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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal As-Salam Jurnal Abdidas Pendekatan Kebijakan Publik dalam Politik Pendidikan Islam Rengganis Jurnal Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Ta'dib
Septia Wahyuni
Institut Agama Islam Negeri Takengon
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Mathematics Physics Public Health Social Sciences Other

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Krisis UNBK: Mentoring Guru dalam Menyelesaikan, Menyusun dan Mengembangkan Soal Kategori HOTS untuk Meningkatkan Hasil Ujian Nasional Di Dataran Tinggi Gayo Lola Mandasari; Septia Wahyuni
Jurnal Abdidas Vol. 2 No. 6 (2021): December Pages 1257-1486
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v2i6.495

Abstract

Pelatihan ini bertujuan untuk memberikan gambaran kepada guru Matematika SMA/MA sederajat tentang  cara Menyusun, menyelesaikan dan mengembangkan soal Matematika kategori HOTS. Adapaun peserta pelatihan ini berjumlah 40 orang guru matematika SMA/MA sederajat di kabupaten Aceh Tengah. Tahapan pelaksanaan pelatihan dimulai dari pelaksanaan pre-test, pelaksanaan seminar yang diisi oleh 3 orang narasumber kemudian peserta pelatihan praktik penyusunan soal matematika kategori HOTS dan tahap akhir peserta menjawab soal post-test. Dari hasil pelatihan peserta memiliki semangat yang tinggi dalam pelaksanaan pelatihan, dari hasil pre-test peserta masih memiliki nilai yang cukup rendah, kemudian setelah dilaksanakan seminar tentang soal kategori HOTS peserta mulai memahami ciri soal kategori HOTS. Soal yang disusun juga sangat variative, dan nilai postes meningkat meskipun tidak begitu signifikan.
EFEKTIVITAS PERKULIAHAN DARING PADA MATA KULIAH ANALISIS KOMPLEKS SELAMA PANDEMI COVID 19 Lola Mandasari; Elfi Rahmadhani; Septia Wahyuni
Jurnal As-Salam Vol. 4 No. 2 (2020): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/as-salam.v4i2.205

Abstract

Tujuan dari penelitian ini adalah melihat gambaran umum efektivitas perkuliahan daring pada mata kuliah analisis kompleks selama masa pandemic Covid 19 ditinjau dari hasil belajar dan respon mahasiswa. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek pada penelitian ini adalah mahasiswa semester VI Tadris Matematika IAIN Takengon yang mengambil mata kuliah analisis kompleks. Efektivitas perkuliahan daring pada mata kuliah analisis kompleks ditinjau dari hasil belajar mahasiswa yang diperoleh mahasiswa pada akhir semester, dan respon mahasiswa yang diukur menggunakan angket secara online dengan menggunakan google form. Angket berisikan pernyataan terkait respon mahasiswa dengan menggunakan skala Guttman, dan kemudian dihitung persentasenya untuk menentukan kriteria interpretasi skala Guttman. Hasil penelitian menunjukkan bahwa 83 % mahasiswa tuntas belajar pada mata kuliah analisis kompleks, sisanya 17% tidak tuntas. Persentase rata-rata ketuntasan belajar mahasiswa yang mengambil mata kuliah analisis kompleks sebesar 78,75%, dengan tingkat capaian efektivitas “cukup efektif”. Hasil perhitungan persentase respon mahasiswa terhadap perkuliahan daring pada mata kuliah analisis komplek adalah 42% dengan kriteria interpretasi “cukup efektif”. Dari dua penemuan tersebut dapat ditarik kesimpulan bahwa efektivitas perkuliahan analisis kompleks secara daring masih dalam kategori “cukup efektif”, karena masih banyak kendala dan keterbatasan yang dihadapai oleh mahasiswa dan dosen dalam pelaksanaannya.
EFEKTIVITAS PERKULIAHAN DARING PADA MATA KULIAH ANALISIS KOMPLEKS SELAMA PANDEMI COVID 19 Lola Mandasari; Elfi Rahmadhani; Septia Wahyuni
Jurnal As-Salam Vol. 4 No. 2 (2020): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/as-salam.v4i2.205

Abstract

Tujuan dari penelitian ini adalah melihat gambaran umum efektivitas perkuliahan daring pada mata kuliah analisis kompleks selama masa pandemic Covid 19 ditinjau dari hasil belajar dan respon mahasiswa. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek pada penelitian ini adalah mahasiswa semester VI Tadris Matematika IAIN Takengon yang mengambil mata kuliah analisis kompleks. Efektivitas perkuliahan daring pada mata kuliah analisis kompleks ditinjau dari hasil belajar mahasiswa yang diperoleh mahasiswa pada akhir semester, dan respon mahasiswa yang diukur menggunakan angket secara online dengan menggunakan google form. Angket berisikan pernyataan terkait respon mahasiswa dengan menggunakan skala Guttman, dan kemudian dihitung persentasenya untuk menentukan kriteria interpretasi skala Guttman. Hasil penelitian menunjukkan bahwa 83 % mahasiswa tuntas belajar pada mata kuliah analisis kompleks, sisanya 17% tidak tuntas. Persentase rata-rata ketuntasan belajar mahasiswa yang mengambil mata kuliah analisis kompleks sebesar 78,75%, dengan tingkat capaian efektivitas “cukup efektif”. Hasil perhitungan persentase respon mahasiswa terhadap perkuliahan daring pada mata kuliah analisis komplek adalah 42% dengan kriteria interpretasi “cukup efektif”. Dari dua penemuan tersebut dapat ditarik kesimpulan bahwa efektivitas perkuliahan analisis kompleks secara daring masih dalam kategori “cukup efektif”, karena masih banyak kendala dan keterbatasan yang dihadapai oleh mahasiswa dan dosen dalam pelaksanaannya.
Pelatihan Metode Jarimatika pada Siswa Kelas II SD Negeri 1 Lu Tawar Septia Wahyuni; Elfi Rahmadhani
Rengganis Jurnal Pengabdian Masyarakat Vol. 1 No. 2 (2021): November 2021
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (481.466 KB)

Abstract

This service aims to provide knowledge about multiplication and division arithmetic operations, introduce the Jarimatika method that is easily understood by students. The method used is in the form of lectures, practice and exercises by providing learning materials for Jarimatika and questions that must be discussed in class. The training was carried out in Class II of the State Elementary School 1 Lut Tawar with a total of 25 students. The results of this service are: 1) students gain new knowledge in solving multiplication and division operations, 2) students have high motivation to get high math scores.
The symbolic thinking ability of kindergarten students in central Aceh through Montessori games based on gender Elfi Rahmadhani; Septia Wahyuni; Lola Mandasari
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23777

Abstract

Student’s cognitive abilities can be developed early, including thinking logically and symbolically and problem-solving using various methods. Therefore, this quantitative descriptive research aims to determine the symbolic thinking ability of kindergarten students through Montessori games based on gender. The subjects of this study were 112 kindergarten students from eight schools in the Central Aceh district who were selected by random sampling. Data processing techniques include editing, coding, scoring, and tabulation. The analysis was carried out using a frequency table with guidelines for assessing child development. Data were obtained from tests, observations, and interviews. Based on the analysis, it is known that the symbolic thinking abilities of male and female students are at the level of developing as expected. There are still students at the beginning to develop and undeveloped levels for both male and female students in this ability. There are differences in ability between male and female students, especially in indicators: i) Mentioning numbers 1-10 and ii) Counting and matching numbers with number symbols. While on the indicator of recognizing vowel and consonant symbols, there is no difference in ability between male and female students.
Teachers' Beliefs in Curriculum Innovation: Pre-Delphi Reflections of Secondary Curriculum Leaders Al Musanna; Septia Wahyuni; Delfia Herwanis; Rahmanita Zakaria; Maulida Maulida; Suminah Suminah
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16556

Abstract

This study explores how senior secondary curriculum leaders interpret teachers' beliefs in curriculum innovation. A qualitative descriptive design was used with written reflective responses collected before a Delphi panel discussion. Participants were 60 vice principals for curriculum affairs from senior secondary schools in Aceh Tengah and Bener Meriah, Indonesia. The data were examined through thematic analysis involving familiarisation, open coding, categorisation, theme development, and peer debriefing. The findings identify three themes: moral commitment, professional resilience, and pedagogical guidance. Participants described teachers' beliefs as a source of responsibility toward students, a resource for maintaining motivation during policy change, and a reference for interpreting curriculum standards and selecting instructional strategies. The study contributes to research on curriculum reform by showing how beliefs operate before collective deliberation. It also extends existing work on teacher cognition by positioning beliefs as a moral, resilience, and pedagogical framework used by school-level curriculum leaders. The findings suggest that curriculum innovation needs professional development that engages teachers' values and reflective judgment, not only technical training.
Analyzing Students' Numeracy Skills in Personal Context Problems: A Study of the Minimum Competency Assessment (MCA) Julia Noviani; Septia Wahyuni; Anisah Khairani; Mahfudzah Ulfa
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15262

Abstract

This study addresses the gap in understanding how personal context influences students' numeracy skills, particularly in the context of the Minimum Competency Assessment (MCA) in Indonesia. The research problem centers on the challenge of engaging students with numeracy tasks that are not only mathematically relevant but also relatable to their personal experiences. While the MCA assesses mathematical reasoning and problem-solving, students often struggle to apply these skills to real-world scenarios, particularly when the context of the problems is unfamiliar or disconnected from their daily lives. This study aims to analyze the numeracy skills of eighth-grade students in solving problems with a personal context within the Minimum Competency Assessment (MCA). The study employed a mixed-methods design, integrating both quantitative and qualitative data. Quantitative data were analyzed using content validity analysis (Aiken's V) and inter-rater reliability (Cohen's Kappa) to assess the validity and consistency of the MCA questions. Descriptive statistics were used to analyze the students' numeracy scores. For qualitative analysis, semi-structured interviews were conducted to explore students' reasoning and problem-solving strategies. The triangulation of data from the MCA tests and interviews provided a comprehensive understanding of how students engaged with mathematical problems and applied their numeracy skills in real-world contexts. A total of 17 eighth-grade students were selected, and three students from each numeracy category; high, medium, and low were chosen using a categorization method based on standard deviation. Results showed that students with high numeracy abilities demonstrated effective problem-solving and reasoning skills, while students with medium and low numeracy abilities struggled with complex problems and real-world applications. The study suggests that while personal context can enhance student engagement, its effectiveness depends on a solid foundation in numeracy skills. The findings recommend a balanced approach in teaching, strengthening foundational skills alongside contextualized learning. In conclusion, while the personal context in MCA increases student engagement and relevance, particularly among high-performing students, its effectiveness is contingent on a solid foundation in basic numeracy skills. A balanced approach that strengthens basic numeracy skills while incorporating personal contexts is necessary to foster critical thinking and effective application of mathematics across all ability levels.
Co-Authors Al Musanna Anisah Khairani Delfia Herwanis Elfi Rahmadhani Julia Noviani Lola Mandasari Mahfudzah Ulfa Maulida Maulida Rahmanita Zakaria Suminah Suminah