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<![CDATA[Analisis Strategi Penguatan Literasi dan Numerasi Siswa Sekolah Menengah Pertama sebagai Sarana Pendukung Merdeka Belajar ]]>
<![CDATA[Ririn Widiyasari]]>;
<![CDATA[Viarti Eminita]]>
<![CDATA[ SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA (SENASSDRA) Vol 2, No 2 (2023): Implementasi kurikulum merdeka menuju transformasi pendidikan dalam mempersiapka ]]>
Publisher : <![CDATA[SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA (SENASSDRA) ]]>
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<![CDATA[Penelitian ini dilatar belakangi oleh rendahnya kemampuan literasi dan numerasi siswa di Indonesia yang tertuang dalam hasil PISA tahun 2018 khususnya pada siswa Sekolah Menengan Pertama (SMP). Penelitian ini mempunyai tujuan untuk mengetahui analisis strategi penguatan literasi dan numerasi sebagai sarana pendukung merdeka belajar sebagai wujud dukungan terhadap pemerintah dalam mensukseskan kurikulum merdeka dalam kebijakan merdeka belajar di SMP. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi pustaka. Analisis dilakukan dengan mengkaji dan memperoleh data dari beberapa sumber rujukan yaitu artikel, jurnal, buku, berita dan hasil penelitian sebelumnya yang relevan, buku-buku penunjang yang sesuai tujuan penelitian, dan kebijakan pemerintah terkait dengan merdeka belajar serta penguatan literasi dan numerasi di SMP. Hasil penelitian ini merupakan strategi dalam rangka peningkatan literasi dan numerasi sebagai bentuk kerjasama antar berbagai pihak sehingga dalam pelaksanaannya melibatkan berbagai pihak yang saling mendukung antara lain siswa, guru, sekolah, kepala sekolah, pemerintah, dan orangtua. Pemerintah untuk mewujudkan merdeka belajar menerapkan program-program yang bermakna yaitu gerakan literasi numerasi sekolah, pembentukan Team Literasi Sekolah (TLS), Asesmen Kompetensi Minimum (AKM), menggerakkan komunitas praktisi, melibatkan pihak ketiga serta untuk menjalankan program-program yang dilakukan oleh sekolah dengan melibatkan siswa secara langsung sebagai penguat literasi dan numerasi mereka.]]>
<![CDATA[PENGARUH COMPUTATIONAL THINKING MELALUI PENDEKATAN STEM BERBANTUAN SOAL TIPE ASESMEN KOMPETENSI MINIMUM TERHADAP KEMAMPUAN LITERASI MATEMATIS SISWA ]]>
<![CDATA[Sa’diyah, Ismiyatun]]>;
<![CDATA[Eminita, Viarti]]>
<![CDATA[ FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 10, No 2 (2024): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta ]]>
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DOI: 10.24853/fbc.10.2.227-236
<![CDATA[This research was motivated by the low level of students' mathematical literacy skills, this was due to students not being used to working on questions that could improve their mathematical literacy skills. The aim of the research is to describe the application and influence of computational thinking (CT) through a STEM approach on students' mathematical literacy abilities with the help of Minimum Competency Assessment (AKM) type questions in Statistics material. This research is included in the quasi-experimental type of quantitative research with a posttest only control design. The population in this study was all class XI SMA PGRI 3 Jakarta, totaling 66 students. The sampling technique used was simple random sampling and a sample of 59 students were obtained from two classes, namely class XI.1 as the experimental class and XI.2 as the control class. The application of computational thinking through the STEM approach in experimental classes is carried out by applying computational thinking and STEM components to learning, namely abstraction, decomposition, generalization and algorithms in the process of solving a problem. The STEM approach is located in the context of problems in the form of science, the use of technology in learning, and mathematical concepts. As well as using AKM type questions as practice questions to improve mathematical literacy skills. Based on the results of parametric statistical calculations with the t test using a mathematical literacy ability description test instrument, the value obtained is t_count (2,509)t_tabel (2.003), where is rejected and is accepted, which means that computational thinking through the STEM approach assisted by AKM type questions has an effect on mathematical literacy ability. student]]>
<![CDATA[Analyzing multilevel model of educational data: Teachers’ ability effect on students’ mathematical learning motivation ]]>
<![CDATA[Eminita, Viarti]]>;
<![CDATA[Saefuddin, Asep]]>;
<![CDATA[Sadik, Kusman]]>;
<![CDATA[Syafitri, Utami Dyah]]>
<![CDATA[ Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v15i2.pp431-450
<![CDATA[Motivation to learn mathematics decreased due to the inability of teachers to implement innovative learning models and techniques. Therefore, this study aimed to investigate the effects of teachers' ability on students' motivation to learn mathematics by using quantitative methods and survey approaches. There were 32 mathematics teachers and 542 students in the 24 schools within the Depok region, selected as respondents through a stratified random sampling method. The research instruments of two questionnaires of teachers’ competence and students’ learning motivation were distributed to the respondents. Data analysis was conducted to test the random effect of teachers’ ability on students’ motivation to learn mathematics by using the effect of teachers’ random intercepts and competence as models 1 and 2, respectively. These two models were analyzed using the n-level Structural Equation Model (nSEM), and the result showed that model 2 was the best one to investigate the random effect of teachers’ ability and students’ learning motivation. The data analysis showed that the variance among teachers’ ability (0,0027) was less than learning motivation among students (0.0597). These findings indicated that the motivation levels of students taught by the same teacher varied significantly, whereas the effects of the teachers were relatively homogeneous. In other words, teachers’ ability was somewhat the same in increasing students’ learning motivation. Based on these findings, this research work suggests teachers keep improving their teaching techniques. Hence, students will be well motivated to learn so that the learning objectives will be well achieved.]]>
<![CDATA[N-Level Structural Equation Models (nSEM): The Effect of Sample Size on the Parameter Estimation in Latent Random-Intercept Model ]]>
<![CDATA[Eminita, Viarti]]>;
<![CDATA[Saefuddin, Asep]]>;
<![CDATA[Sadik, Kusman]]>;
<![CDATA[Syafitri, Utami Dyah]]>
<![CDATA[ InPrime: Indonesian Journal of Pure and Applied Mathematics Vol. 6 No. 1 (2024) ]]>
Publisher : <![CDATA[Department of Mathematics, Faculty of Sciences and Technology, UIN Syarif Hidayatullah ]]>
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DOI: 10.15408/inprime.v6i1.38914
<![CDATA[Multilevel Structural Equation Modeling (MSEM) is claimed to address hierarchical data structures and latent response variables, but it becomes unstable with an increasing number of levels. N-Level SEM (nSEM) is an SEM framework designed to handle a growing number of levels in the model. The nSEM framework uses the Maximum Likelihood Estimation (MLE) method for parameter estimation, which requires a large sample size and correct model specification. Therefore, it is essential to consider the necessary minimal sample size to ensure accurate and efficient parameter estimation in the nSEM model. This study examined how sample size affects the performance of parameter estimators in nSEM models. We propose a method to evaluate the effect of many environments to estimate the results of factor loadings and environmental variance produced by the model. In addition, we also assess the impact of environment size on the estimation results of factor loadings and individual variance. The results were then applied to actual data on student mathematics learning motivation in Depok. The findings show that neither the number of environments nor the size of the environment affects the performance of fixed parameter estimation in the nSEM model. nSEM indicates excellent performance in estimating environmental variance at level 2 when the number of environments increases. Conversely, increasing the size of the environment worsens the performance of estimating individual variance parameters. Overall, the nSEM framework for the latent random-intercept (LatenRI) model performs well with increasing sample sizes. The application data on LatenRI models show almost similar estimation results.Keywords: hierarchical data; latent random intercept model; multilevel structural equation modeling; n-level structural equation modeling.AbstrakMultilevel Structural Equation Modeling (MSEM) diklaim dapat mengatasi struktur data hierarki dan variabel respons laten, namun menjadi tidak stabil dengan bertambahnya jumlah level. N-Level SEM (nSEM) adalah kerangka kerja SEM yang dirancang untuk menangani semakin banyak level dalam model. Kerangka kerja nSEM menggunakan metode Maximum Likelihood Estimation (MLE) untuk estimasi parameter, yang memerlukan ukuran sampel yang besar dan spesifikasi model yang benar. Oleh karena itu, penting untuk mempertimbangkan ukuran sampel minimal yang diperlukan untuk memastikan estimasi parameter yang akurat dan efisien dalam model nSEM. Studi ini menguji bagaimana ukuran sampel mempengaruhi kinerja penduga parameter dalam model nSEM. Kami mengusulkan metode untuk mengevaluasi pengaruh banyak lingkungan dalam memperkirakan hasil factor loadings dan varians lingkungan yang dihasilkan oleh model. Selain itu, kami juga menilai dampak ukuran lingkungan terhadap hasil estimasi factor loadings dan varians individu. Hasilnya kemudian diterapkan pada data aktual motivasi belajar matematika siswa di Depok. Hasil menunjukkan bahwa baik jumlah lingkungan maupun ukuran lingkungan tidak mempengaruhi kinerja estimasi parameter tetap pada model nSEM. nSEM menunjukkan kinerja yang sangat baik dalam memperkirakan varians lingkungan pada level 2 ketika jumlah lingkungan meningkat. Sebaliknya, peningkatan ukuran lingkungan akan memperburuk kinerja pendugaan parameter varians individu. Secara keseluruhan, kerangka nSEM untuk model intersepsi acak laten (LatenRI) bekerja dengan baik dengan meningkatnya ukuran sampel. Data penerapan model LatenRI menunjukkan hasil estimasi yang hampir serupa.Kata Kunci: data hirarki; model intersep acak laten; model persamaan structural multilevel; model persamaan structural n-level. 2020MSC: 62D99]]>
<![CDATA[PENGARUH REALISTIC MATHEMATICS EDUCATION (RME) BERBASIS MULTISENSORI TERHADAP PEMAHAMAN KONSEP DAN DISPOSISI MATEMATIS SISWA SEKOLAH DASAR ]]>
<![CDATA[Dessy Trisnawati]]>;
<![CDATA[Ririn Widiyasari]]>;
<![CDATA[Viarti Eminita]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v11i01.40469
<![CDATA[This study examines the effect of Realistic Mathematics Education (RME) with a multisensory approach on conceptual understanding and mathematical disposition among sixth-grade elementary students studying spatial structures (cubes and blocks). Employing a quasi-experimental nonequivalent control group pretest-posttest design, the research involved 74 students from SDN Jatimulya 11 Bekasi (37 experimental group, 37 control group). Instruments included a conceptual understanding test (30 items, reliability α>0.70) and a mathematical disposition questionnaire (30 Likert-scale items), analyzed using descriptive statistics, assumption tests (normality, homogeneity), MANOVA, and independent t-tests. Results revealed that the experimental group's posttest mean for conceptual understanding was 82.84 (SD=8.29), significantly higher than the control group's 68.51 (SD=10.06), while mathematical disposition scores were 119.05 (SD=9.41) versus 102.05 (SD=10.79). MANOVA confirmed a significant multivariate difference (Wilks' Lambda p<0.001), supported by t-tests (p<0.05 for both variables). In conclusion, multisensory RME effectively enhances conceptual understanding and mathematical disposition simultaneously, recommended for elementary mathematics instruction under the Merdeka Curriculum.]]>
<![CDATA[PENGARUH STRATEGI GAMIFIKASI DENGAN PENDEKATAN PEMBELAJARAN MENDALAM TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SD KELAS V KECAMATAN WARU ]]>
<![CDATA[Kartika Dwi Astuti]]>;
<![CDATA[Muhamad Sofian Hadi]]>;
<![CDATA[Viarti Eminita]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v11i01.41912
<![CDATA[This study aims to analyze the effect of gamification strategies with an immersive learning approach on the critical thinking skills of fifth-grade elementary school students in Waru District. The background of this study is the low critical thinking skills of students caused by teacher-centered learning, the lack of innovative strategies, and the suboptimal use of immersive learning approaches. The gamification strategy was chosen because it can increase motivation and learning engagement through game elements, while the immersive learning approach encourages conceptual understanding, reflection, and higher-order reasoning. This study used a quasi-experimental method with a pretest–posttest design in several elementary schools in Waru District. The research sample was fifth-grade students determined through relevant sampling techniques. Data collection was carried out through critical thinking ability tests, observation, and documentation. The test instruments were designed based on critical thinking indicators including interpretation, analysis, evaluation, and inference. Validity and reliability tests of the instruments were conducted before use. Data were analyzed using inferential statistical tests, including difference tests and repeated measures ANOVA to examine the effect of treatment and differences between schools. The expected results of this study are an increase in critical thinking skills in students who are taught using immersive learning-based gamification strategies compared to conventional learning, as well as differences in the level of improvement between schools. This research is expected to provide theoretical and practical contributions to the development of innovative learning strategies in elementary schools to strengthen students' critical thinking skills.]]>
<![CDATA[Problem Based Learning with Collaborative Digital Reading Improves Interactive Conversation and Literacy: Problem Based Learning dengan Bacaan Digital Kolaboratif Meningkatkan Percakapan Interaktif dan Literasi ]]>
<![CDATA[Istiqomatudiniyah]]>;
<![CDATA[Viarti Eminita]]>
<![CDATA[ Academia Open Vol. 11 No. 1 (2026): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.11.2026.13622
<![CDATA[General Background: Interactive conversation skills and literacy are fundamental competencies in 21st-century elementary education, supporting communication, collaboration, and critical thinking. Specific Background: Fourth-grade students at SDN Tegal Kunir Lor II demonstrated low interactive conversation skills and literacy, associated with conventional instruction, minimal integration of digital technology, and limited collaborative learning practices. Knowledge Gap: Previous studies have examined Problem Based Learning (PBL), digital reading, or collaborative approaches independently, yet empirical evidence integrating these three components within a single experimental framework remains limited. Aims: This study analyzes the partial and simultaneous effects of PBL with collaborative digital reading on students’ interactive conversation skills and literacy. Results: Using a quasi-experimental pretest–posttest control group design involving 40 students, multivariate analysis indicated a significant difference between groups (Pillai’s Trace = 0.858; F = 111.728; p < 0.05). Partial analysis showed significant differences in interactive conversation skills (F = 173.709; p < 0.05; R² = 0.821) and literacy (F = 2.376; p < 0.05; R² = 0.059). Novelty: The study integrates PBL, collaborative digital reading, and simultaneous multivariate analysis of communication and literacy outcomes in primary education. Implications: The findings recommend PBL with collaborative digital reading as an alternative instructional model to develop interactive communication and literacy competencies in elementary classrooms. Highlights• Multivariate analysis confirmed significant differences across both assessed competencies.• Experimental group demonstrated higher posttest mean scores than the control group.• Problem-solving activities combined with group-based digital texts supported measurable learning outcomes. KeywordsProblem Based Learning; Collaborative Digital Reading; Interactive Conversation Skills; Literacy; Elementary Education]]>
<![CDATA[Pengembangan E-Modul PBL dengan Pendekatan Deep Learning untuk Meningkatkan Pemahaman Konsep dan Keaktifan Siswa Sekolah Dasar ]]>
<![CDATA[Muhammad Winarto Slamet]]>;
<![CDATA[Ririn Widiyasari]]>;
<![CDATA[Viarti Eminita]]>
<![CDATA[ JPPSD: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 5, No 4 (2026): April ]]>
Publisher : <![CDATA[Universtas Negeri Makassar ]]>
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DOI: 10.26858/jppsd.v5i4.82770
<![CDATA[Pemahaman konsep dan keaktifan siswa menjadi bagian penting yang harus ditingkatkan. Penelitian ini bertujuan untuk mengembangkan E-modul PBL dengan pendekatan deep learning untuk meningkatkan pemahaman konsep dan keaktifan siswa sekolah dasar. Penelitian ini termasuk dalam penelitian pengembangan. Model pengembangan menggunakan model ADDIE yang terdiri dari analisis, desain, pengembangan, implementasi, dan evaluasi. Teknik pengumpulan data dilakukan menggunakan observasi, wawancara, angket, dan dokumentasi. Teknik analisis data menggunakan rumus persentase rata-rata dan N-Gain. Hasil penilaian validitas dan kepraktisan produk diperoleh bahwa produk dinyatakan sangat layak dan sangat praktis. Hasil penilaian keefektifan diperoleh bahwa e-modul PBL dengan pendekatan deep learning dinyatakan efektif dalam meningkatkan pemahaman konsep dan keaktifan siswa. Dengan demikian, E-modul PBL dengan pendekatan deep learning dapat digunakan oleh guru dalam menunjang pemahaman konsep dan keaktifan siswa di sekolah khususnya pada tingkat sekolah dasar.]]>
<![CDATA[Pemanfaatan Aplikasi Daring Thatquiz.Org untuk Mengembangkan Tes Berbasis Online pada Pembelajaran Matematika ]]>
<![CDATA[Arlin Astriyani]]>;
<![CDATA[Ririn Widiyasari]]>;
<![CDATA[Viarti Eminita]]>;
<![CDATA[Akmal Ramadhan]]>
<![CDATA[ Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 4 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um050v4i12021p9-17
<![CDATA[Kendala yang dialami pada Guru-guru matematika yang ada di sekolah di Sukabumi yaitu sebagian besar guru-guru belum memahami penggunaan internet untuk mengajar matematika dan aplikasi pembelajaran online berbasis teknologi internet. Oleh karena itu, tujuan dari pengabdian ini adalah untuk mengajarkan aplikasi daring thatquiz.org kepada guru matematika di Sukabumi untuk memudahkan mereka dalam mengajar matematika. Metode yang digunakan dalam pengabdian ini meliputi paparan materi, diskusi, tanya jawab dan workshop dengan guru-guru matematika. Hasil pengabdian ini, peserta terlihat antusias dalam proses pelatihan terlihat ketika proses pelatihan peserta seminar aktif dan bertanya ketika ada langkah yang belum jelas kepada pemateri. Tetapi pada proses pengumpulan tugas hanya 8 peserta dari 10 peserta yang mengumpulkan dikarenakan terkendala pekerjaan. Dapat disimpulkan peserta pelatihan sudah mengusai langkah dan proses dalam membuat soal dengan menggunakan aplikasi thatquiz sebagai aplikasi pembelajaran online berbasis teknologi internet.]]>
<![CDATA[PENGARUH REALISTIC MATHEMATICS EDUCATION (RME) BERBANTUAN MEDIA MANIPULATIF KONKRET TERHADAP PEMAHAMAN KONSEP DAN KEMAMPUAN PEMECAHAN MASALAH PERKALIAN KELAS III SEKOLAH DASAR ]]>
<![CDATA[Andrias, Allan]]>;
<![CDATA[Widiyasari, Ririn]]>;
<![CDATA[Eminita, Viarti]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v11i02.52065
<![CDATA[Low conceptual understanding and problem-solving skills in multiplication among third-grade elementary students stem from abstract instruction and suboptimal use of concrete manipulatives. This study examined the effect of the Realistic Mathematics Education (RME) approach assisted by concrete manipulative media on both variables. A quasi-experimental nonequivalent control group pretest-posttest design involved 55 students (30 experimental, 25 control). Instruments included a conceptual understanding test (10 items, α=0.824) and a multiplication problem-solving test (5 essay items, α=0.766). Data were analyzed using descriptive statistics, normality and homogeneity tests, MANOVA, and independent t-tests. Results showed the experimental group outperformed the control group in both conceptual understanding (M=83.60, SD=11.57 vs. M=67.68, SD=8.40) and problem-solving skills (M=78.67, SD=8.60 vs. M=68.00, SD=8.16). MANOVA revealed a significant multivariate difference (Wilks' Lambda=0.529; p<0.001), supported by independent t-tests (p<0.001) for both variables. In conclusion, the RME approach with concrete manipulative media significantly affects conceptual understanding and multiplication problem-solving skills, both simultaneously and partially, making it a viable alternative for teaching multiplication in elementary mathematics.]]>
