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All Journal Al-Jabar : Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika (Jupitek) JIIP (Jurnal Ilmiah Ilmu Pendidikan) PTK: Jurnal Tindakan Kelas
Apriatni, Sri
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Humanities Education Mathematics Other

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Kemampuan Literasi Numerasi Siswa MAN 2 Kota Serang pada Materi Trigonometri Apriatni, Sri; Pujiastuti, Heni; Fathurrohman, Maman
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 5 No. 12 (2022): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (491.868 KB) | DOI: 10.54371/jiip.v5i12.1263

Abstract

Literasi numerasi merupakan kemampuan yang dibutuhkan siswa dalam memahami dunia dan membekali siswa untuk memahami dan menganalisis informasi serta memanfaatkan penalaran matematika untuk menyelesaikan permasalahan dalam kehidupan sehari-hari. Namun beberapa penelitian terdahulu menyatakan bahwa kemampuan literasi siswa di Indonesia masih rendah. Oleh karena itu penelitian ini dilakukan bertujuan untuk: (1) mengetahui kemampuan literasi numerasi siswa MAN 2 Kota Serang pada materi trigonometri; dan (2) mendeskripsikan kemampuan literasi numerasi siswa pada tiap indikator kemampuan literasi numerasi. Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kualitatif. Penelitian ini dilakukan pada subjek siswa MAN 2 Kota Serang kelas X IPA 3 yang berjumlah 32 orang siswa. Teknik pengumpulan data dalam penelitian ini menggunakan tes literasi numerasi yang terdiri dari 4 butir soal uraian dan wawancara. Hasil penelitian menunjukkan bahwa : (1) kemampuan literasi numerasi siswa MAN 2 Kota Serang pada materi trigonometri berada pada kategori kurang baik dengan rata-rata skor sebesar 45,35; dan (2) Siswa dengan kemampuan literasi numerasi sangat baik telah mampu memenuhi hampir seluruh indikator kemampuan literasi numerasi, siswa dengan kemampuan literasi numerasi baik dan cukup baik telah memenuhi dua atau tiga indikator literasi numerasi. Sedangkan siswa dengan kemampuan literasi numerasi kurang baik hanya dapat memenuhi satu indikator kemampuan literasi numerasi.
Analisis Kesiapan Madrasah dalam Mengimplementasikan Kurikulum Merdeka (Studi di MAN 2 Kota Serang) Apriatni, Sri; Novaliyosi, Novaliyosi; Nindiasari, Hepsi; Sukirwan, Sukirwan
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 1 (2023): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (284.088 KB) | DOI: 10.54371/jiip.v6i1.1399

Abstract

Kurikulum merdeka merupakan penyempurnaan kurikulum sebelumnya yang diimplementasikan untuk mengatasi learning loss akibat bencana Covid-19. Banyak sekolah di bawah Kementerian Pendidikan Kebudayaan Riset dan Teknologi telah menerapkan kurikulum merdeka melalui sekolah penggerak. Namun di madrasah-madrasah di bawah naungan Kementerian Agama penerapan Kurikulum Merdeka tidak seintensif di sekolah umum. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan kesiapan madrasah dalam mengimplementasikan Kurikulum Merdeka (studi dilakukan di MAN 2 Kota Serang). Penelitian ini merupakan penelitian deskriptif kualitatif terhadap guru, kepala madrasah dan wakil kepala bidang kurikulum di MAN 2 Kota Serang sebagai subjek penelitian. Teknik pengumpulan data yang digunakan adalah melalui angket dan wawancara. Hasil temuan menunjukkan bahwa kesiapan madrasah dalam mengimplementasikan Kurikulum Merdeka di MAN 2 Kota Serang berada dalam kriteria cukup, yang dideskripsikan dalam tiga aspek kesiapan yaitu : (1) kesiapan pada perencanaan pembelajaran berada dalam kriteria cukup; (2) kesiapan pada proses pembelajaran berada dalam kriteria cukup; serta (3) kesiapan pada proses penilaian berada dalam kategori kurang.
Pemanfaatan Magic Straws untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa pada Materi Dimensi Tiga Apriatni, Sri; Khaeroni, Khaeroni
PTK: Jurnal Tindakan Kelas Vol. 5 No. 2 (2025): Mei 2025
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/ptk.v5i2.546

Abstract

The three-dimensional geometry topic in mathematics is inherently abstract, requiring students’ imagination and active engagement in conceptually constructing spatial structures. However, the instructional strategies implemented by teachers have not yet resulted in optimal student participation. To describe the effectiveness of using Magic Straws in enhancing students’ engagement and learning outcomes in Three-Dimensional Geometry. Employ the Classroom Action Research method, following the Kemmis and McTaggart model, with 34 students as subjects. Data were analyzed qualitatively and quantitatively through a reflection phase in each cycle. The success criteria were determined based on a minimum 10% increase in learning activity, an average test score of at least 75, and a minimum classical learning mastery rate of 85%. Using Magic Straws significantly enhances students’ active participation in learning. The percentage of student activity increased by 14% from Cycle I to Cycle II. The average learning outcome improved from 52.06 in Cycle I to 86.26 in Cycle II, while the classical learning mastery rate increased from 20.59% to 85.29%.  Magic Straws have proven effective in improving student engagement and learning outcomes in Three-Dimensional Geometry. Therefore, further creativity and innovation are needed in designing mathematics learning strategies to enhance students’ understanding of abstract concepts.
Instructional level moderation at improving numerical literacy skills through creative problem-solving learning models Apriatni, Sri; Nindiasari, Hepsi; Sukirwan, Sukirwan; Khaeroni, Khaeroni
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i2.17199

Abstract

Background: In today's ever-changing landscape, students need strong numerical literacy skills to navigate life's complexities. Recognizing that students come with various learning capabilities, often referred to as "instructional levels," educators must think outside the box when it comes to teaching methods.Aim: This study aims to 1) gauge whether creative problem solving (CPS) or scientific learning is more effective in enhancing the numerical literacy skills of MA students; 2) assess the difference in the numerical literacy progress among MA students categorized at independent, instructional, and frustration levels; and 3) explore the interplay between teaching methods and instructional levels on students’ numerical literacy development.Method: Conducted as an experimental study, this research employs a 3x2 factorial design. Participants include students from Class X IPA at MAN 2 Serang. To collect data, we used tests focused on numerical literacy as well as assessments to categorize instructional levels. A two-way ANOVA serves as the statistical approach to test our hypotheses.Result: 1) MA students exposed to the CPS method showed greater improvements in their numerical literacy skills than those who engaged in scientific learning; 2) A noticeable variance exists in the growth of numerical literacy skills among MA students at independent, instructional, and frustration levels; 3) An interaction effect was identified between the chosen teaching method and the instructional level in shaping the numerical literacy skills of MA students.Conclusion: The study concludes that creative problem-solving is more potent than scientific learning in elevating the numerical literacy of MA students. Furthermore, instructional levels play a crucial role in this improvement. A synergistic effect between the teaching approach and instructional level was also found to influence the numerical literacy outcomes.
THE INFLUENCE OF ETHNOMATHEMATICS BASED LEARNING ON MATHEMATICS PROBLEM-SOLVING ABILITY: A META-ANALYSIS Apriatni, Sri; Syamsuri, Syamsuri; Nindiasari, Hepsi; Sukirwan, Sukirwan
Jurnal Pendidikan Matematika (JUPITEK) Vol 5 No 1 (2022): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol5iss1pp23-33

Abstract

The introducer of ethnomathematics defined ethnomathematics as mathematics practised among identified cultural groups. Ethnomathematics positively impacts the learning process either as a Moderate or an approach to, for example, problem-solving ability. Previous researchers have carried out several studies on implementing ethnomathematical-based learning to improve students’ problem-solving ability. However, the analysis shown is very varied, so it still raises doubts about the impact of learning using ethnomathematics on mathematical problem-solving abilities. This study aims to determine the correlation between ethnomathematical-based with students’ problem-solving skills. This study uses meta-analysis research, which combines several experimental Studies that collate the effectuality of ethnomathematical-based learning and regular instruction on improving the mathematical problem-solving ability. Relevant studies were searched through e-resources from Perpusnas databases with the specified keywords. There are 106 studies obtained from the search query. Fourteen studies were selected according to the inclusion and exclusion criteria. Meta-Mar was used to determine the joined effect size by analysing the selected studies. This study shows that the joined effect size of applied ethnomathematical-based learning in improving mathematical problem-solving skills is 1,04 and was classified as a strong effect. Therefore, it is deduced that ethnomathematical-based learning relies on mathematical problem-solving abilities. Statistically, the implementation of ethnomathematics-based learning in improving mathematical problem-solving ability is also influenced by the study’s characteristics at the level of education.
Co-Authors Heni Pujiastuti Hepsi Nindiasari Khaeroni, Khaeroni Maman Fathurrohman, Maman Novaliyosi Novaliyosi Sukirwan Sukirwan Syamsuri