, the family plays the most important and first role. So that the formation of a child's character must be accompanied by the formation of good morals, especially from a religious perspective.
TEACHER'S CONTRIBUTION IN FORMING CHILDREN'S PERSONALITIES THROUGH CHARACTER EDUCATION Windra; Indah Suciati; Made Ayu Anggreni
International Journal of Teaching and Learning Vol. 2 No. 4 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

Teachers have a significant role in helping the personality development of children and adolescents at school. The work of a teacher is a professional job, meaning that this work cannot be done by educators who are found as best they can, with as little knowledge as they can, as employed as they can, who teach as they please, and with as little knowledge as they can. Teachers' work is based on mastery of knowledge, skills, responsibility, autonomy in making pedagogical decisions, as well as a code of ethics as a guide to action. Teachers act as guides who help explore these potentials and direct them in a positive direction. By understanding students' interests, talents and strengths, teachers can identify areas that need development and provide appropriate support. Apart from exploring potential, teachers also play a role in building strong character in students. Strong character includes moral values, ethics, positive attitudes, leadership, self-confidence and social responsibility. In understanding students' potential, using effective learning methods, building attitudes, values and ethics, providing guidance and counseling, encouraging leadership development, instilling social responsibility, and providing a significant positive impact, teachers can help students become quality individuals. , tough, and has a solid character.
OPTIMIZING THE APPLICATION OF STUDENT CHARACTERS IN LEARNING SOCIAL SCIENCES Dewi Sri Wahyuni; Indah Suciati; Nasim Taha
Indonesian Journal of Education (INJOE) Vol. 3 No. 1 (2023): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This literature review aims to look at optimizing the application of student character in social studies learning. Social studies learning has an important role in forming student character. Students who have mental strength and good morals will certainly be able to have a personality with character. This can differentiate him from other students. Social studies learning in forming students' character is certainly not an easy thing, it requires continuous struggle to produce results that are in line with national education goals. One of the main objectives of social studies learning in schools is to be responsible for building students' character to become good and useful citizens. Social studies education is actually very closely related to character education. This can be seen from the formulation and objectives, that character education or values education also aims to make students become good citizens. Social studies learning has similarities with character education in that both have the aim of making students good citizens, concerned about existing social and environmental problems, and also both have a high sense of nationality.
Students’ errors analysis in solving mathematics problems viewed from various perspectives Indah Suciati
12 Waiheru Vol 9 No 2 (2023): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

This research aims to provide an analytical description of students' errors in solving mathematical problems from the perspective of Newman, Kastolan, Watson, Hadar, and Polya errors and the factors influencing them. So, a Systematic Literature Review with the Prisma model was used in this research. Data was collected via Google Scholar and DOAJ in the 2017-2022 period in the accredited national journal Sinta totaling 366 articles. The Miles & Huberman model is used in research to analyze data by collecting, reducing, presenting, and drawing conclusions. The results of this research provide information regarding error analysis from the perspective of the Newman, Kastolan, Watson, Hadar, and Polya steps, as well as their indicators. Apart from that, the findings also provide information on external and internal factors that influence students' mistakes both through the learning process and related to personal character, mathematical abilities, and gender. Therefore, a teacher or educator needs to analyze the results of students' answers/work related to solving mathematical problems so that teachers can diagnose their students' strengths and weaknesses. The results of this diagnosis can be a reference for teachers to reflect on learning to choose the right learning model or method for mathematics material that suits the student's condition.
Exploration of Students' Understanding of Geometry Concepts Rio Fabrika Pasandaran; Indah Suciati; Alfisyahra Alfisyahra
Jurnal Penelitian Ilmu Pendidikan Vol. 14 No. 2 (2021): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v14i2.39562

Abstract

This article contains an exploration of conceptual understanding in geometry lectures in the Elementary School Teacher Education Study Program, Cokroaminoto Palopo University, Odd Semester, Academic Year 2020/2021. This research was conducted through a qualitative approach with the aim of explaining the details of the relationship between concepts in detail and recommending appropriate learning in problem solving. Data were collected using observation, documentation, and written tests. The three techniques are elaborated with the aim of analyzing the concepts and problem-solving patterns of the students' final semester test results. The results of the study explain several findings, namely, Teaching geometry should begin with the process of identifying the important concepts that build up a particular problem. These concepts are then analyzed and linked to one another to form a network. The concept network is then represented in an image/visual display. Through this visual display, lecturers can guide students in compiling procedural steps based on the sequence of concepts that have been compiled. Lecturers need to create meaningful learning for students by connecting previous knowledge with new knowledge through various representations, examples, and manipulations and focus on conceptual understanding rather than procedures or rules.Eksplorasi Pemahaman Konsep Geometri MahasiswaArtikel ini memuat eksplorasi pemahaman konsep dalam perkuliahan geometri pada Program Studi Pendidikan Guru Sekolah Dasar Universitas Cokroaminoto Palopo Semester Ganjil Tahun Akademik 2020/2021. Penelitian ini dilakukan melalui pendekatan kualitatif dengan tujuan untuk menjelaskan rincian hubungan antar konsep secara detail, dan merekomendasikan pembelajaran yang tepat dalam pemecahan masalah. Data dikumpulkan menggunakan teknik observasi, dokumentasi, dan tes tertulis. Ketiga teknik tersebut dielaborasi dengan tujuan Hasil penelitian menjelaskan beberapa temuan yakni; pengajaran geometri harus diawali dengan proses identifikasi konsep-konsep penting yang membangun masalah tertentu. Konsep-konsep tersebut selanjutnya dianalisis dan dihubungakan satu sama lain sehingga membentuk sebuah jejaring. Jejaring konsep selanjutnya direpresentasikan ke dalam gambar/tampilan visual. Melalui tampilan visual ini, dosen dapat membimbing mahasiswa dalam menyusun langkah-langkah prosedural berdasarkan urutan konsep yang telah disusun. Dosen perlu menciptakan pembelajaran yang bermakna bagi mahasiswa dengan cara menghubungkan pengetahuan sebelumnya dengan pengetahuan yang baru melalui berbagai representasi, contoh, dan manipulasi dan fokus pada pemahaman konseptual dibandingkan prosedur atau aturan.
Co-Authors ABDUL MANAF Abdul Manaf Afadil Agung Wicaksono Agus Leo Handoko Agus Leo Handoko Al-Afandi Al-Afandi Al-Afandi, Al-Afandi Alfisyahra Analisa Rahma, Ary Anggraini Anggraini Anggrainy, Rita Aprilina, Aprilina Arsyil Waritsman Ary Analisa Rahma Asmiati Asrullah Asrullah, Asrullah Ayu Anggreni, Made Ayulinansyah, Sri Daud Karel Walanda Dewi Sri Wahyuni Dewi Sri Wahyuni Dewi Sri Wahyuni Dewi Sri Wahyuni Dewi Sri Wahyuni Dewi Sri Wahyuni Dewi Sri Wahyuni, Dewi Sri Dian Kurniasari Didi Suryadi Fahrul Basir Gamar Abdullah Hajerina Hajerina Hajerina Idrus Idrus Iis Hartati Ismail, Ayu Kasmudin Mustapa Khadijah Khadijah Khaerani Khaerani Lilies N Tangge Made Ayu Anggreni Marina Marina Mery Napitupulu Mustamin Idris Narayanti, Putu Satya Nasim Taha Nasim Taha Notiragayu Nurhalida Sartika Nurhalida Sartika Nurhalida Sartika Nursupiamin Nursupiamin, Nursupiamin Okzarima, Wenty Pasandaran, Rio Fabrika Putu Satya Narayanti Rafiq Badjeber Richard Albert Walanda Rita Lefrida Sari Wahyuni Sarif Ariansyah Sartika, Nurhalida Siti Fatimah Siti Hadija Alaydrus Suhendra Suhendra Sutamrin, Sutamrin Sutji Rochaminah Taha, Nasim Wahyuni H Mailili Wahyuni H. Mailili Wahyuni H. Mailili Wahyuni H. Mailili Warsono Widiarti Windra Windra Windra WINDRA, WINDRA Wulandari Wulandari Wulandari