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Hari Sumardi

Universitas Bengkulu

Author-ID : 3040300

Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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PENGEMBANGAN LKPD BERBASIS PROBLEM BASED LEARNING (PBL) PADA MATERI STATISTIKA KELAS X SMA Jimmi Tamsil; Effie Efrida Muchlis; Hanifah Hanifah; Hari Sumardi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13580

Peserta didik selama ini menggunakan LKPD yang masih memiliki keterbatasan dalam aspek desain dan tampilan. LKPD tersebut hanya disajikan dalam format hitam putih sehingga kurang menarik secara visual. Selain itu, LKPD tersebut cenderung digunakan secara dominan sebagai satu-satunya bahan ajar, sehingga belum mampu mendukung variasi sumber belajar yang lebih kaya pada pelaksaan pembelajaran. Studi ini difokuskan mengembangkan LKPD berbasis Problem Based Learning pada materi Statistika yang layak digunakan, ditunjukkan melalui tingkat kevalidan dan kepraktisannya, serta memiliki tampilan yang menarik dan berwarna. Riset ini mengadopsi model 4D: mendefinisikan, merancang, mengembangkan, dan menyebarkan. Penelitian ini melibatkan ahli materi, ahli desain, ahli bahasa, serta guru mata pelajaran matematika, serta 9 peserta didik kelas X SMA Negeri 11 Rejang Lebong. Temuan riset mengindikasihkan capaian indeks validitas sebesar dapat dilihat dari aspek kevalidan bahasa (0,94), media (0,85) dan materi (0,92), Berdasarkan angka tersebut, kualitas media pembelajaran dinyatakan memenuhi kriteria Sangat Valid. Secara praktikalitas, produk ini mencatatkan skor 97,1% sehingga dinyatakan masuk dalam kategori Sangat Praktis. LKPD berbasis Problem Based Learning yang dikembangkan telah memenuhi kriteria kevalidan dan kepraktisan. Dengan demikian, disimpulkan bahwa LKPD berbasis Problem Based Learning pada materi Statistika yang dikembangkan dinyatakan valid dan praktis digunakan dalam pembelajaran.

PENGEMBANGAN MODUL AJAR BERBASIS DISCOVERY LEARNING DAN APLIKASI ZIPQUIZ UNTUK MATERI PELUANG KELAS VIII Icha Resitaningtyas; Hanifah Hanifah; Hari Sumardi; Effie Efrida Muchlis
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14191

Penelitian ini bertujuan untuk mengembangkan dan menguji validitas serta kepraktisan modul ajar matematika pada materi peluang kelas VIII yang menggunakan model pembelajaran discovery learning dan aplikasi evaluasi digital Zep Quiz. Metode yang digunakan adalah model pengembangan Plomp yang meliputi lima tahap: investigasi awal, desain, konstruksi, evaluasi, dan implementasi. Modul dirancang untuk mendukung pembelajaran kontekstual, aktif, dan kolaboratif sesuai dengan prinsip Kurikulum Merdeka. Hasil validasi oleh ahli menunjukkan bahwa modul berada pada kategori “sangat validâ€ dengan rata-rata skor 85,42%. Sementara itu, hasil uji kepraktisan berdasarkan respon siswa juga menunjukkan kategori “sangat praktisâ€ dengan rata-rata skor 92%. Penggunaan Zep Quiz terbukti mampu meningkatkan keterlibatan siswa dalam evaluasi formatif. Dengan demikian, modul ajar yang dikembangkan layak digunakan dalam pembelajaran matematika di kelas VIII.

PENGARUH MODEL CORE (CONNECTING, ORGANIZING, REFLECTING, EXTENDING) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VIII Peni Apriyanti; Hari Sumardi; Hanifah Hanifah
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 1 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i1.7091

Mathematical problem-solving skills are competencies required by students to face challenges both in academic settings and real-life situations. However, based on observations, these skills are still considered low, including at SMPIT Rabbani in Bengkulu City. The research was conducted to examine the effect of implementing the CORE model on the mathematical problem-solving abilities of eighth-grade students at SMPIT Rabbani, Bengkulu City, using the topic of linear equations. The research design used is a quasi-experimental design, with an experimental group of 13 students applying the CORE model, and a control group of 13 students applying the conventional method. Data analysis showed a significance value (2-tailed) of 0.048 (0.05) with a Cohen’s d value of 0.85, indicating a significant impact with a large effect size. Finding of the search suggest that students who were taught using the CORE model demonstrated better problem-solving abilities than those taught using the conventional method, thus proving that this model is effective in improving students' mathematical problem-solving skills.

PENGARUH PENERAPAN PENDEKATAN RME TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VIII SMP Melvi Khairani; Hari Sumardi; Effie Efrida Muchlis
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 1 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i1.7110

The ability to answer mathematical issues gave pupils the chance to use it to overcome obstacles in everyday life as well as in the fields of mathematics and other sciences. A method known as Realistic Mathematics Education (RME) connected mathematical difficulties to pertinent real-world concerns. The purpose of this study was to ascertain whether the RME approach had an impact on the eighth-grade students at SMP Negeri 03 in Bengkulu City's capacity to solve mathematical problems. A quasi-experimental design with a nonequivalent control group was the study methodology employed. The treatment (X) or learning with the RME approach was applied to the first group, while the other group received conventional learning or no treatment. The sample was chosen using the purposive sampling technique. The study's findings demonstrated that the use of the RME approach affected the students' capacity to solve mathematical problems, as evidenced by a sig. (2-tailed) value of 0.001 significance level (α) = 0.05 based on the independent sample t-test statistical test on the two sample classes. Additionally, the average N-Gain score obtained was 0.40, which was classified as a "moderate" increase in understanding. Thus, it could be concluded that the use of the RME approach had a positive impact on the improvement of students' mathematical problem-solving abilities.

PENGARUH BRAIN BASED LEARNING TERHADAP PEMAHAMAN KONSEP DAN SELF REGULATION LEARNING PADA MATA PELAJARAN MATEMATIKA SISWA KELAS VII MTS JA-ALHAQ KOTA BENGKULU Rahmania Budiman; Agus Susanta; Hari Sumardi
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.8883

Tujuan dari penelitian ini yakni guna mengkaji pengaruh model pembelajaran Brain Based Learning (BBL) terhadap kemampuan pemahaman konsep matematika dan self regulation learning siswa. Metode penelitian yaitu quasi eksperimen. Pengambilan data dengan melalui tes tertulis. Data dianalisis melalui uji ANAKOVA. Sampel penelitian siswa kelas VII A dan VII B MTs Ja-alHaq Kota Bengkulu. Hasil penelitian: (1) terdapat pengaruh linear antara kovariat kemampuan awal dengan pemahaman konsep matematika sebesar 48,1%, (2) kemampuan awal juga berpengaruh secara linear terhadap self regulation learning sebesar 7,9%, (3) pembelajaran BBL memberikan pengaruh terhadap pemahaman konsep matematika sebesar 74,6%, (4) pembelajaran BBL berpengaruh terhadap self regulation learning sebesar 21,2%, (5) hasil pemahaman konsep matematika siswa lebih tinggi dengan BBL dibandingkan pembelajaran secara konvensional, dan (6) pencapaian self regulation learning siswa dalam pembelajaran BBL lebih baik dibandingkan dengan pembelajaran secara konvensional.

ANALISIS PERSEPSI GURU TERHADAP IMPLEMENTASI KURIKULUM MATEMATIKA BERBASIS PROYEK DI SMP 11 KOTA BENGKULU Yuli Yanti; Hari Sumardi; Effie Efrida Muchlis; Agus Susanta
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.9170

This study analyzes mathematics teachers' perceptions of the implementation of a Project-Based Learning curriculum at SMP Negeri 11 in Bengkulu City. The transformation of the learning paradigm from teacher-centered to student-centered through Project-Based Learning (PBL) requires significant adaptation from educators. The study used a descriptive qualitative approach with semi-structured interviews, classroom observations, and documentation analysis with one seventh-grade mathematics teacher. Findings indicate that the school has not provided formal training on Project-Based Learning (PBL), but teachers have participated in independent training through webinars and the MGMP forum. Teachers have positive perceptions of the project-based curriculum implementation because it increases students' learning interest, critical thinking skills, and collaboration skills. Implementation has not been comprehensive across all materials due to limited time, resources, and supporting facilities. The project-based curriculum has a positive impact on student motivation and engagement, although individual participation varies. The study recommends the need for systematic and ongoing training support to optimize the implementation of Project-Based Learning (PBL) in mathematics learning.

From Concept Recognition to Problem Solving: An Indicator-Level Analysis of Students’ Conceptual Understanding of Algebra Reva Gustri Sarah; Hari Sumardi; Edi Susanto
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i2.2414

Purpose – This study examines seventh-grade students’ mathematical conceptual understanding of algebra and identifies areas of conceptual difficulty. The study responds to concerns about weak algebraic understanding, reflected in a mean daily assessment score of 49.21 at a junior secondary school in Bengkulu, Indonesia. Methodology – A descriptive qualitative design involved 36 seventh-grade students. Data were collected through a mathematical conceptual understanding test and follow-up interviews. Students’ responses were analysed across indicators of restating concepts, representing concepts, selecting appropriate procedures, and applying concepts to problem solving. Findings – No students were classified in the high category; 16 students (44.44%) were in the moderate category and 20 (55.56%) in the low category, with an overall mean score of 27.08. Achievement was highest for restating concepts (42%), followed by representing concepts (31%), using appropriate procedures (22%), and applying concepts in problem solving (13%). Interviews also identified learning environment, facilities, self-regulation, learning independence, and access to learning resources as contextual factors related to students’ difficulties. Novelty – The study provides an indicator-level diagnostic profile showing that students’ difficulties become more pronounced as algebraic understanding moves from recalling and representing concepts toward procedural selection and problem application. Significance – The findings contribute contextual evidence to international research on algebra learning by identifying a progression of conceptual difficulties that can inform diagnostic assessment and targeted instruction in comparable lower-secondary mathematics settings.

Co-Authors Abdul Rahman Singkam Abdurrobbil Falaq Dwi Anggoro Afnaria, Afnaria Agung Setia Budi Agus Susanta Agus Susanta Agus Susanta AGUSTIN, ELUL DIAN Agustinsa, Ringki Aliya Monika Br Ginting Alma Hera Andriany Ussandi Annisa Al Karimah Apriyanti, Peni Astria, Ririn Athiyyah Nur Herlita Audaya, Robiatul Br Ginting, Aliya Monika Desfa Lusiana Dewita Anggraini Dodi Isran Dona Eka Safitriyanti Dwi Agusantia Dwi Putri, Geza Edi Susanto Edi Susanto Effie Efrida Muchlis Effie Muchlis Fatrima Santri Syafri Fauzi, Fentiriani Fentiriani Fauzi Gyzka Veliesa Haji, H Saleh Hanifah hanifah hanifah Hanifah Hanifah Hanny Nurhikma Prapti Hardini Agustika Herawati, Anisa Heri Retnawati Icha Resitaningtyas Irsal, Nur Aliyyah Istikomar Istikomar Jesica Angela Fitri Jimmi Tamsil Khairul Saleh Khalifah, Shela Mardha Kintan Ayu Septiany Kusuma, Helti Puji Lilia Gina Febrila Lisa Gustiana Bellatama Luluk Lutfiya M. Irfan Anshori Melvi Khairani Miftakhul Janah Khoiriyah Muchlis, Effie Efrida Muchlis, Effie Efrida Muhammad Fathoni, Muhammad Muhammad Yogi Ramadhan Mulya Sarti Apriani Nida Azizah Nur Aliyyah Irsal Nurliyan Hidayati, Latifa Nurul Astuty Yensi B Peni Apriyanti Rahadi Bimansah Rahadi Bimansyah Rahma Nia Juita Rahmania Budiman Resitaningtyas, Icha Reva Gustri Sarah Ridho Agio Nesta Ridwanul Fata Ridwanul Fata Ririn Astria Robiatul Audaya Rusdi Rusdi Sakti, Intan Tiara Santi Mulyana, Sri Siagian, Teddy Alfra Sri Rahmayanti Susanta, Agus Suvriadi Panggabean Tamsil, Jimmi Teddy A Siagian Teddy Alfra Siagian Teddy Alfra Siagian Tria Utari Triyanti, Yeni Utari, Tria Yogo Dwi Prasetyo Youla Siscasari R Yuli Yanti Yuni Pusvita Zainal Azis Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili, Zamzaili Zulkardi Zulkardi Zulkardi

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