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All Journal Publikasi Pendidikan Jurnal Konseling dan Pendidikan Al-Jabar : Jurnal Pendidikan Matematika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Riset Pembelajaran Matematika Sekolah Kognitif: Jurnal Riset HOTS Pendidikan Matematika JRFES Al-Irsyad Journal of Mathematics Education International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
Gusti, Valeria Yekti Kwasaning
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Humanities Computer Science & IT Education Library & Information Science Mathematics Physics Social Sciences Other

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The Development of Physics E-Module CTL-Based for Reflection and Refraction of Light Topic Aprianti, Rika; Nadiyyah, Khoirotun; Gusti, Valeria Yekti Kwasaning; Herliana, Fitria
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 9 No 1 (2023): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 9 Issue 1, J
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.09103

Abstract

This study aims to develop an e-module based on Contextual Teaching and Learning (CTL) as a physics learning media and to test its feasibility. The study employed a research and development method (R & D). This research produces a digital learning media for the Physic topic of reflection of light and refraction of light, which can assist students in studying independently by following the syntax of CTL. The e-module combines video, audio, and interactive quiz features. The development process was conducted through the ADDIE model where the researcher evaluate every step in the development process. The e-module was developed according to the syntax of CTL. Validation of the e-module was conducted during the development steps. The validation results by the material expert gained a score of 85.09%, while the media expert gained a score of 82.14%. The e-module was implemented in a small group of nine students and gained a score of 84.71%. These scores mean that the e-module was considered feasible and very good.
Challenges and Adaptations in Remote Teaching: Insights from Rural Educators in Indonesia Gusti, Valeria Yekti Kwasaning
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol 8 No 1 (2024): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.081.02

Abstract

This research focused on the experiences of rural math educators in Indonesia during the pandemic period. The study investigated the challenges encountered by math teachers with varying levels of experience in remote instruction, spanning from beginners to veterans with over 15 years of teaching experience through surveys and interviews. The study utilized a mixed-methods approach which involves combining qualitative and quantitative research methods to achieve a more comprehensive understanding of the challenges encountered by math teachers in remote settings. The findings highlighted common challenges such as poor internet connectivity, limited student access to devices, and decreased student engagement in remote lessons. Despite these challenges, rural math educators have implemented innovative strategies, utilizing diverse online platforms to enhance student participation. Additionally, this study discovered the impact of remote teaching on educators' professional growth as they adapt to new technologies and teaching methods. As schools have transitioned back to in-person learning, the insights underscored the importance of addressing digital disparities and providing educators with the necessary support to navigate future disruptions in the educational landscape.
The Role of Father's Involvement and Social Competencies on Academic Achievement in Children Risnawati, Erna; Rahmanadia, Hyunisa; Rahmawati, Orizka Desmi; Gusti, Valeria Yekti Kwasaning
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 2 (2023): October
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijtaese.v5i2.1619

Abstract

This study aims to determine the relationship between father involvement and social competence on academic achievement in children. This study uses a correlational quantitative approach. The subjects in this study were fathers, teachers and children aged 8-13 years. The sampling technique in the study was accidental sampling. The number of samples in this study were 123 respondents. Measurements in this study used the Social Skills Improvement System (SSIS) scale from Gresham and Elliott, the Inventory of Father Involvement (IFI) scale from Hawkins and students' academic report cards. The data analysis technique used the Spearman correlation test. The results of this study indicate that there is no significant relationship between the role of father involvement and academic achievement but there is a significant relationship between social competence and academic achievement. This research is expected to have an impact on teachers, parents and schools to improve students' social competence to support students' academic
Improving Indonesian students' mathematical literacy with brain-based learning: a comparative study of pisa scores Kandaga, Thesa; Krisnadi, Elang; Nurhayati, Suci; Gusti, Valeria Yekti Kwasaning
Jurnal Konseling dan Pendidikan Vol 12, No 3 (2024): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1118500

Abstract

This research is driven by Indonesia's comparatively low performance in the 2023 PISA assessment, which indicates a significant deficiency in students' capacity to solve literacy-based mathematical problems, largely attributable to the absence of comprehensive, structured guidance. This consequently gives rise to low levels of mathematical literacy, thereby underscoring the necessity for enhanced learning methodologies. The objective of this study is to evaluate the efficacy of the Brain-Based Learning (BBL) model in enhancing students' mathematical literacy abilities in comparison to the traditional learning approach. This study employed a quasi-experimental methodology with an unequal control group design. The research subjects were 72 grade VIII students at SMPN 1 Baleendah, comprising 36 experimental group students (grade VIII K) and 36 control group students (grade VIII L). The data were obtained through mathematical literacy tests and subsequently analysed using descriptive and inferential statistics with the assistance of IBM SPSS 24.0 software. The results of the n-gain analysis indicated that the data were normally distributed with homogeneous variances. The results of the independent sample t-test indicated a statistically significant difference in the improvement of mathematical literacy skills between the two groups, with the BBL group exhibiting a greater degree of improvement than the conventional method. These findings contribute to the scientific literature on the effectiveness of the Brain-Based Learning (BBL) model in addressing low mathematical literacy in Indonesia, with statistically significant improvements. This research provides new insights into the application of brain-based learning models in the Indonesian educational context.
STUDENT SCIENTIFIC ATTITUDES TO THE VESTA SOFTWARE AS LEARNING MEDIA OF CRYSTAL STRUCTURE Nadiyyah, Khoirotun; Aprianti, Rika; Nisa, Uliya Khoirun; Gusti, Valeria Yekti Kwasaning
JRFES (Jurnal Riset Fisika Edukasi dan Sains) Vol 10, No 2 (2023): Jurnal Riset Fisika Edukasi dan Sains
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jrfes.2023.v10i2.6583

Abstract

In solid-state physics, the crystal structure was the subject that one must learn and understand. In providing an understanding of the concept, educators need to use learning media. At this time, learning media has developed rapidly, especially digital visual media. Vesta Software is a media that can visualize and simulate crystal structures in 3D. This research aimed to analyze students' scientific attitudes to the Vesta software as a learning media of crystal structure. Data collection used a Likert scale with a scientific attitude questionnaire on curiosity, honesty, perseverance, critical thinking, open-mind, cooperation, and creativity. The method in this research was descriptive qualitative using data triangulation. That was obtained, the seven students' scientific attitudes were "very good", and the most dominant was "curiosity" with 88.03%. Furthermore, Vesta software could be an alternative learning media to crystal structures because it was easy to use and learn, increasing the student’s knowledge and understanding. 
Analysis of Guru Penggerak Program: Teacher Satisfaction and Method Implementation Across Different Demographics Gusti, Valeria Yekti Kwasaning; Kandaga, Thesa; Nurhayati, Suci; Risnawati, Erna
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 1 (2025): January - March 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i1.2815

Abstract

This study evaluates the impact of the "Guru Penggerak" program on teaching practices and participant satisfaction, focusing on educators from 36 cities across Indonesia. The program “Guru Penggerak”, initiated by the Indonesian Ministry of Education, empowers teachers to become leaders in educational transformation. It enhances pedagogical skills, leadership abilities, and the integration of local wisdom with global knowledge to develop reflective and innovative educators. This research examines the relationship between satisfaction levels and demographic factors—age, gender, and teaching experience—as well as the frequency of implementing learned methods. Participants (N = 119), predominantly female and experienced educators, rated program aspects, including content relevance, instructional quality, and overall satisfaction, using a Likert scale. Mean ratings ranged from 4.0 to 4.2, indicating a positive reception. Pearson correlation analysis assessed relationships between demographic factors, satisfaction, and implementation frequency. Results showed minimal correlations (age: r = -0.115, gender: r = -0.059, teaching experience: r = -0.006) for satisfaction and weak correlations (age: r = 0.066, gender: r = -0.062, teaching experience: r = 0.127) for implementation frequency, suggesting demographic factors had little influence. Findings indicate the program is well-received across diverse demographics, reinforcing its broad effectiveness. Future research should incorporate qualitative methods to explore additional factors, such as school infrastructure and individual teaching styles, that may influence satisfaction and practical application. Identifying these factors will contribute to optimizing teacher development programs and enhancing their impact on Indonesia’s education system.
TEACHING ALGEBRA THROUGH GAMES: A LITERATURE REVIEW Gusti, Valeria Yekti Kwasaning
Al-Irsyad Journal of Mathematics Education Vol 4 No 2 (2025): Juli 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijme.v4i2.177

Abstract

This systematic literature review investigates the application of game-based learning (GBL) in teaching algebra at the junior and senior secondary levels within the Indonesian education system between 2014 and 2024. The review synthesizes empirical studies written in both English and Indonesian, examining how digital and non-digital games have been used to support students' conceptual understanding, engagement, and problem-solving abilities in algebra. Out of an initial pool of approximately 3,000 studies, only 22 met the rigorous inclusion criteria, which focused on curriculum alignment, empirical design, measurable outcomes, and educational level. This selective scope ensures a focused and quality-driven synthesis of evidence relevant to the Indonesian context. Findings suggest that both digital platforms (e.g., Quizizz, Android-based games) and non-digital games (e.g., algebra-themed dominoes, board games) contribute positively to learning outcomes such as increased motivation, active participation, and deeper understanding of algebraic concepts. Game-based learning theory frequently underpins these interventions, highlighting the role of engagement and motivation in mathematical learning. Despite promising results, research gaps remain—particularly in the coverage of diverse algebraic topics and the long-term effectiveness of GBL approaches. This review underscores the potential of game-based strategies to enhance algebra instruction in Indonesia, while calling for broader and more methodologically diverse research in the future.
Development of the sources of mathematics online learning self-efficacy scale (SMOLSES) for SDGs quality education Nurhayati, Suci; Kandaga, Thesa; Gusti, Valeria Yekti Kwasaning; Mohamad, Liana
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.26653

Abstract

Background: The expansion of online learning in open and distance education poses new challenges in understanding students’ self-efficacy, particularly in mathematics, a subject that demands both cognitive engagement and emotional resilience. Existing instruments have not adequately captured the distinct sources of self-efficacy relevant to this setting, necessitating the development of a context-specific measurement scale Aim: This study aims to develop and validate the SMOLSES, an instrument designed to assess the sources of self-efficacy, mastery experience, vicarious experience, social persuasion, and physiological state in the context of online mathematics learning for distance education students. Method: The scale was developed using a questionnaire administered to 105 Mathematics Education students at Universitas Terbuka. Partial Least Squares analysis was used to evaluate the measurement and structural models. The results supported the reliability and validity of the scale, confirming 28 valid items across five constructs. Structural model analysis revealed that physiological state and social persuasion significantly predicted students' belief in their self-efficacy, while vicarious experience showed the strongest correlation with academic performance. Result: SMOLSES provides a reliable tool for diagnosing students’ readiness and guiding instructional design in online mathematics learning. The findings emphasize the importance of social and emotional factors in shaping self-efficacy and learning engagement, particularly in asynchronous environments where peer modeling and support mechanisms are critical. Conclusion: By addressing a critical measurement gap, this study contributes to advancing quality and inclusive education (SDG 4). SMOLSES can inform data driven interventions that enhance student engagement and achievement in open and distance learning settings.
Analysis of the Lecturer’s Interest after Attending the Workshop STEM Design-Based Learning for Lecturers Adzima, Khaola Rachma; Sari, Nilam Novita; Khotimah, Tiara Husnul; Gusti, Valeria Yekti Kwasaning
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 9 No. 2 (2025): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.092.01

Abstract

The STEM (Science, Technology, Engineering, and Mathematics) approach has been widely adopted in schools but remains underutilized in higher education. Lecturers often perceive STEM as difficult to implement due to complex subject matter, time constraints, and limited personal interest. This study examined whether participation in a professional development program, STEM Design-Based Learning for Lecturers, could enhance lecturer’s interest in STEM. The workshop was conducted over two weeks with 18 participants from the Faculty of Mathematics and Natural Sciences. Data were collected using pre- and post-questionnaires designed to measure lecturer’s interest in STEM. Validity and reliability tests confirmed the instrument’s quality. Since the normality assumption was not met, the Wilcoxon Signed Rank Test was applied to assess differences before and after the workshop. The results indicated a statistically significant improvement in interest (p = 0.001) with a large effect size (Cohen’s d = 1.266). Specifically, 15 of 18 lecturers reported increased interest, while two remained unchanged and one experienced a slight decrease. These findings demonstrate that structured STEM workshops can effectively foster enthusiasm and engagement among lecturers. The study highlights the importance of integrating STEM-focused professional development into higher education to support curriculum innovation and encourage broader adoption of STEM approaches in teaching.
Psikoedukasi Interaktif untuk Meningkatkan Pemahaman Siswa terhadap Perundungan di SMPN 1 Cinangka Kabupaten Serang Wathi, Ayu Fahimah Diniyah; Risnawati, Erna; Wulandari, Nisa A’rafiyah Tri; Gusti, Valeria Yekti Kwasaning; Ningrum, Siti Utami Dewi; Aryaty, Unny
Publikasi Pendidikan Vol 15, No 3 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v15i3.75739

Abstract

Tingginya kasus bullying di sekolah menjadi perhatian serius, termasuk di SMPN 1 Cinangka Kabupaten Serang, yang menjadi mitra dalam kegiatan pengabdian ini. Minimnya pemahaman siswa dan kurangnya intervensi efektif dari sekolah menjadi akar masalah yang perlu ditangani. Sebagai solusi, tim pengabdian melaksanakan psikoedukasi antibullying dengan pendekatan partisipatif dan media interaktif. Kegiatan ini menggunakan metode Training Program Development Model, dimulai dengan analisis kebutuhan dan koordinasi dengan guru BK, kemudian dilanjutkan dengan ceramah interaktif, diskusi kelompok menggunakan permainan edukatif Tanggul Bullying, simulasi roleplay, serta refleksi bersama. Efektivitas kegiatan diukur melalui desain one group pretest-posttest yang menunjukkan peningkatan signifikan pemahaman siswa terhadap isu bullying, terutama terkait istilah baru seperti morphing dan doxing. Rata-rata skor meningkat dari 4,75 menjadi 6,25. Refleksi siswa menunjukkan bahwa kegiatan ini menyenangkan, relevan, dan mendorong keberanian untuk bertindak. Program ini terbukti efektif meningkatkan kesadaran dan kepekaan siswa dalam menciptakan lingkungan sekolah yang lebih aman dan bebas dari perundungan.
Co-Authors Adzima, Khaola Rachma Aprianti, Rika Aryaty, Unny Ayu Fahimah Diniyah Wathi Herliana, Fitria Krisnadi, Elang Mohamad, Liana Nadiyyah, Khoirotun Nilam Novita Sari Rahmanadia, Hyunisa Rahmawati, Orizka Desmi Risnawati, Erna Siti Utami Dewi Ningrum Suci Nurhayati Suci Nurhayati Tanjung, Khoriyah Shofiyah Thesa Kandaga Tiara Husnul Khotimah Uliya Khoirun Nisa Wulandari, Nisa A’rafiyah Tri