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All Journal Jurnal Karya Pendidikan Matematika Primary: Jurnal Pendidikan Guru Sekolah Dasar P2M STKIP Siliwangi Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar AKSIOMA: Jurnal Program Studi Pendidikan Matematika REFLEKSI EDUKATIKA E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal of Medives Scholaria: Jurnal Pendidikan dan Kebudayaan Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika JURNAL KONSELING GUSJIGANG Jurnal SOLMA SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JURNAL PENGABDIAN KEPADA MASYARAKAT Martabe : Jurnal Pengabdian Kepada Masyarakat Journal of Education Technology JURNAL MathEdu (Mathematic Education Journal) PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat ANARGYA: Jurnal Ilmiah Pendidikan Matematika Indonesian Journal of Mathematics Education Abdimas UNWAHAS : Jurnal Pengabdian Masyarakat UNWAHAS Jurnal Prakarsa Paedagogia Cendekia: Jurnal Pendidikan dan Pembelajaran Budimas : Jurnal Pengabdian Masyarakat Edudikara: Jurnal Pendidikan dan Pembelajaran Koordinat : Jurnal Pembelajaran Matematika dan Sains WASIS : Jurnal Ilmiah Pendidikan Mosharafa: Jurnal Pendidikan Matematika Jurnal Pengabdian dan Pemberdayaan Nusantara (JPPNu) Didaktika Unnes Journal of Mathematics Education Pedagogy : Jurnal Pendidikan Matematika Jurnal Ilmiah Profesi Guru (JIPG) Al Khawarizmi: Jurnal Pendidikan Matematika Journal of Innovation and Research in Primary Education Jurnal Karya Abdi Masyarakat Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Abdimas Mandalika Riemann : Research of Mathematics and Mathematics Education Jurnal Pendidikan MIPA Jurnal Prasasti Ilmu
Ratri Rahayu
Universitas Muria Kudus
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Designing Performance Assessment for Ethnomathematics Project-Based Learning to Assess University Students’ Mathematical Thinking Skills Ulya, Himmatul; Rahayu, Ratri; Sa’dijah, Cholis; Qohar, Abd; Saad, Muhamad Ikhwan Mat
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

The skills involved in the mathematical thinking process are crucial for university students pursuing Mathematics Education. However, most of them lack proficiency in seeing patterns while addressing an issue and articulating the problem in mathematical terms. The objectives of this research are (1) to analyze students' mathematical thinking process skills; (2) to ascertain students' expectations regarding the learning process and assessment in Ethnomathematical education; (3) to develop a performance assessment model design; (4) to evaluate the quality of the performance assessment model within Ethnomathematics-based Project-based Learning (PjBL) for measuring students' mathematical thinking process skills; and (5) to report the outcomes of measuring students' mathematical thinking process skills. This study employs a research and development (R&D) design. This study's population comprises all 6th-semester students enrolled in the Mathematics Education program at Muria Kudus University. The research sample was obtained by a saturation sampling procedure, comprising 107 students. The study instruments employed consist of assessment tools designed to evaluate students' mathematics cognitive processing skills. The acquired data were analyzed descriptively. The research findings indicate that: (1) students' mathematical thinking process skills are suboptimal, with a mean value of 54.14%; (2) students desire greater engagement in an active learning process that connects to real-life situations and cultural contexts, incorporating assessments that reflect individual performance; (3) a performance assessment model design for Ethnomathematics-based Project-Based Learning (PjBL) has been developed, encompassing objectives, components, instruments, syntax, and model guidelines. The created performance assessment approach for ethnomathematics-based project-based learning is both valid and reliable, and the evaluation of mathematical thinking process abilities demonstrates exceptional outcomes. This study suggests the necessity of implementing the ethnomathematics-based Project-Based Learning (PJBL) performance evaluation model to enhance students' mathematical thinking skills through an active, contextual, and culturally relevant method.         Keywords: ethnomathematics, performance assessment, pjbl, project-based learning.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1281-1296
Elektronik modul berbasis ethnomathematics sebagai media pengembangan literasi numerasi siswa sekolah dasar: analisis kelayakan Amaliyah, Fitriyah; Rahayu, Ratri; Ermawati, Diana; Riswari, Lovika Ardana
Jurnal Ilmiah Profesi Guru (JIPG) Vol 6 No 2 (2025): Volume 6. No 2 Agustus 2025
Publisher : Program Studi Pendidikan Profesi Guru, Universitas Sarjanawiyata Tamansiswa Yogyakarta, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/jipg.vol6.no2.a19273

Abstract

Hasil studi internasional PISA pada tahun 2015, 2018, dan 2022 menunjukkan bahwa kemampuan literasi numerasi siswa Indonesia, khususnya pada muatan matematika, masih tergolong rendah. Penelitian ini bertujuan untuk mengembangkan dan menilai kelayakan modul ajar berbasis ethnomathematics terintegrasi teknologi, yaitu EMASFALOKU (Elektronik Modul Matematika Materi Pecahan dengan Kearifan Lokal Kudus), dalam mendukung kemampuan literasi numerasi siswa sekolah dasar. Penelitian menggunakan metode Research and Development dengan model ADDIE yang dibatasi pada tahap analisis, desain, dan pengembangan. Pengumpulan data dilakukan melalui angket dan dokumentasi, dengan instrumen berupa kuesioner penilaian kelayakan produk. Analisis data dilakukan secara deskriptif dan kuantitatif. Hasil penelitian menunjukkan bahwa EMASFALOKU memperoleh tingkat kelayakan sebesar 79,04% dengan kategori layak berdasarkan penilaian ahli media dan ahli materi. Temuan utama penelitian ini menunjukkan bahwa integrasi ethnomathematics dan asesmen digital berbasis Quizizz menjadi kebaruan (novelty) dalam pembelajaran pecahan. Implikasinya, EMASFALOKU berpotensi menjadi sumber belajar inovatif untuk meningkatkan literasi numerasi siswa sekolah dasar. Ethnomatematic-based electronic modules as a media for developing students' numeracy literacy in elementary schools: feasibility analysis Results from the international PISA studies conducted in 2015, 2018, and 2022 indicate that Indonesian students’ numeracy literacy, particularly in mathematics, remains at a low level. This study aimed to develop and evaluate the feasibility of a technology-integrated ethnomathematics-based teaching module, namely EMASFALOKU (Electronic Mathematics Module on Fractions Based on the Local Wisdom of Kudus), to support elementary students’ numeracy literacy. The study employed a Research and Development approach using the ADDIE model, limited to the analysis, design, and development stages. Data were collected through questionnaires and documentation, with product feasibility assessed using expert validation instruments. Descriptive and quantitative analyses were applied to interpret the data. The results show that EMASFALOKU achieved a feasibility score of 79.04%, categorised as feasible, based on evaluations by media and subject-matter experts. The main finding highlights the novelty of integrating local ethnomathematical contexts with digital assessment through the Quizizz platform. This module has practical implications as an innovative learning resource to enhance numeracy literacy among elementary school students.
PELATIHAN PENYUSUNAN SOAL NUMERASI UNTUK PERSIAPAN ASESMEN KOMPETENSI MINIMUM - ASESMEN NASIONAL (AKM-AN) BAGI GURU MATEMATIKA Rahayu, Ratri; Ulya, Himmatul
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 6 (2022): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v5i6.2157-2164

Abstract

Asesmen Nasional (AN) dirancang untuk menghasilkan informasi akurat untuk memperbaiki kualitas belajar-mengajar, yang pada gilirannya akan meningkatkan hasil belajar siswa. Dalam pelaksanaan Asesmen Kompetensi Minimum (AKM) di tahun 2021, sekolah perlu mempersiapkan siswa untuk dapat mengikuti AKM dengan baik dengan memberikan penguatan terkait literasi dan numerasi. Akan tetapi banyak calon guru matematika yang masih belum memiliki pengetahuan yang cukup mengenai literasi numerasi. Fakta di lapangan menunjukkan bahwa AKM dan numerasi merupakan hal baru bagi guru matematika di SMP 3 Bae. Guru kurang memiliki pengetahuan untuk menyusun soal numerasi sebagai upaya menyiapkan siswa menghadapi AKM. Tujuan kegiatan pengabdian ini yaitu memberikan sosialisasi dan pelatihan kepada guru matematika di SMP 3 Bae mengenai penyusunan soal numerasi untuk persiapan AKM-AN. Kegiatan pengabdian ini dilaksanakan di SMP 3 Bae dengan 4 peserta kegiatan. Kegiatan dilaksanakan pada tanggal 30 Oktober 2021 dan 3 November 2021. Metode kegiatan ini yaitu sosialisasi interaktif dan pendampingan. Pelaksanaan pengabdian ini dilakukan dengan tahap perencanaan, pelaksanaan, follow up, dan evaluasi. Hasil kegiatan pengabdian mampu memberikan pengetahuan dan keterampilan kepada guru matematika SMP 3 Bae Kudus mengenai penyusunan soal numerasi.
THE EFFECT OF BOOKLET – ASSISTED CTL MODEL ON THE STUDENTS’ CREATIVE THINKING ABILITY AT GRADE IV ELEMENTARY SCHOOL Shinta Dewi; Murtono; Ratri Rahayu
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 3 (2021): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v10i3.8023

Abstract

This study aimed to analyze the effect of the Contextual Teaching and Learning (CTL) model assisted by booklets on the creative thinking ability of fourth-grade elementary school students. The use of booklet media in the CTL model was considered appropriate for Natural Science and poetry materials in the theme Cita-Citaku. Through the CTL model and booklet media, students could relate the learning materials to their life environment, both in groups and individually. This study employed quantitative experimental research with a nonequivalent posttest-only control group design. The samples in this study were fourth-grade students of SDN 1 Bulungcangkring as the experimental class and fourth-grade students of SDN 3 Bulungcangkring as the control class. The results revealed that (1) the creative thinking ability of students taught with the CTL model assisted by booklets was better than that of students taught with the lecture model; and (2) the average creative thinking ability of students taught with the CTL learning model exceeded the minimum completeness criteria (KKM) of 70. It could be concluded that the Contextual Teaching and Learning model assisted by booklets had a significant effect on improving the creative thinking abilities of fourth-grade elementary school students.
STUDENTS’ INTEREST TOWARDS WHATSAPP-BASED ONLINE LEARNING AT FIFTH GRADE SD N WINONG 01 PATI Risa Ardiani; Henry Suryo Bintoro; Ratri Rahayu
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 6 (2020): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v9i6.8036

Abstract

This research aimed to investigate the learning interest of fifth grade students at SD N Winong 01 Pati. This research utilized a qualitative descriptive method. This research was conducted at SD N Winong 01 Pati, Desa Winong, Kecamatan Winong, Kabupaten Pati. The focus of this research was students’ learning interest towards WhatsApp-based online learning. The primary sources of data in this research were five 5th grade students at SD N Winong 01 Pati. In addition, the secondary sources of data were obtained through documentation of the students’ assignments and WhatsApp Group, articles, reference books, and other supporting data. The result of this research showed that students were often bored during learning at home. Moreover, teachers gave assignments without giving materials or media to support the process of learning everyday. This caused the students to be less interested and not involved in learning. Students only responded and focused on the assignment given to them. The demand to submit the assignment everyday made the students motivated to learn and they did the assignment diligently. Besides, students also became more diligent and disciplined in learning and had a schedule of learning.
THE RELATIONSHIP BETWEEN THE IMPLEMENTATION OF TUTORING AND STUDENTS' LEARNING MOTIVATION AT GRADE V SDN 03 MARGOYOSO Nor Laila Safitri; Henry Suryo Buntoro; Ratri Rahayu
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 5 (2020): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v9i5.8018

Abstract

Tutoring institutions are a form of nonformal education aimed at helping students adapt to academic, social, and psychological demands. This study aimed to examine the implementation of tutoring for fifth-grade students at SD N 03 Margoyoso. The research employed a descriptive qualitative design, and data were collected through observation sheets, interviews, questionnaires, and documentation. The results indicated that teachers demonstrated good mastery of the material and conducted effective coaching during tutoring sessions. However, most teachers showed less creativity and innovation in motivating students. Despite this, tutoring had a positive impact on students’ learning motivation, as reflected in their persistent effort, resilience in facing difficulties, focus, academic performance, and independence in learning. The study concluded that the implementation of tutoring is positively related to enhancing students’ motivation and learning engagement.
FORMULATING THE GENETIC DECOMPOSITION FOR PROBABILITY CONSTRUCTION BASED ON STUDENT DESCONSTRUCTED PROBLEM-SOLVING PROCESS Rahayu, Ratri; Amaliyah, Fitriyah; Gunawan, Gunawan; Subekti, Fitrianto Eko
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14367

Abstract

Probability theory is inherently abstract and structurally complex, often creating substantial cognitive barriers for students when solving problems. This study aims to formulate a genetic decomposition of core probability concepts based on the mental structures constructed by undergraduate learners. Guided by the APOS (Action–Process–Object–Schema) theoretical framework, the research employed a three-phase methodological cycle: (1) epistemological analysis of fundamental probability concepts, (2) design and administration of diagnostic and instructional instruments, and (3) analysis and validation of students’ cognitive structures. The study was conducted at two universities in Central Java, Indonesia, involving four mathematics education undergraduates enrolled in an introductory probability course. Data were collected through content analysis, domain-specific assessment instruments, and semi-structured interviews. The APOS framework was used to trace students’ mental constructions in relation to classical probability, independence, conditional probability, total probability, and Bayes’ theorem. The results reveal that students had not fully internalized the mental objects and schemas required to coordinate these concepts during problem-solving activities. Their reasoning remained largely at the process level, particularly in representing sample spaces, applying counting techniques, and thematizing probability structures. Nonetheless, several elements of their cognitive behavior aligned with the refined genetic decomposition. The findings highlight the necessity of strengthening students’ APOS-based mental constructions to support the development of coherent probabilistic schemas and enhance conceptual as well as procedural fluency.
Pelatihan penyusunan instrumen soal open ended untuk meningkatkan kemampuan komunikasi matematis guru SD Sumaji Sumaji; Savitri Wanabuliandaari; Ratri Rahayu; Sekar Dwi Ardiyanti
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 2 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i2.25220

Abstract

Abstrak Komunikasi merupakan aspek yang memiliki peranan penting dalam pembelajaran matematika, Untuk meningkatkan kemampuan komunikasi matematika siswa salah satunya memfasilitasi siswa dengan membiasakan soal open ended. Untuk  mendukung hal tersebut guru harus meningkatkan kemampuan komunikasi matematis dan keterampilan dalam menyusun soal open ended. Tujuan dari pelatihan ini adalah (1) meningkatkan pengetahuan guru SD 4 Dersalam dalam menyusun intrumen soal open ended, dan (2) meningkatkan keterampilan guru SD 4 Dersalam dalam menyusun instrumen soal open ended. Pelaksanaan pelatihan penyusunan instrumen soal open ended untuk meningkatkan kemampuan komunikasi matematis guru SD 4 Dersalam dirancang dalam beberapa tahap, antara lain: perencanaan, pelaksanaan, dan evaluasi. Hasil yang diperoleh dalam pelatihan ini adalah (1) Guru SD 4 Dersalam memperoleh pengetahuan tentang Strategi penyusunan soal open ended, dan (2) Guru SD 4 Dersalam dapat meningkat keterampilan dalam pembuatan soal open ended. Kata kunci: pelatihan; soal open ended; kemampuan komunikasi matematis; guru SD. Abstract Communication is an aspect that has an important role in learning mathematics. In order to improve students' mathematical communication skills, a learning model is needed that facilitates students to actively convey mathematical ideas. Therefore, teachers must improve their mathematical communication skills and skills in preparing open ended questions through a workshop on the preparation of open ended question instruments. The purposes of this workshop are (1) to improve the knowledge of teachers of SD 4 Dersalam in preparing open ended questions, and (2) to improve the skills of teachers of SD 4 Dersalam in preparing open ended questions. The implementation of the workshop on the preparation of open ended question instruments to improve the mathematical communication skills of teachers of SD 4 Dersalam was designed in several stages, including: planning, implementation, and evaluation. The results obtained in this workshop were (1) SD 4 Dersalam teachers gained knowledge about the strategy of preparing open ended questions, and (2) SD 4 Dersalam teachers could improve their skills in making open ended questions. Keywords: training; open-ended questions; mathematical communication skills; elementary school teacher.
Pendampingan Penyusunan Instrumen Penilaian Creative Problem-Solving Berbasis Ethno-Edutainment Untuk Pembelajaran Mendalam Ulya, Himmatul; Ardianti, Sekar Dwi; Rahayu, Ratri
Abdimas Mandalika Vol 5, No 2 (2026): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/am.v5i2.37339

Abstract

Abstract:  The main problems faced by partners include teachers' low ability to develop assessment instruments that are suitable for deep learning and 21st century-oriented learning, and teachers' suboptimal integration of local cultural values into assessment. This activity aims to improve teachers' ability to develop ethno-edutainment-based creative problem-solving (CPS) assessment instruments for deep learning and equip teachers with the skills to integrate local culture into assessment through the ethno-edutainment approach. The activity was carried out through the stages of planning, socialization, mentoring, simulation, and evaluation with a participatory and active learning approach. Teachers were provided with deep learning materials, CPS instruments, and ethno-edutainment applications, then directly assisted in developing and presenting locally-based assessment instruments. The results of the activity showed a significant increase in teacher competence, where the average ability of teachers in developing CPS assessment instruments for deep learning increased from 54% at the initial stage to 83.2% after the activity, while the ability to integrate local cultural values into assessment increased from 52.2% to 85.2%. These results indicate that assistance in developing ethno-edutainment-based CPS instruments is effective in improving the professional competence of elementary school teachers.Abstrak: Permasalahan utama mitra meliputi rendahnya kemampuan guru dalam menyusun instrumen penilaian yang sesuai dengan pembelajaran mendalam dan berorientasi abad 21 dan belum optimalnya guru dalam mengintegrasikan nilai budaya lokal dalam penilaian. Kegiatan ini bertujuan meningkatkan kemampuan guru dalam menyusun instrumen penilaian creative problem-solving (CPS) berbasis ethno-edutainment untuk pembelajaran mendalam dan membekali guru dengan keterampilan mengintegrasikan budaya lokal dalam penilaian melalui pendekatan ethno-edutainment. Kegiatan dilaksanakan melalui tahapan perencanaan, sosialisasi, pendampingan, simulasi, dan evaluasi dengan pendekatan partisipatif dan active learning. Guru dibekali materi pembelajaran mendalam, instrumen CPS, serta penerapan ethno-edutainment, kemudian didampingi secara langsung dalam menyusun dan mempresentasikan instrumen penilaian berbasis budaya lokal. Hasil kegiatan menunjukkan peningkatan signifikan kompetensi guru, di mana rata-rata kemampuan guru dalam menyusun instrumen penilaian CPS pembelajaran mendalam meningkat dari 54% pada tahap awal menjadi 83,2% setelah kegiatan, sedangkan kemampuan mengintegrasikan nilai budaya lokal dalam penilaian meningkat dari 52,2% menjadi 85,2%. Hasil ini menunjukkan bahwa pendampingan penyusunan instrumen CPS berbasis ethno-edutainment efektif dalam meningkatkan kompetensi profesional guru sekolah dasar.
Co-Authors Achmad H, Dwiyana ahmat fatoni rizal Akbar, Faisal Hibatullah Alfina Alif Catur Murti, Alif Catur Amalia, Noor Azif Amaliyah, Fitriyah Amin Suyitno Arief Agoestanto Bashrul Muna Bela Anggraini, Salsa Budi, Dian Setyo Catur Murti, Alif Cholis Sa’dijah CIPTA, KAVITA HATARU Diana Ermawati Dwijanto Dwijanto Dwiyana Achmad Hartanto, Dwiyana Achmad Eka Zuliana Endang Sugiharti, Endang Fahma, Marizka Aulia Fina Fakhriyah Fitrianto Eko Subekti Gunawan Gunawan Gustia, Rusmalinda Hemalia, Hemalia Henry Suryo Bintoro Henry Suryo Buntoro Himmatul Ulya Himmatul Ulya Irma Yuliani Ismi Sumaryati Isnarto Isnarto Isnarto, Isnarto Jayanti Putri Purwaningrum Kartono , Kusumawardani Assholihah, Salma Ragil Lailatur Rohmah Lestari, Yulianti Elly Lestari, Yulianti Elly Lintang Kironoratri Lovika Ardana Riswari Maemunah Maemunah Mohammad Kanzunnudin, Mohammad Mohammad Syaffruddin Kuryanto Much Arsyad Fardani Murtono Murtono -, Murtono Nasifatul Baroroh Noor Azif Amalia Nor Laila Safitri Nor Laila Safitri Nur Fajrie Nurmala Kusumasari Nurul Nikmah Puspita Sari, Melda Putwi Veranika Qohar, Abd. Ramadhani, Ratih Wulan Reza Nur Faizah Richa Karlina Nofitasari Risa Ardiani Risa Ardiani Ristiyani Ristiyani Risya Putri Alifiyani Rosyada, Maftukhah Saad, Muhamad Ikhwan Mat Santoso Santoso Savitri Wanabuliandaari Savitri Wanabuliandari Sekar Dwi Ardianti Sekar Dwi Ardiyanti Shinta Dewi Shinta Dewi SIYAMSARI, DESY Sofia Ariyani Solikha, Fatimatus Sri Utaminingsih Sri Utaminingsih Su'ad Su'ad Sumaji Sumaryati, Ismi Tasya, Nikmatul Ummam, Fatikhul Vany Diah Puspitasari Vivi Niswatuzzahro Wafiroh, Inarotul Wanabuliandari , Savitri Yuliani, Irma