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Validitas dan Praktikalitas Buku Ajar Berbasis Literasi Numerasi Lintas Kurikulum untuk Sekolah Dasar Hendriani, Maifit; Parwines, Zutri; Wulandari, Suci
Jurnal Basicedu Vol. 7 No. 1 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4717

Literasi numerasi menjadi penentu kemajuan sebuah bangsa. Namun, literasi numerasi siswa di Indonesia masih rendah. Sehingga, secara tidak langsung menciptakan sumber daya manusia yang tidak siap menghadapi era pasar bebas dan tidak mampu bersaing dengan negara lain. Solusinya dibutuhkan buku ajar berbasis literasi numerasi lintas kurikulum (Numeracy Across Curriculum). Tujuan dari penelitian ini adalah untuk mengembangkan buku ajar berbasis literasi numerasi lintas kurikulum (Numeracy Across Curriculum) di kelas V Sekolah Dasar yang valid dan praktis. Model pengembangan yang dipilih adalah model 4D. Langkah-langkah 4D adalah pendefinisian, perancangan, pengembangan, dan penyebaran. Penelitian terbatas ditahap development untuk melihat validitas dan praktikalitas buku ajar. Berdasarkan hasil penelitian, diperoleh uji validitas materi, desain dan bahasa berturut-turut adalah 85,4 % (Sangat Valid), 92% (Sangat Valid) dan 79% (Valid) dan hasil uji praktikalitas yang dilihat dariÂ pendidik 75% (Praktis) dan peserta didik 83% (Sangat Praktis). Disimpulkan bahwa buku ajar berbasis literasi numerasi lintas kurikulum (Numeracy Across Curriculum) layak digunakan.

Augmented Reality: Revolusi Teknologi yang Mengubah Pembelajaran Gusteti, Meria Ultra; Widdya Rahmalina; Suci Wulandari; Asrina Mulyati; Rahmatul Hayati; Khairul Azmi; Sunanda Zalianti
Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2024): Desember 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/dedikasia.v4i2.8681

This community service activity was conducted at MAS Yati to enhance education quality through training on Augmented Reality (AR) technology, development of interactive learning media, and implementation of innovative teaching methods. The training equipped educators and students with technical skills to utilize AR for creating engaging, contextual, and applicative learning experiences. The results showed an improvement in understanding and skills among both educators and students, expected to positively impact the learning process at MAS Yati. This activity was supported by Universitas Adzkia and MAS Yati through facilities and various other forms of assistance. Kegiatan pengabdian masyarakat ini dilaksanakan di MAS Yati untuk meningkatkan kualitas pendidikan melalui pelatihan teknologi Augmented Reality (AR), pengembangan media pembelajaran interaktif, dan penerapan metode pembelajaran inovatif. Pelatihan ini membekali pendidik dan peserta didik dengan keterampilan teknis dalam memanfaatkan AR untuk menciptakan pembelajaran yang menarik, kontekstual, dan aplikatif. Hasil kegiatan menunjukkan peningkatan pemahaman dan keterampilan, baik dari pendidik maupun peserta didik, yang diharapkan memberikan dampak positif bagi proses pembelajaran di MAS Yati. Kegiatan ini didukung oleh Universitas Adzkia dan MAS Yati melalui penyediaan fasilitas dan bantuan lainnya.

STUDI LITERATUR - SCAFFOLDING DENGAN METODE DEFRAGMENTING STRUKTUR BERPIKIR MASALAH HOTS Wulandari, Suci; Hayati, Rahmatul; Hendriani, Maifit
Dharmas Education Journal (DE_Journal) Vol 5 No 1 (2024): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/dejournal.v5i1.1196

Many studies have discussed the HOTS problem. Theories such as Vygotsky's scaffolding concept, where someone will be able to achieve understanding with guidance from someone who understands better, as well as the concept of defragmenting, where by breaking down the structure of thinking from understanding the problem to solving the problem, someone can have their thinking ability facilitated, especially the ability to high level thinking or HOTS. Therefore, it is necessary to analyze these concepts to study scaffolding with the defragmenting method in HOTS problems. This research uses a literature study method to examine how the scaffolding approach with the method of defragmenting thinking structures can support students in understanding HOTS in mathematics. The main focus of this research is to examine: (1) The role of scaffolding in solving HOTS mathematics problems; (2) Scaffolding concept using the method of defragmenting thinking structures; and (3) Learning characteristics that apply this method. The main finding of this literature study states that mathematics anxiety is the main obstacle in students' understanding of HOTS. However, with a scaffolding and defragmenting approach, students can break down problems into smaller parts, facilitate understanding, and improve skills in HOTS. Thus, it can be concluded that the scaffolding approach using the defragmenting method has great potential to improve students' understanding of complex mathematical problems. The implications for this literature study lead to developing a learning program that uses scaffolding with the defragmenting method to facilitate HOTS.

Pendampingan Pembelajaran Matematika Berbantuan GeoGebra pada Materi Geometri tingkat SMA di Pesisir Selatan Meria Gusteti; Khairul Azmi; Suci Wulandari; Widya Rahmalina; Asrina Mulyati; Ria Finolia; Fitri Miftahurrizky; Haura Qhonitah
Nuansa Akademik: Jurnal Pembangunan Masyarakat Vol. 11 No. 1 (2026)
Publisher : Lembaga Dakwah dan Pembangunan Masyarakat Universitas Cokroaminoto Yogyakarta (LDPM UCY)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/jnajpm.v11i1.3433

This community service program aimed to implement GeoGebra as a systemic innovation in geometry learning at MAN 2 Pesisir Selatan. The program was designed to address students' visual abstraction barriers and strengthen teachers' pedagogical capacity through interactive mentoring and the utilization of open-source technology. Evaluation was conducted comprehensively using a 10-item student response questionnaire. Descriptive analysis results showed an overall mean score of 3.32, categorized as "Very Good". Findings revealed a Standard Deviation (SD) of 0.063 and a Variance of 0.004, indicating highly homogeneous student responses with no polarization. Pedagogically, GeoGebra proved effective as a cognitive bridge supporting dynamic visualization, strengthening conceptual understanding, and enhancing student learning motivation. This program is recommended to be integrated sustainably into the curriculum for the development of a technological society in the future.

DIGITAL MINDFUL LEARNING DAN KESEJAHTERAAN EMOSIONAL SISWA DALAM MATEMATIKA: SEBUAH SYSTEMATIC LITERATURE REVIEW Andriani, Amelia; Nurhayati, Nurhayati; Ramadani, Gita; Meckial, Zaskia Sri; Gusteti, Meria Ultra; Wulandari, Suci
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 2 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i2.1854

The development of digital technology in mathematics education has encouraged a shift in learning from a purely cognitive emphasis to an approach that also considers students' emotional well-being. The mindful learning approach emphasizes awareness of the learning process, self-regulation, positive emotional engagement, and meaningful learning experiences. This article aims to systematically review the results of research on the use of digital platforms and applications in supporting mindful learning and students' emotional well-being in mathematics learning. This study uses a systematic literature review method by analyzing reputable international journal articles published between 2017 and 2025. The results of the study show that the use of digital technology in mathematics learning contributes to increased learning motivation, strengthened self-regulation, reduced mathematics anxiety, and the development of more reflective and meaningful learning experiences. The novelty of this study lies in its integrative synthesis of digital technology, mindful learning, and emotional well-being in the context of mathematics education, which has rarely been discussed comprehensively in systematic literature review studies. These findings emphasize the importance of designing technology-based mathematics learning that consciously integrates the principles of mindful learning to support students' emotional well-being.

DIGITAL MINDFUL LEARNING DAN KESEJAHTERAAN EMOSIONAL SISWA DALAM MATEMATIKA: SEBUAH SYSTEMATIC LITERATURE REVIEW Amelia Andriani; Nurhayati Nurhayati; Gita Ramadani; Zaskia Sri Meckial; Meria Ultra Gusteti; Suci Wulandari
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i2.1854

The development of digital technology in mathematics education has encouraged a shift in learning from a purely cognitive emphasis to an approach that also considers students' emotional well-being. The mindful learning approach emphasizes awareness of the learning process, self-regulation, positive emotional engagement, and meaningful learning experiences. This article aims to systematically review the results of research on the use of digital platforms and applications in supporting mindful learning and students' emotional well-being in mathematics learning. This study uses a systematic literature review method by analyzing reputable international journal articles published between 2017 and 2025. The results of the study show that the use of digital technology in mathematics learning contributes to increased learning motivation, strengthened self-regulation, reduced mathematics anxiety, and the development of more reflective and meaningful learning experiences. The novelty of this study lies in its integrative synthesis of digital technology, mindful learning, and emotional well-being in the context of mathematics education, which has rarely been discussed comprehensively in systematic literature review studies. These findings emphasize the importance of designing technology-based mathematics learning that consciously integrates the principles of mindful learning to support students' emotional well-being.

PEMANFAATAN POJOK LITERASI NUMERASI DI PANTI ASUHAN AISYIAH UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN PENGETAHUAN MATEMATIKA SANTRI Meria Ultra Gusteti; Suci Wulandari; Sri Novia Martin; Widdya Rahmalina; Khairul Azmi; Asrina Mulyati; Siti Nur Hikmah
Jurnal Pengabdian Masyarakat Multidisiplin Vol 6 No 3 (2023): Juni
Publisher : LPPM Universitas Abdurrab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36341/jpm.v6i3.3150

This study aims to increase the learning motivation and mathematical knowledge of students at the Aisyiah Orphanage through the creation of a Numeracy Literacy Corner. The method used is demonstration and group discussion. The students' study room at the orphanage was transformed into a numeracy literacy corner decorated with math learning media. The activity was carried out on June 3 2022 and involved students and supervisors at the Aisyiah Orphanage as targets. After carrying out the activity, the questionnaires distributed showed a high level of student satisfaction with an average score of 4.15. Apart from that, the students and coaches also showed high enthusiasm for the arrival of the team and asked for further guidance to increase enthusiasm for learning mathematics. The results of this study indicate that the activity of making a Numeracy Literacy Corner is effective in increasing the learning motivation and mathematical knowledge of students at the Aisyiah Orphanage. The recommendation from this study is to continue further guidance to further encourage the enthusiasm and skills of learning mathematics for students at the Aisyiah Orphanage

Pengaruh Integrasi Pendekatan RME dan IMPROVE terhadap Kemampuan Literasi Numerasi di Universitas Adzkia Asrina Mulyati; Suci Wulandari; Maifit Hendriani; Raveena Ramadhani; Mutiara Agustia
Jurnal Riset Pendidikan Dasar Dan Karakter Vol 8 No 1 (2026): JURNAL RISET PENDIDIKAN DASAR DAN KARAKTER
Publisher : LP2M Universitas Adzkia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59701/pdk.v8i1.540

Literasi numerasi merupakan kompetensi penting bagi mahasiswa, namun pembelajaran matematika di perguruan tinggi cenderung berorientasi prosedural. Penelitian kuantitatif dengan desain one-group pretest–posttest ini bertujuan menganalisis pengaruh integrasi pendekatan Realistic Mathematics Education (RME) dan IMPROVE terhadap literasi numerasi 34 mahasiswa Universitas Adzkia. Data dikumpulkan melalui tes uraian kontekstual dan dianalisis dengan uji paired t-test serta N-gain. Hasil penelitian menunjukkan peningkatan signifikan rata-rata skor dari 41,18 (pretest) menjadi 84,31 (posttest) dengan p < 0,001. Nilai rata-rata N-gain sebesar 0,74 termasuk dalam kategori tinggi, yang menunjukkan efektivitas pedagogis yang kuat. Temuan ini membuktikan bahwa integrasi pendekatan RME dan IMPROVE secara signifikan meningkatkan kemampuan mahasiswa dalam memahami, menerapkan, dan merefleksikan informasi numerik. Penelitian ini memberikan kontribusi empiris penting bagi pengembangan model pembelajaran matematika kontekstual dan metakognitif di pendidikan tinggi.

Pelatihan Geogebra Augmented Reality Interaktif dan Praktis kepada siswa SMAN 10 Sijunjung Meria Ultra Gusteti; Widya Rahmalina; Suci Wulandari; Khairul Azmi; Asrina Mulyati; Rahmatul Hayati; Ria Finolia; Serly Septia Elza
Nuansa Akademik: Jurnal Pembangunan Masyarakat Vol. 10 No. 1 (2025)
Publisher : Lembaga Dakwah dan Pembangunan Masyarakat Universitas Cokroaminoto Yogyakarta (LDPM UCY)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/jnajpm.v10i1.2708

This community service activity was motivated by the challenges of integrating technology into mathematics learning, as well as the lack of teacher competence and student motivation in this regard. The methods used included identifying target schools, developing training materials, conducting interactive GeoGebra training, and evaluation and monitoring. The results showed that GeoGebra AR training effectively improved students' understanding and teachers' competence. Therefore, it can be concluded that this program succeeded in improving the quality of mathematics learning at SMAN 10 Sijunjung. Suggestions for the future are to conduct further research on the effectiveness of the program and expand the reach of training for teachers in other regions.

PENGEMBANGAN BUKU AJAR KAPITA SELEKTA MATEMATIKA SMP DENGAN PENDEKATAN RME: INISIATIF SINKRONISASI MATEMATIKA DAN SITUASI PRAKTIS Asrina Mulyati; Suci Wulandari; Widdya Rahmalina; Meria Ultra Gusteti; Rahmatul Hayati; Khairul Azmi; Ria Finolia; Andini Putri Yunita
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14692

Pembelajaran Kapita Selekta Matematika Sekolah pada program Pendidikan Matematika dihadapkan pada tantangan ketika mahasiswa memahami konsep secara prosedural, tetapi belum terlatih mengaitkannya dengan situasi praktis yang dekat dengan pengalaman belajar. Kondisi ini berimplikasi pada rendahnya kesiapan mahasiswa dalam memodelkan permasalahan kontekstual serta merancang aktivitas pembelajaran yang bermakna. Penelitian ini bertujuan merekayasa buku ajar Kapita Selekta Matematika dengan pendekatan Realistik (RME) sebagai upaya menyinkronkan konsep matematika dengan konteks nyata secara sistematis. Metode yang digunakan adalah model pengembangan Plomp yang mencakup tahap preliminary research, prototyping, dan assessment. Subjek penelitian terdiri atas 18 mahasiswa semester 3 Pendidikan Matematika Universitas Adzkia tahun akademik 2024/2025. Data diperoleh dari angket kebutuhan (mahasiswa), observasi implementasi, validasi pakar (materi dan desain), angket respons pengguna (praktikalitas), serta tes hasil belajar pretest–posttest yang dianalisis dengan N-gain. Analisis dilakukan secara deskriptif dengan persentase dan N-gain. Hasil studi pendahuluan menunjukkan 22,2% mahasiswa masih mengalami kesulitan memahami materi, penggunaan bahan ajar relatif rendah (29,15%), sementara kebutuhan terhadap penyajian sistematis berbasis media mencapai 100% dan penekanan pada masalah real 72%. Tahap assessment menghasilkan validitas materi 96% dan desain 79% dengan rata-rata 88% (sangat valid); praktikalitas berada pada rentang 87,50%–95,99% (sangat praktis). Uji efektivitas menunjukkan peningkatan hasil belajar dengan N-gain rata-rata 81,15% (tinggi), sehingga buku ajar dinyatakan efektif mendukung pemaknaan konsep melalui konteks realistis.

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