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Risnanosanti Risnanosanti

Universitas Muhammadiyah Bengkulu

Author-ID : 361650

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Veterinary Other

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LESSON STUDY DAN PENINGKATAN PROFESIONALISME GURU DI SMP NEGERI 11 KOTA BENGKULU Risnanosanti, Risnanosanti; Raniwati, D. M.; Syofiana, M; Riwayati, S.
Jurnal Pengabdian Masyarakat Bumi Rafflesia Vol. 1 No. 1 (2018): Jurnal Pengabdian Masyarakat Bumi Raflesia
Publisher : Universitas Muhammadiyah Bengkulu

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Tujuan dari kegiatan peningkatan profesionalisme guru melalui penerapan lesson study ini adalah 1) Semua siswa dapat berpartisipasi secara aktif dalamÂ pembelajaran,Â 2)MeningkatkanÂ kualitasÂ pembelajaran.3)MeningkatkanÂ pengetahuanguruÂ tentangÂ materi pembelajaran. 4)Â MeningkatkanÂ pengetahuanguruÂ tentangÂ prosesÂ pembelajaran.5)Meningkatkan kemampuan guru mengamati aktifitasÂ pembelajaran.6)MenguatkanÂ hubunganÂ koligialitasÂ antarÂ guru 7)Menguatkan hubunganÂ antaraÂ pelaksanaanÂ pembelajaranÂ sehariâ€“hariÂ denganÂ tujuanÂ pembelajaran jangka panjang. 8)Meningkatkan motivasi guru untuk selalu berkembang. MetodeÂ yangÂ digunakanÂ untukÂ mencapaiÂ tujuanÂ diatasÂ adalahÂ tahapÂ plan,Â guru merancang pembelajaran agar siswa dapat belajar dari materi pembelajaran secara aktif.Â TahapÂ doÂ dalamÂ proses pembelajaran,Â dosenÂ lainÂ bertindakÂ sebagaiÂ observerÂ (pengamat)Â pembelajaranÂ dengan perangkatÂ pendukungÂ berupaÂ lembarÂ observasi.TahapÂ See,Â timÂ melakukanÂ diskusiÂ dalam rangkaÂ refleksi.Â Â Kata Kunci : lesson study, profesionalisme

Pengembangan Lkpd Berbasis Pembelajaran Berdiferensiasi Untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Natalia Salim, Aisyah; Risnanosanti, Risnanosanti; Jumri, Rahmat; Asmara, Adi; Ariani, Nyayu Masyita
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 1 (2026): Jurnal Pendidikan Matematika: Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/j06zbz82

This research aims to improve students' mathematical critical thinking skills through differential learning. This research is an R&D (Research and developmet) development research with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. This research is limited to Implementation only. This study involved 29 students and 1 mathematics teacher in class VII of SMP Negeri 7 Bengkulu City. The research instruments are in the form of validation sheets and questionnaires on the practicality of students and teachers. The results of the study showed that the LKPD developed obtained a validity Result Level of 84.48% with a valid category. The results of the practicality test obtained a percentage of 87.5% of students with the very practical category. Meanwhile, the results of the practicality test obtained a percentage of 87.8% from teachers in the very practical category. The results of this study show that the development of LKPD based on differentiated learning is feasible for use in learning. Keywords: LKPD, Differentiated Learning, Mathematical Critical Thinking, ADDIE Model

CRITICAL THINKING AND MATHEMATICAL PROBLEM-SOLVING SKILLS USING PROBLEM-BASED AND PROJECT-BASED LEARNING MODELS AMONG EIGHTH-GRADE STUDENTS AT SMP NEGERI 20 REJANG LEBONG Warniati, Warniati; Risnanosanti, Risnanosanti; Hidayat, Tomi
Journal of Research in Social Science and Humanities Vol 6, No 1 (2026): March 2026
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v6i1.559

This study aims to analyze the differences and effects of problem-based learning, project-based learning, and direct instruction models on students’ critical thinking and mathematical problem-solving abilities. The research employed a quasi-experimental design with a pretest–posttest control group design. The population of the study consisted of all eighth-grade students of SMP Negeri 20 Rejang Lebong in the 2025/2026 academic year, totaling 83 students, and all were used as the sample through a total sampling technique. The research instruments were essay tests measuring critical thinking skills and mathematical problem-solving abilities, which had been tested for validity and reliability. Data analysis was conducted through normality tests, homogeneity tests, and one-way ANOVA with a significance level of 0.05. The results showed that the average posttest score of critical thinking ability in the project-based learning class (86) was higher than that in the problem-based learning class (83) and the direct instruction class (76). In terms of problem-solving ability, the highest average score was obtained by the problem-based learning class (87), followed by the project-based learning class (86) and the direct instruction class (81). The ANOVA test results indicated a significance value of 0.05, demonstrating that there are significant differences and effects among the three learning models on both abilities. It can be concluded that problem-based learning and project-based learning models are more effective than direct instruction in improving students’ critical thinking and mathematical problem-solving abilities

Students' Critical Thinking and Mathematical Problem Solving Skills through the Problem Based Learning (PBL) Model and Guided Inquiry at SMA Negeri 5 Lebong Dahliah, Jeli; Fitriani, Apriza; Risnanosanti, Risnanosanti
Edumaspul: Jurnal Pendidikan Vol 10 No 1 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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This study aims to determine whether there are differences and influences on students' critical thinking and mathematical problem-solving abilities through the Problem Based Learning (PBL) and Guided Inquiry models at SMA Negeri 5 Lebong. The population of this study was all grade X students of SMA Negeri 5 Lebong. The sampling technique used cluster random sampling, namely random sampling based on class, so that three sample classes were obtained, each consisting of 33 students, namely class X.1, X.2, and X.5 with a total of 99 students. The type of research used was quasi-experimental. Data collection was carried out using essay tests to measure students' critical thinking and mathematical problem-solving abilities. Data were analyzed using the One Way ANOVA test. The results of the study showed that there were significant differences in students' critical thinking and mathematical problem-solving abilities between classes using the PBL, Guided Inquiry and Conventional Learning models. The Guided Inquiry model was more effective in improving critical thinking abilities and the PBL model showed more effectiveness in improving students' mathematical problem-solving abilities.

Critical Mathematical Thinking Ability Viewed from The Mathematical Disposition of Junior High School Students Andika Dwi Pratama; Risnanosanti Risnanosanti; Nyayu Masyita Ariani
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1144

This study was conducted to examine the problem that students’ mathematical critical thinking skills remain varied and are assumed to be influenced by their mathematical disposition. Therefore, this research aims to describe students’ mathematical critical thinking skills from the perspective of their mathematical disposition. This research employed a qualitative approach with a descriptive design. The subjects were six eighth-grade students from SMP IT Al-Marjan Bengkulu, categorized into high, medium, and low levels of mathematical disposition. Data were collected through a mathematical disposition questionnaire, a mathematical critical thinking skills test, and semi-structured interviews. Data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that students with high mathematical disposition demonstrate strong performance across all critical thinking indicators, including interpretation, analysis, evaluation, inference, and explanation. Students with medium disposition show adequate ability but lack consistency in drawing conclusions and providing logical justification. Meanwhile, students with low mathematical disposition tend to rely on procedural strategies rather than developing deeper conceptual understanding. These results confirm that mathematical disposition contributes to the quality of students’ critical thinking in mathematics.

Pengembangan E-Modul Berbasis Pendidikan STEM untuk Memfasilitasi Kemampuan Berpikir Kritis Siswa SMA Arisanty, Defi; Risnanosanti, Risnanosanti; Hartati, Merri Sri
JOEAI (Journal of Education and Instruction) Vol. 9 No. 2 (2026): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/5bkcd868

This study aims to produce and describe an e-module based on STEM (Science, Technology, Engineering, and Mathematics) education to facilitate the critical thinking skills of high school students. The research method used is a 4-D development model: define, design, development, and disseminate. The results show that the e-module's validation rate reached 93.33% for the material aspect and 87.62% for the design aspect, categorized as very valid. The practicality test for the e-module by mathematics teachers reached 95%, and the practicality test for students reached 85.43%, categorized as very practical. The effectiveness test for students reached 83.33%, and the critical thinking ability test showed an improvement in students' critical thinking skills after using the e-module in the learning process. In conclusion, the STEM Education-based e-module can facilitate high school students' critical thinking skills on sequences and series, presented in a PPT format that is easily accessible to students. Keywords: Sequences and Series, E-Modules, Critical Thinking Skills, STEM (Science, Technology, Engineering, and Mathematics)

Pengembangan LKPD Digital Berbasis Problem Based Learning Berbantuan Canva untuk Meningkatkan Kemampuan Berpikir Matematis Siswa Gustinah, Gustinah; Risnanosanti, Risnanosanti; Fitriani, Afriza
JOEAI (Journal of Education and Instruction) Vol. 9 No. 2 (2026): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/f5qdnh77

This study aims to produce and describe Digital LKPD based on Problem Based Learning (PBL) to facilitate the creative thinking skills of vocational high school students. This study is a type of research on the development of Digital LKPD based on Problem Based Learning assisted by Canva. The validation results of Digital LKPD on the material aspect reached 74% and on the design aspect obtained 71.62% with a valid category. The results of the practicality test of Digital LKPD by mathematics teachers obtained 95% and the results of the practicality test by students reached 86.36% in the practical category. The results of the effectiveness test by students were 83.33% and the results of the creative thinking ability test showed that there was an increase in students' creative thinking abilities after using Digital LKPD in the learning process. This study produced Digital LKPD based on Problem Based Learning that can facilitate the creative thinking abilities of vocational high school students on permutation material with the help of Canva which can be easily accessed by students. Student worksheets presented in Digital LKPD use a PBL framework using creative thinking indicators Focus on Problems, Cooperation, Design, and Understanding. In conclusion, the quality of this digital worksheet was assessed based on three aspects of suitability: validity, practicality, and effectiveness. Therefore, this digital worksheet based on PBL education, supported by Canva, is suitable for use. Keywords: Creative Thinking, Digital Worksheet, PBL

Problem Based Learning Berbasis Media Manipulatif, Media Gambar dan Non Media untuk Kemampuan Koqnitif dan Aktivitas Belajar Siswa Hajar, Dwi Fatmi; Risnanosanti, Risnanosanti; Khasardi, Khasardi
JOEAI (Journal of Education and Instruction) Vol. 9 No. 2 (2026): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/d90d5e05

This research aims to determine 1) Differences in students' cognitive abilities using the Problem Based Learning Model based on manipulative media, image and conventional media in mathematics learning at the Uswatun Hasanah integrated Islamic elementary school. 2) Differences in student learning activities using the Problem Based Learning Model based on manipulative media, image media and conventional mathematics learning in the integrated Islamic elementary school Uswatun Hasanah, 3)Which learning model is more effective for improving students' cognitive abilities and student learning activities. This research uses quasi-experimental research. The results of this research show that there are differences in students' cognitive abilities and activities in implementing the Problem Based Learning model based on manipulative media, image media and conventional media. Problem Based learning based on manipulative media and image media is better than conventional, but manipulative media is more suitable than image media for teaching mathematics with comparative material. Keywords: Activities, Cognitive Abilities, Problem Based Learning (PBL)

Keterampilan Menyusun Jurnal dalam Siklus Akuntansi dan Kemandirian Belajar melaui Model Project Based Learning (PjBL) dan Inquiry Juwarni, Juwarni; Mila, Hilyati; Risnanosanti, Risnanosanti
JOEAI (Journal of Education and Instruction) Vol. 9 No. 2 (2026): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/vtehx054

This study aims to analyze differences in journaling skills during the accounting cycle and in student learning independence when applying the Project-Based Learning (PjBL) and Inquiry models compared to the conventional model. The method used was a quasi-experimental model with a non-equivalent pre-test and post-test control group design. The results showed significant differences in journaling skills among the three groups (p = 0.005 < 0.05). The Inquiry model (Mean Rank 48.06) and PjBL (Mean Rank 45.24) were significantly more effective than the conventional model (Mean Rank 29.18). For the learning independence variable, the PjBL model (Mean Rank 54.02) proved significantly superior to the Inquiry (34.54) and conventional (32.79) models. In conclusion, the PjBL and Inquiry models are effective in improving students' technical accounting skills due to their student-centered nature. However, the PjBL model has a stronger impact on developing independent learning through autonomy in real-life project work. Keywords: Inquiry, Accounting Journal, Learning Independence, PjBL

Co-Authors Ami Bunga Wulandari Ananda, Wella Andika Dwi Pratama Anesa fitri Anggraini, Dara Anjas Agus Prasetyo Anjas Prasetiyo Arisanty, Defi Asmara, Adi Asmara, Adi Dahliah, Jeli Destania, Yuriska Ela, Ela Eli Rustinar Fatsiwi Nunik Andari Fitriani, Afriza Fitriani, Apriza Fitriyani, Arly Futri, Bunga Tiara Gustinah, Gustinah Hajar, Dwi Fatmi Harahap, Mardhatillah Hafidzah Hartati, Merri Sri Hasdelyati Hasdelyati Irwandi Irwandi Ivan Achmad Nurcholis Iwan Eko Setianto Jahara, Widya Jannah, Fitri Zahrotul Juwarni Juwarni, Juwarni Kartika Sari, Ulfa Kashardi, Kashardi Khasardi, Khasardi Koklu, Onder Mardiah Syofiana Mardiah Syofiana Masri Masri Masri Masri Masyita, Nyayu Mega Sari Apriniarti Melandri, Marco Messy Mayori Mila, Hilyati Mursalin, M Natalia Salim, Aisyah Naziev, Aslanbek Nopriyeni Nopriyeni Novita Sari Nyayu Mashita Ariani Nyayu Masyita Ariani Oktavia, Fina Puput Wilianggi RACHMAT HIDAYAT Rahmat Jumri Rahmat Jumri Raniwati, D. M. Ristontowi, Ristontowi Riwayati , Selvi Riwayati, S. Riwayati, Selvi Rusdi Hasan Salcedo, Audy Saputra, Surya Ade Sari, Dea Julita Selvi Riwayati septia agustina Sigit, Ego Agus Siti Purwanti Suri, Atika Surya Ade Saputera Susyla, Dian Suyuthie, Hasmi Syofiana , Mardiah Syofiana, M Syofiana, Mardiah Tomi Hidayat, Tomi Warniati, Warniati Wati, Rotma Wella Ananda Winanda, Dio Reski Winda Ramadianti Winda Ramadianti Winda Ramadianti, Winda Wulan Angraini Wulandari, Annisa Yudha, Romadhona Kusuma Yuniati, Ira Yusmaniarti

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