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Profesionalisme Guru dalam Membuat Soal Higher Order Thinking Skills Armiati Armiati; Muhammad Subhan; Minora Longgom Nasution; Saddam Al Aziz; Maulani Meutia Rani; Ronal Rifandi; Yulyanti Harisman
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 4, No 1 (2020): EDISI MARET
Publisher : Universitas Swadaya Gunung Djati

Penelitian ini dilatarbelakangi rendahnya kemampuan Higher Order ThinkingÂ Skills (HOTS) siswa Â Sekolah Menengah Pertama (SMP). Profesionalisme guru sangat erat kaitannyaÂ dengan Â HOTS siswa. Penelitian ini bertujuan untuk menganalisis profesionalisme guru dalam membuat soal HOTS sebelum dan sesudah dilakukan pelatihan. Metode penelitian yang digunakan adalah metode survey. Tujuh belas guru dari 11 SMP se-Kecamatan Padang Utara, Sumatera Barat dijadikan sebagai subjek penelitian. Awalnya guru diminta membuat soal HOTS sebelum diberikan pelatihan. Selanjutnya, para pakar memberikan pelatihan dalam perancangan soal HOTS. Soal HOTS yang disusun oleh guru dianalisis sebelum dan sesudah mengikuti pelatihan. Hasil penelitian menunjukan bahwa 41% guru yang mampu membuat soal HOTS sebelum diberikan pelatihan. Soal HOTS yang dibuat oleh guru masih belum benar, karena kata kerja operasional pada soal masih berada pada level C1â€“C2. Semua guru dapat membuat soal HOTS setelah diberikan pelatihan. Dari semua guru, 30 % guru mampu memahami sebagian materi pelatihan dan mampu membuat soal HOTS namun masih belum benar dan 70 % guru mampu memahami materi pelatihan danÂ mampu membuat soal HOTS dengan benar.Kata Kunci: Higher Order Thinking Skills, Guru, Sekolah Menengah Pertama.

The development of proton-electron math e-comic to improve special needs studentsâ€™ mathematical concepts understanding Yulyanti Harisman; Fitrani Dwina; Minora Longgom Nasution; Mohd Hasril Amiruddin; Hamdani Syaputra
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p359-376

Technology-based learning media is still lacking for special needs students in mathematics. Based on observations and interviews with Special School (SLB) teachers, the learning media used were still monotonous, such as picture books and writing using a blackboard. This research aims to develop e-comic math using the App Pixton application, which is valid and practical for children with special needs in SLB. The research method used is Plomp model development research in the prototype development phase: self-evaluation, expert review, and one-to-one evaluation. The data collection instruments used were a questionnaire and mathematical concepts on addition and subtraction topics for students with special needs. The research subjects were 21 students and 5 teachers from 5 different special schools in 5 West Sumatra, Indonesia cities. The study results show that the media developed is valid and practical for students with deaf and intellectual disabilities. This research implies that teachers must be able to develop other IT-based learning media to help students with special needs learn mathematics like normal children.

The development of proton-electron math e-comic to improve special needs students’ mathematical concepts understanding Yulyanti Harisman; Fitrani Dwina; Minora Longgom Nasution; Mohd Hasril Amiruddin; Hamdani Syaputra
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p359-376

Technology-based learning media is still lacking for special needs students in mathematics. Based on observations and interviews with Special School (SLB) teachers, the learning media used were still monotonous, such as picture books and writing using a blackboard. This research aims to develop e-comic math using the App Pixton application, which is valid and practical for children with special needs in SLB. The research method used is Plomp model development research in the prototype development phase: self-evaluation, expert review, and one-to-one evaluation. The data collection instruments used were a questionnaire and mathematical concepts on addition and subtraction topics for students with special needs. The research subjects were 21 students and 5 teachers from 5 different special schools in 5 West Sumatra, Indonesia cities. The study results show that the media developed is valid and practical for students with deaf and intellectual disabilities. This research implies that teachers must be able to develop other IT-based learning media to help students with special needs learn mathematics like normal children.

Teachers' Beliefs and Attitudes Toward TPACK-Oriented Technology Integration for Quality Education: Developing Genially-Based Mathematics Learning Materials Fitrani Dwina; Ayuni Kemala Safira; Widya Darwin; Yulyanti Harisman; Hafizatunnisa; Pipin Sumarni; Minora Longgom Nasution; Mazlini Adnan
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14473

This study examines the beliefs and attitudes of high school mathematics teachers toward TPACK-oriented technology integration through the development of interactive teaching materials using Genially in Pesisir Selatan Regency. TPACK orientation is positioned as the foundation for integrating technological knowledge and mathematical content knowledge in the development of digital teaching materials. The study used a survey method with twenty mathematics teachers as participants. Data were collected through belief questionnaires, attitude questionnaires, and structured interviews to explain the reasons behind the questionnaire responses. Belief indicators include teachers' views on learning and knowledge for learning related to technology engagement. Attitude indicators include familiarity, interest, efforts to seek help when experiencing difficulties with features, and the desire to use Genially to support students' mathematical problem-solving during learning. The results showed very high acceptance of the use of technology, especially the Genially application (94–95% agreement on key indicators). Interviews confirmed that Genially's visual interactivity helps teachers explain abstract concepts and relate the material to real-life contexts, but internet stability and initial design time remain obstacles. These findings support Quality Education (SDG 4) by strengthening teachers' readiness to integrate technology in mathematics learning.

Pengaruh Penerapan Model Pembelajaran Problem Based Learning Terhadap Kemampuan Literasi Numerasi Peserta Didik Kelas VIII SMPN 28 Padang Mulya Ade Alfitri; Yerizon Yerizon; Minora Longgom Nasution; Suherman Suherman
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.712

Kemampuan literasi numerasi merupakan salah satu kompetensi penting yang harus dimiliki peserta didik pada abad ke-21 dan menjadi fokus pengukuran dalam Asesmen Kompetensi Minimum (AKM). Hasil identifikasi awal menunjukkan bahwa kemampuan literasi numerasi peserta didik kelas VIII SMPN 28 Padang masih tergolong rendah. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Problem Based Learning terhadap kemampuan literasi numerasi peserta didik kelas VIII SMPN 28 Padang pada materi garis singgung lingkaran. Penelitian ini menggunakan metode Pre-Experimental dengan desain One Group Pretest–Posttest.Populasi penelitian adalah seluruh peserta didik SMPN 28 Padang, sedangkan sampel penelitian berjumlah 30 peserta didik yang dipilih menggunakan teknik random sampling.Instrumen penelitian berupa soal pretest, posttest, dan kuis. Data dianalisis menggunakan perangkat lunak Minitab melalui uji normalitas dan uji hipotesis (paired t-test). Hasil penelitian menunjukkan bahwa rata-rata nilai pretest sebesar 37,33 meningkat menjadi 65,33 pada posttest,sehingga terjadi peningkatan sebesar 28,00. Data pretest dan posttest berdistribusi normal,yang ditunjukkan oleh nilai signifikansi masing-masing sebesar 0,119 dan 0,072 (p> 0,05). Selanjutnya,hasil uji hipotesis menunjukkan nilai signifikansi sebesar 0,000 (p< 0,05),sehingga H_0 ditolak dan H_1 diterima. Dengan demikian,penerapan model pembelajaran Problem Based Learning memberikan pengaruh yang signifikan terhadap kemampuan literasi numerasi peserta didik kelas VIII SMPN 28 Padang. Penerapan model pembelajaran Problem Based Learning mendorong peserta didik untuk terlibat secara aktif dalam memahami masalah, mencari solusi, melakukan analisis, serta menarik kesimpulan sehingga kemampuan literasi numerasi pada materi garis singgung lingkaran mengalami peningkatan.

Middle School Teachers’ Professionalism (Beliefs and Attitudes) Toward Technology in Developing 3D Videos Using Plotagon Yulyanti Harisman; Resmi Darni; Nadiyatul Ghina; Hafizatunnisa; Minora Longgom Nasution; Fitrani Dwina; Pipin Sumarni; Mazlini Adnan
Rangkiang Mathematics Journal Vol. 4 No. 2 (2025): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v4i2.96

This study focuses on the professionalism of teachers, particularly in terms of their attitudes and beliefs toward the integration of digital technology in teaching and learning activities. Plotagon was selected as a medium for developing interactive and contextual 3D instructional videos. The research employed a survey method aimed at exploring teachers’ interest in and acceptance of Plotagon as a supportive tool for instructional materials. The participants comprised twenty-eight junior high school teachers in Sawahlunto City. Prior to the survey, the teachers received intensive training on creating instructional videos using Plotagon. Data were collected through direct observation, questionnaires, and structured interviews. The findings reveal that the majority of teachers (91%) demonstrated positive beliefs regarding the use of digital culture-based technology through Plotagon, while 88% considered the medium beneficial for students. Furthermore, 86% of teachers showed high levels of engagement, and an equal proportion actively participated throughout the implementation process. These results imply that integrating digital storytelling platforms such as Plotagon can enhance teachers’ professional competence and foster innovative teaching practices.

PROFESIONALISME (BELIEF DAN ATTITUDE) PENDIDIK SEKOLAH MENENGAH PERTAMA TERHADAP TEKNOLOGI DALAM PEMBUATAN BAHAN AJAR MENGGUNAKAN CLASSPOINT Minora Longgom Nasution; Yulyanti Harisman; Suherman; Hafizatunnisa; Pipin Sumarni; Fitrani Dwina
Euclid Vol 11 No 4 (2024)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v11i4.9666

Fokus pada penelitian ini yaitu profesionalisme pendidik yaitu keyakinan dan sikap pendidik terhadap teknologi. Classpoint menjadi aplikasi yang digunakan dalam pembuatan bahan ajar. Penelitian ini merupakan penelitian survei untuk melihat ketertarikan pendidik terhadap aplikasi classpoint dalam pembuatan bahan ajar. Dua puluh pendidik Sekolah Menengah Pertama (SMP) di kepulauan mentawai sebagai subjek penelitian. Pada awal penelitian pendidik diberikan pelatihan tentang pembuatan bahan ajar dengan aplikasi classpoint. Data diperoleh dengan cara merekam, mengamati, dan mewawancarai pendidik. Diperoleh 94% keyakinan pendidik terhadap aspek budaya teknologi dalam membuat bahan ajar dengan classpoint dan 90% kebermanfaatannya bagi peserta didik. Selain itu, 93% pendidik memberikan perhatian yang baik dan 91% memberikan partisipasi yang baik selama kegiatan.

PERKEMBANGAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION Rihhadatul 'Aisy; Yerizon Yerizon; Minora Longgom Nasution; Khairani Khairani
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i5.7152

Abstract: Mathematical communication encompasses both oral and written aspects. This study focuses on written mathematical communication, which remains one of the challenges in mathematics learning. This study aims to describe the development of students’ written mathematical communication skills through the Realistic Mathematics Education (RME) approach. This study employed a descriptive method involving 24 out of 32 students in class VIII.8 at SMPN 21 Padang during the first semester of the 2026/2027 academic year who had quiz data across six meetings. Data were collected through quizzes administered over six meetings. Students’ mathematical communication skills were assessed based on four indicators: connecting real objects, pictures, and diagrams to mathematical ideas; explaining mathematical ideas, situations, and relationships orally or in writing using real objects, pictures, graphs, and algebra; expressing everyday events in mathematical language or symbols; and making conjectures, constructing arguments, and formulating definitions and generalizations. The results showed an increase in the average quiz score from 76.82 in the first meeting to 86.72 in the sixth meeting. The four indicators generally showed development, although the fourth indicator experienced a slight decline in the second meeting before increasing again in subsequent meetings. RME learning using contextual problems on the topic of number patterns has the potential to support the development of students’ written mathematical communication skills. These results provide an overview of the development of mathematical communication skills throughout the learning process. Keywords: realistic mathematics education; mathematical communication skills; skill development; mathematics learning. Abstrak: Kemampuan komunikasi matematis mencakup aspek lisan dan tulisan. Penelitian ini berfokus pada kemampuan komunikasi tertulis yang masih menjadi salah satu permasalahan dalam pembelajaran matematika. Penelitian ini bertujuan mendeskripsikan perkembangan kemampuan komunikasi matematis tertulis melalui pendekatan Realistic Mathematics Education (RME). Penelitian ini menggunakan metode deskriptif dengan subjek penelitian adalah 24 dari 32 peserta didik kelas VIII.8 SMPN 21 Padang pada semester ganjil tahun ajaran 2026/2027 yang memiliki data kuis selama enam pertemuan. Data dikumpulkan melalui kuis yang dilaksanakan pada enam kali pertemuan. Kemampuan komunikasi matematis dinilai berdasarkan empat indikator, yaitu menghubungkan benda nyata, gambar, dan diagram dengan ide matematika; menjelaskan ide, situasi, dan relasi matematis secara lisan atau tulisan dengan benda nyata, gambar, grafik, dan aljabar; menyatakan peristiwa sehari-hari dalam bahasa atau simbol matematika; serta membuat konjektur, menyusun argumen, dan merumuskan definisi dan generalisasi. Hasil menunjukkan peningkatan rata-rata nilai kuis dari 76,82 pada pertemuan pertama menjadi 86,72 pada pertemuan keenam. Keempat indikator secara umum menunjukkan perkembangan, meskipun indikator keempat mengalami sedikit penurunan pada pertemuan kedua sebelum kembali meningkat pada pertemuan berikutnya. Pembelajaran RME berbasis masalah kontekstual pada materi pola bilangan berpotensi mendukung perkembangan kemampuan komunikasi matematis tertulis peserta didik. Hasil ini memberikan gambaran perkembangan kemampuan komunikasi selama proses pembelajaran berlangsung. Kata kunci: realistic mathematics education; kemampuan komunikasi matematis; perkembangan kemampuan; pembelajaran matematika

Pengaruh Pendekatan Deep Learning terhadap Pemecahan Masalah Matematis Peserta Didik Kelas XI SMA Negeri 1 X Koto Sri Adinda Putri; Irwan Irwan; Minora Longgom Nasution; Yarman Yarman
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 3 (2026): July, Emerging Issues in Education, Society, and Humanities.
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/ah6qh347

Mathematical problem-solving ability is one of the essential competencies that students must possess in mathematics learning. However, the mathematical problem-solving ability of eleventh-grade students at SMA Negeri 1 X Koto has not yet reached an optimal level. This study aimed to analyze and compare whether the mathematical problem-solving ability of students who learned using the Deep Learning approach was better than that of students who learned through the conventional approach. This study was a quasi-experimental study employing a Posttest-Only Control Group Design. The population consisted of eleventh-grade students of SMA Negeri 1 X Koto in the 2026/2027 academic year. Samples were selected using purposive sampling technique, with class XI.F1 (33 students) as the experimental class and class XI.F2 (35 students) as the control class. Data were collected through a final test of mathematical problem-solving ability and analyzed using normality, homogeneity, and t-tests. The results showed that the average score of the experimental class (55.76) was higher than that of the control class (36.38). Furthermore, the t-test results (P-value = 0.000 < 0.05) confirmed that students who learned using the Deep Learning approach had significantly better mathematical problem-solving ability than those who learned through the conventional approach. Therefore, the Deep Learning approach had a positive effect on students' mathematical problem-solving ability.

DARI DISKUSI KELOMPOK KE GAMIFIKASI DIGITAL: PERKEMBANGAN HASIL BELAJAR MATEMATIKA MELALUI STAD BERBANTUAN EDUCAPLAY Violiny Giovanny; Edwin Musdi; Minora Longgom Nasution; Khairani Khairani
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 9 No. 5 (2026): October (2026)
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i5.7195

Abstract: This study aims to describe the progression of students' mathematics learning outcomes through the implementation of the Student Teams Achievement Divisions (STAD) cooperative learning model supported by Educaplay interactive media. Unlike previous STAD studies that typically measured learning outcomes by comparing pre-test and post-test results, this study focuses on the developmental patterns of students' learning outcomes throughout the learning process by taking measurements at every session. A descriptive quantitative approach was employed, involving students from class XI.F.7 at SMAN 16 Padang. Instruction was conducted over six sessions covering the topics of functions and composite functions. Data were collected via web-based Educaplay individual quizzes at the end of each session and analyzed using descriptive quantitative methods based on a comparison of average quiz scores. The results indicate that the progression of learning outcomes was fluctuating but showed an overall upward trend. The average quiz score rose from 69,13 in the first session to 98,14 in the sixth session, representing an increase of 29,01 points or 41,96%. Declines observed in certain sessions corresponded to the increasing complexity of the material. These findings provide an overview of the gradual progression of learning outcomes during the implementation of STAD supported by Educaplay. Keywords: learning outcomes; mathematics learning; STAD; Educaplay; function composition. Abstrak: Penelitian ini bertujuan mendeskripsikan perkembangan hasil belajar matematika peserta didik melalui penerapan model pembelajaran kooperatif tipe Student Teams Achievement Divisions (STAD) berbantuan media interaktif Educaplay. Berbeda dengan penelitian STAD terdahulu yang umumnya mengukur hasil belajar melalui perbandingan pretest dan posttest, penelitian ini berfokus pada pola perkembangan hasil belajar peserta didik selama proses pembelajaran melalui pengukuran pada setiap pertemuan. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan subjek peserta didik kelas XI.F.7 SMAN 16 Padang. Pembelajaran dilaksanakan dalam enam pertemuan pada materi fungsi dan komposisi fungsi. Data diperoleh melalui kuis individu berbasis web Educaplay pada setiap akhir pertemuan dan dianalisis secara deskriptif kuantitatif berdasarkan perbandingan rata-rata nilai kuis. Hasil penelitian menunjukkan bahwa perkembangan hasil belajar bersifat fluktuasi tetapi cenderung meningkat. Rata-rata nilai kuis meningkat dari 69,13 pada pertemuan pertama menjadi 98,14 pada pertemuan keenam, dengan kenaikan sebesar 29,01 poin atau 41,96%. Penurunan pada pertemuan tertentu terjadi seiring meningkatnya kompleksitas materi. Temuan ini memberikan gambaran perkembangan hasil belajar secara bertahap selama penerapan STAD berbantuan Educaplay. Kata kunci: hasil belajar; pembelajaran matematika; STAD; Educaplay; komposisi fungsi.

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