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All Journal SIGMA: Jurnal Pendidikan Matematika AlphaMath: Journal of Mathematics Education JIPMat (Jurnal Ilmiah Pendidikan Matematika) Akademika : Jurnal Manajemen, Akuntansi, dan Bisnis JMM (Jurnal Masyarakat Mandiri) Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan MATAPPA: Jurnal Pengabdian Kepada Masyarakat Malikussaleh Journal of Mathematics Learning (MJML) Al-Khidmah Martabe : Jurnal Pengabdian Kepada Masyarakat ABDIMAS SILIWANGI Jurnal Pendidikan Matematika (JPM) IJoASER (International Journal on Advanced Science, Education, and Religion) ANARGYA: Jurnal Ilmiah Pendidikan Matematika Indonesian Journal of Mathematics Education Journal of Research in Business, Economics, and Education Jurnal Educatio FKIP UNMA GAUSS: Jurnal Pendidikan Matematika Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Abdidas Journal of Innovation in Educational and Cultural Research Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Jurnal Pengabdian UNDIKMA Jurnal Abdimas Ilmiah Citra Bakti (JAICB) Mattawang: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Dharma Wacana International Journal of Economy, Education and Entrepreneurship (IJE3) Indonesian Journal of Engagement, Community Services, Empowerment and Development (IJECSED) International Journal of Engagement and Empowerment (IJE2) Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) Jurnal Abdimas Bina Bangsa Indonesian Collaboration Journal of Community Services (ICJCS) Jurnal Al-Qiyam Jurnal Tana Mana Batara Wisnu : Indonesian Journal of Community Services International Journal of Science and Environment Jurnal Ilmiah Pengabdian Kepada Masyarakat International Research of Multidisciplinary Analysis Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Bhinneka Multidisiplin Journal Journal of Education and Teaching Learning Tesseract: International Journal of Geometry and Applied Mathematics Edumaspul: Jurnal Pendidikan
Hamidah Hamidah
Pendidikan Matematika, Universitas Bina Bangsa
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Implementation of the Cooperative Creative Problem Solving (CPS) Model using Interactive LKPD to Improve Literacy Abilities and Learning Interest Violin Rahma Safitri; Hamidah Hamidah; Ratu Khoirotun Nisa; Jaka Wijaya Kusuma
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 3 No. 1 (2025): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v3i1.48

Abstract

This study aims to analyze the effectiveness of the implementation of the Cooperative Creative Problem Solving (CPS) learning model assisted by interactive Student Worksheets (LKPD) in improving students' mathematical literacy skills and learning interest at SMP Negeri 16 Serang City. The study used a quasi-experimental design with a non-equivalent control group design. The sample consisted of two classes, namely the experimental class (n = 40) which was given CPS learning with interactive LKPD based on Live Worksheet, and the control class (n = 40) which used conventional learning. Data were collected through mathematical literacy tests and learning interest questionnaires given before and after the learning. The results of data analysis showed that the experimental class achieved a significant increase in mathematical literacy skills with an average N-gain of 0.7873 (high category), while the control class only achieved 0.4644 (medium category). Independent t-test analysis showed a significant difference between the two classes (p < 0.05). Furthermore, student learning interest in the experimental class also increased, with an average score of 86% (very strong category), higher than the control class's score of 70.75% (strong category). Thus, the CPS learning model assisted by interactive student worksheets (LKPD) has proven effective in improving students' mathematical literacy skills and learning interest. Educators are advised to widely implement this model, supported by digital media, to support active and meaningful learning.
The Effect of Wordwall-Assisted Problem-Based Learning Model on Improving Mathematical Literacy and Self-Regulated Learning Nuraeni Nuraeni; Hamidah Hamidah; Sarah Caesarani; Jaka Wijaya Kusuma
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 3 No. 1 (2025): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v3i1.49

Abstract

This study aims to determine the improvement of students' mathematical literacy skills given learning with a problem-based learning model assisted by Wordwall is better than those using conventional learning. This study uses a quantitative approach with a quasi-experimental design type Pretest-Posttest Control Group Design. The research subjects consisted of 32 students of class VII D as the experimental class and 32 students of class VII B as the control class at SMP Negeri 16 Kota Serang. The instruments used were essay tests to measure mathematical literacy and Likert scale questionnaires to measure self-regulated learning. The results of the analysis showed that the average N-Gain of the experimental class was 66.51 and the control class was 38.81. The t-test showed a sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference between the two groups. The average score of the self-regulated learning questionnaire in the experimental class reached 80%. This study concluded that the use of the PBL model assisted by Wordwall is more effective in improving students' mathematical literacy and self-regulated learning compared to conventional learning.
Kurikulum dan Pembelajaran Matematika di Jepang dan di Indonesia Hamidah Hamidah; Iwan Junaedi; Mulyono Mulyono; Jaka Wijaya Kusuma
Jurnal Pendidikan Matematika (JPM) Vol 7 No 2 (2021): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v7i2.11425

Abstract

Perubahan sistem pendidikan menyesuaikan perkembangan zaman yang terjadi, baik itu di Indonesia maupun di Jepang. Perubahan terus dilakukan dengan tujuan meningkatkan kualitas pendidikan serta menstimulus jiwa kreatif guru-guru dalam menerapkan pembelajarannya di kelas kepada siswa. Salah satu syarat wajib pada pendidikan disuatu lembaga pendidikan adalah kurikulum. Kurikulum adalah suatu bagian penting dalam pendidikan dan pengajaran. Adapun beberapa komponen kurikulum yang saling memiliki kaitan antara tujuan pembelajaran, materi, teknik, dan evaluasi, serta merupakan landasan utama sebagai usaha mengembangkan proses pembelajaran pada lembaga pendidikan. Namun ironisnya, negara Indonesia masih berada diposisi yang jauh tertinggal dilihat dari hasil TIMS dan PISA. Negara Jepang ditinjau dari kualitasnya yaitu proses ataupun hasil lebih baik dari negara Indonesia, sehingga dalam proses pengembangan dan perbaikan kurikulum matematika di Indonesia hendaknya berkaca dengan negara Jepang. Secara umum proses belajar matematika di Indonesia bersifat abstrak dan hafalan serta menekankan pembelajaran matematika pada tercapainya kompetensi siswa dan berorientasi pada hasil belajar. Sedangkan, kurikulum di Jepang menekankan kapada pemecahan masalah serta tercapainya kemampuan berpikir logis siswa. Kurikulum negara Jepang tidak memberi target kepada siswanya untuk menguasai semua materi yang ditetapkan, namun memberi target terhadap kedalaman dari proses pembelajarannya.
PEMANFAATAN PLATFORM WAYGROUND SEBAGAI ALAT PENILAIAN PEMBELAJARAN DIGITAL BAGI SISWA DI SMKN 1 KOTA SERANG Salwa Nur Azizah; Nadia Ayu Lestari; Dede Putri; Abid Abdillah; Diva Anggun Audia; Hamidah Hamidah; Dede Yana; ⁠Eri Achriyanti; ⁠Farah Rizki Nabillah
Jurnal Ilmiah Pengabdian Kepada Masyarakat Vol. 5 No. 2 (2026): JIPAM : Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipam.v5i2.149

Abstract

This study examines how SMKN 1 Kota Serang uses the Wayground platform as a digital learning assessment tool. The use of digital platforms is an efficient way to overcome various challenges faced by traditional evaluation methods due to advances in information technology. Wayground provides interactive features that increase student participation and facilitate teacher assessment. Findings indicate that utilizing Wayground can increase motivation and the effectiveness of learning assessment, despite challenges such as dependence on internet connectivity and limited device availability. In an effort to improve the education system in the digital era, this paper outlines the advantages and disadvantages of using digital platforms for evaluation
The Evolution of Ethnomathematics in Technology-Enhanced Learning in Indonesia Jaka Wijaya Kusuma; Hamidah Hamidah; Puput Puspito Rini
International Journal of Science and Environment (IJSE) Vol. 6 No. 1 (2026): February 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i1.414

Abstract

This study examines the evolution of ethnomathematics in technology-based learning in Indonesia. The study's background highlights the importance of ethnomathematics in Indonesian education and the role of technology in modern learning. This study aims to analyse the integration of ethnomathematics in learning technology, identify specific patterns in technology adoption and adaptation, and reveal existing gaps in practice and research. The methodology used includes a comprehensive literature review and case descriptions. Cases were selected to provide an in-depth picture of how ethnomathematics manifests in daily activities and cultural practices, and how technology is integrated into the learning process. Key findings include patterns in the introduction and exploration of ethnomathematics through technology, the use of technology to connect mathematical concepts with local cultural contexts, and teachers' and students' adaptation of technology. Identified gaps include the gap between the potential of ethnomathematics and its actual implementation, as well as the gap between the availability of technology and its effective use. The study provides recommendations for the teaching practices of teachers, education policymakers, and technology developers, and identifies areas for further exploration in future research.
Kolaborasi Model Assurance-Relevance-Interest-Assessment-Satisfaction dengan Think-Talk-Write untuk Meningkatkan Motivasi Berprestasi dan Kemampuan Berpikir Kritis Siswa Jaka Wijaya Kusuma; Hamidah Hamidah
GAUSS: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2019)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.803 KB) | DOI: 10.30656/gauss.v2i2.1777

Abstract

Penelitian ini merupakan bagian dari laporan penelitian kolaborasi model assurance-relevance-interest-assessment-satisfactiondengan Think-Talk-Write untuk meningkatkan kemampuan berpikir kritis dan penalaran kreatif matematik serta motivasi berprestasi siswa. Penelitian ini merupakan penelitian eksperimen dengan desain kelompok kontrol pretes-postes yang bertujuan untuk menelaah peranan kolaborasi model assurance-relevance-interest-assessment-satisfaction(ARIAS) dengan Think Talk Write(TTW) terhadap kemampuan berpikir kritis matematik dan motivasi berprestasi siswa SMP. Populasidalampenelitianini adalahseluruhsiswaSMPdi Carenang,dan secarapurposifsampelnyadipilih siswakelasVII darisalahsatuSMPdiCarenang dandipilihdua kelasVIIsecara acakdari kelasVIIyangada. Berdasarkan hasil analisis data, disimpulkan: 1) peningkatan kemampuan berpikir kritis matematik siswa yang memperoleh pembelajaran kolaborasi model ARIAS dengan TTW lebih baik daripada yang memperoleh pembelajaran biasa;2) motivasi berprestasi siswa yang memperoleh pembelajaran kolaborasi model ARIAS dengan TTWlebih baik dari pada yang memperoleh pembelajaran biasa; dan 3) terdapat asosiasi antara motivasi berprestasi dengan kemampuan berpikir kritis matematik siswa.
The Influence of Pedagogical Competence and Personal Competence on Teachers’ Professional Competence, with Organizational Culture as a Mediating Variable Esih Sukaesih; Atikah Atikah; Dede Ibnu Romdoni; Hamidah Hamidah; Mutoharoh Mutoharoh
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.301

Abstract

National education quality is fundamentally shaped by teachers' professionalism as the frontline of the learning process. This study aims to examine the influence of pedagogical competence and personality competence on teachers' professional competence, and to investigate the mediating role of organizational culture within that relationship. A quantitative approach with a causal research design was employed, applying total sampling to 30 teachers as respondents. Data were gathered through Likert-scale questionnaires and analyzed using path analysis and the Sobel test. The findings reveal that pedagogical competence (β=0.318) and personality competence (β=0.287) each exert a positive and significant influence on professional competence. Organizational culture demonstrated the strongest predictive coefficient (β=0.389). The Sobel test confirmed that organizational culture functions as a partial mediator in both relationships. The model accounts for 72.4% of the variance in professional competence. It is concluded that strengthening foundational teacher competencies must be accompanied by the sustained development of a conducive organizational culture
THE EFFECT OF PEDAGOGICAL AND PERSONAL COMPETENCIES ON TEACHERS’ PROFESSIONAL COMPETENCE, WITH ORGANIZATIONAL CULTURE AS A MEDIATING VARIABLE, AT SMPN 14 IN SERANG CITY Hamidah Hamidah; Rohmah Rohmah; Fitria Fitria; Astari Astari; Mutoharoh Mutoharoh
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.302

Abstract

This study aims to analyze the influence of pedagogical competence and personality competence on teacher professional competence, with organizational culture as a mediating variable at SMPN 14, Serang City. Using a quantitative approach, data were collected through questionnaires distributed to 30 teachers as respondents. The results showed that pedagogical and personality competencies have a positive effect on teacher professionalism. Organizational culture was found to play a significant role as a mediator that strengthens this relationship. These findings imply the importance of strengthening a conducive school culture to optimize teacher potential
THE EFFECT OF PEDAGOGICAL COMPETENCE ON TEACHERS’ PROFESSIONAL COMPETENCE, WITH ORGANIZATIONAL CULTURE AS A MODERATING VARIABLE: A STUDY AT SDN MAJALAWANG Irfan Irfan; Moch Subhan Syarif; Suyudi Suyudi; Hamidah Hamidah; Mutoharoh Mutoharoh
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.303

Abstract

This study was conducted to empirically analyze the influence of pedagogical competence on teacher professional competence, with organizational culture as a moderating variable at Majalawang Elementary School. Pedagogical competence is a basic skill that teachers must possess to manage learning effectively, while professional competence relates to teachers' ability to master learning materials broadly and sustainably. In addition to individual teacher abilities, school organizational culture also plays a crucial role in supporting the improvement of the quality and professionalism of educators. The study used a quantitative approach with a survey method. The study population consisted of all nine teachers at Majalawang Elementary School; thus, the entire population was sampled using a saturated sampling technique. Data collection was conducted using a Likert-based questionnaire structured according to the indicators for each research variable. Data analysis was conducted through validity, reliability, and normality tests, as well as Moderated Regression Analysis (MRA) to determine the influence between variables and the function of organizational culture as a moderating variable. The results showed that pedagogical competence had a positive and significant effect on teacher professional competence. The better a teacher's ability to understand student characteristics, plan lessons, implement teaching and learning activities, and evaluate learning, the higher their professional competence in carrying out their educational duties. Furthermore, organizational culture has been shown to strengthen the relationship between pedagogical competence and teacher professional competence. A harmonious, collaborative organizational culture supported by good communication among school members can increase the effectiveness of the application of pedagogical competence in supporting teacher professionalism. This research implies that strengthening school organizational culture needs to be carried out continuously through increased cooperation, discipline, organizational commitment, and the creation of a positive work environment to support the improvement of teacher competence and professionalism optimally. Thus, schools are expected to be able to create better quality education through the development of professional and competitive human resources
Co-Authors Abid Abdillah Achmad Farhan Fauzan Agus Agung Aprilian Agustiawan, M. Nassir Ahmad Munawir Alif Fajar Ramadha Aluffikri Aluffikri Amat Hidayat Amyati Amyati Anis Nurani Anton Nasrullah, Anton Arief Agoestanto Aris Trismayadi Nurizki Asmawi Asmawi Astari Astari Astuti Handayani Atala Noval Setia Ramadhan Atikah Atikah Auliana, Sigit B.H. Hayadi Bambang Arianto Caesarani, Sarah Dede Ibnu Romdoni Dede Putri Dede Yana Diana Dwi Yuliani Diana Permata Nazibah Diana Romdhoningsih Dini Martinda Lestari Diva Anggun Audia Dzikri Ramadhan Emi Pujiastuti Ende Ende Ende Erik Santoso Erwin Nauval Esih Sukaesih Eva Cahya Ningsih Fatari Fatkha Nabilah Fayza Salsabilla Fitria Fitria Furtasan Ali Yusuf Guntur Syahputra Saragih Hadi Kurniawanto Helmalia Putri Iis Sutiawati Ilmadi Ilmadi Ima Pujiawati Indra Martha Rusmana Ine Safiyanah Irfan Irfan Irma Nurmala Dewi Isnaini Mahuda Isnarto Isnarto Isnarto Isnarto Iwan Junaedi Jaka Wijaya Kusuma Leni Mardianah Lia Riani Lina Marlina Mahpudoh Mahpudoh Maliki, Budi Ilham Mamay Komarudin Meilisa, Ranny Melinda Rochmah Mira Marlina Moch Subhan Syarif Mohammad Bayi Tabrani Muhammad Jalis Mulyadi Mulyadi Mulyono Mulyono Munawaroh Mutoharoh Mutoharoh Mutoharoh Mutoharoh Nabila Maulida Syah Nadia Ayu Lestari Naufal Affandi Nono Suhada Nugrahini Kusumawati Nunung Nuraeni Nuraeni Nuraeni Nursoleh Nursoleh Nursoleh Nursoleh Penti Hidayati Poppy Ramadhani Puput Puspito Rini Purwanto Bayu Sugiharto Putri Ayu Arofiq Putri Rizki Arofiq Rani Septiani Sukandar Ratih Febi Anggela Ratna Suminar Ratu Khoirotun Nisa Rendi Anggita Rendi Kurniawan Renita Renita Ria Resti Fauji Ria Yusnita Riana Martiyani Rio Rio Rochmad - Rochmad Rochmad Rohmah Rohmah Rosi Novelia Ryan Pratiwa Putra Salwa Nur Azizah Sanifah Sanifah Saran Chantarasri Sev Rahmiyanti Sinta Verawati Dewi Sintia Dewi Siti Arofa Siti Fatonah Siti Jumaroh Siti Murnah Siti Muzdalifah Sri Rafiqoh Sri Sukmawati Sri Wahyuni Suci Tiara Saurma Sulhah Sulhah Surani, Dewi Surti Zahra Surtini Surtini Suyudi Suyudi SYAMSUL HIDAYAT Tabroni Tasya Shiffa Firdaussa Teza Nur Fitri Tia Fitria Saumi Titin Mastinah Ubay Haki Umalihayati Umalihayati Uswatun Hasanah Veronica Anjani Vidya Ayuningtyas Vina Sudistiana Violin Rahma Safitri Vivi Alfiah Wahyu Widodo Wulan Kartika Suandi Yudi Nur Supriadi YUDI NUR SUPRIADI Zackharia Rialmi Zackharia Rialmi Zaenuri Mastur Zuhri Zuhri ⁠Eri Achriyanti ⁠Farah Rizki Nabillah