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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) REiD (Research and Evaluation in Education) Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat JOMPA ABDI: Jurnal Pengabdian Masyarakat Journal of Research in Science and Mathematics Education INCOME: Indonesian Journal of Community Service and Engagement International Journal of Mathematics and Mathematics Education (IJMME) Jurnal Cendekia Ilmiah
Okky Riswandha Imawan
Universitas Cenderawasih
Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Cluster analysis of the national examination: School grouping to maintain the sustainability of high school quality Ismail, Raoda; Retnawati, Heri; Imawan, Okky Riswandha
REID (Research and Evaluation in Education) Vol. 8 No. 1 (2022)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v8i1.45872

Abstract

This study aims to classify high schools in Papua Province, Indonesia, based on the 2019 National Examination scores so they can be considered in maintaining the sustainability of school quality in Papua. In this study, all senior high schools in Papua Province were grouped into three clusters: Cluster 1 (high), Cluster 2 (medium), and Cluster 3 (low clusters) using the K-Means Algorithm on the 2019 National Examination data. The data were obtained through the website official Center of Educational Assessment of the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. Clarification was done by grouping data on national examination scores from each school based on the similarity of the data with data from other schools. The results of the high school clustering using the K-Means Algorithm show that 18 schools are in Cluster 1, 58 schools in Cluster 2, and 68 schools in Cluster 3. The results of the analysis of the K-Means Algorithm show an R2 value of 0.723 and a Silhouette score of 0.42.
Investigating Differential Item Functioning (DIF) in Geometry Test Scores: Holistic vs. Analytical Scoring Rubrics Ismail, Raoda; Imawan, Okky Riswandha; Retnawati, Heri; Haryanto
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol. 15 No. 1 (2026): JP3I
Publisher : FAKULTAS PSIKOLOGI UIN SYARIF HIDAYATULLAH JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v15i1.40842

Abstract

The use of polytomous data in test instruments enables more detailed assessment of test-takers' abilities, but group differences, such as gender, class, and ethnicity, are often overlooked. Differential Item Functioning (DIF) analysis helps determine whether these identities influence test performance. This descriptive quantitative study examines DIF in geometry tests using Holistic and Analytical Scoring Rubrics across gender, class, and ethnic groups. The study involved 102 undergraduate students from Cenderawasih University, Papua, who completed a geometry test with 10 descriptive questions. Two scoring rubrics were used: the Holistic Scoring Rubric with three categories and the Analytical Scoring Rubric with five. Results were analyzed with the difR package in the R Program. The criterion for detecting DIF is a p-value less than 0.05. Findings show that some test items exhibit DIF concerning gender, class, and ethnicity. The DIF detected for the holistic scoring rubric is items 1, 6, 7, and 10 for the gender group; items 1, 4, 5, and 8 for the class group; and items 1, 2, and 6 for the ethnic group. Meanwhile, the DIF detected for the analytic scoring rubric is item 10 for the gender group; items 9 and 10 for the class group; and item 10 for the ethnic group. However, not all DIF items are flawed; some assess fundamental skills. The Analytical Rubric demonstrated slightly higher reliability (alpha 0.903) than the Holistic Rubric (alpha 0.804). These insights support the development of more equitable and sustainable assessment practices, ensuring fairness and inclusivity in educational evaluations.
Akselerasi Keterampilan (Psikomotor) Calon Guru Sekolah Dasar: Pemanfaatan Simulasi Kasus Nyata Berbasis Buku Paket Kontekstual Papua (BPKP) Daud Kaigere; Alim Mutaqin; Abdul Karim; Martijn van Driel; Okky Riswandha Imawan
INCOME: Indonesian Journal of Community Service and Engagement Vol 5 No 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v5i2.2194

Abstract

Kesenjangan terbesar dalam mencetak calon pendidik di perguruan tinggi adalah tingginya asupan teoretis yang tidak diimbangi dengan simulasi penanganan kasus nyata di ruang kelas. Bagi calon guru, kurangnya pengalaman praktis sering kali memicu kegagalan dalam menyederhanakan materi yang kompleks. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengintervensi kelemahan tersebut melalui penerapan Buku Paket Kontekstual Papua (BPKP) yang dilengkapi dengan metode simulasi. Kegiatan ini melibatkan 61 mahasiswa program studi PGSD Universitas Cenderawasih. Evaluasi program menerapkan metode campuran (mixed-method). Data kuantitatif dianalisis menggunakan statistik deskriptif (pre-test/post-test), sementara evaluasi kualitatif dieksekusi secara murni menggunakan instrumen analitik Computer-Assisted Qualitative Data Analysis (LONTAR). Hasil evaluasi kognitif menunjukkan peningkatan konsisten, di mana Mean bergerak dari 3,87 (SD=1,02) menjadi 4,57 (SD=0,50), diiringi skor kepuasan 4,90 dari 5,00. Melalui penelusuran jejak audit (evidence trail) pada tema keterampilan psikomotorik, terindikasi secara kuat bahwa penggunaan klip visual dan simulasi kasus nyata dalam pelatihan BPKP berhasil membongkar kompleksitas pedagogik menjadi struktur yang mudah dipahami. Calon guru berhasil mengakuisisi keterampilan teknis mengajar (how-to-teach), sebuah kompetensi praktis yang sangat esensial untuk mengkompensasi kurangnya jam terbang pendidik pemula di sekolah dasar wilayah pedalaman.
Evaluasi Formatif dan Needs Assessment Pelatihan Calon Guru SD: Urgensi Ekstensi Waktu dan Institusionalisasi Laboratorium Praktikum Microteaching Suwita Suwita; Amelia Warikar; Elieser Kulimbang; Martijn van Driel; Okky Riswandha Imawan
INCOME: Indonesian Journal of Community Service and Engagement Vol 5 No 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v5i2.2195

Abstract

Keberlanjutan dan efektivitas sebuah program pengabdian kepada masyarakat tidak hanya diukur dari tingkat kepuasan partisipan, melainkan dari kedalaman evaluasi formatif terhadap kekurangan pelaksanaan program tersebut. Artikel ini menyajikan needs assessment (analisis kebutuhan) berbasis data campuran (mixed-method) pasca-pelatihan literasi dan numerasi menggunakan Buku Paket Kontekstual Papua (BPKP) bagi 61 mahasiswa Pendidikan Guru Sekolah Dasar (PGSD) Universitas Cenderawasih. Data kuantitatif dianalisis menggunakan statistik deskriptif, sementara data kualitatif dievaluasi menggunakan Computer-Assisted Qualitative Data Analysis Software (CAQDAS) LONTAR, dengan isolasi analisis secara ketat pada domain tema "Kritik dan Saran". Hasil evaluasi kognitif menunjukkan peningkatan fundamental dari Mean 3,87 (SD=1,02) menjadi 4,57 (SD=0,50), diiringi skor kepuasan penyelenggaraan 4,90 dari 5,00. Jejak audit kualitatif membuktikan bahwa durasi pelatihan yang singkat menjadi hambatan utama dalam internalisasi materi. Partisipan secara eksplisit menuntut perpanjangan waktu kegiatan, penambahan porsi simulasi/praktik, serta peletakan modul BPKP sebagai inventaris wajib di laboratorium kampus. Temuan ini merekomendasikan perlunya pergeseran kebijakan institusional, dari yang sekadar penyelenggaraan seminar insidental berdurasi dua hari, menuju program praktikum terstruktur dan penyediaan infrastruktur laboratorium yang memadai bagi calon pendidik.  
Pelatihan Joyful Learning dan Deep Learning melalui Media Edukatif Bermotif Papua bagi Calon Guru SD Okky Riswandha Imawan; Raoda Ismail; Susanto T Handoko
Jompa Abdi: Jurnal Pengabdian Masyarakat Vol. 5 No. 2 (2026): Jompa Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jompaabdi.v5i2.2835

Abstract

Calon guru Sekolah Dasar dituntut memiliki kemampuan merancang pembelajaran yang kreatif, menyenangkan, dan bermakna sesuai tuntutan pendidikan abad ke-21. Namun, pemahaman calon guru terhadap penerapan joyful learning dan deep learning masih cenderung bersifat teoritis serta belum didukung pengalaman belajar autentik. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pemahaman calon guru SD tentang joyful learning dan deep learning, mengembangkan kreativitas melalui pembelajaran berbasis proyek, serta melatih peserta menghasilkan media pembelajaran berbasis budaya lokal Papua. Kegiatan dilaksanakan pada tahun 2026 di Program Studi Pendidikan Guru Sekolah Dasar, FKIP Universitas Cenderawasih, dengan melibatkan 30 mahasiswa. Metode yang digunakan adalah Project Based Learning (PjBL) melalui pelatihan, diskusi kelompok, workshop, dan presentasi hasil karya berupa hiasan dinding edukatif bermotif ukiran Papua yang memuat materi pembelajaran SD. Hasil kegiatan menunjukkan seluruh kelompok berhasil menghasilkan media pembelajaran yang kreatif, kontekstual, dan aplikatif. Hasil observasi menunjukkan aspek kolaborasi kelompok memperoleh persentase tertinggi sebesar 83,33%, diikuti kreativitas pengembangan media sebesar 73,33% dan keaktifan diskusi sebesar 66,67%. Hasil self-assessment menunjukkan 83,3% peserta memiliki pemahaman yang baik terhadap konsep joyful learning dan deep learning. Kegiatan ini menunjukkan bahwa pelatihan berbasis proyek yang mengintegrasikan budaya lokal efektif meningkatkan kompetensi pedagogik, kreativitas, kolaborasi, dan pengalaman belajar autentik calon guru SD.
PENGGUNAAN ALAT PERAGA PINANG GEBE PADA MATERI PERKALIAN DAN PEMBAGIAN DI SEKOLAH DASAR NABIRE Bin Alit, Indra Fitria Ningsih; Yektiningtias, Wigati; Tanto; Imawan, Okky Riswandha
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54829

Abstract

This study aims to describe and analyze the use of Pinang gebe teaching aids in mathematics learning, specifically for multiplication and division in fourth-grade students at SD Negeri Inpres 01 Kalisemen. Mathematics is often considered an abstract and difficult subject for elementary school students, requiring concrete media or teaching aids that are familiar to the students' environment (an ethnomathematics approach). This study employed a qualitative approach with a descriptive research style. The subjects consisted of two classroom teachers and 42 students. Data collection was conducted through observation of learning activities, in-depth interviews with teachers and students, and documentation. Data analysis techniques used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that the use of Pinang gebe teaching aids significantly concretized the concept of multiplication as repeated addition and division as repeated subtraction. These teaching aids, made from local natural materials, were proven effective in increasing students' enthusiasm, engagement, and understanding of mathematical concepts by integrating contextual objects familiar to their daily lives. Although there were minor obstacles such as time management when distributing teaching aids, these were effectively addressed through classroom management by the teacher. The conclusion of this study is that the Pinang gebe teaching aid can be an alternative learning medium based on local wisdom that significantly supports the learning process of basic arithmetic operations in elementary schools.
Evaluating an Ethno-Pedagogical Intervention for Enhancing Pre-Service Teachers’ Literacy, Numeracy, and Pedagogical Competencies Okky Riswandha Imawan; Raoda Ismail; Martijn van Driel; Suwita Suwita; Golden Ringgo SC Ayomi; Mamberuman Marthen Inggamer; Susanto T. Handoko
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2263

Abstract

Purpose: The marginalization of indigenous cultures in formal education can limit students' acquisition of foundational skills, necessitating culturally responsive pedagogical frameworks. This study introduces and empirically evaluates the "Buku Paket Kontekstual Papua" (BPKP), an ethno-pedagogical intervention authored by Martijn van Driel et al., designed to bridge indigenous Papuan realities with national curriculum standards, using story-based pedagogy, local games, and traditional knowledge to contextualize early childhood learning (grades 1-3). Methodology: Using a quantitative pre-experimental (one-group pretest-posttest) design without a control group, this research involved 61 undergraduate pre-service primary teachers (N=61) selected through random sampling. The study measured a dual-pillar transformation: Content Mastery (Literacy and Numeracy) and Pedagogical Readiness (Cognitive, Affective, and Psychomotor). Findings: Paired samples t-test analyses revealed that the BPKP training was associated with significant improvements across all five domains; negative Cohen's d values reflect the direction of pre-to-post change, not a decline. In Content Mastery, participants showed statistically significant but small improvements in literacy (p = .045, d = -0.263) and numeracy (p = .013, d = -0.328). The intervention also supported pedagogical readiness, yielding a large improvement in the cognitive domain (p < .001, d = -0.817) and significant gains in affective attitudes (p = .017) and psychomotor skills (p = .024). Significance: While causality cannot be definitively claimed given the research design, the findings suggest that integrating indigenous realities into educational training tools can support academic subject mastery and shape the readiness of future educators to teach in marginalized communities.
Co-Authors Abdul Karim Alim Mutaqin Amelia Warikar Bin Alit, Indra Fitria Ningsih Daud Kaigere Dewi, Mytha Chandra Elieser Kulimbang Farida Agus Setiawati Golden Ringgo SC Ayomi HARYANTO Heri Retnawati Indardi, Sugeng Ismail, Raoda Mamberuman Marthen Inggamer Martijn van Driel Purwoko Haryadi Santoso Sugiman Sugiman Susanto T Handoko Susanto T. Handoko Susanto T. Handoko Suwita Suwita Suwita Suwita Tanto Yektiningtias, Wigati