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All Journal Jurnal Pendidikan Matematika dan IPA Vidya Karya EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Borneo Humaniora Indonesian Journal of Research and Educational Review (IJRER) Malaqbiq : Jurnal Pengabdian kepada Masyarakat.
Suciati Suciati
Universitas Borneo Tarakan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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REACT Contextual Approach: Effective Numeracy Teaching for Future Mathematics Teachers Wulandari, Shinta; Kusuma, Arief Ertha; Ridwan, Ridwan; Suciati, Suciati; Rusmansyah
ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 3 (2024): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v3i3.1727

Abstract

This study describes adequate numeracy learning in schools for future mathematics teachers in North Kalimantan. It involved 30 students as respondents who observed numeracy teaching carried out by local facilitator teachers in Bunyu district, North Kalimantan. The researcher utilized the REACT contextual approach to offer practical experience in school numeracy teaching. The respondents, assuming the role of students receiving numeracy instruction, observed the teaching process, filled out questionnaires, and provided feedback on the activities through interviews. We used mode score analysis and synthesis of interview results to analyze the student response data descriptively and quantitatively. The results showed that students who attended lectures with the REACT contextual approach strategy responded positively with a response mode score of 4, which is in the excellent category. The interview results showed a clear positive response from most students after participating in the activity. The students expressed that the lecturer's new strategy helped them acquire knowledge and achieve lecture objectives. Therefore, the application of the REACT contextual approach in innovative learning model lectures on effective numeracy teaching for future mathematics teachers in North Kalimantan has proven highly effective.
PENINGKATAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK MELALUI PEMBELAJARAN BERDIFERENSIASI Putri, Sherly Jelita; Kusuma, Arief Ertha; Suciati, Suciati
Jurnal Borneo Humaniora Vol 7, No 2 (2024): Agustus
Publisher : LPPM Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/borneo_humaniora.v7i2.5830

Abstract

Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk mendeskripsikan penerapan pembelajaran berdiferensiasi dalam meningkatkan hasil belajar peserta didik pada mata pelajaran matematika.. Penelitian dilakukan di SMP Negeri 3 Tarakan pada semester genap tahun pelajaran 2023/2024 dengan subjek penelitian 27 orang peserta didik kelas VII. Prosedur penelitian tindakan kelas mengikuti alur model Kemmis dan Taggart, dimulai dari perencanaan (menyusun modul ajar, perangkat pembelajaran, lembar observasi, dan instrumen evaluasi), pelaksanaan (penerapan pembelajaran berdiferensiasi), evaluasi (tes di setiap akhir siklus pembelajaran), dan refleksi (identifikasi kekurangan dan kelebihan di akhir siklus pembelajaran). Data dikumpulkan melalui lembar observasi dan hasil tes evaluasi di setiap akhir siklus pembelajaran, kemudian dianalisis menggunakan analisis kuantitatif deskriptif. Hasil penelitian menunjukkan bahwa dari 27 peserta didik, ketuntasan klasikal pada siklus I mencapai 70,37%, dengan 19 peserta didik memenuhi standar ketuntasan dan 8 peserta didik belum memenuhi standar ketuntasan. Pada siklus II, ketuntasan meningkat menjadi 88,89%, dengan 24 peserta didik memenuhi standar ketuntasan dan hanya 3 peserta didik yang belum mencapai ketuntasan minimal. Penerapan pembelajaran berdiferensiasi dalam mata pelajaran matematika dapat meningkatkan hasil belajar peserta didik melalui pengelompokan berdasarkan kemampuan peserta didik, pengembangan materi yang bervariasi sesuai kemampuan peserta didik, dan pendekatan individu.
THE CONSISTENCY OF SENIOR HIGH SCHOOL STUDENTS IN ANSWERING MATHEMATICS QUESTIONS IN THE FINAL OF SEMESTER ASSESSMENT Afiqa, Nursela; Suciati, Suciati; Noviantari, Ika; Kusuma, Arief Ertha
Jurnal Pendidikan Matematika dan IPA Vol 16, No 2 (2025): May 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i2.91033

Abstract

The purpose of this study is 1) to analyse the response patterns of class XI high school students to the final Assessment, 2) to estimate the parameters of mathematics questions for the Class XI Final Assessment, and 3) to describe the consistency of class XI students' answers in the final Assessment. This research is the ex post facto type of research. Data collection techniques are carried out using documentation of high school students' responses in answering mathematics questions in the final odd semester assessment of 194 students. Student responses were analysed using the 2-PL (Logistic Parameter) model with the help of the R program. The item difficulty level was between -10.266 to 1.445, and the item differentiation index was -0.946 to 2.476. Most of the students' ability estimates were in the medium category with an interval of 1≤θ≤ 1. Based on the item parameters and students' abilities, it was found that 132 students were consistent in answering questions, and 62 students were inconsistent in answering questions, meaning that 62 students answered questions not based on their abilities. The results showed that the majority of students consistently answered the questions. This means that the scores obtained by students are in accordance with the students' abilities.
Assessment For Learning: Continuous Improvement dalam Pembelajaran Suciati, Suciati; Mulyani, Mulyani
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 7, No 5 (2025): Oktober
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v7i5.8589

Abstract

Asesmen merupakan salah satu bagian penting yang menjadi perhatian dalam kurikulum nasional (merdeka). Berdasarkan fungsinya, salah satu asesmen yang penting dilakukan adalah Assessment for learning. Tulisan ini bertujuan untuk mengkaji secara mendalam teori, prinsip, karakteristik, strategi, dan implementasi Assessment for learning sebagai bentuk perbaikan proses pembelajaran secara berkelanjutan untuk meningkatkan kualitas pembelajaran di kelas. Jenis penelitian yang digunakan adalah studi literatur dengan pendekatan kualitatif deskriptif. Data diperoleh melalui telaah sistematis terhadap berbagai sumber ilmiah, seperti artikel jurnal, buku, dan dokumen lainnya yang relevan dengan asesmen dan Assessment for Learning.  Hasil kajian menunjukkan bahwa Assessment for learning merupakan bagian penting dari proses pembelajaran yang berorientasi pada bagaimana murid belajar, bukan pada hasil akhir (skor), sehingga asesmen ini bertujuan memantau kemajuan belajar dan memperbaiki proses belajar secara berkelanjutan. Karakteristikk utama Assessment for learning adalah pemberian umpan balik yang cepat dan spesifik menyasar permasalahan dalam proses pembelajaran, serta melibatkan murid dalam proses pembelajaran dan asesmen agar pembelajaran menjadi bermakna. Implementasi Assessment for learning dalam pembelajaran matematika menunjukkan bahwa melalui asesmen, guru dapat memantau perkembangan pemahaman murid, serta memberikan scaffolding yang tepat sebagai umpan balik untuk membantu murid mengkonstruksi pengetahuan dan keterampilannya secara mandiri
BERAMU: Mathematics Recovery Learning Siswa SMP di Kabupaten Tana Tidung Darmayasa, Jero B.; Simamora, Rustam E.; Pratiwi, Enditiyas; Nanna, A. Wilda Indra; Barumbun, Mardyanto; Suciati, Sucitai; Noviantari, Ika
MALAQBIQ Vol. 4 No. 1 (2025): Malaqbiq : Jurnal Pengabdian Kepada Masyarakat
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/jam.v4i1.507

Abstract

Hasil Wawancara dan Diskusi dengan Kepala Seksi Kurikulum, Bidang Pendidikan Dasar DInas Pendidikan Kabupaten Tana Tidung sejak tanggal 23 Pebruari 2021 s.d 03 Maret 2021 memperoleh gambaran adanya 4 langkah nyata yang sedang dilaksanakan dan disiapkan untuk Pemulihan Pembelajaran (Recovery Learning) siswa SD dan SMP. Dari 4 (empat) program terssebut, salah satunya adalah Assesmen Diagnostik. Untuk melakukan Assesmen Diagnostik, Disdik KTT memerlukan instrument, salah satunya adalah Instrumen Numerasi Dasar untuk Siswa SMP. Memperhatikan hal itu, maka berdasarkan hasil diskusi pada hari Rabu, 3 Maret 2021, diputuskan untuk melaksanakan kolaborasi yang kita sepakati diberi nama BERAMU: Math Recovery Learning Siswa SMP KTT. Program ini diharapkan dapat meningkatkan kualitas layanan Pendidikan bagi siswa SMP dan meningkatkan peran Civitas akademi FKIP UBT dan melaksanakan Tri Dharma Perguruan Tinggi. Muaranya adalah meminimalisir dampak Covid-19 pasca pandemic, baik jangka pendek ataupun jangka panjang. Oleh karena itu, melalui PKM ini, telah disusun paket soal Asesmen Diagnostik Matematika untuk siswa SMP yang telah diserahkan kepada Dinas Pendidikan Kabupaten Tana Tidung dan Kepala SMP N 3 Tana Tidung.
Implementation of the RODE Model to Enhance Students’ Science Numeracy Skills in Higher Education Degi Alrinda Agustina; Arief Ertha Kusuma; Suciati Suciati; Maulidah Nurislamiyah; Sri Radiatul Hikma; Neni Novitasari
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.24815

Abstract

 This study examines the implementation of the RODE learning model in supporting students' science numeracy skills in a higher education context. The research was conducted in the Primary School Teacher Education department within the Basic Concepts of Astrophysics course, focusing on fluid materials. A qualitative design was employed to describe the planning, implementation, and assessment stages of the RODE model. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman. The findings indicate that, at the planning stage, the lecturer team aligned course learning outcomes with science numeracy indicators and developed instructional materials, including lesson plans, teaching resources, student worksheets, and assessment instruments. During implementation, the RODE syntax was applied through four stages: Read (engagement with learning materials), Outline (concept organization and worksheet-based activities), Discussion (group presentations and interactive dialogue), and Evaluation (reflection and assessment activities). At the assessment stage, students' performance was evaluated through worksheet activities and essay tests designed to reflect science numeracy indicators. The results suggest that the RODE model can be feasibly implemented to support science numeracy by orienting learning processes in higher education. However, the findings are limited to a specific instructional context and do not imply generalizable causal effects. This study contributes by providing a context-specific description of how the RODE model can be integrated with science numeracy practices at the university level.
Co-Authors Afiqa, Nursela Barumbun, Mardyanto Darmayasa, Jero B. Degi Alrinda Agustina Jero Budi Darmayasa, Jero Budi Kristina, Ajeng Kusuma, Arief Ertha Kusuma, Arief Ertha Maulidah Nurislamiyah Mulyani Mulyani Nanna, A. Wilda Indra Neni Novitasari Noviantari, Ika Pratiwi, Enditiyas Putri, Sherly Jelita Ridwan, Ridwan Rusmansyah Shinta Wulandari, Shinta Simamora, Rustam E. Siti Julaiha Sri Radiatul Hikma Widyawati, Eka