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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Elemen JIPMat (Jurnal Ilmiah Pendidikan Matematika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Educatio Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pengabdian Magister Pendidikan IPA Mandalika Mathematics and Educations Journal ABSYARA: Jurnal Pengabdian Pada Masyarakat Jurnal Math-UMB.EDU Mosharafa: Jurnal Pendidikan Matematika Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Griya Journal of Mathematics Education and Application PRIMA : Portal Riset dan Inovasi Pengabdian Masyarakat International Journal of Multidisciplinary Research and Literature (IJOMRAL) Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Notasi: Jurnal Pendidikan Matematika Alpatih: Jurnal Inovasi Pengabdian Masyarakat Jurnal Pendidikan MIPA Journal on Mathematics Education
Sri Supiyati, Sri
Universitas Hamzanwadi
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Pengembangan Tes Model Teslet Berbasis Kearifan Lokal Sasak Pada Materi Geometri dalam Meningkatkan Kemampuan Literasi Matematika Tilawati, Susi; Supiyati, Sri; Hayati, Nila
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 1 (2026): Maret
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i1.17308

Abstract

Abstract: This study aims to develop a teslet-model test based on Sasak local wisdom in geometry material to improve students’ mathematical literacy skills. The research employed a Research and Development (R&D) approach using the Borg & Gall model, which was modified into seven stages: initial data collection, planning, initial product development, limited trial, product revision, field trial, and final revision. The instrument consisted of 21 items grouped into 7 teslets, integrating Sasak cultural contexts such as traditional architecture, traditional weaving (tenun), and local arts into geometric concepts. Expert validation results showed an Aiken’s V value of 0.68125 (high category), and the instrument’s reliability reached 0.761 (high category). The item difficulty analysis indicated a proportional distribution dominated by medium-level items, while the discrimination index analysis revealed that most items fell into the good or very good categories. Field trials conducted with seventh-grade students at SMP Negeri 1 Selong demonstrated that the instrument obtained an effectiveness score of 380, categorized as moderately effective in improving mathematical literacy. This was reflected in students’ increased understanding of geometric material as well as their appreciation of local cultural values.Thus, the Sasak local-wisdom-based teslet developed in this study is not only valid, reliable, and feasible as an assessment instrument, but also contributes significantly to preserving local culture and strengthening contextual learning in schools. Abstrak: Penelitian ini bertujuan mengembangkan tes model teslet berbasis kearifan lokal Sasak pada materi geometri untuk meningkatkan kemampuan literasi matematika siswa. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model Borg & Gall yang dimodifikasi menjadi tujuh tahap: pengumpulan data awal, perencanaan, pengembangan produk awal, uji coba terbatas, revisi produk, uji coba lapangan, serta revisi final. Instrumen berupa 21 soal yang terbagi jadi 7 teslet yang memadukan konteks budaya Sasak, seperti arsitektur tradisional, kerajinan tradisional (tenun), dan kesenian tradisional, dengan konsep geometri. Hasil validasi ahli menunjukkan nilai Aiken’s V sebesar 0,68125 (kategori tinggi), sedangkan reliabilitas instrumen mencapai 0,761 (kategori tinggi). Analisis tingkat kesukaran memperlihatkan distribusi soal yang proporsional dengan dominasi kategori sedang, sementara uji daya beda menunjukkan sebagian besar soal tergolong baik dan sangat baik. Uji coba lapangan pada siswa kelas VII SMP Negeri 1 Selong menunjukkan bahwa instrument memiliki skor evektifitas 380 kategori cukup efektif dalam meningkatkan literasi matematika, ditandai dengan peningkatan pemahaman siswa terhadap materi geometri sekaligus apresiasi mereka terhadap nilai budaya lokal. Dengan demikian, teslet berbasis kearifan lokal Sasak yang dikembangkan tidak hanya valid, reliabel, dan layak digunakan sebagai instrumen penilaian, tetapi juga memberikan kontribusi penting dalam pelestarian budaya lokal dan penguatan pembelajaran kontekstual di sekolah.
KONTRIBUSI SPATIAL REASONING DAN WORKING MEMORY TERHADAP PRESTASI MATEMATIKA SISWA SMP Dewi Komalasari, Junita; Yulinda Sari, Desi; Khaironi, Nispatul; Endriana, Neny; Supiyati, Sri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41721

Abstract

This study examines the contribution of spatial reasoning and working memory to junior high school students’ mathematics achievement. Mathematics learning at the secondary level requires not only procedural skills but also cognitive abilities that support visualization, information processing, and problem solving. Many students experience difficulties when mathematical tasks demand abstract thinking and multi-step reasoning. These difficulties are often related to limitations in spatial reasoning and working memory. The purpose of this research is to analyze the partial and simultaneous contributions of spatial reasoning and working memory to students’ mathematics achievement. A quantitative approach with an ex post facto design was employed. The study was conducted at MTs Mualimin NWDI Pancor during the 2025/2026 academic year. The population consisted of all eighth-grade students, and a sample of one hundred students was selected using simple random sampling. Data were collected through spatial reasoning tests, working memory tests, and mathematics achievement tests. The instruments were validated by experts and tested for reliability. Data analysis included descriptive statistics, assumption tests, and multiple linear regression. The results indicate that spatial reasoning has a positive and significant effect on mathematics achievement, while working memory does not show a significant partial effect. However, both variables together contribute meaningfully to students’ mathematics achievement. These findings suggest that mathematics learning should emphasize the development of spatial reasoning skills alongside strategies that help students manage cognitive load. Integrating visual representations and structured problem-solving activities may enhance learning outcomes and support students’ mathematical understanding.
Pemanfaatan Media Wordwall dalam Kegiatan Bimbingan Belajar Matematika KKN Universitas Hamzanwadi untuk Mengurangi Kecemasan Belajar Siswa MI NW Bagik Payung Rina Marbela; Sri Supiyati
Jurnal Pengabdian Magister Pendidikan IPA Vol 9 No 1 (2026): Januari - Maret 2026
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v9i1.14273

Abstract

Mathematics learning anxiety is still a common problem experienced by Madrasah Ibtidaiyah students and has an impact on low self-confidence and low participation in learning activities. This community service activity aimed to reduce students’ mathematics learning anxiety at MI Bagik Payung through the use of interactive Wordwall learning media in tutoring activities conducted by KKN students of Hamzanwadi University. The activity partners were five students of MI NW Bagik Payung. The implementation method used a descriptive–participatory approach with stages of initial observation, planning, implementation, and evaluation. The instruments used were pre- and post-activity mathematics anxiety questionnaires and observation sheets. The results showed a decrease in students’ learning anxiety, indicated by increased courage, activeness, and self-confidence in solving mathematics problems. This activity shows that Wordwall media is effectively used in KKN tutoring activities as an effort to reduce mathematics learning anxiety among Madrasah Ibtidaiyah students.
Peningkatan Pemahaman Konsep Operasi Hitung Campuran Melalui Program Bimbingan Belajar Matematika Berbasis KKN Bina Desa Pada Siswa SDN 2 Kalijaga Timur Naelul Muwazzati; Sri Supiyati
Jurnal Pengabdian Magister Pendidikan IPA Vol 9 No 1 (2026): Januari - Maret 2026
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v9i1.14302

Abstract

Pemahaman konsep operasi hitung campuran merupakan kemampuan dasar yang harus dikuasai siswa sekolah dasar dalam pembelajaran matematika. Namun, masih banyak siswa yang mengalami kesulitan dalam memahami konsep tersebut akibat keterbatasan waktu pembelajaran di kelas dan kurangnya pendampingan belajar. Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman operasi hitung campuran melalui program bimbingan belajar matematika bagi siswa kelas V SDN 2 Kalijaga Timur. Penelitian ini menggunakan metode kuantitatif dengan pendekatan deskriptif. Subjek penelitian terdiri atas 5 siswa kelas V yang mengikuti program bimbingan belajar matematika selama kegiatan Kuliah Kerja Nyata (KKN). Pengumpulan data dilakukan menggunakan angket yang disusun berdasarkan indikator pemahaman konsep matematika. Data yang diperoleh dianalisis menggunakan statistik deskriptif berupa persentase. Hasil penelitian menunjukkan bahwa rata-rata tingkat pemahaman siswa mencapai 80,2% dengan kategori baik. Setiap indikator pemahaman berada pada kategori baik hingga sangat baik, dengan persentase tertinggi pada indikator kepercayaan diri belajar matematika sebesar 85%. Temuan ini menunjukkan bahwa program bimbingan belajar matematika memberikan kontribusi positif dalam meningkatkan pemahaman operasi hitung campuran serta sikap dan motivasi belajar siswa. Dengan demikian, bimbingan belajar dapat dijadikan sebagai alternatif pendampingan belajar untuk meningkatkan kualitas pembelajaran matematika di sekolah dasar.
Pendampingan Bimbingan Belajar sebagai Upaya Meningkatkan Hasil Belajar Matematika Siswa Kelas V MI NW Bagik Payung Niswatun Nisa; Sri Supiyati
Jurnal Pengabdian Magister Pendidikan IPA Vol 9 No 1 (2026): Januari - Maret 2026
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v9i1.14305

Abstract

Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan hasil belajar matematika siswa kelas V MI NW Bagik Payung melalui kegiatan pendampingan bimbingan belajar. Rendahnya pemahaman siswa terhadap materi matematika menjadi dasar pelaksanaan kegiatan ini. Program bimbingan belajar dipaksakan melalui tiga tahapan, yaitu tahap persiapan,mtahap pelaksanaan, dan tahap evaluasi. Pada tahap persiapan dilakukan observasi kebutuhan belajar siswa serta perencanaan kegiatan. Tahap pelaksanaan bimbingan belajar menerapkan metode ceramah interaktif, game edukatif, tanya jawab, dan latihan soal guna menciptakan susasana belajar hang aktif dan menyenangkan. Tahap evaluasi dilakukan dengan membandingkan hasil pretest dan posttest siswa. Hasil kegiatan menunjukkan adanya peningkatan nilai rata-rata siswa dari 29,1 pada pretest menjasi 85,4 pada hasil posttest. Temuan ini menunjukkan bahwa program bimbingan belajar yang dirancang secara terstruktur dan variatif efektif dalam meningkatkan hasil belajar matematika siswa kelas V MI NW Bagik Payung
Pelaksanaan Program Bimbingan Belajar Matematika Sebagai Upaya Peningkatan Pemahaman Siswa Sekolah Dasar Vivin Eka Suswandi; Sri Supiyati
Jurnal Pengabdian Magister Pendidikan IPA Vol 9 No 1 (2026): Januari - Maret 2026
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v9i1.14316

Abstract

Salah satu program kerja kuliah nyata (KKN) Bina Desa yang dilaksanakan oleh mahasiswa adalah kegiatan bimbingan belajar bagi siswa dengan tujuan meningkatkan pemahamn siswa sekolah dasar terhadap mata pelajaran matematika. Program ini dilaksanakan di SDN 1 Semaya pada tanggal 23 Oktober 2025, dengan peserta siswa kelas VI. Metode pelaksanaan meliputi tahapan perencanaan kegiatan, pemberian pretest, bimbingan belajar, dan pemberian posttest sebagai evaluasi akhir. Materi fokus pada operasi hitung campuran dan pecahan dengan pendekatan kontekstual, menghubungkan konsep matematika ke situasi sehari-hari. Hasilnya menunjukkan peningkatan pemahamn melalui kenaikan nilai posttest dibanding pretest, serta antusiasme siswa yang positif. Secara keseluruhan, kegiatan ini efektif membantu siswa menguasai materi sulit, berkontribusi pada pembelajaran di sekolah dasar, dan menjadi wadah mahasiswa untuk menjalankan pengabdian masyarakat.
Upaya Peningkatan Pemahaman Konsep Pecahan Melalui Program Bimbingan Belajar Matematika Bagi Siswa Kelas VI SDN 1 Semaya Khumaeroq Alya Yunisa; Sri Supiyati
Jurnal Pengabdian Magister Pendidikan IPA Vol 9 No 1 (2026): Januari - Maret 2026
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v9i1.14330

Abstract

Understanding fraction concepts is one of the fundamental competencies in mathematics that remains challenging for elementary school students, particularly sixth-grade students. The purpose of this activity was to provide mathematics tutoring for sixth-grade students at SDN 1 Semaya to help them overcome difficulties in learning mathematics. The implementation method of this community service activity consisted of five main stages: (1) planning and preparation, which included obtaining permission to conduct the community service activity, carrying out an initial observation to identify mathematics topics that required tutoring, preparing the instructional materials needed for the tutoring activities, and determining the schedule for the tutoring program; (2) administering a pretest to identify students’ initial mathematical abilities before the tutoring activities were conducted; (3) implementing the mathematics tutoring activities; (4) administering a posttest to assess students’ mathematical abilities after the tutoring activities; and (5) evaluation. The results of this activity indicate that the mathematics tutoring program for sixth-grade students at SDN 1 Semaya was effective in helping students overcome difficulties in learning mathematics.
Efektivitas Program Bimbingan Belajar Matematika Pada Materi Operasi Hitung Siswa Kelas Iv Madrasah Ibtidaiyah Pemondah Tara Wahyuni; Sri Supiyati
Jurnal Pengabdian Magister Pendidikan IPA Vol 9 No 1 (2026): Januari - Maret 2026
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v9i1.14409

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas program bimbingan belajar matematika dalam meningkatkan prestasi belajar siswa pada materi operasi hitung kelas IV Madrasah Ibtidaiyah (MI) Pemondah. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi experiment) melalui desain one group pretest–posttest. Subjek penelitian adalah seluruh siswa kelas IV MI Pemondah yang berjumlah 10 siswa dengan teknik sampling jenuh. Instrumen penelitian berupa tes hasil belajar matematika yang diberikan sebelum dan sesudah perlakuan. Data dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest sebesar 63 meningkat menjadi 75 pada posttest. Temuan ini menunjukkan bahwa program bimbingan belajar matematika efektif dalam meningkatkan prestasi belajar siswa.
Pendampingan Bimbingan Belajar di Luar Jam Sekolah untuk Meningkatkan Motivasi dan Hasil Belajar Siswa Kelas V MI NW Kembang Kuning Munawaroh, Siti; Supiyati, Sri
PORTAL RISET DAN INOVASI PENGABDIAN MASYARAKAT Vol. 5 No. 2 (2026): MARCH
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/prima.v5i2.2198

Abstract

Low motivation and poor academic performance among students are issues that require serious attention in primary education. This community service activity aimed to improve the motivation and learning outcomes of fifth-grade students at MI NW Kembang Kuning through an after-school tutoring program. The methods employed included interactive lectures, question-and-answer sessions, group discussions, educational games, assignments, and the provision of rewards and positive reinforcement. The program was conducted over four weeks, with each session lasting 90 minutes, five days a week. The results of the activity showed a significant improvement in students’ learning outcomes, marked by an increase in the average score from 49.8 in the pre-test to 87.6 in the post-test, representing a 76% increase. A total of 60% of students achieved a perfect score of 100 in the post-test. Increased learning motivation was also reflected in a 95% attendance rate, greater active participation in asking and answering questions, and growing student initiative in completing tasks independently. The program received a positive response from the head of the madrasah, teachers, and parents. It can be concluded that the after-school tutoring program proved effective in enhancing student motivation and learning outcomes at the madrasah ibtidaiyah level.
Implementation of Traditional Games in Ethnoscience Learning Sri Supiyati; M. Khairul Wazni; Dadang Warta Chandra Wira Kusuma; Agus Muliadi
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.7550

Abstract

This study aims to explore the perceptions of preservice teachers on the implementation of traditional Sasak tribe games in ethnoscience learning. This exploratory research was conducted at the Mandalika University of Education with a subject pool of 294 preservice teacher students. The research utilized a validated closed questionnaire instrument with responses gathered using a Likert scale. The data from this study were analyzed using quantitative descriptive statistics. The results of this study are (1) preservice teachers’ perceptions of the implementation of traditional Sasak games in ethnoscience learning in each item of the statement, namely item 1 scored 3.30, categorized as Very High; item 2 scored 3.22, categorized as Tall; item 3 scored 2.88, also categorized as Tall; item 4 scored 3.41, categorized as Very High; item 5 scored 3.19, categorized as Very High; item 6 scored 3.28, categorized as Very High; item 7 scored 3.13, categorized as Tall; item 8 scored 3.38, categorized as Very High; item 9 scored 3.37, categorized as Very High; and item 10 scored 3.47, categorized as Very High; (2) preservice teachers hold highly favorable perceptions regarding the implementation of traditional Sasak games in ethnoscience learning, proven by the average score of 3.26, categorized as Very High.
Co-Authors A.A. Ketut Agung Cahyawan W Abdullah Agus Muliadi Ahmad Rasidi Alsulami, Naif Mastoor Baiq Nurul Wahidah Dadang Warta Candra Wira Kesuma Dewi Komalasari, Junita Donna Boedi Maritasari Edy Waluyo Fahrurrozi Fahrurrozi Fahrurrozi Farida Hanum Farida Hanum Huswatun Hasanah Intan Dwi Hastuti Isnawan, Muhamad Galang Istiqomah, Sucita Annisa Belia Jailani Jailani Jailani Jamilatun Lestari Jilda Yumnatul Ula’ Khaironi, Nispatul Khumaeroq Alya Yunisa Kusno Kusno Kusno Lalu Muhammad Fauzi M, Makhful Mimi Alpian Mita Helmawati Muhammad Ahyar Rasyidi Muhammad Halqi Muhammad Khairul Wazni Muhammad Khairul Wazni Mukarromatul Isnaini Naelul Muwazzati Nazri, Muhammad NENY ENDRIANA Nila Hayati Nila Hayati Niswatun Nisa Pratama, Ridho Yudha Rasyid Hardi Wirasasmita Rina Marbela Ristu Haiban Hirzi, Ristu Rodi Satriawan Rody Satriawan Setiyaningsih, Eka Shahibul Ahyan Sinar Marhamah Siti Aisah Siti Munawaroh Sutarto Sutarto Tara Wahyuni Tilawati, Susi Ubaidah, Nur Vivin Eka Suswandi Wardi, Zoatul Yolanda, Gelvia Yulinda Sari, Desi Yusuf Nalim, Yusuf Zoatul Wardi