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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA AKSIOMA: Jurnal Program Studi Pendidikan Matematika Phi : Jurnal Pendidikan Fisika dan Terapan JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Terapan Abdimas Al-Jabar : Jurnal Pendidikan Matematika NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Wacana Akademika : Majalah Ilmiah Kependidikan Linguistics and Elt Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Journal of Dedicators Community Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Pendidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Jurnal Pengabdian Masyarakat Bumi Raflesia J-PiMat : Jurnal Pendidikan Matematika Mandalika Mathematics and Educations Journal Arithmetic : Academic Journal of Math Ihsan: Jurnal Pengabdian Masyarakat Akrab Juara : Jurnal Ilmu-ilmu Sosial Jurnal Pengabdian UNDIKMA Koordinat : Jurnal Pembelajaran Matematika dan Sains Sumba Journal of Research and Mathematics Education Jumat Pendidikan: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat (ABDIRA) CONSEN: Indonesian Journal of Community Services and Engagement Cartesian: Jurnal Pendidikan Matematika Mestaka: Jurnal Pengabdian Kepada Masyarakat Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Pengabdian Kepada Masyarakat Inovasi Teknologi GEMBIRA (Pengabdian Kepada Masyarakat) Baktimu : Jurnal Pengabdian Kepada Masyarakat Journal on Mathematics Education Baktimu : Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Matematika Universitas Lampung Journal of Educational Research, Evaluation and Supervision Mathema: Jurnal Pendidikan Matematika Journal of Emerging Techologies in Ethnomathematics
Rahayu, Chika
Universitas Lampung
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SOSIALISASI DAN IMPLEMENTASI DEEP LEARNING UNTUK MENINGKATKAN KOMPETENSI GURU DI SMA MUHAMMADIYAH 2 BANDAR LAMPUNG Khoerunnisa, Indah; Fatimah, Ismah; Muhammad, Ulul Azmi; Nalendro, Putut Aji; Rahayu, Chika; Ubaidillah, Muhammad; Yudisthira, Ardhi; Sari, Dian Permata
Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 2 (2025): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ela.v4i2.1244

Abstract

This community service program aimed to improve teachers’ pedagogical competence through the socialization and implementation of Deep Learning approaches in classroom practice. Conducted at SMA Muhammadiyah 2 Bandar Lampung, the activity involved 57 teachers from various disciplines. Using a participatory and reflective training model, the program consisted of three main phases: conceptual socialization, collaborative workshops on learning module design, and mentoring for classroom implementation. Evaluation results showed that 90% of participants reported a clearer understanding of Deep Learning principles, 88% found the methods effective, and 90% felt more confident applying the approach in their teaching. Teachers also perceived increased student motivation and engagement after implementation. Overall, the activity succeeded in enhancing teachers’ readiness to design meaningful, reflective, and technology-integrated learning experiences aligned with 21st-century educational goals. This program underscores the importance of sustainable teacher development in fostering deep and transformative learning environments.   Program pengabdian masyarakat ini bertujuan untuk meningkatkan kompetensi pedagogik guru melalui sosialisasi dan implementasi pendekatan Pembelajaran Mendalam (Deep Learning) dalam praktik pembelajaran di kelas. Dilaksanakan di SMA Muhammadiyah 2 Bandar Lampung, kegiatan ini melibatkan 57 guru dari berbagai disiplin ilmu. Menggunakan model pelatihan partisipatif dan reflektif, program ini terdiri dari tiga fase utama: sosialisasi konseptual, lokakarya kolaboratif tentang perancangan modul pembelajaran, dan pendampingan untuk implementasi di kelas. Hasil evaluasi menunjukkan bahwa 90% peserta melaporkan pemahaman yang lebih jelas tentang prinsip-prinsip Pembelajaran Mendalam, 88% merasa metode ini efektif, dan 90% merasa lebih percaya diri dalam menerapkan pendekatan ini dalam pengajaran mereka. Guru juga merasakan peningkatan motivasi dan keterlibatan siswa setelah implementasi. Secara keseluruhan, kegiatan ini berhasil meningkatkan kesiapan guru untuk merancang pengalaman belajar yang bermakna, reflektif, dan terintegrasi dengan teknologi yang selaras dengan tujuan pendidikan abad ke-21. Program ini menggarisbawahi pentingnya pengembangan guru yang berkelanjutan dalam mendorong lingkungan belajar yang mendalam dan transformatif.
The Role of Teacher Supervision in Learning Quality Maulana Eka Pratikta; Widya Rahmadatul Setiani; Selvia Lovita Sari; Maya Mardani; Undang Rosidin; Chika Rahayu
Journal of Educational Research, Evaluation and Supervision Vol. 2 No. 1 (2025): Journal of Educational Research, Evaluation and Supervision
Publisher : Foundation of Jannatun Naim Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Educational supervision in schools plays an important role in maintaining and improving the overall quality of education. The quality of education is determined by various factors, one of which is the role of teachers. This study aims to explore the role of teacher supervision in learning quality. This research uses a descriptive qualitative method, so it is necessary to conduct observations and interviews in one of the public junior high schools in Central Lampung District. The result obtained from this research is that the role of teacher supervision is very important in improving the quality of learning in schools. Supervision that is carried out in a planned and data-based manner has a positive impact on the capacity development of teachers and principals. Various challenges faced in implementing supervision, such as managerial busyness, lack of preparation from teachers, and limited facilities, can be overcome with improved coordination, more careful planning, and the use of technology to support the supervision process. This teacher supervision is seen in the improvement of learning quality, more effective education management, and better achievement of educational goals. Thus, teacher supervision plays an essential role in creating a quality and sustainable learning environment.
Investigating the Deep Learning Approach and Lampung Cultural Values (Piil Pesenggiri): A Theoretical and Cultural Analysis Prastyo, Yanuar Dwi; Ariyani, Farida; Ubaidillah, Muhammad; Zakiya, Hanifah; Rahayu, Chika; Dharmawan, Yanuarius Yanu
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36543

Abstract

This conceptual paper investigates how the deep learning approach articulated in the New Pedagogies for Deep Learning (NPDL) framework can be theoretically and culturally aligned with Indonesian national graduate profiles, recent Indonesian government formulations of Pembelajaran Mendalam (PM), and the Lampung cultural philosophy of Piil Pesenggiri in the context of English language teaching (ELT). Drawing on document analysis of NPDL texts, Indonesian curriculum and policy documents, the Academic Paper on Deep Learning, scholarly discussions of graduate profiles, and regional literature on Piil Pesenggiri, the study develops a tri-level comparison between global, national, and local frameworks. The analysis shows that NPDL’s six global competencies-character, citizenship, collaboration, communication, creativity, and critical thinking-broadly converge with Kemendikdasmen’s holistic, competency-based vision of graduates and with national deep learning discourse, which combines knowledge, skills, character, and citizenship in integrated graduate profiles. At the local level, core elements of Piil Pesenggiri such as juluk adok, nemui nyimah, nengah nyappur, and sakai sambayan provide cultural resources that can support the social, ethical, and collaborative dimensions of deep learning, while also generating tensions around honour, face, hierarchy, and group harmony. The paper argues that, when these convergences and tensions are explicitly recognised, ELT classrooms in Lampung can be designed as spaces for deep learning projects that develop the 6Cs through locally meaningful themes, tasks, and interaction norms. The study concludes by outlining principles for culturally responsive, deep learning-oriented ELT and by suggesting directions for future empirical research on the localisation of global pedagogies and national deep learning reforms in Indonesian schools.
Analysis of Instrument Quality in Measuring Mathematical Logical Thinking Ability Yulia Pratiwi; Niki Pujarwati; Marlinawati Marlinawati; Agung Putra Wijaya; Chika Rahayu
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1162

Abstract

The ability to think logically in mathematics is a skill that must be developed through instruction. One strategy for developing this ability is the use of high-quality instruments. Therefore, this study aims to analyze the quality of a mathematical logical thinking ability test instrument in terms of its validity, reliability, difficulty index, and discriminating power using SPSS and Microsoft Excel. This research employed a quantitative method with an evaluative analysis approach. The subjects in this study were students of class VII.6 and VII.8 at SMPN 26 Bandarlampung. The instrument used was a descriptive test consisting of ten items, developed based on four indicators of logical thinking ability, namely the ability to interpret information, the ability to predict, the ability to solve problems, and the ability to draw conclusions. The results of this study indicate that: (1) the quality of the logical thinking ability test instrument meets the criteria for 100% validity; (2) the reliability of the logical thinking ability test instrument is 0.775, categorized as reliable; (3) the difficulty level analysis shows that nine items fall into the moderate category and one item falls into the easy category; (4) the discrimination power analysis shows that four items have good discriminating power and six items have fair discriminating power.
Analysis of Test Instrument Quality in Measuring Computational Thinking Skills in Seventh Grade Junior High School Ratio Material Gustina Nandari; Ayu Kusumaningtyas; Meliyani Lutfiah; Agung Putra Wijaya; Chika Rahayu
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1251

Abstract

The integration of computational thinking in mathematics learning is essential to support 21st-century skills; however, assessment practices in schools still inadequately measure students’ thinking processes. This study aims to analyze the quality of a test instrument designed to measure junior high school students’ computational thinking ability on ratio material. A quantitative descriptive-evaluative method was employed involving 64 seventh-grade students. The instrument consisted of five contextual essay items developed based on computational thinking indicators: decomposition, pattern recognition, abstraction, generalization, and algorithmic thinking. Item analysis was conducted to examine validity, reliability, difficulty index, and discrimination power. The results indicate that all items were valid and the instrument showed high reliability (α = 0.81). The difficulty levels ranged from easy to moderate, while the discrimination power was categorized as sufficient to good. These findings demonstrate that the instrument is valid, reliable, and appropriate for measuring students’ computational thinking ability in mathematics learning at the junior high school level.
Quality Analysis of Mathematical Representation Test Instruments in Junior High School Statistics Nyoman Gita Gayatri; Fadhlur Rohman; Angga Saputra; Agung Putra Wijaya; Chika Rahayu
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1370

Abstract

This study aims to analyze the quality of an essay test instrument measuring students’ mathematical representation ability on eighth-grade statistics material, which was administered to ninth-grade students at SMP Negeri 1 Bandar Lampung. The analysis covers item validity, reliability, difficulty level, and discrimination index. This study employed a quantitative approach with a descriptive method. The research subjects were 27 ninth-grade students, while the object of the study consisted of six essay items on statistics that were developed based on indicators of mathematical representation ability. The results show that only three items (numbers 2, 4, and 6) meet the validity criteria, while items 1, 3, and 5 are invalid. The reliability coefficient of the instrument is 0.685, which falls into the moderate category and is therefore acceptable. All items are categorized as easy based on the difficulty index analysis. However, the discrimination index analysis indicates that all items have low discrimination power and thus fail to distinguish between high- and low-ability students. These findings imply that the instrument requires comprehensive revision, particularly in terms of difficulty level and item quality, in order to more accurately measure students’ mathematical representation ability in statistics.
Sistem literatur review: analisis kemampuan berpikir komputasi siswa dalam menyelesaikan pembelajaran matematika materi SPLDV Yuli Puspita Sari; Nurhanurawati; Chika Rahayu
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11183

Abstract

This research is driven by the importance of computational thinking as a crucial foundation for students to face 21st-century challenges. Computational thinking is a logical and systematic problem-solving process that includes the ability to recognize patterns, perform decomposition, and design algorithms. In mathematics education, this ability is categorized as Higher Order Thinking Skills, which functions to simplify complex problems, specifically in the topic of Systems of Linear Equations in Two Variables. However, in reality, the computational thinking skills of students in Indonesia are still low or below the minimum mastery criteria. Therefore, this study aims to analyze the obstacles to students' computational thinking skills in solving the problems using the Systematic Literature Review method. Data were collected from scientific journal databases published within the last five to ten years. The results indicate significant obstacles in the abstraction indicator, where students fail to transform word problems into correct mathematical symbols. Additionally, in the algorithmic indicator, students are not yet able to arrange completion steps systematically. Such transformation errors at the initial stage cause the final solution to be invalid. In conclusion, a comprehensive strengthening of the computational thinking framework is essential for students to solve mathematical problems logically and structurally
Systematic Literature Review: Tren Penelitian dan Faktor Penentu Kemampuan Numerasi Siswa Indonesia Tahun 2020–2024 Fitri Yani; Chika Rahayu; Caswita
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.23473

Abstract

Kemampuan numerasi merupakan kompetensi penting dalam pembelajaran matematika dan kehidupan sehari-hari. Berbagai hasil asesmen menunjukkan bahwa kemampuan numerasi siswa Indonesia masih relatif rendah, khususnya pada aspek penalaran dan pemecahan masalah kontekstual. Penelitian ini bertujuan untuk menganalisis tren penelitian dan faktor-faktor yang memengaruhi kemampuan numerasi siswa Indonesia pada periode 2020–2024 melalui pendekatan Systematic Literature Review (SLR). Metode penelitian menggunakan protokol PRISMA dengan sumber data dari Google Scholar, Dimensions, dan Web of Science. Sebanyak 30 artikel terpilih dianalisis menggunakan analisis tematik dan analisis bibliometrik dengan bantuan perangkat lunak VOSviewer. Hasil penelitian menunjukkan terbentuknya empat klaster utama, yaitu: (1) interpretasi data dan literasi matematika, (2) numerasi berbasis konteks kehidupan nyata, (3) model dan strategi pembelajaran, serta (4) faktor kognitif dan afektif siswa. Temuan menunjukkan bahwa siswa masih mengalami kesulitan dalam menafsirkan data, menghubungkan konsep matematika dengan konteks nyata, serta menentukan strategi penyelesaian masalah. Model pembelajaran kontekstual dan berbasis masalah terbukti berkontribusi positif terhadap peningkatan numerasi siswa, meskipun dipengaruhi oleh kesiapan guru dan desain pembelajaran. Penelitian ini menyimpulkan bahwa peningkatan kemampuan numerasi memerlukan pendekatan pembelajaran yang terintegrasi antara aspek pedagogis, kognitif, dan afektif.                          Numeracy is a fundamental competence in mathematics learning and everyday problem-solving. Assessment results indicate that Indonesian students’ numeracy skills remain relatively low, particularly in reasoning and contextual problem-solving. This study aims to analyze research trends and key factors influencing Indonesian students’ numeracy skills from 2020 to 2024 using a Systematic Literature Review (SLR). The study applied the PRISMA protocol with data sources from Google Scholar, Dimensions, and Web of Science. A total of 30 selected articles were analyzed using thematic analysis and bibliometric mapping with VOSviewer. The results revealed four main research clusters: (1) data interpretation and mathematical literacy, (2) real-life context-based numeracy, (3) learning models and instructional strategies, and (4) cognitive and affective factors. Findings indicate that students commonly experience difficulties in interpreting data, connecting mathematical concepts to real-life contexts, and selecting appropriate problem-solving strategies. Contextual and problem-based learning models contribute positively to improving numeracy skills, although their effectiveness depends on teachers’ readiness and instructional design. This study concludes that improving numeracy skills requires an integrated approach combining pedagogical, cognitive, and affective dimensions.
Profil Kemampuan Literasi Matematis Siswa pada Materi Program Linear Ditinjau dari Gaya Berpikir Gregorc Utami, Lintang Fitra; Hardianti, Desrina; Rahayu, Chika; Asyhara, Suryatul Aini
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026): Cartesian Vol. 5 No. 2 April 2026
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i2.11538

Abstract

This study aims to describe mathematical literacy abilities as viewed through Gregorc’s thinking styles, which are classified into four types: concrete sequential (CS), abstract sequential (AS), concrete random (CR), and abstract random (AR). This study is a qualitative descriptive study. Subjects were selected using purposive sampling from a population of 23 11th-grade MIPA students. The sample consisted of two students representing each thinking style category. Data collection techniques included a mathematical literacy test and the Gregorc thinking style questionnaire. The results of this study indicate that CS and AA students generally able to construct models, apply them, and interpret results, but they still lack precision. AS students tend to be less systematic and less accurate in their problem-solving, while CR students still struggle to understand information and determine solutions. Overall, differences in thinking styles influence students’ precision, thoroughness, and accuracy in solving mathematical problems.
Comparative Numeracy in Statistical Reasoning of Pre-Service Early Childhood Teachers Dina Apryani; Elce Purwandari; Annisa Yulistia; Rafiq Badjeber; Chika Rahayu; Maya Adina Pratama
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.216

Abstract

This study aims to analyze differences in statistical reasoning and numeracy skills between two groups of PG-PAUD Study Program students. Using a quantitative comparative approach, all 49 PG-PAUD students enrolled in statistics during the 2025/2026 even semester were included, divided into class A (25 students) and class B (24 students). The second group used IBM SPSS Statistics and the VClass platform for equivalent learning. Data were obtained through a digital-based final semester exam with 25 multiple-choice questions assessing statistical reasoning. Data analysis included normality and homogeneity tests, followed by an independent sample t-test and effect size analysis using Cohen’s d with IBM SPSS Statistics at a significance level of 0.05. Results show no significant difference in numeracy abilities in statistical reasoning between classes (t = 1.295; sig. = 0.201 > 0.05; Cohen's d = 0.37). Although class A had a higher average score (M = 81.28; SD = 13.99) compared to class B (M = 76.00; SD = 14.54), this difference was not statistically significant, and the effect size was small. Indicator analysis highlighted that students excelled most in selection analysis, but scored lower in understanding concepts, interpreting, and drawing conclusions. These findings underscore that while technology-based learning yields comparable statistical reasoning results, there is still room for deeper skill development
Co-Authors Agung Putra Wijaya Angga Saputra Anitariani Anitariani Annisa Yulistia Ardhi Yudisthira Ariani, Sinta Arika Sari Arika Sari Artika Sari Ayu Kusumaningtyas Ayu Mayang Sari Azzahra, Luthfia B.A. Indriasari Caswita Caswita Caswita Cyntia Merystica Delia Septi Miranti Delia Septimiranti Delia Septimiranti Depi Adela Sari Deska Putriani Desrina Hardianti Dewi Rawani Dewi Rawani Dian Permata Sari Dimas Permadi Dina Apryani Duano Sapta Nusantara Dubi Ardiansyah Echa Alda Melinia Elce Purwandari Elika Elika Elika Kurnadi Elika Kurniadi F. Intan Turyana Fadhlur Rohman Fadilaturrahmah Fadilaturrahmah Falamy, Ryna Aulia Farida Ariyani Fatimah, Ismah Fitra Utami, Lintang Fitri Yani Gustina Nandari Hanifah Zakiya Hanifah Helni Indrayati Helni Indrayati Helni Indrayati Herlina, Rini Hilwandi Putra Utama Indah Widyaningrum Indah Widyaningrum Indah Widyaningrum Indah Widyanungrum Indrayati, Helni Irma Sendy Aristya Irma Sendy Aristya Joko - Suprihatin Kasman Kasman Khoerunnisa, Indah Kurniadi, Elika Lado Bestra Lintang Fitra Utami Lisnaini Lisnaini Lisnani Lisnani Lisnani Lisnani Lisnani Lisnani Lisnani Lisnani Malalina Malalina Malalina Malalina Marlinawati Marlinawati Maulana Eka Pratikta Maya Adina Pratama Maya Mardani Mazia Aulia Azizah Meliyani Lutfiah Merli Handayani Muhammad, Ulul Azmi Niki Pujarwati Novi Susanti Nurhanurawati Nurhanurawati Nurhanurawati Nurmaleni, Nurmaleni Nuryani Nuryani Nyoman Gita Gayatri Okta Wirajaya Pita Ilindia, Lis Pradnyo Wijayanti Putriani, Deska Putut Aji Nalendro Rafiq Badjeber Rani Yosilia Ratu Ilma Indra Putri Ratu Ilma Indra Putri Reni Yunita Reza Lestari Rini Herlina Rini Herlina Rini Rini Rita Inderawati Riyanto, Agustinus Riza Haikal Azhar Sari, Arika SATRIYAS ILYAS Sela Nur Amelia Sandi Selvia Lovita Sari Septimiranti, Delia Setiani, Widya Rahmadatul siska melinda Siti Ahidiyah Somakim, Somakim Sri Hastuti Noer Sugeng Sutiarso Sugeng Sutiarso Sugeng Sutiarso Sukistini, Anastasia Sri Surawan, Ghea Chandra Suryatul Aini Asyhara syafitri, Amelia Syafitri Tina Yuniarti Tresiana Sari Diah Utami Tri Suranti Tria Gustiningsi Ubaidillah, Muhammad Undang Rosidin Vivi Irvana Safitri W., Widiawati Widiawati Widiawati Widiawati Widiawati Widiawati, Widiawati Widya Rahmadatul Setiani Wirajaya, Okta Yadi Yanuar Dwi Prastyo Yanuarius Yanu Dharmawan Yoga Pratama Yuli Puspita Sari Yulia Pratiwi Yulindra, Devi Yusuf Hartono Zakiya , Hanifah Zakiya, Hanifah Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi