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KETERKAITAN KECERDASAN INTERPERSONAL PADA PEMBELAJARAN MATEMATIKA Sandi, Anggun Pastika
Jurnal Gemaedu Vol 1 No 1 (2015): Daftar Isi
Publisher : Gema Widyakarya bekerjasama dengan Persatuan Guru Republik Indonesia (PGRI) Daerah Khusus Ibukota Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (206.444 KB)

Tujuan dari penelitian untuk mengetahui apakah terdapat pengaruh kecerdasan interpersonal terhadap prestasi belajar matematika siswa pada semester dua tahun ajaran 2012/2013. Sampel yang diambil secara acak sederhana (sample random sampling) dengan mengambil sampel 62 siswa. Pengukuran dan pengambilan data prestasi belajar matematika menggunakan instrumen tes tertulis yang mengacu pada Kurikulum Tingkat Satuan Pelajaran (KTSP). Sebelumnya instrumen telah diuji tingkat validitas, reabilitas, taraf kesukaran, dan daya pembeda soal sehingga terlebih dahulu dilakukan uji persyaratan yaitu uji normalitas menggunakan uji chi-kuadrat. Pada angket kecerdasan interpersonal rata-rata tes yaitu 91,21; median 92,21; modus 93,40; dan simpangan baku; 10,69. Pada angket potensi diri siswa rata-rata tes yaitu 91,18; median 90,55; modus 90,30; dan simpangan baku; 10,85. Sedangkan pada prestasi belajar matematika rata-rata tes yaitu 76,26; median 75,75; modus 74,55; dan simpangan baku; 10,74. Uji Hipotesis Kecerdasan Interpersonal terhadap Prestasi Belajar Matematika menggunakan uji-t diperoleh thitung = 5,93 pada taraf signifikan  = 0,05 dan derajat kebebasan (dk) = 62-2 = 60 didapat ttabel = 2; karena thitung > ttabel maka H0 ditolak. Dengan demikian H1 diterima maka disimpulkan ada pengaruh positif antara kecerdasan interpersonal dengan prestasi belajar matematika siswa

EFEKTIVITAS PENDEKATAN REALISTIC MATHEMATICS EDUCATION TERHADAP KECERDASAN LOGIS MATEMATIS DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIK Anggun Pastika Sandi; Asna Lutfa; Amaira Utami
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Tujuan penelitian ini ingin mengetahui 1)Pengaruh pendekatan realistic mathematics education terhadap kecerdasan logis matematis dan kemampuan berpikir kritis matematik secara multivariat, 2) Pengaruh pendekatan realistic mathematics education terhadap kecerdasan logis matematis, 3) Pengaruh pendekatan realistic mathematics education terhadap kemampuan berpikir kritis matematik pada siswa SMP Negeri 30 di Jakarta Utara. Penelitian ini merupakan penelitian eksperimen dengan metode analisis treatment by level, sampel yang diambil telah ditetapkan (purposive sampling) sebanyak 40 siswa. Pengumpulan data dilakukan dengan memberikan tes. Teknik analisis data dalam pengujian hipotesis menggunakan analisis varian multivariat (MANOVA). Berdasarkan hasil analisis 1) Terdapat pengaruh positif pendekatan realistic mathematics education terhadap kecerdasan logis matematis dan kemampuan berpikir kritis matematik secara multivariat, 2) Terdapat pengaruh positif pendekatan realistic mathematics education terhadap kecerdasan logis matematis, 3) Terdapat pengaruh positif pendekatan realistic mathematics education terhadap kemampuan berpikir kritis matematik.The purpose of this research is to find out 1)The effect of a realistic mathematics education approach on logical-mathematical intelligence and critical thinking skills in a multivariate manner, 2) The effect of a realistic mathematics education approach on logical-mathematical intelligence, 3) The effect of a realistic mathematics education approach on critical thinking skills students of state junior high school 30 in North Jakarta. This research is experimental research with analysis method treatment by level, the sample taken has been determined (purposive sampling) as much as 40 students. Data collection is done giving a test. Data analysis techniques in hypothesis testing using multivariate analysis of variance (MANOVA). Based on the results of the analysis 1) There is a positive effect of a realistic mathematics education approach on logical-mathematical intelligence and critical thinking skills in a multivariate manner, 2) There is a positive effect of a realistic mathematics education approach on logical-mathematical intelligence, 3) There is a positive effect of a realistic mathematics education approach on critical thinking skills.

STEM-based Module Outline, Validity, Readability and Response towards Layout, Content and Utility Aspect. A. Utami; P. Astuti; A. P. Sandi
Journal of Science Education Research Vol 7, No 1 (2023): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v7i1.51371

In the 21st century of technology and the digital era, the integration of science, technology, engineering and mathematics in educational, political and economical is becoming an integral part. The implementation of STEM in the learning context should be followed by the readiness of teacher capability and supported by STEM-based teaching materials. This paper implements Design and Development Research (DDR) which followed the six stages to produce a STEM-based module for 7th graders, particularly on earth's structure and its dynamic topic. The developed STEM-based module follows the basic national competence for secondary level, module criteria, criteria of great STEM learning materials, STEM literacy practices and Engineering Design Process from NGSS and NRC (2010), OECD (2016), NAEP (2014) and National Kurikulum 2013. The questionnaire is delivered to experts, teachers and students to test the validity and readability of the STEM-based module. Moreover, it is also implemented as a learning module in one class of 7th graders in SMP Negeri 03 Soreang, which consists of 32 students. The results show that STEM-based module is valid to be used by high school students. Moreover, the readability score reaches 88.39%, while the response towards layout, content and utility aspects is 94.44% means that it had a minor revision.

The effect of ICT learning media and discipline on the effectiveness of learning mathematics Anggun Pastika Sandi; Handy Fernandy
International Journal of Trends in Mathematics Education Research Vol 5, No 1 (2022)
Publisher : SAINTIS Publishing

This study aims to determine the effect of information computer technology (ICT)-based learning media and learning discipline on the effectiveness of mathematics learning process. The experi-ment was carried out in two groups where each group was given different treatments. The first group was taught using ICT-based learning media, while the second group was taught using conventional learning media. Each group was further divided into two categories according to their level of discipline, namely groups with high levels of discipline and groups with low levels of discipline. The method used in this research is an experiment with a treatment by level analysis model. The type of test used is Anova Two-Way. Based on the results of the analysis, it shows that the group taught using ICT-based learning media obtained a higher effectiveness of learning pro-cess than the group taught using conventional learning media. and groups that have a high level of discipline get a higher effectiveness of the learning process than groups with low levels of dis-cipline. and it is also evident that there is an influence of the interaction between the use of ICT-based learning media and the level of discipline on the effectiveness of learning process.

The effect of ICT learning media and discipline on the effectiveness of learning mathematics Anggun Pastika Sandi; Handy Fernandy
International Journal of Trends in Mathematics Education Research Vol 5, No 1 (2022)
Publisher : SAINTIS Publishing

This study aims to determine the effect of information computer technology (ICT)-based learning media and learning discipline on the effectiveness of mathematics learning process. The experi-ment was carried out in two groups where each group was given different treatments. The first group was taught using ICT-based learning media, while the second group was taught using conventional learning media. Each group was further divided into two categories according to their level of discipline, namely groups with high levels of discipline and groups with low levels of discipline. The method used in this research is an experiment with a treatment by level analysis model. The type of test used is Anova Two-Way. Based on the results of the analysis, it shows that the group taught using ICT-based learning media obtained a higher effectiveness of learning pro-cess than the group taught using conventional learning media. and groups that have a high level of discipline get a higher effectiveness of the learning process than groups with low levels of dis-cipline. and it is also evident that there is an influence of the interaction between the use of ICT-based learning media and the level of discipline on the effectiveness of learning process.

Implementation of Differentiated Learning in Kurikulum Merdeka Belajar (Independent Learning Curriculum) at Islamic Elementary Schools Asna Lutfa; Anggun Pastika Sandi; Amaira Utami; Ahmad Fahrijal
JIP Jurnal Ilmiah PGMI Vol 10 No 1 (2024): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v10i1.22118

The aim of this research is to find out first, the implementation of differentiated learning in the independent curriculum; second, strategies for implementing differentiated learning; third, challenges in implementing differentiated learning. The research method used is a descriptive analytical method with a qualitative approach. The subjects in the research were Madrasah Ibtidaiyah (Islamic Elementary School) in the DKI Jakarta Province Region which implemented the Merdeka Curriculum. The data collection techniques used were observation, interviews and documentation as well as descriptive data analysis using data reduction and data triangulation. Testing the validity of the data is carried out through source triangulation and technical triangulation. The results of this research show that first, madrasahs have various internal policies, including special approaches including superior program tests, strengthening Pancasila values, introducing and familiarizing with literacy to support the implementation of the Independent Curriculum, in the implementation the teachers already understand differentiated learning. Second, the strategies applied in differentiated learning include carrying out initial assessments, grouping students, taking various approaches to accommodate the diversity of student profiles, preparing media and teaching materials that are not monotonous, and carrying out final assessments. Third, the challenges in implementing differentiated learning are that teachers still experience several obstacles, including understanding the characters of different students; adapting material that can be integrated into the discussion; improving learning media skills; determine students' talents, abilities and interests; inadequate media and infrastructure; limited time in implementing differentiated learning; students are difficult to control and there are still some who cannot read. The suggestions in this research require special assistance for teachers in madrasas; the need for Islamic Schools to collaborate with driving teachers, lecturers, researchers, the community, student parents and stakeholders involved; Madrasah heads need to take part in supervising some of the facilities and infrastructure needed by teachers.

TRANSFORMATIVE EDUCATIONAL: EXPLORING THE CREATIVE POTENTIAL OF ELEMENTARY SCHOOL Pastika Sandi, Anggun; Marini, Arita; Zakiah, Linda
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 8 No 3 (2024): Additional Issue
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v8i3.24998

This research aims to explore transformative education as an effort to unlock children's creativity potential in elementary schools. Creative potential is one aspect that can be examined through transformative education. The research method used is qualitative descriptive with a library research approach. The results indicate that one aspect of transformative education's objectives is to shape individuals who are skilled, creative, and independent, ready to face the challenges of modern development, aligning with the vision and mission of National Education. One outcome of transformative learning is the creativity and intelligent actions of the millennial generation in the interaction process of learning, which can enhance self-confidence in interacting with the environment. The learning process also focuses on developing students' creativity. Therefore, the integration of transformative education and creativity development must be prioritized in the education system to create a better future generation.

TRANSFORMATIVE EDUCATIONAL: EXPLORING THE CREATIVE POTENTIAL OF ELEMENTARY SCHOOL Pastika Sandi, Anggun; Marini, Arita; Zakiah, Linda
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 8 No 3 (2024): Additional Issue
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v8i3.24998

This research aims to explore transformative education as an effort to unlock children's creativity potential in elementary schools. Creative potential is one aspect that can be examined through transformative education. The research method used is qualitative descriptive with a library research approach. The results indicate that one aspect of transformative education's objectives is to shape individuals who are skilled, creative, and independent, ready to face the challenges of modern development, aligning with the vision and mission of National Education. One outcome of transformative learning is the creativity and intelligent actions of the millennial generation in the interaction process of learning, which can enhance self-confidence in interacting with the environment. The learning process also focuses on developing students' creativity. Therefore, the integration of transformative education and creativity development must be prioritized in the education system to create a better future generation.

Exploring Student Engagement in University through Lecturer Competence: A Tripod 7Cs Framework Yundianto, Devie; Khatami, Muhammad; Mutmainah, Isna; Pastika Sandi, Anggun; Nabilah, Siti; Mutiara Sani, Febi
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8196

This study aims to empirically examine and model the influence of lecturer competence on student engagement in higher education, operationalized through the Tripod 7Cs framework, at Universitas Nahdlatul Ulama Indonesia. The 7Cs framework consists of seven instructional competencies—Care, Confer, Captivate, Clarify, Consolidate, Challenge, and Classroom Management—with student engagement conceptualized across three dimensions: Vigor, Absorption, and Dedication. Addressing the limited application of the Tripod 7Cs framework in higher education and non-Western contexts, this study investigates both the simultaneous and differential effects of the seven competencies on distinct engagement components. Participants consisted of 129 undergraduate students (N = 129), including 43 men (33.33%) and 86 women (66.67%), selected using convenience sampling. Data were collected via an online questionnaire. Lecturer competence was measured using the Tripod 7Cs Instrument, while student engagement was assessed using the Utrecht Work Engagement Scale for Students (UWES-S). Rasch measurement modeling was employed to ensure construct validity and reliability prior to hypothesis testing. Multiple regression analyses were conducted to examine the predictive effects of the 7Cs dimensions on each engagement component. In addition, a thematic analysis of open-ended responses was performed to triangulate the quantitative findings and provide contextual insight into students’ perceptions of effective teaching practices.The results revealed distinct and non-uniform relationships between lecturer competencies and engagement dimensions. The Captivate dimension emerged as a significant predictor of Vigor (β = 0.260, p = .044) and the strongest predictor of Absorption (β = 0.429, p < .001), indicating the central role of engaging instructional delivery in fostering energy and deep learning immersion. The Care dimension significantly predicted Vigor (β = 0.231, p = .040) and Dedication (β = 0.253, p = .020), highlighting the importance of relational and emotional support in sustaining students’ commitment to learning. Conversely, Clarify did not demonstrate a direct statistical effect on engagement, although qualitative findings underscored its role as a foundational instructional prerequisite. This study contributes novel empirical evidence by extending the Tripod 7Cs framework to higher education, demonstrating its applicability in an Indonesian, non-Western context, and revealing the differential predictive power of specific lecturer competencies across engagement dimensions. The findings offer actionable implications for faculty development, emphasizing that effective teaching in higher education requires not only instructional clarity, but also engaging delivery and caring lecturer–student relationships to foster meaningful and sustained student engagement.

Implementation of Differentiated Learning in Kurikulum Merdeka Belajar (Independent Learning Curriculum) at Islamic Elementary Schools Lutfa, Asna; Asna Lutfa; Anggun Pastika Sandi; Amaira Utami; Ahmad Fahrijal
JIP Jurnal Ilmiah PGMI Vol 10 No 1 (2024): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v10i1.22118

The aim of this research is to find out first, the implementation of differentiated learning in the independent curriculum; second, strategies for implementing differentiated learning; third, challenges in implementing differentiated learning. The research method used is a descriptive analytical method with a qualitative approach. The subjects in the research were Madrasah Ibtidaiyah (Islamic Elementary School) in the DKI Jakarta Province Region which implemented the Merdeka Curriculum. The data collection techniques used were observation, interviews and documentation as well as descriptive data analysis using data reduction and data triangulation. Testing the validity of the data is carried out through source triangulation and technical triangulation. The results of this research show that first, madrasahs have various internal policies, including special approaches including superior program tests, strengthening Pancasila values, introducing and familiarizing with literacy to support the implementation of the Independent Curriculum, in the implementation the teachers already understand differentiated learning. Second, the strategies applied in differentiated learning include carrying out initial assessments, grouping students, taking various approaches to accommodate the diversity of student profiles, preparing media and teaching materials that are not monotonous, and carrying out final assessments. Third, the challenges in implementing differentiated learning are that teachers still experience several obstacles, including understanding the characters of different students; adapting material that can be integrated into the discussion; improving learning media skills; determine students' talents, abilities and interests; inadequate media and infrastructure; limited time in implementing differentiated learning; students are difficult to control and there are still some who cannot read. The suggestions in this research require special assistance for teachers in madrasas; the need for Islamic Schools to collaborate with driving teachers, lecturers, researchers, the community, student parents and stakeholders involved; Madrasah heads need to take part in supervising some of the facilities and infrastructure needed by teachers.

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