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All Journal JURNAL MANAJEMEN MUTU PENDIDIKAN (JMMP) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah ALGORITMA : Journal of Mathematics Education Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Mitra PGMI: Jurnal Kependidikan MI EMTEKA: Jurnal Pendidikan Matematika Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat E-Amal: Jurnal Pengabdian Kepada Masyarakat Lembaran Ilmu Kependidikan Women, Education, and Social Welfare
Tina Yunarti
Universitas Lampung
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT INDEX TOWARD SELF-OBSERVATION AND SELF-JUDGMENT FACTOR SCORES Rahma Faelasofi; Khoirin Nisa; Mustofa Usman; Tina Yunarti
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i1.11277

Abstract

Student academic achievement is one indicator in assessing the success of the educational process in higher education. Academic achievement is influenced not only by intellectual ability but also by various psychological factors related to students' self-regulation skills in managing the learning process. One component of self-regulation suspected to be related to academic success is self-observation and self-judgment. However, research specifically examining the relationship between these two constructs and student academic achievement is still limited. Therefore, this study aims to analyze the relationship between student academic achievement and self-observation and self-judgment factor scores. This study uses a quantitative approach with data obtained from students through a questionnaire instrument. The study population was third-semester students at four universities in Lampung Province, with the sampling technique used being cluster random sampling. Prior to the relationship analysis, the self-observation and self-judgment variables were tested using Confirmatory Factor Analysis (CFA). After the model was declared valid and fit by CFA, factor scores were calculated for each respondent. Next, the analysis of the relationship between self-observation and self-judgment factor scores and the Cumulative Grade Point Average (GPA) was conducted using robust regression. The results of the study showed that self-observation had a positive relationship with GPA, while self-judgment showed a negative relationship with GPA. However, both variables did not show a statistically significant effect on GPA. This finding indicates that although self-observation and self-judgment are important parts of self-regulation mechanisms, their contribution to GPA has not been proven significant in this study. This study provides an empirical overview of the relationship between psychological factors in the learning process and students' academic achievement. Prestasi akademik mahasiswa merupakan salah satu indikator dalam menilai keberhasilan proses pendidikan di perguruan tinggi. Pencapaian prestasi akademik tidak hanya dipengaruhi oleh kemampuan intelektual, tetapi juga oleh berbagai faktor psikologis yang berkaitan dengan kemampuan regulasi diri mahasiswa dalam mengelola proses belajar. Salah satu komponen regulasi diri yang diduga memiliki hubungan dengan keberhasilan akademik adalah kemampuan self-observation dan self-judgment. Namun demikian, penelitian yang secara khusus mengkaji hubungan kedua konstruk dengan prestasi akademik mahasiswa masih terbatas. Oleh karena itu, penelitian ini bertujuan untuk menganalisis hubungan prestasi akademik mahasiswa dengan skor faktor self-observation dan self-judgment. Penelitian ini menggunakan pendekatan kuantitatif dengan data yang diperoleh dari mahasiswa melalui instrumen angket. Populasi penelitian ini adalah mahasiswa semester III pada empat perguruan tinggi di Provinsi Lampung, dengan teknik sampling yang digunakan adalah cluster random sampling. Sebelum dilakukan analisis hubungan, variabel self-observation dan self-judgment diuji menggunakan Confirmatory Factor Analysis (CFA). Setelah model dinyatakan valid dan fit dengan CFA, maka dapat dihitung skor faktor untuk setiap responden. Selanjutnya, analisis hubungan antar skor faktor self-observation dan self-judgment terhadap Indeks Prestasi Kumulatif (IPK) dilakukan menggunakan regresi robust. Hasil penelitian menunjukkan bahwa self-observation memiliki hubungan positif terhadap IPK, sedangkan self-judgment menunjukkan hubungan negatif terhadap IPK. Namun, kedua variabel tidak menunjukkan pengaruh yang signifikan secara statistik terhadap IPK. Temuan ini mengindikasikan bahwa meskipun kemampuan self-observation dan self-judgment merupakan bagian penting dari mekanisme regulasi diri, kontribusi terhadap IPK dalam penelitian ini belum terbukti secara signifikan. Penelitian ini memberikan gambaran empiris mengenai hubungan antara faktor psikologis dalam proses belajar dengan capaian akademik mahasiswa
Penerapan Model Pembelajaran Kooperatif Tipe JIGSAW Untuk Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa Marlinawat Marlinawat; Tina Yunarti
9 772338317006
Publisher : Program Studi Magister Manajemen Pendidikan

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

Abstract

This Classroom Action Research aimed to improve the participation and academic achievement of students in class XI.F1 at SMAN 1 Gunung Alip in mathematics, particularly on matrix material. The problem arose because conventional teacher-centered teaching methods made students less actively involved in the learning process and resulted in low learning outcomes. Therefore, this study implemented the Jigsaw-type cooperative learning model conducted in two cycles, with each cycle consisting of the stages of planning, action, observation, and reflection. The study involved 31 students of class XI.F1 in the 2023/2024 academic year as the research subjects. The research instruments included student activity observation sheets, learning achievement tests, and field notes. Quantitative data from the tests were analyzed to determine improvements in learning outcomes, while qualitative data from observations were analyzed to describe improvements in student participation. The results of the study showed that the implementation of the Jigsaw-type cooperative learning model successfully improved student engagement and academic achievement. This was indicated by significant improvements across the two cycles conducted. In Cycle I, the level of student participation reached 62.9% with a class mastery percentage of 70.97%. After improving the learning strategy in Cycle II, student activity increased significantly to 70.97%, while the percentage of students achieving mastery rose to 87.10%. These improvements demonstrate that the Jigsaw model can create a more interactive learning environment, encourage collaboration, and foster students’ sense of personal responsibility. In other words, the Jigsaw model proved effective in overcoming passive learning problems and improving both the learning process and mathematics learning outcomes, in line with the objectives of the Merdeka Curriculum.
Women’s Collaborative Leadership in Technical and Vocational Education: A Systematic Review Widiani Trisnaningsih; Bujang Rahman; Riswandi; Tina Yunarti; Sowiyah
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): April - June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.449

Abstract

Women’s leadership in Technical and Vocational Education and Training (TVET) remains underexamined despite the sector’s dependence on coordinated relationships among schools, employers, government, and communities. This systematic literature review synthesizes 22 peer-reviewed studies published from 2015 to 2025 to examine women’s collaborative leadership in TVET and directly relevant educational or structurally analogous contexts. Following PRISMA 2020 procedures, records were identified through ScienceDirect and Google Scholar and analysed using inductive thematic synthesis. Four themes were identified: persistent structural and cultural barriers; individual, relational, and institutional enablers; leadership practices associated with transformational and distributed approaches; and the strategic importance of external partnerships. The evidence indicates that women’s leadership is shaped less by an inherently gendered style than by access to authority, professional networks, care-sensitive organizational arrangements, and opportunities to lead cross-boundary collaboration. Direct evidence at the intersection of women, collaborative leadership, and TVET is notably sparse. The review therefore proposes a Contextual Collaborative Leadership Framework for Women in TVET, which integrates enabling conditions, collaborative practices, boundary-spanning practices, and institutional outcomes. The framework is a research proposition requiring empirical validation.
Students' Problem Solving Strategies in Solving Equation and Linear Inequality Problems of One Variable Nadhifah Kansah Hanif; Tina Yunarti; Wayan Rumite; Niki Pujarwati
Lembaran Ilmu Kependidikan Vol. 55 No. 2 (2026): INPRESS: Technology and Innovation in Education and Educational Theory and Pra
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v55i2.24497

Abstract

Students’ ability to solve mathematical problems not only reflected their mastery of concepts, but also illustrated their way of thinking and the strategies they used when dealing with cognitive challenges. This study aimed to identify and describe the problem-solving strategies used in solving linear equations and inequalities with one variable. The research employed a qualitative approach with a single instrumental case study design and an evaluative method. Three students were selected from 29 potential participants. Data were collected through task sheets on linear equations and inequalities and semi-structured interviews. Data analysis was carried out in three stages: data condensation, data display, and conclusion drawing. The study revealed three strategies used by students in solving problems, namely logical reasoning, data organization, and trial and error. Each strategy operated under different principles when addressing the problems.
A Qualitative analysis of teacher feedback and student motivation in statistics didactic design Tina Yunarti; Annisa Mutiarani; Santy Setiawati; Niki Pujarwati
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.3347

Abstract

Teacher feedback plays an important role in supporting students’ learning motivation, particularly when it is integrated into the learning process through a well-structured didactic design. However, feedback in statistics learning is often still predominantly evaluative and has not been systematically used to guide students’ learning processes. This study aims to identify the types of teacher feedback provided to students in Class VII-A of SMP Negeri 26 Bandar Lampung and to describe students’ learning motivation after receiving feedback within a statistics didactic design. This research employed a qualitative case study design involving 31 seventh-grade students in the even semester of the 2023/2024 academic year. Data were collected through field notes, Likert-scale questionnaires on teacher feedback and student learning motivation, and interviews. The data were analyzed descriptively to identify patterns of teacher feedback and students’ motivational responses. The findings indicate that verbal feedback was the dominant form of feedback provided by the teacher. The most frequently observed feedback indicators were timely, specific, and process-focused feedback. In addition, students with high and moderate mathematical ability tended to show higher learning motivation than students with low mathematical ability. These findings suggest that process-oriented teacher feedback can support students’ motivation in learning statistics, especially when it is embedded in a structured didactic design.
ANALISIS UMPAN BALIK GURU DALAM MEMOTIVASI SISWA PADA PEMBELAJARAN MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL Aulia Namira Syahputri; Tina Yunarti; Wayan Rumite; Niki Pujarwati
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.8354

Abstract

Persepsi siswa terhadap umpan balik yang memotivasi memegang peranan penting dalam menunjang pemahaman mereka terhadap materi Persamaan dan Pertidaksamaan Linear Satu Variabel. Penelitian ini bertujuan untuk mendeskripsikan persepsi siswa terhadap umpan balik guru dalam pembelajaran materi tersebut serta menganalisis pengaruhnya terhadap motivasi belajar. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek siswa kelas VII-1 SMP Negeri 26 Bandar Lampung semester ganjil tahun pelajaran 2024/2025, yang dikategorikan berdasarkan kemampuan matematis (tinggi, sedang, dan rendah). Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Data dianalisis melalui tahapan kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil menunjukkan bahwa sebagian besar siswa memiliki persepsi positif terhadap umpan balik guru, dengan hanya satu siswa yang menunjukkan persepsi netral. Selain itu, umpan balik guru berpengaruh terhadap motivasi belajar siswa, yang tercermin dari respons aktif pada siswa berkemampuan tinggi, respons cukup baik namun belum konsisten pada siswa berkemampuan sedang, serta respons pasif pada siswa berkemampuan rendah.
ANALISIS UMPAN BALIK GURU DALAM MEMOTIVASI SISWA KELAS VIII PADA MATERI POLA BILANGAN Adinda Bintang Santri; Tina Yunarti; Julianti Mustika; Santy Setiawati
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.9120

Abstract

Penelitian evaluasi ini bertujuan untuk mengidentifikasi jenis umpan balik yang diberikan oleh guru dan mengevaluasi motivasi belajar siswa setelah menerima umpan balik tersebut. Subjek penelitian ini terdiri dari 12 siswa dari kelas VIII-B dan VIII-D di SMP IT Ar Raihan Bandar Lampung pada semester genap tahun ajaran 2024/2025. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif. Data yang dikumpulkan dalam penelitian ini meliputi hasil observasi kelas, angket skala Likert yang digunakan untuk mengukur umpan balik guru dan motivasi belajar siswa, serta hasil wawancara.Berdasarkan hasil penelitian dan pembahasan, dapat disimpulkan bahwa bentuk umpan balik yang diberikan oleh guru memiliki pengaruh terhadap motivasi siswa dalam belajar matematika. Umpan balik positif, seperti pujian dan pengakuan atas usaha siswa, terbukti meningkatkan rasa percaya diri dan motivasi intrinsik, mendorong siswa untuk lebih aktif dalam proses belajar. Selain itu, umpan balik konstruktif yang jelas dan spesifik membantu siswa memahami kesalahan dan memperbaiki pemahaman mereka terhadap materi. Respons siswa terhadap umpan balik bervariasi, tergantung pada jenis umpan balik yang diterima. Hasil evaluasi menunjukkan bahwa meskipun umpan balik guru dalam mata pelajaran pola bilangan telah dilaksanakan dengan baik, sekitar 30% siswa dari kategori 1 hingga kategori 3 masih belum merasakan dampak positif yang signifikan terhadap motivasi belajar mereka. Kategori siswa dengan kemampuan matematis rendah memiliki motivasi belajar yang lebih tinggi dan reaktif terhadap umpan balik guru dibandingkan dengan kategori siswa dengan kemampuan matematis tinggi dan sedang.
Co-Authors Adinda Bintang Santri Agung Putra Wijaya Anisya Rama Dani Annisa Mutiarani Annisa Mutiarani Arditia, Maria Anggun Zahra Aulia Namira Syahputri Bujang Rahman Caswita Caswita DWI RAHMAWATI Dwi Rahmawati Elisa Nur Aini Herpratiwi Herpratiw Indah Nabilla Nur Lutfiyyah Zariyatan Ira Vahlia Ira Vahlia Ira Vahlia Jamal Ludinsyah Julianti Mustika Khoirin Nisa M. Coesamin M. Coesamin Marlinawat Marlinawat Meriza, Nadya Mustika Mustika Mustika Mustika Mustika Mustika Mustofa Usman Nadhifah Kansah Hanif Niki Pujarwati Niki Pujarwati Niki Pujarwati Nurhanurawati Nurhanurawati Nurhanurawati Nurhanurawati Rahma Faelasofi Rahmi, Vianazir Juwita Rangga Firdaus Rangga Firdaus Rini Asnawati Riswandi, Riswandi Santy Setiawati Santy Setiawati Setiawati, Santy Sowiyah Sowiyah Sugeng Sutiarso Sugeng Sutiarso Sulis Widarti Trisnawati Wayan Rumite Widiani Trisnaningsih Wulandari, Dewi Sri Rizki