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All Journal Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar MATEMATIKA DAN PEMBELAJARAN Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Autentik : Jurnal Pengembangan Pendidikan Dasar Jurnal Abdi Insani Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Dharmas Education Journal (DE_Journal) Jurnal Pengabdian Masyarakat PGSD Jurnal Riset Pendidikan dan Karakter
Maifit Hendriani
Universitas Adzkia, Kota Padang
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Validitas dan Praktikalitas Buku Ajar Berbasis Literasi Numerasi Lintas Kurikulum untuk Sekolah Dasar Maifit Hendriani; Zutri Parwines; Suci Wulandari
Jurnal Basicedu Vol 7, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4717

Abstract

Literasi numerasi menjadi penentu kemajuan sebuah bangsa. Namun, literasi numerasi siswa di Indonesia masih rendah. Sehingga, secara tidak langsung menciptakan sumber daya manusia yang tidak siap menghadapi era pasar bebas dan tidak mampu bersaing dengan negara lain. Solusinya dibutuhkan buku ajar berbasis literasi numerasi lintas kurikulum (Numeracy Across Curriculum). Tujuan dari penelitian ini adalah untuk mengembangkan buku ajar berbasis literasi numerasi lintas kurikulum (Numeracy Across Curriculum) di kelas V Sekolah Dasar yang valid dan praktis. Model pengembangan yang dipilih adalah model 4D. Langkah-langkah 4D adalah pendefinisian, perancangan, pengembangan, dan penyebaran. Penelitian terbatas ditahap development untuk melihat validitas dan praktikalitas buku ajar. Berdasarkan hasil penelitian, diperoleh uji validitas materi, desain dan bahasa berturut-turut adalah 85,4 % (Sangat Valid), 92% (Sangat Valid) dan 79% (Valid) dan hasil uji praktikalitas yang dilihat dari  pendidik 75% (Praktis) dan peserta didik 83% (Sangat Praktis). Disimpulkan bahwa buku ajar berbasis literasi numerasi lintas kurikulum (Numeracy Across Curriculum) layak digunakan.
IMPLEMENTASI TEORI BELAJAR HUMANISTIK DALAM PENDEKATAN OPEN ENDED PADA PEMBELAJARAN MATEMATIKA Maifit Hendriani; Neviyarni. S
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 4 No. 1 (2023): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v4i1.199

Abstract

The results of the PISA test which measures students' Mathematics skills place Indonesian students in the bottom 5th position, 73rd out of 79 participating countries with an achievement score of 379 which is certainly below the OECD average of 489. Students still think of Mathematics as a subject lesson that are quite difficult. This assumption arises due to experiences that have been obtained before in the process of learning mathematics which is less fun for students. The learning process is largely determined by the learning theory mastered by educators. As a professional, educators must have knowledge of various ways so that learning objectives can be achieved. The basic knowledge that must be possessed is related to learning theory. One of the learning theories that educators can use is the humanistic learning theory. The purpose of this study is to describe the implementation of humanistic learning theory in an open-ended approach to the mathematics learning process in elementary schools. Using the library research method, it was found that open ended research utilizes humanistic learning theory in its development, which is illustrated in the four steps of the open-ended approach
Kemampuan Pemecahan Masalah Dalam Pembelajaran Matematika Berbasis Persepsi Guru Sekolah Dasar Maifit Hendriani; Jamaris Jamaris; Sufyarma Marsyidin
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 7, No 2 (2023): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v7i2.123327

Abstract

The research was motivated by the lack of optimal learning which focuses on developing elementary school students' Mathematical problem-solving abilities. The aim of this research is to describe problems related to the development of elementary school students' mathematical problem-solving abilities based on teachers' views. Qualitative descriptive is the method in this research with research subjects being five elementary school teachers in Padang City. The instrument used in the form of a validated questionnaire refers to four indicators, namely learning innovation (learning by problem-solving), non-routine questions, implementing problem-solving steps using metacognitive guidance techniques, and implementing learning using models. Data analysis techniques include data reduction, data presentation, and drawing conclusions. It was found that the problems faced by teachers in developing mathematical problem-solving abilities in elementary schools resulted: in (1) low students' ability to understand problems; (2) low students' self-confidence in solving problems; (3) students' thinking and analytical abilities. students' abilities are weak; (4) students are not yet accustomed to learning that develops problem-solving skills, as evidenced by students having difficulty determining what steps to take when facing problems; and (6) teachers have difficulty conditioning students who are noisy when given mathematical problems.
PENGEMBANGAN LKPD BERBASIS MODEL PEMBELAJARAN NHT PADA PEMBELAJARAN TEMATIK TERPADU Sisy Angrayeni; Sry Apfani, M.Pd; Maifit Hedriani, M.Pd
Jurnal Riset Pendidikan Dasar Dan Karakter Vol 2 No 2 (2020): Jurnal Riset Pendidikan dasar dan Karakter
Publisher : LP2M Universitas Adzkia

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Abstract

Masalah dalam penelitian ini dilator belakangi dengan penggunaan bahan ajar berupa lembar kerja peserta didik (LKPD) kelas IV di Sekolah Dasar. Penelitian ini membahas tentang penggunaan model pembelajaran Numbered Head Together (NHT) dalam menghasilkan produk lembar kerja peserta didik (LKPD) untuk kelas IV Sekolah Dasar pada Tema 9 Subtema 3 Pelestarian Kekayaan Sumber Daya Alam di Indonesia. Jenis penelitian ini adalah Research and Development (R&D). Ada 4 tahapan dalam penelitian ini yaitu tahap pendefinisian (define), tahap perancangan (design), tahap pengembangan (develop) dan tahap penyebaran (disseminate). Hasil penelitian menunjukkan kevalidan LKPD berbasis Numbered Head Together (NHT) pada subtema 3 Pelestarian Kekayaan Sumber Daya Alam di Indonesia untuk siswa kelas IV Sekolah Dasar yang telah dikembangkan dengan rata-rata persentase kevalidan 89,7% yang berarti bahwa LKPD berbasis Pelestarian Kekayaan Sumber Daya Alam di Indonesia sangat valid. Dari aspek bahasa diperoleh persentase kevalidannya 94,2% dengankriteria “sangat valid”, Desain 82,4% dengan kriteria“valid” dan Materi 92,5% dengankriteria “sangat valid”. Persentase rata- rata dari ketiga aspek tersebut yaitu 89,7 % dengan kriteria “valid”.
PENGGUNAAN MEDIA KONKRET DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR Maifit Hendriani
Jurnal Riset Pendidikan Dasar Dan Karakter Vol 3 No 2 (2021): JURNAL RISET PENDIDIKAN DASAR DAN KARAKTER
Publisher : LP2M Universitas Adzkia

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Abstract

Abstract The learning process is a process in which there are interaction activities between teachers and students as well as reciprocal communication that takes place in educational situations to achieve learning objectives. The facilities and facilities used in the learning process greatly affect learning outcomes, one of which is learning media. The use of concrete media in the teaching and learning process can clarify the presentation of messages and information so as to facilitate and improve learning processes and outcomes. The purpose of this study was to determine the use of concrete media for learning mathematics in elementary schools. This research is a qualitative descriptive study to describe the use of concrete media for learning Mathematics in Elementary Schools. Sources of data in this study are books and research journals that have been published. Data collection techniques using literature study and documentation. The results of this study indicate that the use of concrete media in learning mathematics in elementary schools can support student learning outcomes so that they get maximum results. Students in elementary school are at the stage of concrete thinking, where their mindset will tend to catch something that is concrete or real. With the concrete media students are not only able to understand the concepts in learning Mathematics, but are also able to think critically and logically in the face of learning. Keywords: Concrete Media, Mathematics.
STUDI LITERATUR - SCAFFOLDING DENGAN METODE DEFRAGMENTING STRUKTUR BERPIKIR MASALAH HOTS Wulandari, Suci; Hayati, Rahmatul; Hendriani, Maifit
Dharmas Education Journal (DE_Journal) Vol 5 No 1 (2024): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/dejournal.v5i1.1196

Abstract

Many studies have discussed the HOTS problem. Theories such as Vygotsky's scaffolding concept, where someone will be able to achieve understanding with guidance from someone who understands better, as well as the concept of defragmenting, where by breaking down the structure of thinking from understanding the problem to solving the problem, someone can have their thinking ability facilitated, especially the ability to high level thinking or HOTS. Therefore, it is necessary to analyze these concepts to study scaffolding with the defragmenting method in HOTS problems. This research uses a literature study method to examine how the scaffolding approach with the method of defragmenting thinking structures can support students in understanding HOTS in mathematics. The main focus of this research is to examine: (1) The role of scaffolding in solving HOTS mathematics problems; (2) Scaffolding concept using the method of defragmenting thinking structures; and (3) Learning characteristics that apply this method. The main finding of this literature study states that mathematics anxiety is the main obstacle in students' understanding of HOTS. However, with a scaffolding and defragmenting approach, students can break down problems into smaller parts, facilitate understanding, and improve skills in HOTS. Thus, it can be concluded that the scaffolding approach using the defragmenting method has great potential to improve students' understanding of complex mathematical problems. The implications for this literature study lead to developing a learning program that uses scaffolding with the defragmenting method to facilitate HOTS.
Co-Authors Akmal Rijal Alfiyandri, Alfiyandri Apfani, Sry Damayanti, Elok hayati, rahmatul Jamaris Jamaris Mardicko, Afri Meria Ultra Gusteti Neviyarni Neviyarni Rahmiatul Jannah Riri Marfilinda Riwayati Zein Silfi Melindawati Sisy Angrayeni Sry Apfani, M.Pd Suci Wulandari Sufyarma Marsyidin Zutri Parwines