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Sri Sutarni

Universitas Muhammadiyah Surakarta

Author-ID : 397030

Religion Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Advancing Collaborative Competence: Instrumentation Development and Integration Strategies for Effective Learning Peni Suharti; Lina Listiana; Ruspeni Daesusi; Sri Sutarni; Rita Rahmaniati; Yusuf Zakaria; Emese Kovácsné Nagy
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23214

Collaboration skills are one of the 21st-century skills that are important to develop for stu-dents because they are life tools needed when continuing their studies in school, engaging in society, and in the world of work. As a result, teachers must facilitate students' collaboration skills and measure them. Valid, reliable, and effective instruments are needed to measure students' collaboration skills. This study aims to develop an instrument to measure students' collaboration skills. This research uses a 4-D development model of defining, designing, developing, and Disseminating. At the define stage, it was found that many teachers still needed instruments to measure collaboration skills and determine indicators of collaboration skills. The design results obtained are collaboration instruments in learning. These consist of 9 indicators: contribution, time management, problem-solving, working with others, investi-gative techniques, quality of work, focus on tasks, readiness, and monitoring group effecti-veness. Next, scoring is determined. The instrument was validated by experts and tested in 2 trials. The first trial was conducted at SMAM 7 and SMAM 3 Surabaya in class XI. Vali-dity results stated that the instrument was very valid. The results of trials using the IBSC learning model show that the instrument is reliable and considerably effective in measuring collaboration skills. The novelty of this study resulted in a collaborative instrument worthy of use both theoretically and empirically.

Pengaruh Gamifikasi Quizizz dan Video Pembelajaran Terhadap Hasil Belajar Matematika Nurdhiyanto; Budi Murtiyasa; Sri Sutarni
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2061

Penelitian ini tujuannya untuk melakukan analisis pengaruh pemakaian gamifikasi Quizizz dan video pembelajaran terhadap hasil belajar siswa dalam mata pelajaran matematika. Model penelitian pengujian hipotesis berupa data kuantitatif model Cluster random sampling. Lokasi penelitian di SMA Negeri Karangpandan dengan sampel 72 siswa dari populasi kelas XI sejumlah 396 siswa. Proses mengumpulkan data memakai angket skala Likert, tes untuk hasil belajar. Instrumen tes yang digunakan mencakup uji validitas serta reliabilitas. Data dianalisis melalui regresi linier berganda, yang melibatkan uji t dan uji F. Hasil penelitian menunjukkan bahwa gamifikasi Quizizz memiliki pengaruh signifikan terhadap hasil belajar, dengan point signifikansi 0,00 yang lebih rendah dari 0,05, sehingga H1 diterima. Besarnya pengaruh tersebut tercermin dari nilai R² sebesar 0,652. Video pembelajaran juga terbukti secara signifikan memengaruhi hasil belajar, dengan point signifikansi 0,00 < 0,05, sehingga H2 diterima. Pengaruh video pembelajaran terhadap hasil belajar sebesar 76,8% ditunjukkan oleh nilai R² sebesar 0,768. Secara simultan, gamifikasi Quizizz dan video pembelajaran memberikan pengaruh terhadap hasil belajar yang besarnya 92,9%, dengan point signifikansi 0,001, sehingga H3 diterima. Maka, bisa diambil kesimpulannya bahwa gamifikasi Quizizz dan video pembelajaran berpengaruh baik dengan parsial maupun simultan terhadap hasil belajar.

Adopsi Teknologi Informasi dan Komunikasi di Sekolah Dasar: Pengembangan Model Konseptual Noor Afifah Rachmawati; Budi Murtiyasa; Sri Sutarni
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3098

Teknologi Informasi dan Komunikasi (TIK) menjadi krusial dalam meningkatkan kualitas pembelajaran di Sekolah Dasar. Meskipun adopsi TIK meluas, berbagai hambatan teknis, psikologis, sosial, budaya, dan kebijakan masih menjadi kendala dalam berbagai konteks lokal, khususnya di Indonesia. Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang berhubungan dengan adopsi TIK dalam pembelajaran di Sekolah Dasar dengan mengeksplorasi 18 artikel tinjauan literatur, termasuk analisis bibliometrik, tinjauan sistematis, tinjauan pustaka, tinjauan pelingkupan (scoping review), dan tinjauan komprehensif. Berdasarkan hasil sintesis tinjauan literatur, faktor-faktor ini dapat dikelompokkan menjadi tiga tingkatan: (1) Individu, termasuk pengetahuan dan keterampilan, psikologi, pelatihan, dan demografis guru; (2) Organisasi, termasuk kebijakan sekolah, sumber daya (perangkat keras, perangkat lunak, dan jaringan), budaya organisasi, dan dukungan manajemen; dan (3) Lingkungan, termasuk dukungan komunitas, kebijakan pemerintah, dan perkembangan teknologi. Kontribusi utama dari penelitian ini adalah mengembangkan model konseptual holistik adopsi TIK dengan mengintegrasikan ketiga tingkatan. Model konseptual yang dikembangkan menggambarkan hubungan antara faktor-faktor dari tingkatan Individu, Organisasi dan Lingkungan terhadap perilaku adopsi TIK di Sekolah Dasar. Pengembangan model ini diharapkan mampu menjadi kerangka teoritis dalam kajian adopsi TIK di Sekolah Dasar selanjutnya.

Dissecting Students' Strategies: How Do Polya's Steps Reveal Problem-Solving Abilities? Fauztina, Thalita Husna; Sutarni, Sri
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37884

This study aims to analyze junior high school students’ mathematical problem-solving abilities on Geometric Sequences and Series based on Polya’s problem-solving steps. A descriptive qualitative approach was employed involving 27 eighth-grade students. The research stages included administering a contextual problem-solving test, selecting subjects through purposive sampling, conducting semi-structured interviews, and analyzing data using the Miles and Huberman model (data reduction, data display, and conclusion drawing). Four students representing high, medium, and low ability levels were selected as the main subjects. Data were collected using contextual problem-solving tests and supported by semi-structured interviews. The analysis focused on students’ performance across Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. Students’ problem-solving performance showed clear differences across Polya’s four stages. High-ability students applied all stages systematically, with only minor notation errors. Medium-ability students demonstrated sufficient conceptual understanding but struggled with planning strategies, maintaining procedural consistency, and interpreting problems, often leading to incorrect formula selection and ratio miscalculations. In contrast, low-ability students faced difficulties from the initial stage, particularly in identifying given information, distinguishing arithmetic and geometric concepts, and selecting appropriate formulas. Their errors commonly included using incorrect models, incomplete procedures, and lack of verification. These findings indicate that successful mathematical problem solving depends not only on formula mastery but also on conceptual understanding, strategic planning, and verification skills. Therefore, instruction should emphasize structured problem-solving processes and strengthen students’ conceptual and metacognitive abilities.

Evaluating An Islamic-Based Parenting Program to Foster Parental Awareness As 'Madrasah Ula' (First School): A CSE-UCLA Model Study at Assakinah Early Childhood Education Center Rizwatul Hasanah; Budi Murtiyasa; Sri Sutarni
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41568

This study aims to evaluate the implementation of the parenting program at Assakiinah Early Childhood Education (ECE) Center in enhancing parents’ awareness of their role as the “madrasah ula” (a child’s first school). The study employs the CSE-UCLA evaluation model using a qualitative with scoring data apporch. Data collection techniques were conducted through observation, interviews, documentation, and program assessment instruments involving parents, informants, and the organizing committee. The research results indicate that the parenting program is highly relevant to the needs of Muslim parents. The context evaluation revealed institutional commitment and clear program objectives. The input evaluation showed the availability of adequate human resources and facilities, although further development of parenting modules and educational media is still needed. The process evaluation indicates that program implementation is systematic, with active parental participation and the consistent integration of Islamic values. The product evaluation shows increased parental awareness, reflected in changes in parenting styles and improved cooperation between home and school. Thus, the parenting program at ECE Assakiinah is deemed effective in enhancing parents’ awareness of their role as the “first school” and contributes positively to the quality of ECE.

Pengaruh RME Dan Soal Open-Ended Pada Hasil Belajar Matematika Berdasarkan Kreativitas Siswa Siti Amalia Sugiarti; Sri Sutarni
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6413

This study focuses on analyzing the influence of the RME (Realistic Mathematics Education) approach combined with open-ended questions and student creativity on mathematics learning achievement, as well as testing the interaction between the approach and student creativity in influencing mathematics learning achievement. The study employs a quantitative approach and quasi-experimental research method. The study was conducted at SMP Negeri 2 Teras, Boyolali, with 2 7th-grade classes as samples, totaling 63 students, selected randomly. Data were collected using test methods, a creativity indicator questionnaire, and documentation. Validity tests, t-tests, two-way ANOVA with unequal cells, and descriptive analysis of the collected data were then conducted. The study findings reveal a significant difference in the RME approach based on open-ended questions and creativity levels on learning outcomes after treatment on students. However, no interaction was found between the learning approach and creativity, meaning the effectiveness of the RME approach with open-ended questions does not depend on students' creativity levels. The RME approach with open-ended questions serves as an effective and inclusive learning method to enhance mathematics learning achievement across various student creativity levels.Keyword: Realistic Mathematics Education, Open-ended Question, learning achievement

Transformasi Kurikulum Pembelajaran Berbasis Coding di Sekolah Dasar Umi Maghdhuroh; Hindarto Hindarto; Jasno Jasno; Rulli Widiantoro; Sri Sutarni
Jurnal Kependidikan Vol. 10 No. 1 (2025): Jurnal Kependidikan
Publisher : FKIP Universitas Samawa

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

Transformasi kurikulum pendidikan di era digital menjadi kebutuhan mendesak untuk menghadapi perubahan zaman yang dipengaruhi teknologi. Dimana transformasi kurikulum di era digital menuntut sekolah dasar untuk mengembangkan pembelajaran yang mampu membekali peserta didik dengan keterampilan pemikiran komputasional sejak usia dini. Salah satu strategi yang relevan adalah penerapan pembelajaran berbasis coding sebagai bagian dari integrasi teknologi dalam kurikulum. Penelitian ini bertujuan untuk mengkaji konsep, urgensi, dan bentuk implementasi transformasi kurikulum pembelajaran berbasis coding di sekolah dasar, serta menganalisis dampaknya terhadap perkembangan kompetensi siswa. Metode penelitian yang digunakan adalah studi literatur sistematis terhadap dokumentasi ilmiah, kebijakan pendidikan nasional, dan praktik implementasi coding di berbagai sekolah dasar. Hasil kajian menunjukkan bahwa pembelajaran berbasis coding mampu memperkuat kemampuan pemecahan masalah, berpikir logis, kreativitas, kolaborasi, dan literasi digital siswa. Transformasi ini juga mendorong perubahan pedagogi menuju pembelajaran yang aktif, konstruktif, dan berorientasi proyek. Namun, penerapan kurikulum berbasis coding di sekolah dasar masih menghadapi tantangan, termasuk rendahnya kompetensi guru dalam pemrograman, keterbatasan infrastruktur teknologi, dan ketimpangan akses antar sekolah. Oleh karena itu, diperlukan dukungan pelatihan profesional berkelanjutan, penyediaan sarana prasarana digital yang memadai, serta kebijakan yang komprehensif agar transformasi kurikulum berbasis coding dapat terlaksana secara berkelanjutan dan merata.

Evaluating the Quality of Mid-Semester Mathematics Summative Assessment in Secondary School: A Psychometric Analysis of Test Items Yoga Tegar Santosa; Dini Wardani Maulida; Juli Ferdianto; Sri Sutarni; Yulia Maftuhah Hidayati
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.36276

Mid-semester summative assessments play a crucial role in supporting competency-based learning in the Kurikulum Merdeka. However, existing studies and field practices indicate a persistent gap: teachers rarely conduct systematic psychometric evaluations. Addressing this gap, this study aims to (1) analyze the structure and characteristics of a mid-semester mathematics summative assessment and (2) evaluate the quality of its items based on psychometric criteria within the framework of CTT. Using a mixed-methods sequential exploratory design, data were obtained from two mathematics education experts, two mathematics teachers, and a school principal in an Islamic Integrated Secondary School in Sukoharjo Regency. Data sources included interview transcripts, assessment documents, students’ response sheets, and expert validation forms. Qualitative data were analyzed through data reduction, display, and conclusion drawing, while quantitative data were examined using Aiken’s V and CTT. The findings reveal that the assessment consisted of 40 multiple-choice items and 5 essay questions, covering Number and Algebra elements of Phase D in the Merdeka Curriculum. The items' content validity was moderate, with strengths in language but weaknesses in cognitive level alignment. Empirical results showed some multiple-choice items were invalid, while all essay questions were valid and reliable (r = 0.88). Most items were moderately difficult, with a discrimination index from fair to excellent (0.3 ≤ D ≤ 0.8). However, nearly one-third of distractors in the multiple-choice items did not function well. These results highlight the need for improved item construction and teacher capacity-building to ensure assessments that align with the principles of the Kurikulum Merdeka and support high-quality measurement of student competency.

The impact of geogebra integration into problem-based learning on mathematics learning outcomes based on students' learning interest Reni Widya Putri; Sri Sutarni
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3181

This study aimed to examine how the integration of GeoGebra in problem-based learning influences mathematics learning outcomes, taking into account students' learning interest. The study was motivated by low student achievement and the limited use of technological innovation in mathematics instruction. A quasi-experimental method with a Post-Test Only Control Group Design was employed, using a quantitative approach. The participants were 9th-grade students at SMP Muhammadiyah 5 Surakarta. Two classes were selected through cluster random sampling to represent the overall 9th-grade population. The sample consisted of class IX-C, which served as the control group and received PBL without GeoGebra, and class IX-D, which served as the experimental group and received PBL integrated with GeoGebra. The research instruments included a learning interest questionnaire and a mathematics learning outcome test. Data were collected through a post-test and a questionnaire using a 4-point Likert scale. A two-way analysis of variance (ANOVA) with a 2Ã—2 factorial design was used for data analysis. The findings indicated that: (1) the integration of GeoGebra into the PBL model had a significant effect on students' mathematics learning outcomes; (2) students' learning interest significantly influenced their learning outcomes; and (3) there was no significant interaction effect between the learning model and learning interest. These results suggest that applying PBL with GeoGebra is an effective instructional innovation in mathematics teaching, particularly for the topic of Similarity, and that the integration of GeoGebra can enhance students' mathematics learning outcomes.

The effect of the guided inquiry model on students' mathematics learning outcomes based on creativity levels Mei Yunika Puteri; Sri Sutarni
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3187

Student achievement in mathematics in Indonesia remains relatively low, highlighting the need for learning models that can foster engagement and deeper understanding. This study investigates the effect of the Guided Inquiry learning model on mathematics achievement by considering the role of student creativity. A quasi-experimental design with a posttest-only control group was employed. The population consisted of all Grade VII students of SMP Negeri 2 Kedawung in the 2024/2025 academic year. Using random sampling, class VIIB was assigned as the experimental group and class VIIE as the control group. Data were collected through tests and questionnaires, and analyzed using normality tests, homogeneity tests, and two-way ANOVA with unequal cells. Balance between groups was established using students' odd-semester final examination scores prior to treatment. The findings revealed that: (1) the Guided Inquiry model was more effective than conventional instruction in improving mathematics achievement, (2) student creativity significantly influenced mathematics achievement, and (3) there was no interaction effect between the Guided Inquiry model and student creativity. These results suggest that the Guided Inquiry model can effectively improve students' mathematics achievement, while creativity contributes independently to learning outcomes.

Co-Authors Abdul Gofir Abidah Rohmatillah Ahmad Syafi'i Ma'arif Alfiyah, Vivi Amelia Nur Vidyanti Anam Sutopo Anik Ghufron Anis Mahmudah Anis Mahmudah, Anis Antok Aryuana Aprilianto, Muhamad Farhan Ardelia, Berliani Asriningrum, Novita Attalikhtia, Wiwit Aulia, Syafira Nur Azmi Berliana Wahyu Rishmawati Budi Murtiyasa Cahyaningtyas, Putri Charomah Sri Setianing Rahayu Dalila Sabrina Damastuti, Ayun Siwi Dina Maulita Dini Wardani Maulida Dini Wardani Maulida Dwi Astuti Efi Maysaroh Eko Ari Wibowo Eko Ari Wibowo Ellika Puspita Maya Sari Emese Kovácsné Nagy Erlina, Diah Ayu Ersa Jiantika Ramanindisari Fafria Fari Hastuti Fahera Labdaparamarta Liesyanie Putri Fauztina, Thalita Husna Fitria Nugraheni Gatiniggsih, Rustiwi Halwan Fuad Bayuangga Harun Joko Prayitno Hasan, Titis Rohmat Hasnawati, Zakiyah Hastuti , Windi Hayati, Hanifah Fajarisna Hermawati Hermawati, Hermawati Hindarto Hindarto Inayah Khuzaimah Indarwati Indarwati Irmanopaliza, Ade Ismail Setyopranoto Jasno Jasno Juli Ferdianto Khairunnisaa', Danik Martha Kurniawan Budi Santoso, Kurniawan Budi Laksmiwati, Pasttita Ayu Lestari, Enur Rara Lina Listiana Lothar Matheus Manson Vanende Silalahi Maharani Suryaning Kriswidiyanti Masduki Maulina, Eva Mawaddah Ar-Rochmah Mei Yunika Puteri Miftachul Hidayati Mitoriana Porusia Muhamad Arief Rahman Muhamad Farhan Aprilianto Muhammad Kholid Muhammad Noor Kholid Muhammad Toyib, Muhammad Mutiara Hisda Mahmudah Nagy, Emese Kovácsné Nathania, Caroline Evanthe Nida Sri Utami Nining Setyaningsih Noor Afifah Rachmawati Nuqthy Faiziyah Nur Rohman Nurdhiyanto Nurfidia, Alifha Nurul Ocha Anggraeni Pamungkas, Haris Wahyu Pandhita S, Gea Paryono Pasttita Ayu Laksmiwati Peni Suharti Prabandari, Radha Sita Pratama, Muhammad Alif Prodjohardjono, Astuti Qhadhavy Putri, Iqlima Khartini Radha Sita Prabandari Rahayu Norma Cahyani Rania, Nadhifa Rayhan Ilsabil Reni Widya Putri Rian Berlian Riayuliatun, Evi Risalah Nur Laili Rita P Khotimah, Rita P Rita Pramujiyanti Khotimah Rita Rahmaniati Rizwatul Hasanah Rohman, Nur Rulli Widiantoro Ruspeni Daesusi Salsabila Nur Faizzah Satiti, Sekar Setyaningrum, Cempaka Thursina Srie Setyaningsih, Indarwati Siti Amalia Sugiarti Sri Rejeki Subagya Subagya, Subagya Subagya, Nanang Legawa Suharti, Peni Susianti, Noor Alia Susilo, Hari Sutama Syafira Nurul Azizah Tasya Aulianisa Hidayat Titania Alya Rusdijanto Toyib, Muhamad Trihapsari, Nadia Trisni, Rizka Umi Maghdhuroh Umi S. Intansari Ida Savitri Laksanawati Upik Mairina Vanitalia Puspita Anugraini Windi Setiawan, Ahmad Yoga Tegar Santosa Yolanda Ika Damayati Yulia Maftuhah Hidayati Yusuf Zakaria Zakaria, Yusuf

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