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All Journal Jurnal Educatio FKIP UNMA SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang Widya Accarya JANACITTA: Journal of Primary and Children's Education Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Rasiman
Universitas PGRI Semarang
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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KEEFEKTIFAN MODEL PEMBELAJARAN FLIPPED CLASSROOM BERBANTU VIDEO PEMBELAJARAN UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA DAN KEMAMPUAN LITERASI NUMERASI SISWA KELAS VI GUGUS KI HAJAR DEWANTARA KEC. WONOTUNGGAL Rifki Khamdani; Rasiman; Joko Sulianto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 1 (2023): Volume 09 No 01, Maret 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i1.719

Abstract

The objectives to be achieved in this study are (1) to determine the effectiveness of the flipped classroom learning model assisted by video learning in increasing students' understanding of mathematical concepts, (2) to determine the effectiveness of the flipped classroom learning model assisted by video learning in improving students' numeracy literacy skills, (3) knowing factors supporting the implementation of the flipped classroom learning model assisted by video learning in improving students' understanding of mathematical concepts and numeracy literacy skills. This type of research is quasi-experimental research with the Nonequivalent Control Group Design. The population in this study were students in grade VI semester II of Penangkan Public Elementary School and Siwatu 01 Public Elementary School in the Ki Hajar Dewantara Cluster, Wonotunggal District, for the 2022/2023 academic year, with a total of 40 students. Data were obtained through test instruments and student response questionnaires. The results of the study prove that (1) learning statistics for class VI students using the flipped classroom learning model assisted by learning videos is effective in increasing students' understanding of mathematical concepts. (2) learning statistics for class VI students using the flipped classroom learning model assisted by learning videos effectively improves students' numeracy literacy skills. (3) there are factors that support the effectiveness of the flipped classroom learning model assisted by video learning in increasing students' understanding of mathematical concepts and numeracy literacy skills including teacher-facilitated learning, delivery of learning objectives, training self-confidence, video assistance can deepen understanding of the material, discover new knowledge and can learn anywhere and anytime.
Analisis Keterlaksanaan Penilaian Keterampilan Kurikulum 2013 Pada Guru SD Se-Kecamatan Batang Rochamin; Rasiman; Ida Dwijayanti
JANACITTA Vol. 6 No. 1 (2023)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (428.944 KB) | DOI: 10.35473/jnctt.v6i1.2030

Abstract

The purpose of this research is; to describe and obtain information, how is the implementation of skills assessment in the 2013 curriculum; to describe and obtain information, what factors influence the implementation of skills assessment in the 2013 curriculum; to describe and obtain information, what obstacles exist in the implementation of skills assessment in the 2013 curriculum.In this study, the researcher acted as a key instrument as well as a data collector. The instruments used are interviews, observations, and documents. The presence of researchers in this study was as participant observers and their status as informants. In this study, the main data collection techniques were semi-structured interviews, frank and vague observation, and document study. For semi-structured interviews, the researcher interviewed teachers in the dabin, as well as document studies.Professional teachers are required not only to have teaching skills as required in the pedagogic competency standard, but teachers must also be able to develop professionalism continuously as stated in professional competence. From the results of the implementation research, the skills assessment was less than optimal. This can be seen through observations and interviews that the researchers conducted with the informants. Factors for the implementation of skills assessment in the 2013 curriculum include teacher creativity, teacher preparation, student preparation, student enthusiasm for learning, facilities and infrastructure. while the obstacles to the implementation of the skills assessment in the 2013 curriculum included the teacher's lack of understanding of the material, the material being taught a lot, students' abilities varied, and pursuing material so that it was finished.   Tujuan penelitian ini adalah; untuk mendeskripsikan dan memperoleh informasi, bagaimanakah keterlaksanaan penilaian ketrampilan pada kurikulum 2013: untuk mendeskripsikan dan memperoleh informasi, faktor – faktor apa sajakah yang mempengaruhi pelaksanaan penilaian ketrampilan pada kurikulum 2013; untuk mendeskripsikan dan memperoleh informasi, hambatan apakah yang ada dalam pelaksanaan penilaian ketrampilan pada kurikulum 2013. Pada penelitian ini, peneliti bertindak sebagai intrumen kunci (key Instrument) sekaligus sebagai pengumpul data. Instrumen yang digunakan adalah Wawancara, observasi, dan dokumen. Kehadiran peneliti dalam penelitian ini adalah sebagai pengamat partisipan dan statusnya sebagai informan.  Pada penelitian ini teknik pengumpulan data yang utama dengan cara wawancara semitersetruktur, observasi terus terang dan samar, serta study document. Untuk wawancara semiterstruktur peneliti mewawancarai  guru yang ada pada dabin tersebut, serta study document. Dari hasil penelitian ini yakni keterlaksanaan penilaian keterampilan kurang maksimal, hal tersebut dapat diketahui melalui observasi dan wawancara yang peneliti lakukan terhadap narasumber. Faktor – faktor keterlaksanakan penilaian keterampilan pada kurikulum 2013 antara lain, kreatifitas guru, persiapan dari guru, persiapan dari siswa, semangat belajar siswa, sarana dan prasarana. sedangkan hambatan – hambatan keterlaksanaan penilaian keterampilan pada kurikulum 2013 antara lain kurang pahamnya guru terhadap materi, materi yang diajarkan banyak, kemampuan siswa berbeda – beda, dan mengejar materi supaya habis.
Kemampuan Literasi Membaca Peserta Didik Pada Muatan Bahasa Indonesia Kelas 3 di Sekolah Dasar Ilyun Navida; Rasiman; Dina Prasetyowati; Rafika Nuriafuri
Jurnal Educatio FKIP UNMA Vol. 9 No. 2 (2023): April-June
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v9i2.4901

Abstract

Penelitian ini bertujuan untuk: (1) Mendeskripsikan kemampuan literasi membaca peserta didik pada pembelajaran Bahasa Indonesia, (2) Menemukan hambatan yang dialami peserta didik dalam literasi membaca, (3) Upaya yang dapat dilakukan dalam meningkatkan kemampuan literasi membaca. Metode penelitian yang digunakan yaitu kualitatif deskriptif. Teknik pengambilan data meliputi observasi, wawancara, dokumentasi. Teknik analisis data : reduksi data, display data, dan penarikan kesimpulan. Teknik keabsahan data melalui triangulasi. Hasil penelitian menunjukkan bahwa : Kemampuan literasi membaca peserta didik dengan kategori tuntas berjumlah 2 peserta didik. Kemampuan literasi membaca kategori tidak tuntas yaitu 2 peserta didik. Faktor penghambat literasi membaca yaitu pengaruh televisi dan gadget, motivasi dan minat, kurangnya perhatian orangtua. Sedangkan faktor pendukung kemampuan literasi membaca yaitu pembiasaan literasi, bimbingan khusus dari guru, dan pemanfaatan sarana prasarana.
Analisis Kemampuan Komunikasi Matematis Siswa Kelas X Ditinjau dari Gaya Belajar Arum Diyastanti; Rizky Esti Utami; Rasiman; Suprihatin
Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Vol. 8 No. 2 (2023): Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/gammath.v8i2.660

Abstract

Tujuan penelitian ini adalah untuk menganalisis kemampuan komunikasi matematis siswa kelas X ditinjau dari gaya belajar pada materi peluang. Penggunaan metode pada penelitian ini adalah metode penelitian deskriptif kualitatif. Subjek penelitian ini diambil menggunakan teknik purposive sampling dengan memilih 3 siswa yang terdiri dari 1 siswa bergaya belajar visual, 1 siswa bergaya belajar auditorial, dan 1 siswa bergaya belajar kinestetik. Hasil penelitian menunjukkan siswa dengan gaya belajar visual menguasai ketiga indikator kemampuan komunikasi matematis yaitu menyatakan permasalahan ke dalam model matematika serta menggambarkannya secara visual, menyajikan ide dalam menyelesaikan permasalahan dengan menggunakan notasi ide-ide matematika, dan menyimpulkan hasil penyelesaian permasalahan. Sedangkan siswa dengan gaya belajar auditorial dan kinestetik hanya mampu menguasai dua indikator kemampuan komunikasi matematis. Siswa dengan gaya belajar auditorial mampu menguasai indikator kedua dan indikator ketiga yaitu menyajikan ide dalam menyelesaikan permasalahan dengan menggunakan notasi ide-ide matematika dan menyimpulkan hasil penyelesaian permasalahan. Demikian juga, siswa dengan gaya belajar kinestetik mampu menguasai indikator pertama dan indikator ketiga yaitu menyatakan permasalahan ke dalam model matematika serta menggambarkannya secara visual dan menyimpulkan hasil penyelesaian permasalahan.
Peningkatan Keterampilan Berpikir Kreatif dalam Pembelajaran Project Based Learning Kelas XI SMAN 2 Semarang Aulia Irvana Ramadhani; Nizarrudin; Rasiman
Widya Accarya Vol. 15 No. 2 (2024): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46650/wa.15.2.1552.86-92

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model Project Based Learning terhadap keterampilan berpikir kreatif dan untuk mengetahui peningkatan kemampuan berpikir kreatif siswa dalam pembelajaran Project Based Learning. Jenis penelitian yang digunakan adalah pre-eksperimental dan desain penelitian One Group Pretest-Posttest Design. Populasi penelitian ini yaitu seluruh siswa kelas XI di SMA N 2 Semarang dan sampel terdiri dari 36 siswa yang dipilih menggunakan metode purposive sampling. Penelitian ini menggunakan instrumen hasil nilai pretest-posttest siswa yang digunakan untuk mengukur keterampilan berpikir kreatif. Hasil pretest diperoleh rata-rata yaitu 54,72. Selanjutnya peneliti memberikan perlakuan model pembelajaran project based learning didapatkan rata rata 88,02. Hasil analisis uji-t didapatkan bahwa terdapat perbedaan yang signifikan antara hasil pretest dan posttest. menunjukkan bahwa pembelajaran matematika yang diajarkan melalui model pembelajaran project based learning dapat berpengaruh positif terhadap keterampilan berpikir kreatif (P_value < 0,05), Pembelajaran matematika yang diajarkan melalui model pembelajaran project based learning dapat meningkatkan keterampilan berpikir kreatif matematis dikategori tinggi (N_gain = 0,72). . Dengan demikian, terdapat peningkatan keterampilan berpikir kreatif siswa yang diajarkan melalui model pembelajaran berbasis proyek dalam kategori tinggi peningkatannya
THE INFLUENCE OF COACHING METHODS, ACADEMIC SUPERVISION, AND SCHOOL CULTURE ON WORK MOTIVATION: A QUANTITATIVE STUDY AT JUNIOR HIGH SCHOOLS IN LASEM, REMBANG Pujoko; Rasiman; supandi
SOSIOEDUKASI Vol 14 No 3 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.5995

Abstract

This study aims to examine the influence of the coaching method, academic supervision, and school culture on teacher work motivation in private junior high schools in Lasem District, Rembang Regency. The research employed a quantitative approach with an explanatory survey design. Data were collected using questionnaires distributed to 62 teachers from various private schools and analyzed through descriptive and inferential statistics using multiple linear regression. The results showed that, partially, the coaching method had a positive and significant influence on teacher work motivation with a contribution of 32.9%. Academic supervision also significantly affected teacher motivation with a contribution of 34.0%. Furthermore, school culture had a significant effect, contributing 32.8% to teacher motivation. Simultaneously, the three variables coaching, academic supervision, and school culture contributed 49.6% to the variance in teacher motivation. These findings indicate that improving teacher motivation requires an integrative approach. Coaching plays a crucial role in fostering professional awareness and reflection. Academic supervision enhances pedagogical competence through structured, constructive feedback. Meanwhile, a strong and supportive school culture fosters collaboration, trust, and teacher commitment. Therefore, synergy between personal, professional, and institutional support must be continuously strengthened to ensure optimal teacher performance and improve educational quality in private schools.
THE INFLUENCE OF TRANSFORMASIONAL LEADERSHIP, THE GROW ME COACHING MODEL, AND WORK MOTIVATION ON TEACHERS’ INSTRUCTIONAL INNOVATION IN ELEMENTARY SCHOOLS OF BULU DISTRICT REMBANG Safikin; Rasiman; supandi
SOSIOEDUKASI Vol 14 No 3 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.6044

Abstract

This study aims to examine the influence of transformational leadership, the GROW ME coaching model, and work motivation on teachers’ instructional innovation in public elementary schools in Bulu District, Rembang Regency. Employing a quantitative approach with a survey design, data were collected from 103 teachers across 18 schools using validated questionnaires. The results of descriptive analysis indicate that all three independent variables are in the “high” category, while instructional innovation also falls into the “high” category. Multiple regression analysis reveals that transformational leadership (β = 0.300, p < 0.05), the GROW ME coaching model (β = 0.266, p < 0.05), and work motivation (β = 0.322, p < 0.05) each have a positive and significant effect on instructional innovation. Among them, work motivation shows the greatest influence. Simultaneously, the three variables contribute 54.2% to variations in instructional innovation, while the remaining 45.8% is influenced by other factors not examined in this study. The novelty of this research lies in the integrated analysis of leadership, coaching, and motivation variables within the elementary school context, providing practical implications for improving teaching quality through innovation-oriented strategies.
Co-Authors Arum Diyastanti Aulia Irvana Ramadhani Dina Prasetyowati Ida Dwijayanti Ilyun Navida Joko Sulianto . . Nizarrudin Pujoko Rafika Nuriafuri Rifki Khamdani Rizky Esti Utami, Rizky Esti Rochamin Safikin Supandi Suprihatin