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Pujia Siti Balkist

Universitas Muhammadiyah Sukabumi

Author-ID : 3347728

Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Penerapan Model Pembelajaran Inkuiri dengan Pendekatan Realistik untuk Meningkatkan Kemampuan Computational Thinking Siswa SMP Juliana, Fani; Lukman, Hamidah Suryani; Balkist, Pujia Siti
Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 7 No. 1 (2024): Indiktika : Jurnal Inovasi Pendidikan Matematika
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/indiktika.v7i1.16225

Penelitian ini bertujuan meningkatkan kemampuan computational thinking dengan mengimplementasikan model pembelajaran inkuiri dengan pendekatan realistik terhadap siswa SMP. Metode penelitian ini adalah penelitian kuantitatif dengan quasi experimental. Subjek penelitian adalah siswa kelas VIII SMP Negeri 3 Kota Sukabumi dengan jumlah 83 siswa. Terdapat tiga kelas dalam penelitian ini diantaranya kelas eksperimen I, II dan kelas kontrol. Teknis analisis data pada penelitian ini dengan menggunakan uji Anava satu jalur melalui uji normalitas dan uji homogenitas sebagai uji prasyarat. Instrumen penelitian yang digunakan ialah instrumen tes kemampuan computational thinking siswa. Hasil penelitian ini menunjukkan model pembelajaran inkuiri dengan pendekatan realistik lebih baik daripada model pembelajaran inkuiri dan model pembelajaran langsung terhadap kemampuan computational thinking siswa, sehingga hasil dari penelitian menunjukkan adanya peningkatan kemampuan computational thinking siswa SMP setelah diterapkannya model pembelajaran inkuiri dengan pendekatan realistik.

Analysis of junior high school students critical thinking skills in solving contextual-based problems Padilah, Elvira Barokah; Imswatama, Aritsya; Balkist, Pujia Siti
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18726

Critical thinking skills involve analysis, evaluation, and reasoning—essential abilities that students need to navigate the challenges of globalization. However, many students still lack adequate critical thinking skills. This is evident from the 2022 Program for International Student Assessment (PISA) results, which indicate that Indonesian students' PISA scores remain low. Contextual questions, as tested in PISA, can serve as an effective tool for measuring students' critical thinking abilities. This study aims to analyze the critical thinking skills of junior high school students in solving contextual-based mathematics problems, particularly those aligned with the PISA framework. The research employs a quantitative descriptive method, administering six descriptive questions on the topic of curved surface geometry to 37 ninth-grade students at SMP Negeri 12 Sukabumi City. The findings reveal that 11% of students exhibit high critical thinking skills, 30% demonstrate moderate skills, and 59% possess low skills. Students' responses indicate that they struggle to meet the five critical thinking indicators: identifying, clarifying, analyzing, evaluating, and inferring. Based on data analysis, it can be concluded that the critical thinking ability of students at SMP Negeri 12 Sukabumi City remains low, with 59% of students categorized in the low-skill group. This study contributes to the understanding of students' critical thinking deficiencies and highlights the need for improved teaching strategies to enhance these essential skills.

MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER BERBANTUAN QUIZIZZ TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP Dwiyana, Almaida; Setiani, Ana; Balkist, Pujia Siti
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.v11i1.7179

The aim of this research is to compare three different learning models in improving junior high school students' mathematical problem solving abilities. These models include Numbered Heads Together (NHT) assisted by Quizizz, NHT, and direct learning. This research involved 90 class IX students of SMP PGRI 1 Cisolok who were divided into three classes, namely IX A, IXB, and IX C, using a type of quasi-experiment with a Control Group Pretest and Posttest design. The instruments used in this research include test instruments, observation sheets, and documentation. Research findings reveal that there are differences in problem solving abilities between students who use the NHT assisted Quizizz, NHT, and direct learning models. Students with the NHT model assisted by Quizizz are better than students who use the NHT model, students with the NHT model assisted by Quizizz are better than students who use the direct learning model, students with the NHT model are better than those with the direct model.

PENERAPAN PEMBELAJARAN THINK TALK WRITE (TTW) DENGAN PENDEKATAN KONTEKSTUAL TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Insani, Tiara Nur; Setiani, Ana; Balkist, Pujia Siti
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.v11i1.7381

This study is to compare the ability of junior high school students in solving mathematical problems between those who learn with the Think Talk Write (TTW) model using a contextual approach and those who learn through conventional models. The type of study applied is quantitative research with a quasi experimental approach that implements a pretest-posttest control group design. The research subjects were VIII grade students of SMP Negeri 1 Jampang Tengah with a total of 78 students. There were three classes used in this study, namely experimental class A, experimental class B, and control class. The instrument used was a test instrument. The analysis method applied involves the parametric test of Anava one lane unequal and post-anava test. The results of this study indicate that learning with the Think Talk Write (TTW) model assisted by a contextual approach is superior to the conventional model in terms of students' ability to solve mathematical problems.

Number sense of junior high school students based on learning speed: Slow, average, and fast learners Balkist, Pujia Siti; Jupri, Al
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp23-50

Students’ learning speed and number sense are critical aspects of mathematics education, yet little is known about how these factors interrelate across different learner profiles. Addressing this gap, this research investigates the characteristics of students’ number sense in relation to their learning speed, providing a novel perspective on tailoring mathematics instruction. This qualitative case study involved 185 8th and 9th students from seven junior high schools across seven sub-districts in Sukabumi, Indonesia, who had previously studied fractions. The research was conducted in three stages: identifying learning speed through IQ scores, self-assessment, and teacher evaluations; administering a diagnostic test to assess number sense; and analyzing the number sense characteristics of representative students from each learning speed category. Findings reveal a comprehensive mapping of learning speeds, highlighting the role of factors such as conceptual understanding, study habits, and mathematical content processing in number sense achievement. Notably, differences were observed among slow, average, and fast learners, suggesting the need for differentiated instructional strategies. The implications of this study emphasize the importance of targeted approaches in mathematics teaching, enabling educators to foster inclusive environments that cater to diverse learning needs. This research contributes a unique methodology for integrating cognitive and practical assessments to better understand and support students’ mathematical development.

Analisis Kesulitan Belajar Siswa Tunadaksa pada Pembelajaran Matematika di Kelas Inklusif Balkist, Pujia Siti
utile: Jurnal Kependidikan Vol. 6 No. 2 (2020): utile: Jurnal Kependidikan
Publisher : FKIP Universitas Muhammadiyah Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/jut.v6i2.1005

Abstrak: Tujuan penelitian ini adalah untuk menganalisis hambatan belajar siswa tunadaksa di kelas inklusif. Metode penelitian yang digunakan adalah metode deskriptif kualitatif dengan purposive sampling di SMAN 1 Sukabumi sebagai salah satu sekolah penyelenggara pendidikan inklusif. Hasil penelitian menunjukkan bahwa hambatan belajar involunter siswa di kelas inklusi berkaitan dengan hambatan motorik yaitu hambatan menulis yang dialami terutama saat meringkas materi matematika dan menyampaikan jawaban melalui tulisan. Abstract: The purpose of this study was to analyze the learning obstacles of tunadaksa students in inclusive class. The research method used is a qualitative descriptive method with purposive sampling at SMAN 1 Sukabumi as one of the schools providing inclusive education. The results showed that the learning obstacles of tunadaksa students in inclusive class were related to motoric barriers, namely the barriers to writing experienced, especially when sumarizing mathematics material and delivering answers through writing.

Analisis Kesulitan Memahami Konsep Matematis ditinjau dari Kemampuan Metakognisi Siswa melalui Kemandirian Belajar Andri Setriyadi, Agnia Haq Hidayati; ana setiani; Pujia Siti Balkist
utile: Jurnal Kependidikan Vol. 7 No. 2 (2021): utile: Jurnal Kependidikan
Publisher : FKIP Universitas Muhammadiyah Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/jut.v7i2.1277

ABSTRAK. Penelitian ini bertujuan untuk mendeskripsikan kesulitan siswa dalam memahami konsep matematis ditinjau dari metakognisi siswa melalui kemandirian belajar serta untuk mengetahui faktor-faktor dan solusi untuk kesulitan dalam memahami konsep matematis ditinjau dari kemampuan metakognisi siswa melalui kemandirian belajar. Metode yang digunakan dalam penelitian ini yaitu metode kualitatif. Desain penelitian ini menggunakan pendekatan deskriptif. Subjek yang digunakan dalam penelitian ini yaitu 6 siswa kelas VIII MTs. Nurul Huda Nagrak dan teknik pengabilan subjek menggunakan purposive sampling. Teknik pengumpulan data yang digunakan yaitu metode observasi, angket, tes dan wawancara. Berdasarkan hasil penelitian dan pembahasan dapat diambil kesimpulan bahwa kemampuan pemahaman konsep matematis di kelas VIII MTs. Nurul Huda Nagrak dari ketiga kategori metakognisi melalui kemandirian belajar, siswa masih belum memenuhi langkah pengerjaan soal pemahaman konsep matematis sesuai indikator yang digunakan dalam penelitian ini dikarenakan banyak faktor seperti kurangnya motivasi dan inisiatif siswa dalam belajar matematika, kurang mengerti dan paham maksud dari soal tersebut dan faktor dari keluarga sehingga siswa malas belajar matematika. Kata Kunci : Pemahaman Konsep Matematis, Metakognisi, Kemandirian Belajar

Pengembangan Bahan Ajar Interaktif Materi Peluang Dengan Pendekatan Multirepresentasi Suparman, Alvin Ridwan; Setiani, Ana; Balkist, Pujia Siti
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 1 (2025): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/d7ekvn20

Penelitian ini bertujuan untuk mengembangkan bahan ajar interaktif materi peluang dengan pendekatan multirefresentasi yang valid, praktis, dan eketif untuk meningkatkan pemahaman konsep siswa. Penelitian ini menggunakan metode penelitian pengembangan (Research and Development) dengen model ADDIE (Analysis, Desain, Development, Implementation, Evaluation). Subjek penelitian terdiri dari siswa kelas X SMAN 1 Nagrak. Data penelitian inidikumpulkan melalui angket validasi ahli, angket respon siswa dan tes hasil belajar. Hasil validasi ahli materi menunjukan tingkat kelayan dengan katregori valid dengan rata-rata skor 83%, sementara ahli media memperoleh skor valid dengan rata-rata skor 80% dan respon siswa melalui angket dengan skor rata-rata skor 80. Penerapan bahan ajar ini terbukti meningkatkan hasil belajar siswa pada materi peluang.

Revealing the hidden gaps: A comprehensive needs analysis for numeracy and financial literacy learning in ratio topics supported by digital and intelligent technologies Farhan Hamdallah; Pujia Siti Balkist; Djaka Firmansyah Robbiana; Yumi Sarassanti; Novy Anggraini Sudibyo; Krida Singgih Kuncoro
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21866

Numeracy and financial literacy are widely recognized as essential competencies for students in the twenty-first century, particularly in navigating real-life decision-making contexts. However, empirical evidence consistently indicates that middle school students struggle to apply ratio concepts meaningfully in financial situations. This study aims to conduct an in-depth needs analysis as a foundational step toward the future development of an innovative learning medium that integrates numeracy, financial literacy, digital tools, and intelligent technologies. Using a descriptive qualitative-dominant approach, data were collected through curriculum analysis, classroom observations, teacher interviews, student questionnaires, diagnostic tests, and document analysis. The findings reveal significant gaps between curricular expectations and classroom practices, including the dominance of procedural instruction, limited financial context integration, insufficient use of digital learning tools, and the absence of adaptive or reflective feedback mechanisms. Furthermore, the results indicate that students possess fragmented understanding of ratios and demonstrate low confidence in making financial decisions based on numerical reasoning. These findings highlight the urgent need for a learning medium that supports contextualized reasoning, computational exploration, and reflective guidance. The research contribution of this study lies in providing a rigorous empirical foundation that informs the design requirements of future technology-enhanced learning innovations aimed at strengthening the integration of numeracy and financial literacy in mathematics education.

Development of PBL-Based Mathematics Teaching Modules to Improve The Mathematical Critical Thinking Skills of Elementary School Students Fathira Aprilia Az-zahra; Hamidah Suryani Lukman; Pujia Siti Balkist
Jurnal Inovasi Matematika Vol. 5 No. 2 (2023): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v5i2.392

This research aims to develop a Problem-Based Learning Based Mathematics Teaching Module to Improve the Mathematical Critical Thinking Ability of Elementary Students and test its quality based on validity, practicality, and effectiveness. This research uses the ADDIE development model (Analyze, Design, Develop, Implement, and Evaluate). This research was conducted on 23 fifth-grade students at SDN Pakujajar CBM. The instruments used in this study were validation sheets by material and media experts to test the validity of problem-based learning-based mathematics teaching modules, teacher and student response questionnaires to test the practicality of problem-based learning-based mathematics teaching modules, and student mathematical critical thinking ability tests to test the effectiveness of problem-based learning-based mathematics teaching modules. Data analysis techniques in this study used Hypothesis Test and N-Gain. The results of the study obtained are: (1) The problem-based learning mathematics teaching module is included in the very valid category. (2) Based on the teacher and student response questionnaire, a very good response was generated regarding the teaching module developed, and the problem-based learning mathematics teaching module was included in the very practical category. (3) Based on the results of the Hypothesis Test and N-Gain analysis, it shows an increase in students' mathematical critical thinking skills in the moderate category, so the problem-based learning-based mathematics teaching module is declared effective.

Co-Authors Ana Setiani Ana Setiani Andri Setriyadi, Agnia Haq Hidayati Aritsya Imswatama Arsyi Rizqia Amalia Asari, Tri Rahayu Dadan Dasari Dadan Rahmat Dadang Juandi Dadang Juandi Deris Ari Saepudin Djaka Firmansyah Robbiana Dwiyana, Almaida Elah Nurlaelah Elvira Barokah Padilah Farhan Hamdallah Fasya Fi'la Sopia Fathira Aprilia Az-zahra Fitriasari, Putri Getari Ratna Pertiwi Hamidah Suryani Lukman Hana Ulva Petrina Imas Nadiah Insani, Tiara Nur Jamil, Nur Aisah Juliana, Fani Krida Singgih Kuncoro Lia Milyawati Mutialawati, Elena Nina Mirawati Nita Andriani Norma Nur Hikmawati Nova Perlita Novi Andri Nurcahyono Novy Anggraini Sudibyo Nur Agustiani Nurmasliah Padilah, Elvira Barokah Putri Fitriasari, Putri Putri Lestari, Putri Rakha Pradestya Ratna Yuaidah Rida Misbah Riska Fitria, Riska Rizky Dwi Siswanto Saqdiah, Halima Tus Seli Razna Helia Setiani, Ana Setiani, Ana Sistiana Windyariani Siti Patimah Siti Qotrunnada Siti Rahmawati Suparman, Alvin Ridwan Wafa Maulidia Yanti Mulyanti Yanti Mulyanti Yanti Mulyanti, Yanti Yesi lusiana Septia Yumi Sarassanti

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