Articles
<![CDATA[Pelatihan Pembuatan Modul Ajar Berdasarkan Hasil Tes Diagnostik dan Penggunaan Aplikasi PMM Bagi Guru Sekolah Dasar di Kecamatan Plumbon ]]>
<![CDATA[Susandi, Ardi Dwi]]>;
<![CDATA[Zulaiha, Fanni]]>;
<![CDATA[Sudirman, Sudirman]]>;
<![CDATA[Wahyuningrum, Endang]]>;
<![CDATA[Yumiati, Yumiati]]>;
<![CDATA[Erni, Erni]]>
<![CDATA[ Jurnal SOLMA Vol. 14 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/solma.v14i1.16761
<![CDATA[Pendahuluan: Kurikulum Merdeka mengharuskan guru menyusun modul ajar berdasarkan tes diagnostik dan menggunakan Platform Merdeka Mengajar (PMM). Namun, banyak guru masih mengalami kesulitan dalam kedua aspek tersebut. Metode: Program ini memberikan pelatihan kepada guru di SD Negeri 1 Pesanggrahan tentang pelaksanaan tes diagnostik, pengembangan modul ajar, dan penggunaan PMM. Kegiatan ini dilaksanakan dalam empat tahap: persiapan, pelaksanaan, evaluasi, dan keberlanjutan. Hasil: Pelatihan ini meningkatkan pemahaman guru tentang tes diagnostik, meningkatkan kemampuan mereka dalam menyusun modul ajar, memfasilitasi penggunaan PMM, serta menghasilkan modul ajar yang siap digunakan. Kesimpulan: Program ini berhasil meningkatkan kompetensi guru dan berkontribusi pada peningkatan kualitas pendidikan di Kecamatan Plumbon melalui pengembangan modul ajar dan penerapan kurikulum yang lebih efektif.]]>
<![CDATA[Pendekatan Berdiferensiasi dan Dampaknya terhadap Kemampuan Penalaran Matematis SMK Negeri 1 Tolitoli ]]>
<![CDATA[Mulyana, Anna]]>;
<![CDATA[Yumiati]]>;
<![CDATA[Susandi, Ardi Dwi]]>
<![CDATA[ Tolis Ilmiah : Jurnal Penelitian Vol 7 No 1 (2025): Mei ]]>
Publisher : <![CDATA[LPPM Universitas Madako Tolitoli ]]>
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DOI: 10.56630/tolis.v7i1.906
<![CDATA[This study aims to analyze the impact of differentiated instruction on students' mathematical reasoning abilities at SMK Negeri 1 Tolitoli. The background of the study lies in the low level of students’ mathematical reasoning skills, which is attributed to uniform teaching methods that overlook students' varying characteristics. A quasi-experimental method was employed using a Non-random Pre-test Post-test Control Group design. The sample consisted of two classes from the Accounting and Financial Institution program and two classes from the Computer and Network Engineering program, each divided into experimental and control groups. Research instruments included mathematical reasoning tests and observation sheets. Statistical analysis revealed that differentiated instruction had a significant positive effect on students’ mathematical reasoning abilities compared to conventional teaching approaches. The independent sample t-test indicated significant differences in post-test scores between the experimental and control groups in both vocational programs. These findings suggest that differentiated instruction is effective in enhancing mathematical reasoning skills among vocational school students and can serve as an adaptive and contextual teaching strategy.]]>
<![CDATA[Pengaruah Self-Confidence terhadap Kemampuan Komunikasi Matematis pada Mahasiswa Pendidikan Matematika ]]>
<![CDATA[Jusniani, Nia]]>;
<![CDATA[Susandi, Ardi Dwi]]>;
<![CDATA[Satrio, Muhammad Tusaldi Junian]]>;
<![CDATA[Setiadi, Dendi]]>
<![CDATA[ Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 2 (2025): Mei - Agustus 2025 ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/jsgp.8.2.2025.5884
<![CDATA[Penelitian ini dilatarbelakangi oleh pentingnya kemampuan komunikasi matematis dalam pembelajaran matematika serta rendahnya perhatian terhadap faktor-faktor afektif, seperti self-confidence, yang mungkin turut memengaruhinya. Penelitian ini bertujuan untuk mengetahui pengaruh self-confidence terhadap kemampuan komunikasi matematis peserta didik. Permasalahan yang mendasari penelitian ini adalah belum optimalnya kemampuan komunikasi matematis mahasiswa, yang diduga berkaitan dengan tingkat kepercayaan diri mereka dalam menyampaikan ide-ide matematika secara lisan maupun tulisan. Metode penelitian yang digunakan adalah metode kuantitatif dengan pendekatan statistik deskriptif dan inferensial. Pengujian hubungan antara variabel dilakukan melalui regresi linear sederhana. Sampel dalam penelitian ini terdiri dari 86 mahasiswa pendidikan matematika Universitas Suryakancana. Variabel bebas dalam penelitian ini adalah self-confidence, sedangkan variabel terikatnya adalah kemampuan komunikasi matematis. Instrumen penelitian yang digunakan meliputi angket self-confidence dengan 25 butir pernyataan dan tes kemampuan komunikasi matematis berupa 3 soal uraian. Hasil analisis data menunjukkan bahwa terdapat pengaruh signifikan antara self-confidence terhadap kemampuan komunikasi matematis, dengan nilai signifikansi sebesar 0,019 yang lebih kecil dari batas signifikansi 0,05. Temuan ini menunjukkan bahwa self-confidence berperan dalam membentuk kemampuan mahasiswa dalam mengkomunikasikan ide matematis secara lebih efektif. Oleh karena itu, penguatan rasa percaya diri mahasiswa dapat menjadi salah satu strategi untuk meningkatkan kualitas komunikasi matematis dalam proses pembelajaran. Penelitian ini memberikan kontribusi dalam memahami pentingnya aspek afektif dalam pendidikan matematika dan mendorong pengembangan strategi pembelajaran yang tidak hanya berfokus pada aspek kognitif, tetapi juga memperhatikan pengembangan karakter dan keyakinan diri mahasiswa.]]>
<![CDATA[Sinergi jigsaw dan open educational resources (OER) dalam pembelajaran matematika: dampaknya terhadap komunikasi dan hasil belajar siswa ]]>
<![CDATA[Bungel, Moh. Fikri]]>;
<![CDATA[Wahyuningrum, Endang]]>;
<![CDATA[Susandi, Ardi Dwi]]>
<![CDATA[ International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/ijopme.v5i1.18627
<![CDATA[Purpose: This study aims to assess the efficacy of an Open Educational Resources (OER)-based Jigsaw learning model on the mathematical communication skills and academic achievement of junior high school students.Design/methodology/approach: This quasi-experimental research employed a randomized pretest-posttest control group design involving seventh-grade students at SMPN 1 Balantak. Data were collected via multiple-choice tests for learning outcomes and descriptive tests for mathematical communication, subsequently analyzed using independent samples t-tests.Findings: The t-test results indicated significance values for learning outcomes (0.112) and communication skills (0.134) exceeding the 0.05 threshold. Consequently, the OER-based Jigsaw model did not yield a statistically significant effect compared to the expository model, despite the experimental group recording higher mean scores.Practical implications: These findings suggest that while the OER-based Jigsaw model serves as a viable instructional alternative, its implementation requires optimization to demonstrate a significantly superior impact compared to conventional methods.Originality/value: This research contributes insights regarding the integration of OER into the Jigsaw cooperative learning framework, specifically within the context of regional mathematics education. Purpose: Penelitian ini bertujuan menguji pengaruh model pembelajaran Jigsaw berbasis Open Educational Resources (OER) terhadap kemampuan komunikasi matematis dan hasil belajar siswa SMP.Design/methodology/approach: Studi kuasi eksperimen ini menerapkan randomized pretest-posttest control group design pada siswa kelas VII SMPN 1 Balantak. Data dikumpulkan melalui tes pilihan ganda (hasil belajar) dan uraian (komunikasi), lalu dianalisis menggunakan independent sample t-test.Findings: Hasil uji-t menunjukkan signifikansi hasil belajar (0,112) dan komunikasi (0,134) > 0,05. Artinya, model Jigsaw-OER tidak berpengaruh signifikan dibandingkan ekspositori, meskipun rata-rata skor kelas eksperimen tercatat lebih tinggi.Practical implications: Temuan ini mengimplikasikan bahwa Jigsaw berbasis OER dapat diterapkan sebagai variasi strategi pembelajaran, namun pelaksanaannya memerlukan optimalisasi agar dampaknya lebih signifikan dibanding metode konvensional. Originality/value: Penelitian ini menawarkan wawasan mengenai integrasi sumber belajar terbuka (OER) ke dalam sintaks pembelajaran kooperatif Jigsaw dalam konteks pendidikan matematika di daerah.]]>
<![CDATA[Implementation of realistic mathematic education (RME) learning model in improving critical thinking skills ]]>
<![CDATA[Susandi, Ardi Dwi]]>;
<![CDATA[Widyawati, Santi]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 2 (2022): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v13i2.14996
<![CDATA[Learning mathematics that can improve elementary school students' critical thinking skills is rarely done. Therefore, students' mathematical necessary thinking skills still need to improve. The realistic Mathematics Education (RME) learning model is expected to enhance mathematical critical thinking skills because of providing contextual problems to students. This study aims to determine the effect of the Realistic Mathematics Education (RME) learning model on students' critical thinking skills in mathematics. This research uses quasi-experimental research. The population in this study were students of class VI SDN 1 Kalikoa, Cirebon Regency. The sample selection in this study was carried out using a cluster random sampling technique to determine the experimental and control classes. In this case, two classes were selected: class VI A as the practical class and class VI B as the control class. The instrument for collecting data tests mathematical critical thinking skills on integer material. The results showed that the RME learning model is more effective than the direct learning model on students' critical thinking skills in mathematics. This is because the value of , and at a significance level of 5% and DK of 40, which means , so H0 was rejected, and H1 was accepted. The results of this study can be used as input for teachers and prospective teachers to improve themselves concerning the teaching that has been done and the student's critical thinking skills that have been achieved by paying attention to the right learning model to improve students' critical thinking skills in mathematics.]]>
<![CDATA[Evaluating the M6 learning model and realistic mathematics education (RME) approach in enhancing critical thinking skills in mathematics: A focus on students’ logical-mathematical intelligence ]]>
<![CDATA[Susandi, Ardi Dwi]]>;
<![CDATA[Sudirman, Sudirman]]>;
<![CDATA[Khoiriyah, Binti]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v15i2.22973
<![CDATA[Background: Critical thinking skills are essential in the 21st century; however, Indonesian students often show low critical thinking abilities in mathematics. This issue arises partly from limited use of instructional methods that foster critical thinking among junior high school students.Aim: This study aims to assess the effectiveness of the M6 learning model and Realistic Mathematics Education (RME) in enhancing students' critical thinking abilities in mathematics, considering their levels of logical-mathematical intelligence.Method: A quasi-experimental design was employed with a sample of 318 seventh-grade students from State Middle Schools in Cirebon Regency in the 2023/2024 academic year. Stratified cluster random sampling produced three groups: 107 students in the first experimental group, 105 in the second, and 106 in the control group. Instruments included a critical mathematical thinking skills test and a logical-mathematical intelligence test, with hypothesis testing conducted using two-way analysis of variance with unequal cells.Results: The analysis revealed significant differences in students' critical thinking abilities based on the learning model and logical-mathematical intelligence levels, with notable interactions between these variables.Conclusion: The study concludes that the M6 and RME learning models influence critical mathematical thinking skills differently across logical-mathematical intelligence categories. These findings underscore the importance of aligning instructional models with students' intelligence profiles to optimize learning outcomes in critical thinking.]]>
<![CDATA[Teacher profesionalism in fostering students’ creativity ]]>
<![CDATA[Hidayah, Nurul]]>;
<![CDATA[Susandi, Ardi Dwi]]>;
<![CDATA[Nuraya, Naufalia]]>
<![CDATA[ Journal of Advanced Sciences and Mathematics Education Vol 2, No 1 (2022): Journal of Advanced Sciences and Mathematics Education ]]>
Publisher : <![CDATA[CV. FOUNDAE ]]>
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DOI: 10.58524/jasme.v2i1.98
<![CDATA[Student creativity is essential to improve. One thing that affects this is the teacher's professionalism because it is the main factor in the success of student learning so that it produces and develops creativity. This study aims to describe the factors that increase student creativity and teacher efforts to increase student creativity. This study used a descriptive qualitative method. The data collection techniques were interviews with the subject teachers and principals, observation, and documentation. Furthermore, the technical data analysis used were data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that in the learning process, the teacher always plays a significant role so that students can develop their creativity. Four roles must be performed by the teacher: the teacher's role as a class manager; the teacher's role as an evaluator; the teacher's role as a facilitator; and the teacher's role as a demonstrator. In the learning process, the teacher always encourages his students. The teacher has also used learning media.]]>
<![CDATA[Students' mathematical critical thinking skill: An exploration case study when using argumentation-based learning ]]>
<![CDATA[Susandi, Ardi Dwi]]>;
<![CDATA[Sudirman, Sudirman]]>
<![CDATA[ Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education ]]>
Publisher : <![CDATA[CV. FOUNDAE ]]>
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DOI: 10.58524/jasme.v%vi%i.547
<![CDATA[Background: Critical thinking skills are essential in addressing the learning challenges faced by students in the 21st century. To foster these skills effectively, it is necessary to adopt specific instructional approaches that enhance students’ mathematical critical thinking within the classroom setting.Aims: This study aims to investigate students’ critical thinking abilities in mathematics during the implementation of the Argumentation-Based Learning Process (ABLP) in classroom instruction.Methods: A qualitative case study design was employed, involving 30 eighth-grade students from an A-accredited school in Indonesia. Data sources included ABLP-based worksheets, audio recordings of student group discussions, and interview transcripts. The collected data were analyzed using a triangulation strategy to ensure accuracy, and peer reviews were conducted to validate the findings. The analysis focused on identifying indicators of critical thinking skills at each stage of the ABLP model.Results: The results show that students demonstrated various levels of critical thinking throughout the ABLP stages. However, not all students consistently met the predetermined indicators at each stage of the process. Despite these variations, the findings suggest that ABLP can be an effective pedagogical approach to foster students’ critical thinking in mathematics.Conclusion: This study concludes that ABLP offers meaningful opportunities for students to develop critical mathematical thinking and should be considered as a strategy in mathematics instruction.]]>
<![CDATA[STUDI DESKRIPTIF KONSEP PEMAHAMAN DIRI NEGATIF SISWA KELAS VII D DI MTs NEGERI 3 CIREBON ]]>
<![CDATA[Doefi, Martina]]>;
<![CDATA[saepulloh, aep]]>;
<![CDATA[Susandi, Ardi Dwi]]>
<![CDATA[ Jurnal Eksplorasi Bimbingan dan Konseling Vol 6 No 1 (2025): JEBK Januari 2025 ]]>
Publisher : <![CDATA[Bimbingan dan Konseling, FKIP, Universitas Nahdlatul Ulama Cirebon ]]>
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DOI: 10.52188/jebk.v6i1.353
<![CDATA[The concept of self-understanding of class VII D students is still negative, in principle, class VII D students are individuals in school and need to be given guidance in the form of self-development which is individual service or group service. In accordance with the developmental age and the level of transition from childhood to early adolescence, it is known as the transitional period or transitional period. This research is motivated by the negative self-understanding attitude of students of class VII D, the importance of the appearance of adult modeling as a process of imitation that students will understand to form a positive self-understanding. The purpose of this study was to describe the concept of negative self-understanding of class VII D students at MTs Negeri 3 Cirebon. This type of research is a descriptive qualitative research with primary data sources for class VII D students according to the negative self-understanding concept indicators, together with 5 respondents (YM, AL, CH, AN, FR) and secondary data including class VII counseling teachers, Homeroom class VII D. The instruments used in this study were interview guides, observation guidelines, documentation guidelines. The analysis used was data triangulation technique. The results of the research that has been carried out are negative self-understanding concepts.It is known that students who have a self-concept with negative indicators are 5 out of 32 students of class VII D at MTs Negeri 3 Cirebon. Negeri 3 Cirebon in the academic year 2020/2021 tends to a negative self-understanding concept.]]>
<![CDATA[Pendampingan Pemahaman Konsep Implementasi Kurikulum Merdeka ]]>
<![CDATA[Susandi, Ardi Dwi]]>;
<![CDATA[Wahyuningrum, Endang]]>;
<![CDATA[Sudirman, Sudirman]]>;
<![CDATA[Yumiati, Yumiati]]>;
<![CDATA[Jusniani, Nia]]>;
<![CDATA[Rohmah, Fatkur]]>
<![CDATA[ Jurnal SOLMA Vol. 13 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/solma.v13i2.15424
<![CDATA[Implementasi kurikulum Merdeka harus sudah dilaksanakan bagi seluruh sekolah di Indonesia di tahun 2024. Oleh sebab itu, sekolah harus sudah siap dalam mengimplementasikan kurikulum Merdeka. Namun pada kenyataanya SDN Pondok Cabe Ilir 2 belum menerapkan kurikulum Merdeka. Pemahaman guru merupakan salah satu faktor penentu keberhasilan implementasi kurikulum Merdeka sehingga pelaksanaan kurikulum Merdeka dapat berjalan dengan baik. Oleh sebab itu, maka tujuan dari kegiatan Pengabdian kepada Masyarakat (PkM) ini adalah untuk membantu guru di sekolah SDN Pondok Cabe Ilir 2 dalam menyusun perangkat pembelajaran yang terdapat dalam kurikulum Merdeka mulai dari menyusun kurikulum operasional satuan pendidikan (KOSP) sampai pada menyusun asesmen pembelajaran di kelas. Adapun Metode yang digunakan untuk menyelesaikan permasalahan di SDN Pondok Cabe Ilir 2 adalah dengan melakukan pendampingan melalui workshop implementasi kurikulum Merdeka kepada guru sehingga pemahaman guru dalam konsep implementasi kurikulum Merdeka menjadi lebih baik. Peserta pada kegiatan PkM ini terdiri dari 19 guru dan 1 kepala sekolah di SDN Pondok Cabe Ilir 2. Berdasarkan hasil evaluasi yang diberikan kepada guru setelah selesai mengikuti pendampingan pemahaman konsep implementasi kurikulum Merdeka dapat disimpulkan bahwa pemahaman guru tentang konsep kurikulum Merdeka sudah cukup baik. 90% guru dapat menjawab soal evaluasi dengan benar sehingga guru tersebut paham tentang konsep kurikulum Merdeka. Penyelengaraan kegiatan PKM juga sudah dikatakan baik karena 90% peserta kegiatan merasa puas dengan adanya kegiatan PKM ini]]>
