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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Heni Yunilda Hasibuan
Universitas Sultan Ageng Tirtayasa
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Other

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PENGGUNAAN MODEL CIPP DALAM MELAKUKAN EVALUASI PROGRAM PENDIDIKAN INKLUSIF PEMBELAJARAN MATEMATIKA SMP Heni Yunilda Hasibuan; Nurul Anriani; Cecep Anwar Hadi Firdos Santosa; Syamsuri Syamsuri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (666.623 KB) | DOI: 10.24127/ajpm.v12i1.6658

Abstract

AbstrakEvaluasi program diperlukan untuk meningkatkan kualitas penyelenggaraan pendidikan inklusif dalam pembelajaran matematika agar setiap anak mendapatkan pendidikan yang bermutu. Namun, masih sedikit sekali penelitian yang mengungkap hasil evaluasi program penyelenggaraan pendidikan inklusif pembelajaran matematika pada jenjang SMP. Penelitian ini bertujuan untuk melakukan evaluasi penyelenggaraan pendidikan inklusif pada pembelajaran matematika di SMP Garuda Cendekia pada semester ganjil tahun ajaran 2022/2023 dengan menggunakan model CIPP yang terdiri dari unsur context, input, process, dan product dan tersusun oleh total 14 komponen. Evaluasi program dilakukan melalui tahapan FGD, observasi, dan dokumentasi. Hasil yang diperoleh adalah skor 92,86 dan memiliki kategori “sangat baik”. Namun demikian, beberapa perbaikan perlu dilakukan oleh satuan pendidikan dalam rangka meningkatkan kualitas yang lebih baik dalam penyelenggaraan pendidikan inklusif pada pembelajaran matematika. Adapun perbaikan tersebut adalah penambahan guru pembimbing khusus (GPK) yang mampu menangani secara khusus siswa dengan ragam berkebutuhan khusus tertentu dan pengadaan penyediaan data mengenai keberlanjutan program pendidikan inklusif pembelajaran matematika di tingkat dan/atau jenjang berikutnya. Dengan demikian, model evaluasi CIPP dapat digunakan untuk mengevaluasi program pendidikan inklusif pada pembelajaran matematika di SMP yang memberikan luaran berupa skor akhir, kategori, dan rekomendasi perbaikan. AbstractProgram evaluation is needed to improve the quality of implementing inclusive education in mathematics learning so that every child gets a quality education. However, few studies reveal the results of program evaluations for implementing inclusive mathematics learning at the junior high school level. This study aims to evaluate the implementation of inclusive mathematics learning in SMP Garuda Cendekia in the first semester of the 2022/2023 school year by using the CIPP model which consists of context, input, process, and product elements composed of a total of 14 components. Program evaluation is carried out through the stages of FGD, observation, and documentation. The score result is 92.86 and categorized as "very good". However, several improvements need to be made by the school to improve a better quality in the implementation of inclusive mathematics learning. The improvements are the addition of learning supports (GPK) that can specifically handle students with a variety of special needs and procurement of data provision regarding the sustainability of inclusive education programs for learning mathematics at the next level. Thus, the CIPP evaluation model can be used to evaluate inclusive education programs in mathematics learning in junior high schools and provide outputs in the form of final scores, categories, and recommendations for improvement.
Profil Pembelajaran Matematika pada Anak Berkebutuhan Khusus Ragam Slow Learner di Kelas Inklusif SMP Garuda Cendekia Jakarta Heni Yunilda Hasibuan; Syamsuri Syamsuri; Cecep Anwar Hadi Firdos Santosa; Aan Subhan Pamungkas
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 4 No 1 (2020): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (466.635 KB) | DOI: 10.31331/medivesveteran.v4i1.993

Abstract

Tujuan penelitian ini adalah untuk mengetahui profil pembelajaran matematika pada anak berkebutuhan khusus ragam lamban belajar atau lebih dikenal sebagai slow learner. Penelitian ini menggunakan pendekatan kualitatif metode studi kasus. Subjek penelitian ini adalah salah satu siswa slow learner di kelas inklusif SMP Garuda Cendekia Jakarta. Teknik pengumpulan data penelitian ini menggunakan metode wawancara semi-terstruktur. Validitas data dilakukan dengan menggunakan teknik triangulasi sumber. Teknik analisis data dilakukan melalui jalur reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Berdasarkan analisis data diperoleh hasil: (1) kurikulum yang digunakan slow learner disamakan dengan kurikulum reguler, tetapi dilakukan adaptasi kurikulum berupa modifikasi, (2) penggunaan model maupun metode pembelajaran di kelas inklusif disamakan antara slow learner dengan siswa reguler tanpa penyusunan program pembelajaran individual, tetapi pelaksanaannya dilakukan dengan memperhatikan karakteristik slow learner, dan (3) kegiatan evaluasi dilakukan melalui tes tertulis yang disusun oleh guru mata pelajaran yang kemudian dilakukan penyesuaian oleh guru pembimbing khusus berdasarkan model modifikasi. Kata kunci: pembelajaran matematika, anak berkebutuhan khusus, slow learner, inklusif, modifikasi. ABSTRACT This study aimed for unveiling mathematics-learning process of different abilities students in slow learning spectrum. This study used a qualitative approach by case study method. The subject of this research was one of SMP Garuda Cendekia’s students with slow learning spectrum. The data were collected through the method of semi-structured interviews. The data was validated by using data triangulation technique. The data then was analyzed through flows of activity: data reduction, data display, and conclusion drawing/verification. The results were: (1) The curriculum used by the teacher for the research subject was the general curriculum, modified to cater the needs of the subject research, (2) the learning model and method for the subject research did not differ from the other students and was applied by considering the research subject’s characteristic without the need of planning an individualized education program, and (3) written test was used as means of evaluation that was arranged by the mathematics subject teacher after being accommodated by the special education teachers based on the modified model. Keywords: mathematics learning, different abilities, slow learner, inclusive, modifications.
MENYELISIK PENELITIAN TERKAIT DIAGNOSTIK KOGNITIF MATERI MATEMATIKA DI INDONESIA MELALUI SYSTEMATIC LITERATURE REVIEW Heni Yunilda Hasibuan; Yuyu Yuhana; Cecep Anwar Hadi Firdos Santosa; Syamsuri Syamsuri; Uyu Wahyudin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.6886

Abstract

Sejumlah penelitian telah dilakukan terkait diagnostik kognitif di Indonesia yang telah terpublikasi di jurnal-jurnal nasional terakreditasi. Namun, belum ada kajian yang melakukan analisis dan pengklasifikasian terhadap artikel-artikel tersebut. Oleh karena itu, tujuan dari penelitian ini adalah untuk menganalisis artikel-artikel terkait diagnostik kognitif materi matematika di Indonesia sehingga kemudian dapat dilakukan pengklasifikasian terhadap aspek-aspek hasil analisis. Penelitian ini menggunakan metode systematic literature review (SLR) melalui tahapan: 1) penetapan jurnal ilmiah sasaran pencarian artikel; 2) pencarian artikel ilmiah; 3) penyaringan artikel ilmiah; 4) penilaian kualitas dan kelayakan artikel ilmiah; dan 5) analisis serta pengklasifikasian data. Adapun data yang digunakan adalah 15 artikel yang berasal dari 9 jurnal ilmiah terakreditasi Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi terkategori Sinta 1 dan Sinta 2 yang memiliki focus and scope pendidikan (umum), pendidikan dasar, dan pendidikan matematika serta terpublikasi selama rentang waktu 10 tahun terakhir. Dari 15 artikel yang dianalisis, hanya 6 artikel yang terkategori “layak”. Hasil analisis memberikan luaran berupa pengklasifikasian artikel penelitian terkait diagnostik kognitif materi matematika di Indonesia menjadi lima aspek, yaitu tujuan penelitian, metode penelitian, jenjang pendidikan, ruang lingkup materi, dan publikasi instrumen tes. Several studies have been conducted regarding cognitive diagnostics in Indonesia, which have been published in accredited national journals. However, no research has conducted analysis and classification of these articles. Therefore, this study aims to analyze articles related to cognitive diagnostics in mathematics in Indonesia so that later the aspects of the analysis results can be classified. This study used the systematic literature review (SLR) method through the following stages: 1) determining the target scientific journals; 2) searching for articles; 3) screening of articles; 4) assessing the quality and feasibility of articles; and 5) data analysis and classification. The data used are 15 articles from 9 scientific journals accredited by the Ministry of Education, Culture, Research and Technology in the Sinta 1 and Sinta 2 categories, which have the focus and scope of education (general), basic education, and mathematics education and have been published over a while last 10 years. Only 6 over 15 analyzed articles were categorized as "decent". The analysis results provide an output in the form of classifying research articles related to cognitive diagnostics of mathematics in Indonesia into five aspects, namely research objectives, research methods, educational levels, the scope of material, and publication of test instruments.
Analisis Kebutuhan terhadap Pengembangan Media Pembelajaran Berbasis Virtual Field Trips dalam Pembelajaran IPA di Jenjang Sekolah Dasar Heni Yunilda Hasibuan; Vina Oktiarina; Mulki Siti Hajar Rezaini; Lukman Nulhakim; Yayat Ruhiat
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.4261

Abstract

Since the COVID-19 pandemic, various technology-based learning media have been developed, including various museums and institutions' availability of Virtual Field Trips (VFT). This can be considered an innovation in science learning that is expected to enhance students' cognitive and affective abilities. This research aims to analyze the need for developing VFT-based learning media in science education at the elementary school level. The study adopts a qualitative approach by collecting quantitative and qualitative data from questionnaire surveys. The respondents, consisting of 33 elementary school teachers from various regions in Indonesia, are familiar with using electronic devices and internet connectivity to support technology-based learning, which is already widely implemented in their science classes. Moreover, elementary school teachers are accustomed to using technology-based learning media in science education. However, there is a need to develop technology-based learning media, particularly Virtual Field Trips (VFT), in science education at the elementary school level as an innovative approach to teaching. Therefore, further research on developing VFT-based learning media in science education at the elementary school level is warranted.
Etnosains dalam Pembelajaran IPA sebagai Implementasi Kebijakan Kurikulum Merdeka: Suatu Systematic Literature Review Heni Yunilda Hasibuan; Encep Syarifudin; Suherman; Cecep Anwar Hadi Firdos Santosa
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.4500

Abstract

The Kurikulum Merdeka policy has been implemented extensively in Indonesia since 2022, with one of its focuses being the integration of culture in teaching and learning. Several studies have been conducted on the integration of ethnosciences in science education. However, so far, there have been very few studies that attempt to review the results of the analysis of these articles. Therefore, this study aims to analyze a number of articles related to research on the topic of ethnosciences in science education as an implementation of the Kurikulum Merdeka policy, in order to classify them based on predetermined categories. This study utilizes the systematic literature review (SLR) method, which includes the stages of data search and article collection, article screening, assessment of the quality and suitability of scientific articles, and analysis and data classification. Based on these stages, six scientific articles were obtained, published in six SINTA-accredited journals with a focus on education and published between 2022 and 2023. The results of the quality assessment indicate that four out of the six articles meet the criteria for suitability. Thus, these articles can be considered as sources of information related to research on the topic of ethnosciences in science education as an implementation of the Kurikulum Merdeka policy. The classification has been conducted based on Indonesian culture integrated into science education, educational levels, subjects, and forms of integration of ethnosciences in science education.
Arithmetic Proficiency of Pre-Service Science Teachers: An Empirical Study Heni Yunilda Hasibuan; Yayat Ruhiat; Cecep Anwar Hadi Firdos Santosa
Jurnal Penelitian Pendidikan IPA Vol 10 No 10 (2024): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i10.9195

Abstract

Mastery of arithmetic operations is fundamental for students pursuing science education, as these skills are essential in solving complex problems in physics, chemistry, and biology. However, gaps in students' arithmetic proficiency can hinder their academic and professional development. This study aims to examine the arithmetic skills of pre-service science teachers in solving mathematical problems across six domains: addition, subtraction, multiplication, division, exponentiation, and mixed operations. A total of 37 short-answer questions were administered, and the results were analyzed by domain. The findings indicate that students demonstrate proficiency in basic operations involving whole numbers, particularly in addition and subtraction. However, challenges persist in the areas of fractions, decimals, and mixed operations, where accuracy rates were notably lower. These gaps in understanding may affect students' ability to apply mathematical concepts in their science courses and future teaching roles. The study's limitations include a focus on quantitative results without exploring the cognitive processes behind student errors. Future research should investigate intervention strategies to address these weaknesses, potentially through targeted instructional approaches or the use of technology to enhance learning outcomes
Co-Authors Aan Subhan Pamungkas Anriani, Nurul Cecep Anwar Hadi Firdos Santosa Encep Syarifudin Mulki Siti Hajar Rezaini Nulhakim, Lukman Suherman Syamsuri Syamsuri Uyu Wahyudin Vina Oktiarina Yayat Ruhiat Yuyu Yuhana