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Manajemen Pendidikan Anak Usia Dini Berbasis Masyarakat Di Era Revolusi Industri 4.0 Hastuti, Windi; Ainuri, Ahmad Fahri Yahya; Muthohar, Sofa
Journal of Early Childhood and Character Education Vol 1, No 2 (2021)
Publisher : FITK UIN Walisongo Semarang

Kemajuan teknologi dari masa ke masa secara akumulatif telah mendorong terjadinya revolusi industry. Hal ini menuntut dunia pendidikan untuk memperbaiki sistem mutu secara dinamis. Pendidikan Anak Usia Dini (PAUD) sebagai muara awal era Revolusi Industri 4.0, harus mempersiapkan diri dengan strategi-strategi baru. Artikel ini bertujuan untuk menelaah lebih lanjut tentang PAUD di era Reformasi Industri 4.0. Metode penelitian menggunakan library research. Hasil penelitian menunjukkan bahwa terdapat strategi pengembangan PAUD berbasis masyarakat yaitu: Pertama, hal yang dilakukan adalah menyatukan pemahaman masyarakat tentang Anak Usia Dini. Kedua, masyarakat dan pemerintah menyiapkan tenaga pendidikan (guru) dan kependidikan yang ideal-profesional serta mengupayakan serta mendorong (dari segi moril dan materiil) tenaga pendidikan untuk meng-upgrade kompetensi—khususnya dalam mengahadapi era revolusi industri 4.0. Ketiga adalah masyarakat ikut serta dalam mendesain kurikulum yang akan diberikan kepada para siswa. Strategi keempat adalah supervisi dan evaluasi.

PENGARUH PENGGUNAAN GEOGEBRA, KEPERCAYAAN DIRI, KARAKTER KERJA KERAS, DAN KEMAMPUAN BERFIKIR KRITIS TERHADAP PRESTASI BELAJAR MATEMATIKA Mahmudah, Mutiara Hisda; Hastuti, Windi; Ferdianto, Juli; Setyaningsih, Nining
MaPan : Jurnal Matematika dan Pembelajaran Vol 13 No 1 (2025): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2025v13n1a9

Mathematical skills are essential in academic contexts, everyday life, and various professional fields. This study is motivated by the low achievement of Indonesian students' mathematics skills in the PISA survey and the importance of integrating technology and psychological factors in 21st-century mathematics learning. This study analyzes the direct and indirect effects of using GeoGebra, self-efficacy, complex work character, and critical thinking ability on students' mathematics learning achievement. This study uses a quantitative approach with a correlational research design and involves a sample of 156 grade XI students at a high school in Boyolali. Data collection was carried out through questionnaires and tests, which were tested for validity and reliability, and data analysis was carried out by path analysis using SPSS. The results showed that the use of GeoGebra and self-efficacy had a significant direct effect on the character of hard work. However, the four variables had no significant direct effect on mathematics learning achievement. The indirect effect of self-efficacy on learning achievement through complex work character was significant, while the other indirect paths were insignificant. This study concludes that complex work character is an important mediator that connects self-efficacy with mathematics learning achievement. This study recommends strengthening self-efficacy and utilising learning technologies such as GeoGebra and appropriate pedagogical strategies to build positive learning dispositions and improve mathematics learning outcomes. Abstrak: Kemampuan matematika sangat penting dalam konteks akademis, kehidupan sehari-hari, dan berbagai bidang profesi. Penelitian ini dilatarbelakangi oleh rendahnya pencapaian kemampuan matematika siswa Indonesia dalam survei PISA dan pentingnya mengintegrasikan teknologi dan faktor psikologis dalam pembelajaran matematika abad ke-21. Penelitian ini mengevaluasi pengaruh baik secara langsung maupun tidak langsung dari penggunaan GeoGebra, self-efficacy, karakter kerja keras, dan kemampuan berpikir kritis terhadap prestasi belajar matematika siswa. Pendekatan yang digunakan adalah kuantitatif dengan desain penelitian eksplanatori, melibatkan 156 siswa kelas XI dari SMA Negeri 1 Boyolali sebagai sampel penelitian. Pengumpulan data dilakukan melalui kuesioner dan tes yang telah diuji validitas dan reliabilitasnya, dan analisis data dilakukan dengan analisis jalur menggunakan SPSS. Hasil penelitian menunjukkan bahwa penggunaan GeoGebra dan efikasi diri berpengaruh langsung secara signifikan terhadap karakter kerja keras. Namun, keempat variabel tersebut tidak memiliki pengaruh langsung yang signifikan terhadap prestasi belajar matematika. Pengaruh tidak langsung efikasi diri terhadap prestasi belajar melalui karakter kerja kompleks adalah signifikan, sedangkan pengaruh tidak langsung lainnya tidak signifikan. Penelitian ini menyimpulkan bahwa karakter kerja merupakan mediator penting yang menghubungkan efikasi diri dengan prestasi belajar matematika. Penelitian ini menyimpulkan bahwa karakter kerja merupakan mediator penting yang menghubungkan efikasi diri dengan prestasi belajar matematika. Penelitian ini merekomendasikan untuk memperkuat efikasi diri dan memanfaatkan teknologi pembelajaran seperti GeoGebra dan strategi pedagogis yang tepat untuk membangun disposisi belajar yang positif dan meningkatkan hasil belajar matematika.

Manajemen Pendidikan Anak Usia Dini Berbasis Masyarakat Di Era Revolusi Industri 4.0 Hastuti, Windi; Ainuri, Ahmad Fahri Yahya; Muthohar, Sofa
Journal of Early Childhood and Character Education Vol. 1 No. 2 (2021)
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/joecce.v1i2.9018

Kemajuan teknologi dari masa ke masa secara akumulatif telah mendorong terjadinya revolusi industry. Hal ini menuntut dunia pendidikan untuk memperbaiki sistem mutu secara dinamis. Pendidikan Anak Usia Dini (PAUD) sebagai muara awal era Revolusi Industri 4.0, harus mempersiapkan diri dengan strategi-strategi baru. Artikel ini bertujuan untuk menelaah lebih lanjut tentang PAUD di era Reformasi Industri 4.0. Metode penelitian menggunakan library research. Hasil penelitian menunjukkan bahwa terdapat strategi pengembangan PAUD berbasis masyarakat yaitu: Pertama, hal yang dilakukan adalah menyatukan pemahaman masyarakat tentang Anak Usia Dini. Kedua, masyarakat dan pemerintah menyiapkan tenaga pendidikan (guru) dan kependidikan yang ideal-profesional serta mengupayakan serta mendorong (dari segi moril dan materiil) tenaga pendidikan untuk meng-upgrade kompetensi—khususnya dalam mengahadapi era revolusi industri 4.0. Ketiga adalah masyarakat ikut serta dalam mendesain kurikulum yang akan diberikan kepada para siswa. Strategi keempat adalah supervisi dan evaluasi.

Enhancing Conceptual Understanding in Geometry of Curved Solids: A Constructivist Philosophy Approach through Interactive E-Module for Secondary School Students Santosa, Yoga Tegar; Hastuti, Windi; Ismiyati, Ismiyati; Ferdianto, Juli; Kholid, Muhammad Noor
Jurnal VARIDIKA Volume 38 No 2, August 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i2.13706

Conceptual understanding is a crucial aspect of mathematics learning. However, in practice, students’ mathematical conceptual understanding often tends to be low. One potential solution is the implementation of an interactive e-module grounded in constructivist philosophy to facilitate deeper understanding of mathematical concepts. This study aims to examine the influence of using a constructivist-philosophy-based interactive e-module on students’ conceptual understanding in geometry of curved solids at the secondary school level. The research employed a quantitative quasi-experimental approach with a pretest–posttest non-equivalent control group design. The participants consisted of 62 ninth-grade students from a public junior secondary school in Boyolali Regency, Indonesia, who were divided into experimental and control groups. Data were collected using a conceptual understanding test that was validated and demonstrated good reliability (Cronbach’s α = 0.82). Data analysis was conducted using descriptive and inferential statistics. The Mann–Whitney U test revealed a significant difference in post-test scores between the experimental and control groups (p < 0.001), with the experimental group achieving a higher median score (75) than the control group (55.5). The effect size analysis indicated a strong practical effect (r = 0.77), suggesting that the observed difference was not only statistically significant but also educationally meaningful. These findings indicate that the constructivist-philosophy-based interactive e-module was effective in supporting the enhancement of students’ conceptual understanding of geometry of curved solids. Furthermore, students who learned the material using the e-module demonstrated significantly better conceptual understanding than those who did not. These findings can serve as a reference for teachers in selecting appropriate digital learning media, while also contributing to the development of mathematics learning innovations oriented towards constructivism.

Exploring secondary students’ reflective thinking skills in statistics based on mathematical ability Masduki, Masduki; Mahmudah, Mutiara Hisda; Hastuti, Windi
KALAMATIKA Jurnal Pendidikan Matematika Vol 11 No 1 (2026): KALAMATIKA April 2026
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol11no1.2026pp146-177

Reflective thinking plays a vital role in mathematics learning, particularly in solving complex problems. Understanding students’ reflective thinking abilities across its aspects—technique, monitoring, insight, and conceptualization—is essential for selecting appropriate instructional methods. This study aims to describe junior high school students’ reflective thinking abilities in learning statistics based on their initial mathematical ability. A qualitative approach with a case study design was used to explore reflective thinking skills in the four aspects: technique, monitoring, insight, and conceptualization. The research participants consisted of 30 seventh-grade students from a junior high school in Boyolali, Indonesia, who were grouped into three categories based on their mathematical ability: high, medium, and low. Data were collected through reflective thinking tests, observations, and interviews, and analyzed using the constant comparative analysis method. The results reveal a hierarchical relationship between mathematical ability and reflective thinking. Students with high mathematical ability demonstrated complete reflective thinking, fulfilling all indicators across the four aspects. Students with moderate ability exhibited partial reflective thinking, meeting some indicators but not fully optimizing others. Students with low mathematical ability showed the weakest reflective thinking skills, meeting indicators only partially in technique, monitoring, and insight, while failing to achieve the conceptualization indicators optimally. These findings confirm that foundational mathematical knowledge is a critical determinant of students’ capacity for deep reflective problem solving in statistics and provide important implications for the development of targeted instructional methods.

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