Article Per Year (5 Year)
p-Index From 2021 - 2026
4.449
P-Index
This Author published in this journals
All Journal JURNAL PENDIDIKAN TAMBUSAI JURNAL MathEdu (Mathematic Education Journal) JPMI (Jurnal Pembelajaran Matematika Inovatif) International Journal of Insights for Mathematics Teaching (IJOIMT) Jurnal Paedagogy Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Jurnal Math-UMB.EDU Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Komunika: Journal of Communication Science and Islamic Dakwah Jurnal Jendela Pendidikan Dedikasi: Jurnal Pengabdian Masyarakat COMPETITIVE: Journal of Education DEDIKASI : Jurnal Pengabdian Kepada Masyarakat Calakan: Jurnal Sastra, Bahasa, dan Budaya Jurnal Dialektika Publik Jurnal Pendekar Nusantara International Journal of Educational Development International Journal of Educational Technology and Society Rekognisi : Jurnal Pendidikan dan Kependidikan Multidisciplinary Indonesian Center Journal Jurnal Cermatika Trigonometri : Jurnal Matematika Jurnal Cermatika Jurnal Didaktik Matematika
Adinda, Anita
UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Religion Arts Humanities Automotive Engineering Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Social Sciences Other

Published : 36 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 36 Documents
Search

 1   2   3   4 
THE EFFECTS OF A SOCIAL-EMOTIONAL LEARNING (SEL) CURRICULUM ON ACADEMIC RESILIENCE AND PROSOCIAL BEHAVIOR IN HIGH-POVERTY PRIMARY SCHOOLS AT SDN NO.100907 MUARA AMPOLU I KECAMATAN MUARA BATANGTORU Hendri Junaidi Nasution; Sery Bulan Harahap; Luthfi Azima Harahap; Anita Adinda; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1535

Abstract

This study examines the effects of a Social-Emotional Learning (SEL) curriculum on academic resilience and prosocial behavior in high-poverty primary schools, specifically at SDN No. 100907 Muara Ampolu I, Kec. Muara Batangtoru. Employing a quasi-experimental design with a pretest-posttest control group, 80 students participated, divided equally into intervention and control groups. The 12-week SEL program focused on self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Data were collected using validated academic resilience and prosocial behavior instruments and analyzed through paired and independent sample t-tests. Findings revealed that students in the intervention group demonstrated significant improvements in academic resilience and prosocial behavior compared to the control group. The study highlights the potential of SEL curricula to foster adaptive coping strategies and positive social interactions among students in socioeconomically disadvantaged settings. Implications for educational policy and school practices are discussed, emphasizing the importance of SEL integration in primary education
Enhancing Teachers’ Digital Pedagogy through ICT-Based Training at MIN 1 Padangsidimpuan Khoirani Febry Dalimunthe; Indah Amaliyah Siregar; Anita Adinda
International Journal of Educational Technology and Society Vol. 2 No. 4 (2025): December: International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i4.430

Abstract

The integration of information and communication technology (ICT) is essential for supporting student-centered learning and developing 21st-century skills. However, many primary school teachers still experience difficulties in implementing ICT meaningfully due to limited digital pedagogical competence and a lack of contextualized professional development, particularly in primary and Islamic school contexts. This study aims to explore the implementation and outcomes of an ICT-based teacher training programs conducted through a field study approach, focusing on its influence on teachers’ digital pedagogical competence and instructional practices. A qualitative descriptive field study design was employed. Participants were primary school teachers from an Islamic public school in Indonesia who took part in a six-session ICT training programs. Data were collected through observations, documentation of teachers’ digital products, and reflective field notes, and analyzed using thematic analysis. The findings reveal improvements in teachers’ pedagogical understanding of ICT, technical skills, and readiness for classroom implementation. Teachers produced various ICT-based learning media aligned with instructional objectives, including interactive quizzes, game-based activities, visual materials, animated videos, and digital classrooms. High levels of engagement and collaboration were observed despite infrastructural challenges. Field-based, practice-oriented ICT training effectively bridges technological skills and pedagogical application, supporting sustainable digital pedagogy in primary education.
Characteristics of Students' Metacognitive Ability in Solving Problems using Awareness, Regulation and Evaluation Components Anita Adinda; Heri Purnomo; Desi Rahmatina; Nur Choiro Siregar
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.29041

Abstract

The process of solving absolute value problems is not only associated with the simplification of equations or inequalities. Students also need to pay close attention, ask the right questions, carry out the right strategies, and acquire adequate information. This step is essential to prevent students with good metacognitive ability from drawing wrong conclusions. The research discusses the metacognitive characteristics of mathematics education students in solving absolute value problems from the awareness, regulation and evaluation components. Participants consisted of 101 students from four state universities in the city of Malang. Data were obtained through written answers, transcripts of think aloud, and interviews. The data collected were analyzed to determine their metacognitive abilities in terms of awareness, regulation and evaluation components. The result showed that the metacognitive ability of low-skilled students only exists in the awareness component, which is thinking about what is being asked. Furthermore, those medium capable of the awareness component still lack adequate thinking ability. In the regulation and evaluation components, students do not realize that there are still inappropriate steps in solving problems and fail to check the correctness of their answers. However, high-ability students can solve problems in different ways and easily distinguish accurate information using effective strategies. Learn how the metacognitive characteristics of students in solving non-routine absolute value application questions, provides space for educators to be able to create appropriate learning models.
Systematic Literature Review: Peran motivasi dan self-efficacy terhadap hasil belajar siswa dalam pembelajaran matematika Ilyas Reski Aziz; Suparni Suparni; Anita Adinda
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 3 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i3.31349

Abstract

Low mathematics learning outcomes are often associated with psychological factors, particularly learning motivation and self-efficacy. This study aims to examine the role of learning motivation and self-efficacy in students’ mathematics learning outcomes. A Systematic Literature Review was conducted on 15 articles published between 2020 and 2026, retrieved from Google Scholar, Scopus, and Sinta using the PRISMA framework. The results indicate that learning motivation and self-efficacy generally have a positive and significant impact on learning outcomes, although variations are influenced by contextual factors, research methods, and supporting variables. Furthermore, the literature is dominated by quantitative approaches and studies at the undergraduate level. In conclusion, learning motivation and self-efficacy are key determinants of mathematics learning outcomes; however, limitations in sample scope and research design persist. Future research should adopt mixed-method approaches, include more diverse samples, and incorporate additional contextual variables to provide more comprehensive insights.
Studi Komparatif: Perbandingan Literasi Membaca dalam Sistem Pendidikan Dasar di Amerika Serikat dan Indonesia Torang Siregar; Anita Adinda
DIALEKTIKA PUBLIK Vol. 10 No. 1 (2026): Dialektika Publik: Pelayanan Publik dan Kebijakan Publik
Publisher : Program Studi Administrasi Negara Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/dialektikapublik.v10i1.11123

Abstract

Studi ini menyajikan analisis komparatif sistem pendidikan di Amerika Serikat dan Indonesia, dengan fokus pada pengembangan literasi membaca peserta didik. Menggunakan desain penelitian kualitatif dengan metode analisis komparatif, studi ini mengkaji dokumen kebijakan, laporan penelitian, dan publikasi ilmiah terkait sistem pendidikan serta program literasi di kedua negara. Temuan mengungkap kesenjangan signifikan dalam capaian literasi, sebagaimana dibuktikan oleh skor Programme for International Student Assessment (PISA) 2021, yang menunjukkan selisih 141 poin (Amerika Serikat: 520, Indonesia: 379). Perbedaan mendasar teridentifikasi dalam pendekatan sistemik terhadap pendidikan, implementasi inisiatif literasi, serta infrastruktur pendukungnya. Amerika Serikat, dengan sistem federal yang lebih terdesentralisasi, menunjukkan efektivitas melalui program-program berbasis riset yang diakui secara nasional seperti Teachers College Reading and Writing Project (TCRWP). Inisiatif semacam itu telah terdokumentasikan menghasilkan peningkatan rata-rata 25% dalam kemahiran membaca siswa. Sebaliknya, Indonesia telah menunjukkan komitmen kuat untuk meningkatkan literasi melalui kerangka kebijakan nasional seperti Gerakan Literasi Sekolah (GLS) dan program pelatihan guru yang inovatif, termasuk sertifikasi mikro-kredensial dalam pengajaran literasi, yang telah menjangkau lebih dari 70.000 pendidik. Namun, tantangan tetap ada dalam implementasi yang merata dan kualitas yang setara dari program-program ini di seluruh wilayah geografis kepulauan yang beragam dan luas. Faktor-faktor kunci yang teridentifikasi untuk meningkatkan capaian literasi antara lain kebutuhan akan pengembangan profesi guru yang berkelanjutan dan berkualitas tinggi, penyediaan sumber daya dan infrastruktur pendidikan yang memadai—seperti akses terhadap bahan bacaan yang beragam—serta adaptasi kontekstual dari program literasi berbasis bukti untuk disesuaikan dengan lingkungan linguistik dan sosio-budaya setempat.
Implementasi Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka Pada Mata Pelajaran Matematika Di SMP Negeri 1 Barumun Baru Kabupaten Padang Lawas Kalihidir Nasution; Suparni Suparni; Anita Adinda
JURNAL JENDELA PENDIDIKAN Vol. 5 No. 04 (2025): Jurnal Jendela Pendidikan: Edisi November 2025
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v5i04.1873

Abstract

Kurikulum Merdeka memberikan fleksibilitas dalam pelaksanaan pendidikan. Pembelajaran yang dibedakan adalah salah satu contoh fleksibilitas guru dalam merancang kegiatan pembelajaran yang disesuaikan dengan kebutuhan belajar siswa. Tujuan penelitian ini adalah untuk mengetahui pelaksanaan pembelajaran yang dibedakan dalam Kurikulum Merdeka pada mata pelajaran sejarah di SMP Negeri 1 Barumun Baru. Penelitian ini menggunakan metode studi kasus dan wawancara sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa kinerja guru dalam merencanakan pembelajaran berdiferensiasi masih terbatas pada aspek kesiapan belajar siswa atau tingkat akademik, tanpa mempertimbangkan gaya belajar dan latar belakang individu siswa. Hal ini menyebabkan penerapan pembelajaran berdiferensiasi belum optimal dalam mengakomodasi seluruh potensi siswa. Dalam pelaksanaan pembelajaran, sebagian besar guru belum memahami bahwa diferensiasi dimulai dari proses pengumpulan informasi tentang kebutuhan, minat, dan profil belajar siswa. Guru cenderung langsung menentukan metode mengajar tanpa dasar data yang memadai.
Co-Authors Ahmad Nizar Rangkuti Almira Amir Almira Amir Ammi Thoibah Nst Asmila Damayanti Derliana Pane Dewi Angreini Telaumbanua Fatimah Siregar Hamka Hannur, Resi Hendri Junaidi Nasution Heri Purnomo Heri Purnomo Ilyas Reski Aziz Indah Amaliyah Siregar Jailani Jailani Kalihidir Nasution Khashlati Hilyatul Ajda Khoirani Febry Dalimunthe Laswardi Lelya Hilda Luthfi Azima Harahap Mariam Nasution Martua, Saut Masrianti Ritonga Muliadi, Handri Najmi Situmeang, Sabitah Nina Anriani Pulungan Novita Hariyani Novita Hariyani Nst, Sarah Auliyah Nur Choiro Siregar Pratiwi, Endityas Pulungan, Nina Anriani Rita Nur’ain Harahap Rizki Hamonangan Dalimunthe Rizqina Zahiroh HR, Ummi Sabarita Br Tarigan Sery Bulan Harahap Siregar, Rajiun Siregar, Torang Sugiman Sugiman Suparni suparni Suparni Suparni Suparni Suparni Suryani Pulungan Susanti Maysura Sutan, Tabrani Tabrani Sutan Tanjung, Renni Juwita Torang Siregar Torang Siregar Yusti Andayati Pasaribu Zainuddin, Zainuddin Zulhamdi Zulhamdi