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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Elemen Union: Jurnal Ilmiah Pendidikan Matematika Jurnal SOLMA International Journal on Emerging Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Inovasi Pendidikan Dasar Jurnal Pembelajaran Biologi : Kajian Biologi dan Pembelajarannya PAKAR Pendidikan Jurnal Pendidikan Journal for Lesson and Learning Studies Jurnal Basicedu Jurnal Pengabdian Tri Bhakti JIPI (Jurnal IPA dan Pembelajaran IPA) BERBAKTI: Jurnal Pengabdian Kepada Masyarakat SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Jurnal Elementaria Edukasia Mathematics Education Journal Journal on Mathematics Education
Puri Pramudiani
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Humanities Biochemistry, Genetics & Molecular Biology Chemistry Dentistry Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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The Use of Liveworksheets as an Assessment Tool to Enhance Students Conceptual Understanding and Engagement in Science Learning: A Case Study at a Junior High School Driana*, Elin; Ernawati, Ernawati; Pramudiani, Puri
Jurnal IPA & Pembelajaran IPA Vol 9, No 1 (2025): MARCH 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i1.44488

Abstract

Assessment serves as a pivotal component in education, functioning as a means to evaluate the effectiveness of the learning process. In the context of the digital era, the integration of technology into assessment practices has become increasingly essential. Digital platforms such as liveworksheets offer educators streamlined tools to design, administer, and evaluate assessments with greater efficiency and interactivity. This study explored the use of liveworksheets as an assessment tool to enhance students understanding and engagement in science learning by employing a qualitative method with a case study approach. Data were gathered through observations, interviews, and document analysis. This study involved four science teachers and twelve eighth-grade students at a junior high school in South Sumatra Province, Indonesia. The findings revealed that the teachers who participated in this study demonstrated a sound understanding of liveworksheets-based assessment instruments in science learning. These instruments were well-implemented, especially for objective questions such as multiple-choice, matching, and short-answer questions. Liveworksheets-based assessment instruments have proven effective in measuring students' understanding of science concepts. Most students derived substantial benefit from utilizing liveworksheets, as it facilitated a more interactive and engaging learning experiences. In implementing this assessment tool, the teachers faced obstacles, such as limited internet access, inadequate school devices, and students' digital learning space at home. Meanwhile, the teachers also encountered challenges such as the complexity of designing assessments, developing effective worksheets, and the limitations in question types. This study provided insights into creating more interactive and effective learning assessments, aligned with technological advancements and students' needs
How Do College Students Solve Logarithm Questions? Aziz, Tian Abdul; Pramudiani, Puri; Purnomo, Yoppy Wahyu
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i1.5736

Abstract

The purpose of the study was to investigate college students' work with logarithm questions. Qualitative descriptive research is chosen to reach the research goal. The participants of the study were fourteen Indonesian students who were enrolled at different universities in Ankara, Turkey. They worked to solve ten logarithm questions which were classified according to the contents. After analysing their written responses, interviews were conducted to obtain further explanation about their strategies and common mistakes. The study found that participants' works in dealing with logarithm questions comprised of (a) processing base, (b) holding the rule, (c) separating, (d) jumping, and (e) conditioning. Therewith, several participants made common mistake because of misconception about logarithm, arithmetical problems, and misuse of algebra concept. Implication of the finding of the study for teaching and learning logarithm were presented.
The theoretical framework of GEMBIRA learning model: An impactful insight for Indonesian numeracy movement Widdiharto, Rachmadi; Prahmana, Rully Charitas Indra; Isaeni, Nita; Widodo, Sri Adi; Mayangwuri, Sotya; Pramudiani, Puri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025): In Progress
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.20353

Abstract

Numeracy literacy is a foundational competency that plays a critical role in early childhood and primary education, enabling students to make sense of and respond to real-life problems embedded with quantitative elements. Despite numerous initiatives aimed at enhancing numeracy skills at these educational levels, such efforts have often been fragmented and lack a coherent pedagogical framework. In response, the Indonesian Ministry of Primary and Secondary Education launched the National Numeracy Movement as a large-scale initiative to improve numeracy learning outcomes. However, a significant gap remains in the form of a clear instructional framework that can guide early childhood and primary educators in implementing this movement effectively within the classroom context. Addressing this gap, the present study proposes a comprehensive instructional framework termed the GEMBIRA model—an acronym for Gali dan Eksplorasi konteks yang dekat dengan siswa (Explore contexts close to students), Muat konten numerasi hasil eksplorasi (Embed numeracy content from exploration), Buat aktivitas yang bermakna (Design meaningful learning activities), Ikuti alur pikir siswa dalam evaluasi (Follow students’ thinking in evaluation), and Rayakan dan Akhiri pembelajaran dengan menyenangkan (Celebrate and conclude the learning joyfully). The GEMBIRA model is theoretically grounded in Ethno-Realistic Mathematics Education, emphasizing the integration of local cultural contexts and realistic mathematical experiences, particularly in numeracy learning. This study employed an integrative literature review method to construct a robust theoretical framework for the model. The resulting framework offers a practical and contextually relevant pedagogical tool for educators to implement the National Numeracy Movement, particularly at the early childhood and primary school levels. By rooting instruction in culturally familiar and mathematically rich contexts, the GEMBIRA model holds the potential to foster stronger foundational numeracy skills and contribute to students’ long-term academic success.
Co-Authors Adelia, Ratna Amirullah, Gufron Aslam Barbara van Amerom Damara, Tio Deny Damayanti, Erna Driana*, Elin Ernawati Ernawati Fitri Alyani Haryati, Alvy Isaeni, Nita Kurniawati, Irna Lalan Elvira Maarten Dolk, Maarten Maryam Rohimah, Siti Mayangwuri, Sotya Mega Elvianasti Meilana, Septi Fitri MICHIEL DOORMAN, MICHIEL Nurul Fadilla Oktafiani, Adinda Fuadillah Polina, Lannny Purnama, Syifa Jamilah Rachmadi Widdiharto, Rachmadi Rully Charitas Indra Prahmana Sari, Prima Mutia Sri Adi Widodo Tatang Herman, Tatang Terlouw, Belinda Tian Abdul Aziz Turmudi Utami, Alfida Mukti Wahyu Oktavianingsih Wanty Widjaja Yoppy Wahyu Purnomo Yullys Helsa Yusuf Hartono Zulherman Zulherman, Zulherman Zulkardi Zulkardi Zulkardi Zulkardi