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Semiotic Mathematics Representation Ability Based on Symbolic in Solving SPLSV Problems in Class VII Students Dwi Tri Fresti Firnanda; Indah Wahyuni
Ta'dib Vol 27, No 1 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i1.11562

Mathematical semiotic representation is the ability to analyze and express mathematical ideas or notions of a phenomenon and everyday problem situations into the form of signs, images, symbols, and symbols that represent them and provide meaning and explanation to a package of verbal sign messages. The symbolic stage is the stage where students have understood the symbols and concepts and have ideas that are strongly influenced by language and logic skills and students are able to manipulate symbols or symbols of a particular object. The purpose of this study was to determine the representation of symbolic-based mathematical semiotics in seventh grade students of MTS Al Barokah Ajung Jember on SPLSV material using qualitative descriptive method. The instrument used by researchers in the form of written test questions consisting of two questions tailored to the symbolic representation that has two indicators that use mathematical symbols to solve problems and interpret mathematical symbols. From the results of research that has been done obtained the error of representation on indicators using mathematical symbols to solve the problem of 100% and error of representation on indicators interpreting mathematical symbols of 0%. Several studies have been carried out to explain the mistakes that students make in representation skills. This paper presents the ability of mathematical symbolic semiotic representation of students who are more specific in solving SPLSV problems that can be considered by teachers in designing learning about the ability of mathematical semiotic representation and information for observers of mathematics education.

Semiotic Mathematics Representation Ability Based on Symbolic in Solving SPLSV Problems in Class VII Students Dwi Tri Fresti Firnanda; Indah Wahyuni
Ta'dib Vol 27 No 1 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i1.11562

Mathematical semiotic representation is the ability to analyze and express mathematical ideas or notions of a phenomenon and everyday problem situations into the form of signs, images, symbols, and symbols that represent them and provide meaning and explanation to a package of verbal sign messages. The symbolic stage is the stage where students have understood the symbols and concepts and have ideas that are strongly influenced by language and logic skills and students are able to manipulate symbols or symbols of a particular object. The purpose of this study was to determine the representation of symbolic-based mathematical semiotics in seventh grade students of MTS Al Barokah Ajung Jember on SPLSV material using qualitative descriptive method. The instrument used by researchers in the form of written test questions consisting of two questions tailored to the symbolic representation that has two indicators that use mathematical symbols to solve problems and interpret mathematical symbols. From the results of research that has been done obtained the error of representation on indicators using mathematical symbols to solve the problem of 100% and error of representation on indicators interpreting mathematical symbols of 0%. Several studies have been carried out to explain the mistakes that students make in representation skills. This paper presents the ability of mathematical symbolic semiotic representation of students who are more specific in solving SPLSV problems that can be considered by teachers in designing learning about the ability of mathematical semiotic representation and information for observers of mathematics education.

PENGELOLAAN PEMBELAJARAN IPAS DI SDN DUKUHMENCEK 04 DITINJAU DARI HAKIKAT SAINS DAN TUJUAN PEMBELAJARAN IPAS Mufidatur Rizqiya Permana; Dwi Cahyani; Fina Wildania Sholeha; Umi Farihah; Indah Wahyuni
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 3 (2026): Vol. 6 No. 3 Juni - Agustus 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i3.4756

Penelitian ini bertujuan untuk menganalisis pengelolaan pembelajaran IPAS di SDN Dukuhmencek 04 ditinjau dari hakikat sains dan tujuan pembelajaran IPAS. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus untuk memperoleh pemahaman mendalam terhadap praktik pembelajaran dalam konteks nyata. Subjek penelitian meliputi guru, siswa, dan dokumen pembelajaran, dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi yang dianalisis melalui model interaktif. Hasil penelitian menunjukkan bahwa pengelolaan pembelajaran IPAS belum sepenuhnya mengintegrasikan hakikat sains secara utuh, di mana perencanaan masih berorientasi pada aspek produk ilmiah, pelaksanaan pembelajaran belum optimal dalam mengimplementasikan proses ilmiah seperti inkuiri dan eksperimen, serta evaluasi pembelajaran masih didominasi oleh penilaian kognitif dan belum mencakup aspek proses dan sikap ilmiah secara komprehensif. Kebaruan penelitian ini terletak pada pendekatan analisis integratif yang mengkaji keterkaitan antara pengelolaan pembelajaran, hakikat sains, dan tujuan pembelajaran IPAS secara simultan dalam konteks sekolah dasar. Kontribusi penelitian ini adalah memberikan bukti empiris bahwa ketidaksinkronan antara perencanaan, pelaksanaan, dan evaluasi menjadi faktor utama dalam rendahnya implementasi hakikat sains, serta menawarkan implikasi praktis berupa penguatan kompetensi guru dalam merancang dan melaksanakan pembelajaran berbasis hakikat sains secara sistematis.

MENGENAL ALAM SEKITAR UPAYA MENINGKATKAN LITERASI SAINS SISWA MELALUI PEMBELAJARAN KONTEKSTUAL (CTL) DI SD/MI Siti Mutmainah; Umi Farihah; Indah Wahyuni
SIRAJUDDIN : Jurnal Penelitian dan Kajian Pendidikan Islam Vol 4 No 2 (2025): Sirajuddin Juni 2025
Publisher : P3M STAI MIFTAHUL ULUM LUMAJANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55120/sirajuddin.v4i2.2182

This study aims to describe efforts to improve students’ science literacy through contextual learning that connects science materials with the natural environment surrounding elementary school students. The research employed a descriptive qualitative approach and was conducted at SDN Mangli 1 Jember and MIN 3 Jember. Informants included the school principals, science teachers, students’ parents, and students in grades IV and V. Data were collected through in-depth interviews, observation, and documentation, and analyzed thematically using the Miles and Huberman model with source and technique triangulation. The findings revealed that efforts to improve science literacy were carried out by actively involving students in observation, simple experiments, and reflection on natural phenomena in their surroundings. Contextual learning was implemented through the integration of CTL (Contextual Teaching and Learning) principles such as inquiry, learning community, and authentic assessment. The school environment was utilized as a learning resource that encouraged student engagement and the development of science process skills. Learning activities that connected subject matter to real-life contexts effectively fostered curiosity, critical thinking skills, and environmental awareness. This study recommends that teachers consistently apply locally contextualized learning as a strategy to enhance science literacy at the elementary level. Furthermore, involving parents and the community is essential to support more meaningful science learning for students.

Efektifitas Media Pembelajaran Dalam Pembelajaran Matematika Untuk Meningkatkan Motivasi Belajar Siswa MI Khurin In'Ratnasari; Indah Wahyuni; Erfan In Efendi; Siti Faizatul Ilma; Ahmad Fauzi Ramadhani
Auladuna: Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Vol 6 No 01 (2024): APRIL
Publisher : Program Studi PGMI, Universitas Al Falah As Sunniyah Kencong Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/au.v6i01.1743

Motivasi untuk belajar sangat penting selama proses pembelajaran. Hasil belajar akan lebih baik dengan motivasi yang tepat. Siswa pada awalnya tidak tertarik untuk belajar. Tetapi ketika sesuatu dicari, munculah minat dalam proses pembelajaran. . Kurangnya minat dan ketertarikan siswa terhadap subjek adalah salah satu faktor yang menyebabkan rendahnya motivasi siswa . Kondisi ini dibuktikan dengan rendahnya motivasi belajar di sekolah. Data hasilobservasi menunjukkan dari 25 siswa kelas, persentase motivasi belajar siswa hanya mencap2ai 42%, sedangkan 58% siswa masih belum termotivasi dalam pembelajaran Matematika. Metode penelitian yang digunakan adalah kuantatif yang menggunakan teknik analisis data menggunakan menggunakan paired Test. Hasil dari penelitian ini Model pendekatan analisis transaksional berpengaruh dalam meningkatkan motivasi pembelajaran. Penerapan model pendekatan analisis transaksional berpengaruh apabila kesadaran diri siswa yang benar-benar diperhatikan oleh orang tua dan guru kepada siswa yang mengalami masalah

MENGENAL ALAM SEKITAR UPAYA MENINGKATKAN LITERASI SAINS SISWA MELALUI PEMBELAJARAN KONTEKSTUAL (CTL) DI SD/MI Siti Mutmainah; Umi Farihah; Indah Wahyuni
SIRAJUDDIN : Jurnal Penelitian dan Kajian Pendidikan Islam Vol 4 No 2 (2025): Sirajuddin Juni 2025
Publisher : P3M STAI MIFTAHUL ULUM LUMAJANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55120/sirajuddin.v4i2.2182

This study aims to describe efforts to improve students’ science literacy through contextual learning that connects science materials with the natural environment surrounding elementary school students. The research employed a descriptive qualitative approach and was conducted at SDN Mangli 1 Jember and MIN 3 Jember. Informants included the school principals, science teachers, students’ parents, and students in grades IV and V. Data were collected through in-depth interviews, observation, and documentation, and analyzed thematically using the Miles and Huberman model with source and technique triangulation. The findings revealed that efforts to improve science literacy were carried out by actively involving students in observation, simple experiments, and reflection on natural phenomena in their surroundings. Contextual learning was implemented through the integration of CTL (Contextual Teaching and Learning) principles such as inquiry, learning community, and authentic assessment. The school environment was utilized as a learning resource that encouraged student engagement and the development of science process skills. Learning activities that connected subject matter to real-life contexts effectively fostered curiosity, critical thinking skills, and environmental awareness. This study recommends that teachers consistently apply locally contextualized learning as a strategy to enhance science literacy at the elementary level. Furthermore, involving parents and the community is essential to support more meaningful science learning for students.

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