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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.

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