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All Journal Ideas: Jurnal Pendidikan, Sosial dan Budaya NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Jurnal Cakrawala Pendas
Rusdiono Muryanto
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Kompetensi Guru dalam Memahami Konsep dan Praktik Penilaian dalam Pembelajaran di Sekolah Eviana Hikamudin; Aryanti Aryanti; Dian Peniasiani; Rusdiono Muryanto; Burhan Kurniansyah
Ideas: Jurnal Pendidikan, Sosial dan Budaya Vol 9 No 4 (2023): Ideas: Pendidikan, Sosial, dan Budaya (November)
Publisher : Ideas Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32884/ideas.v9i4.1540

Abstract

Teachers' understanding of assessment concepts and practices is an important element in measuring of student learning outcomes, but in reality there are teachers not understand in assessment concept and practice it well. The purpose of this study was to measure the level of teacher understanding of assessment concepts and practicing it in learning. The method used in this study is descriptive analytics. The study sample was teachers from 3 elementary schools in Bandung Regency and surrounding areas. The results showed that as many as 57% of respondents understood the concept of assessment well and 57% of respondents could practice assessment well. The implication is the need to strengthen the understanding of concepts and assessment practices for teachers to improve their competence in learning. In addition, it is necessary to monitor and evaluate by the principal to improve the quality of learning in schools.
ANALYSIS OF STUDENTS' ERRORS IN SOLVING ADDITION AND SUBTRACTION PROBLEMS USING THE NEWMAN TECHNIQUE Lien Malinda; Sufyani Prabawanto; Rusdiono Muryanto
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17720

Abstract

The ability to solve mathematical word problems is an important skill for elementary school students because it involves contextual understanding and mathematical reasoning. However, in practice, students still often make mistakes in solving addition and subtraction word problems. This study aims to analyze the types and patterns of errors made by third-grade elementary school students in solving addition and subtraction word problems based on Newman's technique stages. This study used a descriptive qualitative approach with third-grade elementary school students in Sumedang Regency as subjects. Data were obtained through a written test consisting of three contextual word problems that were completed individually. Data analysis was carried out by identifying errors in the stages of reading, understanding the problem, transformation, process skills, and writing the final answer. The results showed that the most dominant errors occurred at the problem comprehension and transformation stages, especially in interpreting keywords and determining the correct mathematical operations. Errors at the process skills and final answer writing stages were also found, but these tended to be a consequence of previous errors. The conclusion of this study shows that students' errors in word problems are not only caused by their arithmetic abilities, but are more influenced by their weak contextual analysis and mathematical reasoning skills. Mathematics learning needs to emphasize the strengthening of mathematical literacy and the use of the Newman Technique as a tool for diagnosing students' learning difficulties.
Impelementasi Pendekatan Humanistik Guru dalam Meningkatkan Efikasi Diri Siswa Sekolah Dasar Shadrina Afra; Rusdiono Muryanto; Effy Mulyasari
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6416

Abstract

This study was motivated by how this humanistic approach can improve elementary school students' self-efficacy, which often hinders their academic potential. This study aims to analyze and observe teachers' implementation of the humanistic approach, specifically through communication, emotional support, and process-based feedback in improving students' self-efficacy. This study is a quantitative study with a survey approach involving 47 teachers and 40 students selected through purposive sampling. Data were collected using questionnaires and observation sheets, then analyzed and described descriptively. The findings indicate that teachers consistently implement humanistic approach practices such as friendly greetings and active communication that align with students' statements about feeling heard by their teachers. Furthermore, 95% of teachers provide verbal motivation when students experience difficulties and emphasize praise for efforts to increase students' confidence in their learning abilities. However, this study also identifies challenges in the form of environmental influences that can hinder this humanistic approach. The implications of this study suggest that schools integrate teacher personality competency development with comprehensive peer support interventions to create an inclusive learning environment.
Co-Authors Aryanti Aryanti Burhan Kurniansyah Dian Peniasiani Effy Mulyasari Eviana Hikamudin Lien Malinda Shadrina Afra Sufyani Prabawanto, Sufyani