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All Journal Jurnal Riset Pendidikan Matematika Journal of Research and Advances in Mathematics Education Indonesian Journal of Science and Mathematics Education Journal Focus Action of Research Mathematic (Factor M) JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Radite, Ramadian
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Decision Sciences, Operations Research & Management Education Mathematics Other

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Journal : Journal Focus Action of Research Mathematic (Factor M)

 1 
Evaluation of the Blended Learning Program at SD Negeri 1 Baturan Klaten Chrisdiyanto, Endar; Radite, Ramadian; Hastuti, Sri Retnaning
Journal Focus Action of Research Mathematic (Factor M) Vol. 6 No. 2 (2023)
Publisher : IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v6i2.1857

Abstract

The Covid-19 pandemic has hampered learning while at the same time making teachers and students learn to carry out online learning. There are obstacles in the implementation of online learning such as the difficulty for teachers to engage active students and decreased student achievement. To overcome this, there is a need for learning innovation by implementing blended learning. The blended learning program is a learning model that combines face-to-face learning with online learning. The purpose of this study was to evaluate the blended learning program at SD N 1 Baturan and to find out the supporting and inhibiting factors in implementing blended learning. The method used in this research is a case study with a qualitative approach. Data collection techniques are carried out by observation, interviews, and documentation. The results of the evaluation show that the blended learning program at SD N 1 Baturan has been implemented well even though it has several obstacles and there are several supporting and inhibiting factors for the blended learning program. Supporting factors include the school environment, government, and teaching staff, while inhibiting factors include facilities and infrastructure, students' technological literacy, and face-to-face time limitations.
Exploring the quality of learning modules developed by preservice mathematics teacher based on the national (merdeka) curriculum Sulistyawati, Eka; Radite, Ramadian
Journal Focus Action of Research Mathematic (Factor M) Vol. 7 No. 1 (2024)
Publisher : IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v7i1.3317

Abstract

Modul ajar menjadi salah satu komponen penting dalam penerapan pembelajaran pada Kurikulum Merdeka. Oleh karena itu, terdapat mata kuliah yang secara spesifik mengajarkan mahasiswa bagaimana dalam merancang modul ajar yang baik. Penelitian ini bertujuan mengeksplorasi kesesuaian modul ajar yang dibuat mahasiswa calon guru matematika dan faktor-faktor yang menyebabkan ketidaksesuaian modul ajar tersebut. Penelitian kualitatif fenomenologi dilakukan terhadap 49 mahasiswa calon guru matematika dari Universitas Islam Negeri di Kediri yang mengikuti perkuliahan dalam merancang modul ajar. Untuk memperoleh data kesesuaian modul ajar menggunakan dokumentasi hasil modul ajar pada 16 aspek modul ajar, sementara untuk triangulasi faktor penyebab ketidaksesuaian modul ajar dilakukan wawancara dengan responden. Hasil penelitian menunjukkan bahwa 10 aspek berada dalam kategori sangat baik, 4 aspek berada dalam kategori baik, dan 3 aspek dalam kategori kurang baik. Faktor yang menyebabkan ketidaksesuaian modul ajar menurut mahasiswa paling banyak ada pada penyusunan rancangan kegiatan inti meliputi penyusunan langkah-langkah pembelajaran berdasarkan sintak model dan strategi pembelajaran, penyusunan pertanyaan pemantik, dan merencanakan alokasi waktu pada setiap langkah yang dilakukan. Penelitian lebih lanjut dapat dilakukan pada uji coba keefektifan pelaksanaan pembelajaran dengan modul ajar yang disusun dan menerapkan strategi efektif dalam mengembangkan kemampuan penyusunan modul ajar yang belum optimal.   Learning modules are important for implementing learning in the current Indonesia National Curriculum. Some learning courses specifically teach students how to design good learning modules. This research aimed to explore the suitability of learning modules created by preservice mathematics teacher students and the factors that cause the inappropriateness of these learning modules. Qualitative phenomenology research was conducted on 49 preservice mathematics teacher students from the State Islamic University in Kediri who attended lectures on designing learning modules. To obtain data on the conformity of learning modules, documentation of the results of learning modules on 16 aspects of learning modules was used, while to triangulate the factors causing the non-conformity of learning modules, interviews were conducted with respondents. The research results show that 10 aspects are in the very good category, 4 in the good category, and 3 in the poor category. According to students, the factors that cause the inappropriateness of learning modules are mostly in the preparation of core activity designs, including the preparation of learning steps based on model syntax and learning strategies, preparation of curiosity questions, and planning time allocation for each step taken. Further research can be carried on testing the effectiveness of implementing learning using learning modules that are prepared and implementing effective strategies in developing the ability to prepare learning modules
Exploring the quality of learning modules developed by preservice mathematics teacher based on the national (merdeka) curriculum Sulistyawati, Eka; Radite, Ramadian
Journal Focus Action of Research Mathematic (Factor M) Vol. 7 No. 1 (2024): Vol. 7 No. 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v7i1.3317

Abstract

Modul ajar menjadi salah satu komponen penting dalam penerapan pembelajaran pada Kurikulum Merdeka. Oleh karena itu, terdapat mata kuliah yang secara spesifik mengajarkan mahasiswa bagaimana dalam merancang modul ajar yang baik. Penelitian ini bertujuan mengeksplorasi kesesuaian modul ajar yang dibuat mahasiswa calon guru matematika dan faktor-faktor yang menyebabkan ketidaksesuaian modul ajar tersebut. Penelitian kualitatif fenomenologi dilakukan terhadap 49 mahasiswa calon guru matematika dari Universitas Islam Negeri di Kediri yang mengikuti perkuliahan dalam merancang modul ajar. Untuk memperoleh data kesesuaian modul ajar menggunakan dokumentasi hasil modul ajar pada 16 aspek modul ajar, sementara untuk triangulasi faktor penyebab ketidaksesuaian modul ajar dilakukan wawancara dengan responden. Hasil penelitian menunjukkan bahwa 10 aspek berada dalam kategori sangat baik, 4 aspek berada dalam kategori baik, dan 3 aspek dalam kategori kurang baik. Faktor yang menyebabkan ketidaksesuaian modul ajar menurut mahasiswa paling banyak ada pada penyusunan rancangan kegiatan inti meliputi penyusunan langkah-langkah pembelajaran berdasarkan sintak model dan strategi pembelajaran, penyusunan pertanyaan pemantik, dan merencanakan alokasi waktu pada setiap langkah yang dilakukan. Penelitian lebih lanjut dapat dilakukan pada uji coba keefektifan pelaksanaan pembelajaran dengan modul ajar yang disusun dan menerapkan strategi efektif dalam mengembangkan kemampuan penyusunan modul ajar yang belum optimal.   Learning modules are important for implementing learning in the current Indonesia National Curriculum. Some learning courses specifically teach students how to design good learning modules. This research aimed to explore the suitability of learning modules created by preservice mathematics teacher students and the factors that cause the inappropriateness of these learning modules. Qualitative phenomenology research was conducted on 49 preservice mathematics teacher students from the State Islamic University in Kediri who attended lectures on designing learning modules. To obtain data on the conformity of learning modules, documentation of the results of learning modules on 16 aspects of learning modules was used, while to triangulate the factors causing the non-conformity of learning modules, interviews were conducted with respondents. The research results show that 10 aspects are in the very good category, 4 in the good category, and 3 in the poor category. According to students, the factors that cause the inappropriateness of learning modules are mostly in the preparation of core activity designs, including the preparation of learning steps based on model syntax and learning strategies, preparation of curiosity questions, and planning time allocation for each step taken. Further research can be carried on testing the effectiveness of implementing learning using learning modules that are prepared and implementing effective strategies in developing the ability to prepare learning modules
Co-Authors Agustina, Tri Rahayu Chrisdiyanto, Endar Eka Sulistyawati Eka Sulistyawati Hastuti, Sri Retnaning Kismiantini Kismiantini