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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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Analysis of mathematical concept comprehension ability in slow learners students Fasya Fi'la Sopia; Pujia Siti Balkist; Novi Andri Nurcahyono
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 3 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i3.16994

Mathematical comprehension is a fundamental skill that plays a crucial role in understanding and solving problems across various mathematical topics. This study aims to analyze the mathematical comprehension abilities of slow learners in the SPLDV (Two-Variable Linear Equation System) material. A descriptive qualitative approach was employed in this study. The subjects consisted of 20 slow learners in grade VIII of SMPIT in Sukabumi Regency. Data were collected through written tests and interviews, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results indicate that students with low comprehension skills have not fully mastered the SPLDV material and can only answer questions at levels 1, 2, and 3 but do not fully meet the indicators. Students with medium comprehension skills are able to answer questions at levels 1 and 2 according to the indicators. Meanwhile, students with high comprehension skills can answer questions at levels 1, 2, and 3 while meeting the indicators. The analysis of answers and interview data reveals that students in the low, medium, and high comprehension categories demonstrate distinct indicators of mathematical comprehension ability. In conclusion, slow learners exhibit varied levels of mathematical comprehension, highlighting the need for differentiated teaching strategies to address their specific needs and enhance their understanding of SPLDV concepts.

Analysis of junior high school students critical thinking skills in solving contextual-based problems Elvira Barokah Padilah; Aritsya Imswatama; Pujia Siti Balkist
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.

Identifying learning pace in mathematics classrooms: What teachers can see—and what they miss without information support Pujia Siti Balkist; Farhan Hamdallah; Krida Singgih Kuncoro; Rizky Dwi Siswanto; Dadan Rahmat
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.21915

Identifying students’ learning pace is a central task for teachers in inclusive mathematics classrooms, yet such identification is often based on observable performance indicators such as task completion speed and correctness of answers. This study investigates the extent to which teachers’ judgments of students’ learning pace align with students’ number sense profiles, and examines which aspects of number sense remain invisible without information support. Using a descriptive–comparative design situated in the analysis phase of design research, the study involved an inclusive lower secondary mathematics classroom. Teachers classified students as slow, moderate, or fast learners based on regular classroom observations, while students completed a validated number sense assessment focusing on estimation, numerical magnitude understanding, strategy flexibility, and evaluation of reasonableness. The results reveal partial alignment between teachers’ judgments and students’ number sense, with systematic misalignments among students categorized as fast and slow learners. Some fast learners demonstrated procedural fluency without adequate evaluation of reasonableness, while some slow learners exhibited emerging number sense that was not reflected in teachers’ judgments. The findings highlight the need for information support to make latent cognitive indicators visible and support more equitable learning pace identification. By reframing learning pace as a cognitively informed construct rather than a purely performance-based label, this study contributes empirical grounding for the design of information-supported systems that augment teacher judgment and promote inclusive assessment practices in mathematics education.

Development of context-based interactive PowerPoint media to enhance junior high school students’ mathematical problem-solving skills Seli Razna Helia; Ana Setiani; Pujia Siti Balkist; Dadan Rahmat
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.23025

This study aimed to develop context-based interactive PowerPoint media and to evaluate its validity, practicality, and the outcomes of its implementation for junior high school students’ mathematical problem-solving skills. The study employed the Research and Development (R&D) method, adapting the ADDIE development model. The product was evaluated through implementation with a single group using a one-group pretest–posttest design without a control group, involving 30 seventh-grade students of Class VII-C at SMP Negeri 2 Takokak. Data were collected using validation sheets completed by subject-matter and media experts, practicality questionnaires distributed to teachers and students, and mathematical problem-solving tests administered at the pretest and posttest stages. The developed media obtained validity ratings of 97.58% from subject-matter experts and 91.67% from media experts, placing it in the “highly valid” category. Practicality was confirmed by very positive teacher responses of 97.62%, while student responses reached 83.85% in the small-group test and rose to 88.72% in the field test, indicating that the media is very practical. Implementation was also accompanied by an improvement in students’ mathematical problem-solving skills, as shown by an increase in the mean score from 49.85 to 89.69, a 100% mastery rate, and an N-Gain of 0.80, which falls into the “high” category. Based on the results of the Wilcoxon Signed-Rank Test, all students achieved higher posttest scores compared to their pretest scores (Positive Ranks = 30; Negative Ranks = 0). Because the evaluation involved only one group without a control group, the findings indicate an improvement in mathematical problem-solving skills following implementation of the media, but they cannot yet establish a cause-and-effect relationship. Overall, the context-based interactive PowerPoint media developed in this study demonstrates a very high level of validity and practicality, and its implementation was followed by an increase in students’ mathematical problem-solving skills.

Peningkatan Kompetensi Digital Guru PAUD Aiysiyah melalui Pelatihan AI, Canva, dan Coding untuk Mendukung Pembelajaran Mendalam: Enhancing Early Childhood Aisyiyah Teachers' Digital Competence through AI, Canva, and Coding Training to Support Deep Learning Implementation Sistiana Windyariani; Arsyi Rizqia Amalia; Pujia Siti Balkist
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 11 No. 6 (2026): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v11i6.12403

This community service program aimed to enhance teachers' digital competence through training on AI-based Canva applications and simple coding to support meaningful learning in early childhood education. The program involved 16 teachers from seven Aisyiyah kindergartens and was implemented through preparation, workshop sessions, online mentoring, and evaluation stages. A blended learning approach that combined face-to-face workshops and online support was used to ensure sustainability. Program effectiveness was evaluated using pre-test and post-test assessments as well as participant response questionnaires. The results indicated an increase in the average score from 8.25 (pre-test) to 11.63 (post-test), with an N-Gain score of 0.54 (moderate category), demonstrating that the training was moderately effective in improving teachers' understanding of AI, computational thinking, and the integration of coding in deep learning practices. Additionally, participant responses showed high satisfaction levels (82%) and improved conceptual understanding and motivation to implement AI and coding in classroom practices (84%). Overall, the program effectively strengthened teachers' digital pedagogical competence and fostered readiness for educational digital transformation in early childhood settings.

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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