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All Journal Jurnal Sosioteknologi English Teaching Journal : A Journal of English Literature, Language, and Education Numeracy : Jurnal Ilmiah Pendidikan Matematika Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Jurnal PEKA (Pendidikan Matematika) Brillo Journal Jurnal Cendekia Mengabdi Berinovasi dan Berkarya
Wily Wandari
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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The use of blended learning model based on quizizz application in improving english learning outcomes Lanlan Muhria; Wily Wandari
English Teaching Journal : A Journal of English Literature, Language and Education Vol 10, No 2 (2022)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v10i2.14107

Abstract

Technology is advancing quickly, and one example of this is the spread of computer networks and internet services into practically every sphere of daily life. As long as they are connected to a computer network system via the internet, educators and students can engage and communicate anytime, anywhere, without being constrained by place or time, thanks to technology. This study uses a descriptive qualitative action research methodology in the classroom. This study is a staged, multi-cycle controlled investigative method designed to identify and address learning issues in the classroom. The 32 of AKPER YPIB Majalengka students who participated in this study were the subjects. The deployment of blended learning based on the Quizizz application can increase student learning outcomes, notably in the cognitive element, where students in cycle II have acquired a learning mastery of 96.88%, which can be inferred from the description and analysis of the research. Based on the study's findings, it can be concluded that Quizizz application-based blended learning can enhance student learning outcomes in English classes. The improvement is evident in the rise in student test scores since each learning cycle was put into place.
Penguatan Implementasi Kurikulum Merdeka Bagi Tenaga Pendidik Di SMP Negeri 4 Sumberjaya Kabupaten Majalengka Lanlan Muhria; Benny Anggara; Wily Wandari; Arip Amin; Asih Wiarsih; Dinda Maulida; Indri Zakiah Awaliyah; Elis Siti Solihah; Dedeh Nurrohmah; Yosi Rosilawati; Gilang Ramadhan; Ahmad Lani Jaenudin; Alfin Arizki
Jurnal Cendekia Mengabdi Berinovasi dan Berkarya Vol 1, No 2 (2023): Mei
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/jenaka.v1i2.339

Abstract

Kegiatan pengabdian yang dilaksanakan dalam bentuk lokakarya ini bertujuan untuk memberikan penguatan pada implementasi Kurikulum Merdeka. Kegiatan ini dilaksanakan di SMP Negeri 4 Sumberjaya Majalengka. Metode PALS digunakan dalam pelaksanaan kegiatan, yakni: identifikasi masalah, analisis kebutuhan, rancangan lokakarya, pelaksanaan lokakarya, monitoring dan observasi, dan laporan serta tindak lanjut keberhasilan kegiatan. Hasil kegiatan lokakarya yang telah dilaksanakan menunjukkan bahwa guru di SMPN 4 Sumberjaya memahami kurikulum merdeka dan mampu mengimplementasikannya dalam sebuah rancangan pembelajaran dengan berbagai media dan modul ajar sesuai dengan panduan pembelajaran pada kurikulum merdeka.Kata kunci: implementasi kurikulum, kurikulum merdeka, tenaga pendidik 
ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI PEMBELAJARAN DENGAN MEDIA FLIPBOOK PADA MATERI LIMIT FUNGSI Cindi Fitriani; Wily Wandari; Elly Rizeqia Fadilah
Jurnal Numeracy Vol 10 No 2 (2023)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v10i2.2314

Abstract

Perkembangan penggunaan media pembelajaran interaktif sangat berkembang secara pesat, melalui penggunaan media pembelajaran mampu meningkatkan kemampuan matematis siswa. Komunikasi matematis merupakan salah satu kemampuan matematika yang perlu dipahami oleh siswa. Penelitian ini bertujuan untuk mengkaji mengenai kemampuan komunikasi matematis siswa yang menggunakan media flipbook pada materi limit fungsi. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Subjek pada penelitian ini adalah siswa kelas XI IPA SMA Negeri Tomo Kabupaten Sumedang sebanyak 35 siswa. Teknik pengumpulan data yang digunakan adalah metode tes berupa soal komunikasi matematis pada materi limit fungsi berupa soal uraian. Hasil penelitian menunjukkan bahwa nilai rata-rata kemampuan komunikasi matematis siswa sebesar 75.857 yakni berada pada kategori baik.AbstractThe development of the use of interactive learning media is growing rapidly, through the use of learning media it is able to improve students' mathematical abilities. Mathematical communication is one of the mathematical skills that students need to understand. This research aims to examine the mathematical communication skills of students who use flipbook media on function limits material. This research is qualitative research with a descriptive approach. The subjects in this research were 35 students in class XI Science at Tomo State High School, Sumedang Regency. The data collection technique used was a test method in the form of mathematical communication questions on function limit material in the form of description questions. The results of the research show that the average score for students' mathematical communication skills is 75.857, which is in the good category.
Peningkatan Kompetensi Guru Sekolah Dasar melalui Penguatan Pembelajaran Berdiferensiasi Berbasis Hypothetical Learning Trajectory Anggara, Benny; Wandari, Wily; Nugraha, Azi; Saparudin, Imam; Tasman, Maman
Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2023): Abdi Wiralodra
Publisher : universitas wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/abdi.v5i1.91

Abstract

Rendahnya sosialisasi tentang implementasi merdeka belajar di beberapa daerah sehingga terjadi kesenjangan pemahaman dikalangan guru. Disisi lain guru harus memiliki kompetensi dalam implementasi merdeka belajar melalui pembelajaran yang dapat mengakomodasi seluruh kemampuan dan keberagaman siswa. Oleh karena itu, penguatan pembelajaran berdiferensiasi berbasis Hypothetical Learning Trajectory perlu dilakukan kepada para guru untuk meningkatkan kompetensinya dalam kerangka implementasi merdeka belajar. Metode dalam kegiatan pengabdian ini menggunakan teknik pelatihan. Pelatihan diberikan kepada 15 guru pada dua SD Negeri berbeda yang berada di Kecamatan Sumberjaya, Majalengka. Pelatihan dilaksanakan dengan pendekatan luring dan juga daring menggunakan zoom dan Whatsapp Group. Pengumpulan data dalam kegiatan ini menggunakan angket respon guru yang dianalisis berdasarkan kejelasan pemateri, sistematisasi materi, dan pemahaman terhadap materi. Kegiatan pelatihan yang diberikan tersebut memiliki dampak positif terhadap kompetensi guru dalam menerapkan prinsip merdeka belajar. Respon tersebut sangat positif dan cenderung guru merasa sangat puas dalam pelaksanaan pelatihan yang diberikan. Kompetensi guru dalam memahami kerangka merdeka belajar juga mengalami peningkatan antara 40% sampai dengan 75% antara pemahaman sebelum pelatihan dengan pemahaman setelah pelatihan dilakukan. Namun, sebagai catatan kegiatan pelatihan secara daring akan lebih efektif jika dilakukan dengan pendekatan luring sehingga peserta dapat memberikan perhatian dan fokus yang lebih optimal
Desain Asesmen Diagnostik Adaptif melalui Optimalisasi Google Form dan jMetric untuk Mendeteksi Level Kesulitan Belajar Matematika Siswa Anggara, Benny; Wandari, Wily; Huda, Atika Nuril; Amin, Arip
Jurnal Sosioteknologi Vol. 24 No. 2 (2025): JULY 2025
Publisher : Fakultas Seni Rupa dan Desain ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/sostek.itbj.2025.24.2.3

Abstract

The level of difficulty students experience in learning mathematics can help teachers design learning activities that are appropriate for students' abilities and foster an independent learning environment. Google Forms and jMetric can be used as alternative software to construct adaptive assessments that accurately detect students' level of difficulty in learning mathematics and are easy to apply. The results of calibrating the content of the instrument with jMetric show that the overall instrument is in the “fairly good” category with a stratum of 2.81. Meanwhile, the development of adaptive assessments based on Google Forms is deemed valid in terms of website appeal and ease of use, with an average of 64.5%.
AN INVESTIGATION OF TEACHERS' PERCEPTIONS TOWARD DEEP LEARNING PEDAGOGY IN PRIMARY MATHEMATICS CLASSROOMS Novi Andri Nurcahyono; Sani Sahara; Wily Wandari
Brillo Journal Vol 5 No 2 (2026)
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v5i2.177

Abstract

This study aims to analyze elementary school teachers' perceptions of deep learning in mathematics. This qualitative study was conducted at SDN Cipinang Melayu 09 Pagi, Jakarta (May-December 2025). Fourteen elementary school teachers were selected using purposive sampling. Data were collected through questionnaires and in-depth interviews, with method triangulation employed to ensure validity. Data analysis followed qualitative research principles through reduction, categorization, presentation, and conclusion drawing. All respondents demonstrated sound understanding of deep learning as an approach focusing on mindful, meaningful, and joyful learning and acknowledged its potential benefits in enhancing concept understanding, learning motivation, and problem-solving abilities. Teacher readiness varied, with high readiness (85.7%-100%) in basic teaching skills and collaboration, and moderate readiness (78.6%-85.7%) in practical implementation. Major barriers included infrastructure limitations (71.4%), administrative burden (57.1%-64.3%), and insufficient training (78.6% had attended related training). All respondents (100%) expressed strong expectations for specialized training, adequate devices, government support, and user-friendly platforms. While teachers possessed positive perceptions and sound conceptual understanding of deep learning, effective implementation requires comprehensive systemic support including intensive training, adequate infrastructure, user-friendly platforms, policy support, reduced administrative burden, continuous mentoring, and communities of practice. With such support, deep learning possesses significant potential to transform elementary mathematics instruction.
Diagnosis Kesulitan Belajar Matematika Siswa Sekolah Dasar Berdasarkan Perspektif Guru Wandari, Wily; Amani, Shafira Rizka; Sahara, Sani; Nurcahyono, Novi Andri; Sari, Venna Puspita; Aeni, Maisa Hurul
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/8q9cqa13

Abstract

Mathematics learning difficulties in elementary school may arise from conceptual, procedural, linguistic, and affective factors; therefore, teachers' perspectives are essential for identifying the source of errors and selecting responsive support. This study examined teachers' perspectives through three connected foci: diagnosis of learning difficulties, mathematical topics perceived as difficult, and intervention strategies. A descriptive survey with qualitative components involved 31 elementary school and madrasah ibtidaiyah teachers teaching Grades I-VI. The instrument consisted of 24 unique Likert statements and two open-ended questions. Quantitative data were analyzed using descriptive statistics and Cronbach's alpha, while open responses were coded thematically. The overall score was very high (M = 4.38; SD = 0.43; alpha = .965). Affective support and classroom climate obtained the highest mean (M = 4.47), followed by identification and understanding of difficulties (M = 4.38), while instructional strategies and collaboration were relatively lower (M = 4.33). Multiplication-division and fractions-decimals-percentages were the most frequently reported difficult topics. Teachers mainly used concrete or visual representations, scaffolded practice, games, contextual tasks, and individual support. The analysis indicates a relative diagnosis-to-intervention gap: teachers show strong diagnostic awareness and affective support, but differentiated follow-up, family communication, and systematic monitoring require further strengthening. These findings provide an empirical basis for developing a teacher-based diagnostic model for mathematics learning difficulties in elementary schools
Co-Authors Ahmad Lani Jaenudin Alfin Arizki Amani, Shafira Rizka Arip Amin Asih Wiarsih Azi Nugraha Benny Anggara Cindi Fitriani Dedeh Nurrohmah Dinda Maulida Elis Siti Solihah Elly Rizeqia Fadilah Gilang Ramadhan Huda, Atika Nuril Indri Zakiah Awaliyah Lanlan Muhria Maisa Hurul Aeni Novi Andri Nurcahyono Sani Sahara Saparudin, Imam Sari, Venna Puspita Tasman, Maman Yosi Rosilawati