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All Journal Al-Jabar : Jurnal Pendidikan Matematika Jurnal Manajemen dan Pendidikan Agama Islam IPSSJ SeLEC
Siti Uswatun Khasanah
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Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences

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Mekanisme Promosi dan Demosi dalam Pengembangan Karir Guru di SMA Labschool UNESA 1 Sabrina Putri Fanisa; Siti Uswatun Khasanah; Shilfiana Amelia Putri; Syunu Trihantoyo; Nuphanudin Nuphanudin
Jurnal Manajemen dan Pendidikan Agama Islam Vol. 2 No. 3 (2024): Mei : Jurnal Manajemen dan Pendidikan Agama Islam
Publisher : Asosiasi Riset Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jmpai.v2i3.333

Abstract

This research aims to determine the impact of promotion and demotion mechanisms in teacher career development at SMA Labschool Unesa 1. This research uses a qualitative approach. The type of research used is interviews. The informant in this research was only one teacher. This research shows the mechanism of promotion and demotion in teacher career development at SMA Labschool Unesa 1. There are promotion and demotion indicators consisting of work performance, discipline, skills. Lastly, the demotion indicators consist of member incompetence, personal requests, and rationalization of numbers. The results of the discussion in this research are that in carrying out professional duties, teachers have the right to receive promotions in accordance with their duties and work performance, which includes promotion/increase in functional position. Furthermore, demotions are caused by the lack of performance of a teacher who is not good enough. Demoting a teacher does not happen directly, but there is a gradual evaluation, namely by evaluating several times with agreement with the other teachers. At SMA Labschool Unesa 1, there are no differences and there is a sense of family towards teachers who have just been demoted.
Pengembangan Media Pembelajaran Matematika Flashcards Berbasis  AR (Augmented Reality) pada Materi Pecahan Siti Uswatun Khasanah
Integrative Perspectives of Social and Science Journal Vol. 2 No. 2 Maret (2025): Integrative Perspectives of Social and Science Journal
Publisher : PT Wahana Global Education

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Abstract

Pendidikan merupakan faktor utama dalam pengembangan sumber daya manusa, khususnya bagi peserta didik sejak dini. Matematika sebagai salah satu mata pelajaran dasar memiliki peran penting dalam membentuk kemampuan berpikir logis dan analitis. Namun, banyak siswa sekolah dasar mengalami kesulitan dalam memahami konsep pecahan akibat metode pembelajaran yang kurang menarik dan interaktif. Perkembangan teknologi memungkinkan inovasi dalam media pembelajaran, salah satunya dengan penggunaan Augmented Reality (AR) pada Flashcards sebaga alat bantu pembelajaran. Penelitian ini bertujuan untuk mengembangkan media pembelajaran Flashcards AR menggunakan model ADIDE yang terdiri dari lima tahap: analisis, desain, pengembangan, implementasi, dan evaluasi. Hasil uji kelayakan menunjukkan bahwa media ini sangat layak digunakan berdasarkan validasi ahli media dan ahli materi dengan rata-rata persentase 92% (kategori “Sangat Layak”). Uji kepraktsan juga menunjukkan hasil positif dengan skor rata-rata angket respon guru 94% dan respon siswa 92%, keduanya dalam kategori “Sangat Layak”.Dengan demikian, penggunaan Flashcards AR terbukti efektif dan praktis dalam meningkatkan pemahaman siswa terhadap konsep pecahan di sekolah dasar.
Stimulating Motivational Engagement in Vocabulary Learning: Evidence From the Word Tail Game in an EFL Classroom Harsinda; Wahyu; Siti Nurul Ilmi Hl.; Siti Uswatun Khasanah
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 2 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i2.977

Abstract

Vocabulary learning is an essential component of English language development, yet many students continue to face difficulties in achieving progress and maintaining motivation. This study aimed to examine the effect of the Word Tail Game on students’ vocabulary achievement and learning motivation. A mixed method approach with a convergent parallel design was employed. Quantitative data were used to measure students’ achievement, and qualitative interview data were used to explore their motivation. The participants consisted of 20 second-grade junior high school students. The findings show a significant increase in post-test scores, indicating an improvement in vocabulary achievement. Qualitative results also reveal that indicators of motivated learning behavior appeared consistently during the game, supported by students’ positive responses. These findings suggest that the Word Tail Game can enhance engagement and support vocabulary learning. The study contributes empirical evidence to the growing body of research on game-based learning in EFL contexts.
Exploring the relationship between mathematical disposition, self-concept, and problem-solving ability in elementary school students Salsabilla, Nulqia; Dewi Atma Junira; Diah Pahmasari Harahap; Siti Uswatun Khasanah; Ahmad Syaripudin; Lutfia, Afifa
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.28994

Abstract

Purpose: This study to examine the relationship between mathematical disposition and self-concept on elementary students’ mathematical problem-solving ability. The study is based on the assumption that problem-solving requires not only cognitive skills but also affective and psychological factors such as confidence, perseverance, curiosity, and students’ perceptions of their own abilities. Method: This study employed a quantitative ex post facto design involving 54 fifth-grade students selected through saturated sampling. Data were collected using a mathematical problem-solving test and Likert-scale questionnaires measuring mathematical disposition and self-concept. The data were analyzed using multiple linear regression with SPSS 25 to identify the influence of the two affective variables on problem-solving ability. Findings: The analysis showed that mathematical disposition and self-concept have a positive but statistically non-significant relationship with mathematical problem-solving ability. The coefficient of determination (R² = 0.038) indicates that both variables together contribute only 3.8 percent to students’ problem-solving performance, suggesting that other factors outside the study play a much larger role. Significance: The findings indicate that mathematical disposition and self-concept are not significant predictors of elementary students’ problem-solving skills. Other factors such as cognitive strategies, metacognitive skills, motivation, learning environment, and instructional approaches are likely to have greater influence. This highlights the need for future research exploring those variables and developing learning models that integrate affective development with higher-order thinking skills.
Co-Authors Ahmad Syaripudin Dewi Atma Junira Diah Pahmasari Harahap Harsinda Khalikussabir, Khalikussabir Lutfia, Afifa Nuphanudin Nuphanudin Ronny Malavia Mardani Sabrina Putri Fanisa Salsabilla, Nulqia Shilfiana Amelia Putri Siti Nurul Ilmi Hl. Syunu Trihantoyo Wahyu Wahyu