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All Journal Jurnal S2 Pendidikan Matematika Jurnal Pembelajaran Matematika EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis International Journal of Educational Research and Social Sciences (IJERSC) Al-Irsyad Journal of Mathematics Education Jurnal Pengabdian kepada Masyarakat : Kreasi Mahasiswa Manajemen
Endah Asmarawati, Endah
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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PROSES INTEGRASI SIKAP SOSIAL DAN SPIRITUAL DALAM PEMBELAJARAN MATEMATIKA PADA SISWA KELAS VII SMP NEGERI DI KECAMATAN PURWODADI Asmarawati, Endah; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The purposes of this study were to describe: (1) how the teachers prepared learning activities to integrate social and spiritual attitude, (2) the integration of social and spiritual attitude in teaching and learning, (3) how teachers assessed the social and spiritual attitudes. Qualitative research was applied in this research.The subjects of the research were seventh grade mathematics teachers in Purwodadi Subdistrict and the subjects selection criteria were based on teachers who had followed the training curriculum in 2013 and recommended by the headmaster of the schools. The subjects are selected based on specific criteria by using  snowball sampling technique. Source of data derived from informants (teachers and students), documentation and learning process. The data collection technique was done by observation, interviews and documentation. Data analysis used Miles and Huberman’s concept that are data collection, data reduction, presenting the data, and drawing the conclusion. The validity of the data used source triangulation. The results of the study could be concluded as follows. (1) Preparation of learning activities to integrade spiritual attitude made by reviewing KI 1, choose the appropriate KD, making the indicator, developing the material, made the instrument to measure the spiritual attitude. While the preparation of learning activities that integrate social attitudes conducted by reviewing KI 2, choose the appropriate KD, making the indicator, developing the material, made the instrument to measure social attitudes. (2) Integration process of spiritual attitudes was conducted by the teachers in preliminary activities and in the core activities by providing motivation or encouragement, direction, and warning to students through a set of examples of Gods creation that is in their everyday lives. Spiritual attitudes developed by teachers were grateful and fear of God Almighty. Integration process of social attitudes conducted by teachers in preliminary activities, core activities and close activities with the teacher giving cover modelling, assignment, and referrals through examples of phenomena that exist in everyday life associated with the material set. Social attitudes developed by teachers were discipline, mutual help, caring, responsibility and tolerance. (3) The teachers made assessment of spiritual attitude in three ways: observation, journals and self-assessment. The teachers made assessment of social attitudes in three ways: observation, journals and peer assessment.Keywords: attitudes integration process, social attitudes, spiritual attitude, attitude assessment process.
PROSES INTEGRASI SIKAP SOSIAL DAN SPIRITUAL DALAM PEMBELAJARAN MATEMATIKA PADA SISWA KELAS VII SMP NEGERI DI KECAMATAN PURWODADI Asmarawati, Endah; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The purposes of this study were to describe: (1) how the teachers prepared learning activities to integrate social and spiritual attitude, (2) the integration of social and spiritual attitude in teaching and learning, (3) how teachers assessed the social and spiritual attitudes. Qualitative research was applied in this research.The subjects of the research were seventh grade mathematics teachers in Purwodadi Subdistrict and the subjects selection criteria were based on teachers who had followed the training curriculum in 2013 and recommended by the headmaster of the schools. The subjects are selected based on specific criteria by using  snowball sampling technique. Source of data derived from informants (teachers and students), documentation and learning process. The data collection technique was done by observation, interviews and documentation. Data analysis used Miles and Huberman’s concept that are data collection, data reduction, presenting the data, and drawing the conclusion. The validity of the data used source triangulation. The results of the study could be concluded as follows. (1) Preparation of learning activities to integrade spiritual attitude made by reviewing KI 1, choose the appropriate KD, making the indicator, developing the material, made the instrument to measure the spiritual attitude. While the preparation of learning activities that integrate social attitudes conducted by reviewing KI 2, choose the appropriate KD, making the indicator, developing the material, made the instrument to measure social attitudes. (2) Integration process of spiritual attitudes was conducted by the teachers in preliminary activities and in the core activities by providing motivation or encouragement, direction, and warning to students through a set of examples of Gods creation that is in their everyday lives. Spiritual attitudes developed by teachers were grateful and fear of God Almighty. Integration process of social attitudes conducted by teachers in preliminary activities, core activities and close activities with the teacher giving cover modelling, assignment, and referrals through examples of phenomena that exist in everyday life associated with the material set. Social attitudes developed by teachers were discipline, mutual help, caring, responsibility and tolerance. (3) The teachers made assessment of spiritual attitude in three ways: observation, journals and self-assessment. The teachers made assessment of social attitudes in three ways: observation, journals and peer assessment.Keywords: attitudes integration process, social attitudes, spiritual attitude, attitude assessment process.
ANALISIS MISKONSEPSI MAHASISWA PADA MATERI PROGRAM LINEAR DILIHAT DARI ASPEK KOGNITIF yanuarti, maghfiroh; Asmarawati, Endah
Eduka : Jurnal Pendidikan, Hukum, dan Bisnis Vol. 9 No. 1 (2024): Eduka : Jurnal Pendidikan, Hukum, dan Bisnis
Publisher : Pamulang university

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Abstract

The aims of this research are 1) to describe the types of misconceptions and the factors that cause them in Management Study Program students at Pamulang University with a field independent cognitive style in rectangular plane material, 2) to describe the types of misconceptions and the factors that cause them in students at the Management Study Program at Pamulang University in this style. field dependent cognitive material on rectangular flat shapes. This type of research is descriptive research with a qualitative approach. The sample in this research were students in class 01SMJP007 of the Pamulang University Management Study Program for the 2022/2023 academic year. The research subjects consisted of 2 students with a field independent cognitive style and 2 students with a field dependent cognitive style. Subjects were selected based on the results of misconception diagnostic tests and recommendations from economics and business mathematics lecturers. The instruments used in this research were misconception diagnostic tests and interviews to determine the causes of misconceptions. The results of the research show that students are field independent, namely 1) classificational misconceptions, 2) theoretical misconceptions. The causes of misconceptions are associative thinking, the language used, lack of learning experience and lack of emphasis on material by lecturers. Misconceptions experienced by field dependent students are 1) classificational misconceptions including: 2) theoretical misconceptions. The causes of misconceptions are preconceptions, associative thinking, everyday language used, student learning experiences, lack of emphasis on material and lack of communication between lecturers and students.Keywords: Misconceptions; cognitive style; linear programming
Pelatihan Pembuatan Media Ajar Menggunakan Canva Pada Guru Smk Pgri 39 Jakarta Yanuarti, Maghfiroh; Asmarawati, Endah; Putra, Aidil
Jurnal Pengabdian kepada Masyarakat : Kreasi Mahasiswa Manajemen Vol. 4 No. 2 (2024): Jurnal Pengabdian kepada Masyarakat : Kreasi Mahasiswa Manajemen
Publisher : Unpam Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/kmm.v4i2.40807

Abstract

Tujuan dari kegiatan Pengabdian Kepada Masyarakat adalah untuk memberikan keterampilan pembuatan media pelajaran dengan aplikasi canva pada guru SMK PGRI 39 Jakarta. Pelatihan ini bertujuan supaya guru di SMK PGRI 39 Jakarta dapat membuat media pembelajaran yang interaktif sehingga dapat meningkatkan motivasi belajar siswa. Hal ini didasari karena banyaknya permasalahan guru yang melihat siswa yang kurang motivasi dalam pembelajaran. Alternatif solusi yang ditawarkan untuk mengatasi permasalahan tersebut adalah dengan mengadakan pelatihan untuk guru-guru dalam membuat pembelajaran yang dapat membuat siswa aktif belajar di dalam kelas, salah satunya menggunakan media pembelajaran interaktif. Canva merupakan salah satu aplikasi yang memudahkan guru untuk membuat media pembelajaran yang interaktif, inovatif dan kreatif. Metode yang digunakan pada Pengabdian Kepada Masyarakat ini berupa pelatihan atau workshop. Dengan metode pemberian pelatihan diharapkan guru-guru dapat menyerap ilmu yang diberikan secara maksimal dan dapat melakukan praktek langsung membuat media pembelajaran interaktif dengan aplikasi canva. Hasil dari kegiatan PKM ini meliputi: (1) Diharapkan guru-guru di SMK PGRI 39 Jakarta dapat membuat media pembelajaran dengan aplikasi canva (2) Diharapkan media pembelajaran yang dibuat oleh guru merupakan media pembelajaran yang interaktif, kreatif dan inovatif (3) Diharapkan siswa-siswa menjadi lebih termotivasi dan mengalami peningkatan prestasi belajar setelah dilakukan pembelajaran dengan menggunakan media pembelajaran dengan canva.
Budaya Organisasi Dalam Membentuk Generasi Muda yang Berintegritas dan Berkarakter Asmarawati, Endah; Wardhani, Endang Susilo; Aprianda, Budi
Jurnal Pengabdian kepada Masyarakat : Kreasi Mahasiswa Manajemen Vol. 4 No. 2 (2024): Jurnal Pengabdian kepada Masyarakat : Kreasi Mahasiswa Manajemen
Publisher : Unpam Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/kmm.v4i2.40810

Abstract

Tujuan dari kegiatan Pengabdian Kepada Masyarakat adalah untuk mengembangkan budaya organisasi dalam. Organisasi merupakan suatu wadah yang dibentuk bersama yang didalamnya berkumpul sejumlah orang yang menjalankan serangkaian aktivitas dan aturan tertentu secara teratur guna tercapainya tujuan yang telah disepakati bersama. Membentuk generasi yang berintegritas dan berkarakter. Organisasi yang terdapat dalam sebuah lembaga diharapkan dapat menjadi wadah untuk anak-anak dalam mengembangkan karakternya. Urgensi pembentukan karakter pada generasi muda yaitu dapat membuat anak-anak panti asuhan AL-Ikhwaniyah mempunyai akhlakul karimah dan dapat manyelesaikan masalahnya sendiri ketika terjadi masalah. Selain mengembangkan karakter baik, diharapkan anak-anak juga dapat memiliki jiwa integritas yang tinggi. Peran penting memiliki jiwa integritas tinggi dapat membangun kepercayaan, memiliki nilai pengaruh tinggi dan mempunyai standar yang tinggi. Maka dari itu perlu sekali dari sejak dini anak diberi stimulus tentang pengembangan karakter dan integritas diri. Metode yang digunakan pada Pengabdian Kepada Masyarakat ini berupa sosialisasi dan penyuluhan yang meliputi suatu tindakan, proses, hasil, atau pernyataan yang lebih baik. Hasil dari kegiatan PKM ini: (1) diharapkan anak-anak di Panti Asuhan Al-Ikhwaniyah dapat memiliki membangun budaya organisasi yang baik di lingkungannya, (2) diharapkan anak-anak di Panti Asuhan Al-Ikhwaniyah dapat menjadi mengembangkan nilai-nilai karakter baik yang ada dalam dirinya, (3) diharapkan anak-anak di Panti Asuhan Al-Ikhwaniyah dapat meningkatkan integritas diri mereka yang dapat bermanfaat pada suatu saat nanti ketika mereka dewasa.
INTEGRASI PEMBELAJARAN MENDALAM (DEEP LEARNING) DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF EFFICACY SISWA Asmarawati, Endah
Al-Irsyad Journal of Mathematics Education Vol 5 No 1 (2026): Januari 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijme.v5i1.637

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses dan dampak integrasi deep learning dalam pembelajaran matematika untuk meningkatkan kemampuan pemecahan masalah matematis siswa kelas X SMK PGRI 39 Jakarta. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian terdiri  guru matematika dan siswa kelas X yang datanya diambil melalui observasi partisipatif, wawancara mendalam, dan dokumentasi pembelajaran. Hasil penelitian menunjukkan bahwa proses implementasi deep learning dalam pembelajaran matematika di dalam kelas dilakukan dengan pembelajaran berbasis proyek kolaboratif, pembelajaran berbasis pengalaman dan pembelajaran dengan teknologi digital. Dari proses pembelajaran deep learning menyebabkan adanya peningkatan kemampuan pemecahan masalah matematis siswa pada seluruh indikator, yaitu memahami masalah, merencanakan penyelesaian, melaksanakan rencana, dan memeriksa kembali. Selain itu, siswa menunjukkan peningkatan keterlibatan, kemandirian, dan kepercayaan diri dalam pembelajaran. Dengan demikian, dapat disimpulkan bahwa penerapan pembelajaran matematika berbasis deep learning efektif dalam meningkatkan kemampuan pemecahan masalah matematis siswa dan menciptakan proses pembelajaran yang lebih aktif, adaptif, dan bermakna.  
Implementation Of The Independent Curriculum In Mathematics Learning For Class X Vocational School In The Administrative City Of East Jakarta Asmarawati, Endah
International Journal of Educational Research & Social Sciences Vol. 3 No. 5 (2022): October 2022
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v3i5.487

Abstract

The purpose of this study is to describe: (1) how the teachers prepared mathematics learning activities in an independent curriculum, (2) how teachers implement an independent curriculum in mathematics learning, (3) the obstacles experienced by teachers in implementing an independent curriculum in mathematics learning. Qualitative research was aapplied in this research. The subject of the research were mathematics teacher of class X SMK in East Jakarta Administrative City. The subjects are selected based on teachers who frequently attended training and independent curriculum webinars and suggestions from the principal. The data collection techniques was done by observation, interviews and documentation. Data validity uses source triangulation. The data analysis technique used Miles and Huberman’s concept that are data collection, data reduction, presentation of data and drawing conclusions. The results of the study can be stated as follows: (1) How to organize independent curriculum implementation activities in mathematics learning is done by: (a) preparing Education Operational Unit Curriculum (KSOP) documents, education calendars, annual programs, semester programs to determine effective weeks, (b) preparing learning outcomes (CP), goals learning (TP), learning objectives flow (ATP), student worksheets (LKPD) and appropriate learning methods, (c) compiling teaching modules and their assessments and preparing Pancasila student profile projects. (2) The process of implementing an independent curriculum in mathematics learning carried out by teachers is in accordance with the lesson plan. Teachers use active learning strategies and learning models to make students active in learning activities and teachers only as facilitators. In learning the teacher also carries out several activities to strengthen the profile of Pancasila students to students in order to achieve learning objectives. (3) The obstacles experienced by teachers in implementing an independent curriculum in mathematics learning include: (a) students still have difficulty adapting to offline learning, (b) students' basic knowledge of mathematics is low and students tend to be passive even though they have been given a stimulus by the teacher.
Analysis Of Learning Productivity In Economic Mathematics Course Of Management Study Program S1 University Pamulang Academic Year 2021/2022 Yanuarti, Maghfiroh; Asmarawati, Endah; Prasetyo, Hendri
International Journal of Educational Research & Social Sciences Vol. 3 No. 5 (2022): October 2022
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v3i5.521

Abstract

This study aims to analyze the productivity of blended learning in the economic mathematics course of the Management Study Program at Pamulang University. This study used qualitative descriptive methode. Techniques for collecting data using interview and documentation methods. The data in this study were obtained through interviews with 3 lecturers who are competent in economics mathematics courses and who already have lecturer certificates. The results showed that (1) Planning for blended learning is carried out by lecturers by preparing SAP, learning tools or materials, and learning media. (2) The implementation of blended learning is carried out online and through PTMT. (3) Evaluation of blended learning on the assessment of cognitive aspects is carried out through the LMS of Pamulang University in the Final Task 1 Meeting menu for online learning. (4) The learning process has been carried out in good and structured stages, starting from planning, implementation, and evaluation, so it can be said that learning with the blended learning model is running productively.
Co-Authors Aidil Putra, Aidil Aprianda, Budi HENDRI PRASETYO Imam Sujadi Maghfiroh Yanuarti Riyadi Riyadi Wardhani, Endang Susilo