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All Journal Jurnal Inspirasi Pendidikan Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika Jurnal Pengabdian Pada Masyarakat Teorema: Teori dan Riset Matematika JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Jurnal PkM (Pengabdian kepada Masyarakat) Euclid Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Engagement: Jurnal Pengabdian Kepada Masyarakat Eduma : Mathematics Education Learning and Teaching
Siska Firmasari
Universitas Swadaya Gunung Jati
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Sparkol Videoscribe: Interesting Learning Video Media for Thematic Learning of Kalijaga Permai Elementary School Teachers Siska Firmasari; Tarmidzi Tarmidzi; Mudopar Mudopar; Nurul Ikhsan Karimah
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 2 (2022): November 2022
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/engagement.v6i2.504

Abstract

Sparkol Videoscribe is a software for creating exciting learning videos by inserting images and sound, as one of the media uses technology. The lack of teacher knowledge in making technology-based learning media requires solutions, especially online learning modes that require teacher creativity in delivering subject matter. For this reason, the implementation of a workshop in the form of training and mentoring in the use of Sparkol Videoscribe software to make thematic learning videos. The activity results showed that the teachers enthusiastically accepted all the activities so that they could produce various thematic learning videos. The learning videos are made by themselves according to the creativity of the teachers. The quality and quantity of learning videos made from the training and mentoring activities are very encouraging. The teachers' enthusiasm for learning from the results of the post-activity evaluation shows indicators of success and a positive response from the training participants of 97.86%.
Relationship between Literacy and Numeracy for Junior High School Students Yusida Gloriani; Setiyani Setiyani; Siska Firmasari; Turini Erawati
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3096

Abstract

The objective of the study was to examine the reading literacy and numeracy skills of Grade VII Junior High School students. This study employs a quantitative descriptive approach. The participants of this study consisted of 35 pupils. Explore methodologies for gathering research data through the utilisation of tests. The research instrument employed was a standardised assessment sheet designed to measure proficiency in reading literacy and numeracy skills. Both the reading literacy exam and the numeracy ability test encompass three cognitive levels. The employed data analysis technique involves calculating the mean value, conducting a regression test, and determining the coefficient of determination. The study findings indicate that the mean reading proficiency surpasses numeracy, however both remain suboptimal. These figures are demonstrated by the mean score of 60.46 on the reading exam and 33.71 on the numeracy test. There is a favourable association between literacy and numeracy ability, which is somewhat interpreted. The proficiency in reading and writing has a significant impact on one's capacity to perform mathematical calculations, accounting for a substantial proportion of 16.8%. The remaining portion is influenced by several other elements. The findings of this study suggest that teachers should incorporate AKM questions into their teaching practices to help students develop a habit of reading and comprehending questions. It is anticipated that this approach will lead to a substantial improvement in students' literacy and numeracy scores.
Enhancing Elementary Students’ Mathematical Problem-Solving Skills Through Mindfulness-Based Emotional Coaching and Living Values Education (LVE) Assyifa Indar Apriana; Meli Baedahsari; Mutiara Kharisma; Dina Pratiwi Dwi Santi; Siska Firmasari
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7701

Abstract

Mathematical problem-solving skills among elementary school students in Indonesia remain below expected standards according to international and national assessments. Limited emotional regulation and insufficient internalization of positive values are identified as contributing factors. Integrating social-emotional approaches into mathematics learning is therefore essential. This study examined the effectiveness of an emotional coaching program integrating mindfulness practices and Living Values Education (LVE) in enhancing students’ mathematical problem-solving abilities. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase involved a pretest–posttest design with 25 fourth-grade students selected through purposive sampling at an elementary school in Cirebon, Indonesia. Students’ mathematical problem-solving skills were measured using a structured test and analyzed using a paired sample t-test. The qualitative phase consisted of semi-structured interviews analyzed thematically to explore students’ emotional regulation, learning focus, and problem-solving strategies. The results showed a statistically significant improvement in students’ mathematical problem-solving performance following the intervention. Qualitative findings indicated enhanced emotional regulation, increased concentration, and the use of more reflective problem-solving strategies. Mindfulness practices contributed to students’ self-awareness and emotional calmness, while Living Values Education fostered responsibility, patience, and cooperation in learning. The findings indicate that emotional coaching grounded in mindfulness and Living Values Education effectively supports both cognitive and emotional development, offering a holistic approach to improving elementary students’ mathematical problem-solving skills.
Profile of Hard skills and Soft skills of Mathematics Education Students Tri Nopriana; Siska Firmasari; Bambang Avip Priatna Martadiputra
EduMa: Mathematics education learning and teaching Vol. 10 No. 1 (2021)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v10i1.6460

Abstract

This study analyzes some hard skills (problem-solving abilities, level of logical thinking, and geometric thinking) and soft skills (students' self-concept and mathematical habits of mind) mathematics education students explicitly in the first year. The research method used is descriptive quantitative. From the population of all mathematics education students in the first year, one group of students was selected as a random sample using analysis techniques, data presentation, and conclusion drawing. Based on the research results, mathematics education students' overall ability in the first year is already good. Students were mastering five reasoning on the test of logical thinking (TOLT). It means they have solved problems with reasoning associated with proportional or ratio, control variables, probability,  correlation and combinatorics.  Most students have reached the level of thinking geometry at the analysis stage; that is, students have already understood the properties of concepts or geometry based on informal analysis of parts and component attributes. However, students do not have good soft skills. Even though they have a strong habit of mind, students' self-concept is quite sufficient 
Penerimaan Game Edukasi Matematika: Peran Mediasi Persepsi Risiko Orang Tua Intania Siti Aisyah; Surya Amami Pramuditya; Siska Firmasari
Teorema: Teori dan Riset Matematika Vol 11, No 2 (2026): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v11i2.25485

Abstract

Penerimaan orang tua terhadap game edukasi matematika merupakan faktor penting dalam mendukung implementasi pembelajaran berbasis teknologi. Namun, penelitian yang menjelaskan bagaimana literasi digital orang tua memengaruhi penerimaan game edukasi matematika melalui persepsi risiko masih terbatas. Penelitian ini bertujuan menganalisis hubungan antara literasi digital orang tua, persepsi risiko, dan penerimaan game edukasi matematika pada orang tua yang memiliki anak jenjang SMP. Penelitian menggunakan pendekatan kuantitatif dengan desain eksplanatori melalui survei terhadap 99 orang tua yang memiliki anak berusia 11–16 tahun. Data dikumpulkan menggunakan kuesioner terstruktur dan dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM) dengan SmartPLS 4. Hasil penelitian menunjukkan bahwa literasi digital orang tua tidak berpengaruh langsung terhadap penerimaan game edukasi matematika, tetapi berpengaruh signifikan terhadap persepsi risiko. Persepsi risiko juga berpengaruh signifikan terhadap penerimaan game edukasi matematika serta memediasi secara penuh hubungan antara literasi digital orang tua dan penerimaan game edukasi matematika. Temuan ini menunjukkan bahwa penerimaan game edukasi matematika dipengaruhi tidak hanya oleh kemampuan orang tua dalam menggunakan teknologi digital, tetapi juga oleh cara mereka memahami dan mengevaluasi risiko penggunaan teknologi dalam pembelajaran anak. Penelitian ini memberikan kontribusi terhadap pengembangan kajian penerimaan teknologi dalam pendidikan matematika dengan menegaskan pentingnya peran persepsi risiko sebagai mekanisme yang menjembatani hubungan antara literasi digital orang tua dan penerimaan game edukasi matematika, serta memberikan implikasi bagi sekolah, guru, pengembang game edukasi, dan orang tua dalam mendukung penggunaan game edukasi yang aman dan efektif.
Co-Authors Assyifa Indar Apriana Aulia Nadifa Bambang Avip Priatna Martadiputra cakrawala Cita Dwi Rosita Dadang Juandi Dede Fathonah Dina Pratiwi Dwi Santi Erawati, Turini Herri Sulaiman Intania Siti Aisyah Irmawati Liliana Kusuma Dewi Jimat Susilo Meli Baedahsari Mohammad Fatchurrohman Muchamad Subali Noto Mudopar, Mudopar Mutiara Kharisma Nurul Ikhsan Karimah Pujiatna, Tri Setiyani Sri Asnawati Sri Wahyuni Surya Amami Pramuditya Tarmidzi Tatang Herman, Tatang Tri Nopriana Tri Nopriana Trusti Hapsari Yusida Gloriani