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All Journal Jurnal Kebijakan dan Pengembangan Pendidikan SIGMA: Jurnal Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA Martabe : Jurnal Pengabdian Kepada Masyarakat JPMI (Jurnal Pembelajaran Matematika Inovatif) IJECA (International Journal of Education and Curriculum Application) Ideguru: Jurnal Karya Ilmiah Guru Didaktika: Jurnal Pemikiran Pendidikan Mosharafa: Jurnal Pendidikan Matematika JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) Postulat : Jurnal Inovasi Pendidikan Matematika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram JME (Journal of Mathematics Education) Bilangan: Jurnal Ilmiah Matematika, Kebumian dan Angkasa Jurnal Pendidikan MIPA JME (Journal of Mathematics Education) Eduma : Mathematics Education Learning and Teaching
Irwani Zawawi
Prodi Pendidikan Matematika, Universitas Muhammadiyah Gresik, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Analysis of Students' Mathematical Problem Solving Ability Based on Self-confidence Islami, Shinta; Zawawi, Irwani; Khikmiyah, Fatimatul
Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study was to analyze the ability to solve mathematical problems of students in terms of self-confidence. This type of research is quantitative with a descriptive approach. The data in this study were obtained from tests and questionnaires. The results of the questionnaire were used to classify student’s self-confidence. The test results of the problem solving were then analyzed based on the student’s self-confidence. As a complement to the data on problem solving skills of students, interviews were conducted at each level of self confidence. The results showed that students with high level of self-confidence have excellent problem solving skills with an average value of problem solving skills of 91. Student’s with moderate level of self-confidence have good problem solving skills with an average value of problem solving skills of 74, and student’s with low level of self-confidence have fairly good problem solving skills with an average value of problem solving skills of 51. Keywords: problem solving skill, mathematics, self-confidence. DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1670-1679
Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL) dalam Mengembangkan Kemampuan Pemecahan Masalah Matematika Peserta Didik Masrukhah, Nurul; Zawawi, Irwani; Huda, Syaiful
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 4 No. 3 (2024): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v4i3.760

Abstract

Penelitian ini bertujuan untuk mendeskripsikan aktivitas peserta didik selama diterapkan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL), dan mendeskripsikan kemampuan pemecahan masalah matematika peserta didik setelah diterapkan Pembelajaran Berdiferensiasi dengan Model PBL. Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kuantitatif. Pelaksanaan penelitian berlangsung di SMP Muhammadiyah 4 Kebomas dengan subjek 15 peserta didik dari kelas VII A, yang dipilih melalui metode purposive. Teknik pengumpulan data menggunakan angket, observasi, dan tes. Metode analisis data yang dipilih meliputi analisis data gaya belajar, analisis data aktivitas peserta didik, serta analisis data kemampuan pemecahan masalah matematika peserta didik. Data yang diperoleh dianalisis menggunakan teknik analisis kuantitatif deskriptif.  Hasil penelitian ini adalah: (1) Aktivitas peserta didik selama diterapkan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL) memperoleh hasil persentase sebesar 80,63%, termasuk dalam kriteria aktif. (2) Kemampuan pemecahan masalah matematika peserta didik setelah diterapkan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL) berkembang, kemampuan pemecahan masalah matematika peserta didik dengan gaya belajar auditorial menurut pentahapan Newman pada tes awal kurang mampu dalam memproses permasalahan dan penulisan jawaban, sedangkan pada tes akhir peserta didik mampu dalam memproses permasalahan dan penulisan jawaban. Kemampuan pemecahan masalah matematika peserta didik dengan gaya belajar kinestetik menurut pentahapan Newman pada tes awal juga kurang mampu dalam memproses permasalahan dan penulisan jawaban, sedangkan pada tes akhir peserta didik mampu dalam memproses permasalahan dan penulisan jawaban. Kemampuan pemecahan masalah matematika peserta didik setelah diterapkan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning (PBL) juga termasuk dalam kategori baik dengan nilai sebesar 83,33.
PENINGKATAN KREATIVITAS GURU SMP MELALUI PENGEMBANGAN PERANGKAT PEMBELAJARAN INOVATIF Suryanti, Sri; Zawawi, Irwani; Edy, Sarwo; Khomariyah, Nur; Jannah, Roikhatul
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 4, No 3 (2021): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v4i3.727-735

Abstract

Teacher creativity and teaching effectiveness are two inseparable variables that affect student learning outcomes, this is the focus of this service activity. This service activity is proposed with 3 (three) things behind it, namely 1) evaluation of the results of the 2019 service, that 100% of teachers have implemented online learning; 2) the results of the team's experience in managing online learning at the University of Muhammadiyah Gresik; 3) The need to increase teacher competence in terms of developing HOTS-oriented innovative teaching materials, as demanded by 21st-century teachers. Based on these problems, through this PKM program, a solution is offered with the Assistance program to develop innovative HOTS-oriented teaching materials, which the team already has experienced very well in this area. The program is carried out through the stages of strengthening creative teaching concepts, workshops on developing innovative teaching materials oriented to HOTS, FGD validation of development results, then implementation with assistance from a service team and continued implementation independently by the schools.The result of this activity are 1) increased teacher understanding of creative teaching concepts; 2) produced innovative teaching materials' HOTS oriented; 3) teachers can implement innovative teaching materials' HOTS oriented independently
Analysis of Students’ Ability and Multiple-Choice Numeracy Test based on Item Difficulty Using Rasch Churun Lu'lu'il Maknun; Ajeng Wahyuni; Irwani Zawawi
EduMa: Mathematics education learning and teaching Vol. 12 No. 2 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.13318

Abstract

The purpose of this research is to evaluate learners' numeracy knowledge. This study looked into how university students were taught math skills. The research strategy used in this investigation was quantitative. Rasch Model study was used for the data study. The first research question's goal was to assess the numeracy exams' item difficulty characteristics using the Rasch Measurement Model, and The second research topic's goal was to look into the student's numeracy test performance parameters. According to the study, performing a range of calculations to add, subtract, and multiply as well as calculating and interpreting mean in a variety of contexts were the skills that students found the most difficult to master. The pupils perform exceptionally well when they identify and contrast information and data in tables. The outcome makes it possible to pinpoint each examinee's testing assets and weaknesses; this diagnostic should be applied to raise students' numeracy standards. The level of numeracy can be improved using two important methods. Teaching strategy: Math instructors should adapt their course materials to the students' learning styles
Analisis Kemampuan Berpikir Kritis Matematis Siswa Berdasarkan Kesiapan Belajar Hanifatus Syifa'; Irwani Zawawi; Syaiful Huda
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 1 (2024): Edisi Januari 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i1.803

Abstract

Improved critical thinking skills are essential for students to face the challenges of the 21st century. The level of student readiness to learn is a factor that affects critical thinking skills. The concept of readiness to learn is closely related to the initial ability of students. The purpose of this study was to describe mathematical critical thinking skills based on students' learning readiness. This study used a type of qualitative descriptive research and focused on three grade VIII students of SMP Negeri 1 Mantup Lamongan as research subjects. Each student represents a different stage of learning readiness, namely: one newly developing learning readiness student, one learning readiness student is developing, and one learning readiness student is proficient. Research data were obtained from the results of cognitive diagnostic assessments, test results of mathematical critical thinking skills, interview findings, and observations. Data analysis of cognitive diagnostic assessment results was used to categorize students' learning readiness. While the analysis was carried out on the results of mathematical critical thinking skills tests and interviews, using FRISCO critical thinking ability indicators, namely Focus, Reason, Inference, Situation, Clarify, and Overview. Research findings show that there are variations in students' mathematical critical thinking skills based on readiness to learn. Students with readiness for new learning develop only meet 1 indicator, namely focus. Students with a growing readiness to learn meet 2 indicators, namely focus and reason. Students with readiness to learn have proficiently met all FRISCO indicators.
Efektivitas Pendekatan Pembelajaran Realistic Mathematics Education (RME) Berbasis Etnomatematika untuk Mendukung Literasi Matematis Siswa SMP Rizal Afandi; Irwani Zawawi; Fatimatul Khikmiyah
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.996

Abstract

Mathematics learning can be done by applying it in everyday life, one of which is through available local culture or through available cultural practices. This study aims to determine the effectiveness of learning the Realistic Mathematics Education approach based on ethnomathematics to support the mathematical literacy of junior high school students. The effectiveness indicators used in this study are: students' response to learning, students' learning outcomes, students' activities, and teachers' ability to manage learning. The type of research used is descriptive research. The research subjects used were VIII grade students of YPI Darussalam 2 Cerme Junior High School, Gresik Regency, East Java consisting of 30 students. The data collection technique used in this study used an observation sheet of the teacher's ability to manage learning and student activities. The next instrument uses a questionnaire sheet of students' responses, and to determine student learning outcomes using student learning outcomes tests. Based on the results of the study showed that: 1) The teacher's ability to manage learning is 86.67% of the maximum score with a very good category, 2) Student activities show a percentage of 84.67%, including in the good category, 3) The response given by students in the good category with a percentage of 74.8%, and 4) The completeness of students' learning outcomes in the good category with a percentage of 76.67% of the maximum score. The conclusion that can be drawn from this research shows that ethnomathematics-based RME learning is effective in supporting the mathematical literacy of junior high school students.
Analisis Kemampuan Berpikir Kritis dalam Menyelesaikan Problem Based Tasks Berdasarkan Perbedaan Gender Uzer Al Khafid; Irwani Zawawi; Sri Suryanti
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v8i2.1007

Abstract

This study used descriptive research with a qualitative research approach. This research was conducted at SMP Negeri 29 Gresik. The subjects in this study are class VII A, research subjects are selected based on the criteria that have been set in the results of the critical thinking ability test in solving problem-based tasks 1. From each criterion, 2 students (1 female student and 1 male student) were selected who got the highest score. Based on the results of the mathematical critical thinking ability test, 2 students were selected as research subjects for the next interview process. Based on the results of the study, it can be concluded that in the subject of gender differences, each subject, both male and female gender, has their own advantages and disadvantages in solving existing problems, not significantly showing that there are differences in critical thinking skills between male and female subjects, this can be seen from the results of the PBT II test and interviews where the high categories of LK and Pr subjects are equally able to answer each questions related to indicators and also seen from the score results obtained that LK and Pr subjects on each indicator have the same number of high scores, namely on indicators of interpretation, analysis, evaluation and inference.
PENGUATAN LITERASI DAN NUMERASI SISWA SMK MELALUI PEMBELAJARAN KONTEKSTUAL BERBASIS LESSON STUDY Fatimatul Khikmiyah; Riska Widiyanita Batubara; Irwani Zawawi
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 8, No 9 (2025): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v8i9.3479-3489

Abstract

Kemampuan literasi dan numerasi siswa SMK Muhammadiyah 2 Gresik tergolong rendah berdasarkan hasil asesmen internal dan survei PISA. Salah satu faktor penyebabnya adalah kurangnya kolaborasi antar-guru dalam pengembangan pembelajaran. Pengabdian ini bertujuan meningkatkan kompetensi guru dalam merancang dan mengimplementasikan pembelajaran inovatif berbasis literasi-numerasi melalui Lesson Study for Learning Community (LSLC). Metode yang digunakan adalah Assest Based Community Development (5 tahap: Discovery, Dream, Design, Define, Destiny) dengan melibatkan 21 guru dan 184 siswa dari 4 jurusan di SMK mitra. Kegiatan Open Class dilaksanakan oleh 4(empat) guru model pada mata pelajaran matematika, kimia, Pendidikan Agama dan Budi Pekerti serta Dasar-dasar Program Keahlian. Hasil pelatihan dan pendampingan menunjukkan dampak utama berupa peningkatan keterampilan pedagogis guru serta penguatan budaya refleksi kolektif.  Guru berpartisipasi aktif menyusun perangkat ajar kolaboratif berbasis literasi dan numerasi serta menggunakan metode-metode pembelajaran inovatif. Selain itu, terbentuk komunitas belajar guru di SMK Muhammadiyah 2 Gresik. Program ini sejalan dengan kebijakan Merdeka Belajar dan mendukung Indikator Kinerja Utama (IKU) pendidikan tinggi serta berkontribusi aktif pada pengembangan pendidikan vokasi untuk generasi yang lebih baik.
Unveiling the Link between Principal Leadership and School Climate in Promoting Deep Learning: The Mediating Role of Teacher Collaboration Sarwo Edy; Wannaporn Siripala; Mustakim Mustakim; Irwani Zawawi
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.39519

Abstract

It has been relatively scarce regarding empirical evidence on how principal leadership and school climate jointly promote deep learning through the mediating role of teacher collaboration, particularly in school contexts where collaborative professional practices are still developing. This study aims to examine the effect of principal leadership on school climate through teacher collaborative culture as a mediating variable in public senior high schools in East Java, Indonesia. This study employed an explanatory quantitative approach using a survey method. Data were collected from 1,726 respondents, and after a rigorous data screening process, 1.206 valid responses were retained for analysis. The data for this study were collected using a structured questionnaire designed to measure four key constructs: principal leadership, teacher collaborative culture, school climate, and deep learning. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that principal leadership has a significant effect on teacher collaborative culture (β = 0.685, t = 39.368, p < 0.001) and school climate (β = 0.457, t = 16.470, p < 0.001). Teacher collaborative culture also significantly influences school climate (β = 0.481, t = 17.548, p < 0.001) and acts as a partial mediator (β = 0.330, t = 16.588, p < 0.001). This study extends educational leadership theory by showing that principal leadership promotes deep learning through school climate and teacher collaboration. It highlights teacher collaboration as a key mediating mechanism linking leadership practices to meaningful learning. Practically, the findings suggest that school leaders should foster supportive climates, shared instructional goals, and collaborative teacher cultures to strengthen deep learning practices and improve students’ critical, reflective, and constructive engagement.
Examining The Correlation Between Teachers' Interaction to Student Error and The Development of Students' Mathematical Identities Irwani Zawawi; Sri Suryanti; Lestariningsih Lestariningsih
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.485

Abstract

Komponen penting dari pengajaran matematika yang efektif adalah secara aktif mengatasi kesalahan siswa. Pendekatan pedagogis ini memainkan peran penting dalam meningkatkan keterlibatan siswa. Studi ini menyelidiki cara guru di dua kelas mata pelajaran matematika sekolah menengah dalam memberikan kesempatan bagi siswa untuk mengembangkan identitas mereka, berdasarkan cara guru membahas dan terlibat dengan kesalahan siswa. Data dikumpulkan selama enam bulan melalui rekaman pembelajaran, catatan lapangan, dan wawancara dengan guru dan siswa. Data yang diperoleh kemudian dianalisis secara kualitatif. Penelitian ini mengeksplorasi dua perspektif tentang bagaimana guru menangani kesalahan: persepsi bahwa kesalahan dapat menyebar, dan persepsi bahwa kesalahan dapat berfungsi sebagai peluang belajar yang berharga. Pendekatan guru untuk membahas dan menangani kesalahan dipengaruhi oleh perspektif mereka tentang siswa dan pemikiran logis mereka dalam matematika, yang mempengaruhi identitas yang mereka tunjukkan kepada siswa. Kami menunjukkan bahwa persepsi siswa tentang metode pengolahan kesalahan oleh guru mereka mempengaruhi hubungan mereka dengan matematika. Namun, siswa itu sendiri juga berkontribusi pada pengembangan identitas matematika mereka.Actively addressing student mistakes is an important component of effective mathematics instruction. This pedagogical approach plays an important role in increasing student involvement. The study investigates how teachers in two classes of high school mathematics subjects create opportunities for students to develop their identity as students based on how teaching discusses and engages with student mistakes. We collected the data over six months using learning recordings, field records, and interviews with both teachers and students. This research explores two perspectives on how teachers deal with mistakes: the view that mistakes can spread and the view that mistakes may serve as valuable learning opportunities. The perspectives of students and their logical thinking in mathematics influence the teacher's approach to discussing and dealing with errors, shaping the identity they portray to students. We showed that students' perceptions of the methods of processing their teacher's errors influenced their relationship with mathematics. However, the students themselves also contributed to the development of their mathematical identity.
Co-Authors admin admin Afriani, Irma Surya Ainun Fatikha Putri Ajeng Wahyuni Akhiroh, Mazro'atul Ali Djamhuri Aliyatur Roikha Atiqhotul Maula Al Farichah Azimah, Khoridatul Azizahnur Handini Bony Fattah Churun Lu&#039;lu&#039;il Maknun Chusnul Amalia Rovita Dewi Susanti Endang Setiyo Astuti Fatimatul Khikmiyah Fatimatul Khikmiyah Fauziyah, Nur Handini, Azizahnur Hanifatus Syifa' Hermawan, Sony Elvianto Hikmah, Nimatul Ilmi Aliyah Firdaus Irma Surya Afriani Irma Surya Afriani Islami, Shinta Khomariyah, Nur Lestari, Sri Ayu Lestariningsih Lestariningsih Lestariningsih Lestariningsih Lisnawati, Angga Dwita Desi Lutfiadi Lutfiadi Maknun, Churun Lu'lu'il Masrukhah, Nurul Maulidah Si’ana Midjan Midjan Muhammad Syarif Hidayatullah Mustakim Mustakim Nafis, Afinta Wardatin Nanda Eka Damayanti Nanda Eka Damayanti Nidaan Chofiyyah Astari Noor Shabiha Farhana Nur Fauziyah Nur Khomariah Nur Khomariyah Rahayu Lailatul Maghfiroh Riska Widiyanita Batubara Rizal Afandi Roikha, Aliyatur Roikhatul Jannah sarwo edy Sarwo Edy Shinta Islami Siti Fauziyah Siti Rodhiyatul Janahi Si’ana, Maulidah Sri Ayu Lestari Sri Ayu Lestari Sri Suryanti Sri Suryanti Sri Suryanti Sri Suryanti Sri Suryanti Sri Suryanti Sri Suryanti Sri Uchtiawati Sri Uchtiawati, Sri Syaiful Huda Syaiful Huda Syaiful Huda Uzer Al Khafid Vinda Ambita Wannaporn Siripala widuri, kinanti kusuma