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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Karya Pendidikan Matematika Edukasi: Jurnal Pendidikan FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat INCOME: Indonesian Journal of Community Service and Engagement
Kurniawati, Ira
Pendidikan Matematika FKIP Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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PROFIL KEMAMPUAN LITERASI STATISTIK MAHASISWA CALON GURU MATEMATIKA Riki Andriatna; Ira Kurniawati; Arum Nur Wulandari
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 7, No 1 (2021): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.7.1.19-28

Abstract

Kemampuan literasi statistik merupakan kemampuan dalam melakukan interpretasi data dan informasi yang tersedia. Kemampuan tersebut merupakan salah satu kemampuan penting yang harus dimiliki oleh guru. Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan literasi statistik mahasiswa calon guru Matematika yang dikaitkan dengan level berpikir taksonomi SOLO. Hasil analisis menunjukkan bahwa pencapaian kemampuan literasi statistic mahasiswa calon guru Matematika belum merata untuk setiap indikatornya, yaitu indikator penalaran terhadap data dan hasil statistika berada pada level multistruktural, indikator penalaran terhadap konsep dasar dan istilah statistika berada pada level unistruktural, indikator penalaran terhadap pengumpulan dan pengolahan data secara deskriptif berada pada level relasional, dan indikator melakukan interpretasi data berada pada level unistruktural.
Kesulitan Siswa Sekolah Menengah Pertama dalam Menyelesaikan Soal Matematika PISA-Like Imam Sujadi; Budiyono Budiyono; Ira Kurniawati; Arum Nur Wulandari; Riki Andriatna; Hanifa Alifia Puteri; Aulia Nurmalitasari
Edukasi: Jurnal Pendidikan Vol 20, No 2 (2022): Edukasi: Jurnal Pendidikan
Publisher : LPPM IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/edukasi.v20i2.4781

Abstract

Abstrak PISA merupakan program internasional yang diselenggarakan oleh OECD dengan tujuan mengevaluasi kemampuan anak usia 15 tahun pada membaca, matematika, dan sains. Penelitian termasuk dalam penelitian kualitatif dengan tujuan untuk mendeskripsikan kesulitan siswa dalam menyelesaikan soal matematika PISA-Like. Sampel penelitian sebanyak 46 siswa SMP di Kota Surakarta yang dipilih dengan teknik simple random sampling. Instrumen penelitian terdiri dari tes berupa soal matematika PISA-Like dan nontes berupa angket. Analisis data dilakukan melalui reduksi data, penyajian data, verifikasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam menyelesaikan soal PISA-Like. Beberapa hal yang menyebabkan kesulitan siswa dalam menyelesaikan soal PISA-Like, yaitu: kurangnya pemahaman siswa terhadap soal yang diberikan; stimulus soal yang panjang dan rumit; serta tidak mengetahui konsep matematika yang akan digunakan. Kurangnya pemahaman siswa terhadap soal karena belum terbiasa menghadapi soal PISA sehingga mengalami kebingungan menggunakan konsep matematika.  AbstractPISA is an international program organized by OECD aiming at evaluating the reading, mathematical, and science skills of students 15 years of age. This qualitative research attempted to describe students’ difficulty in solving PISA mathematic questions. To this end, forty-six junior high school students in Surakarta were involved with simple random sampling. The instruments in this research consisted of test instruments in the form of PISA-Like math problems and nontest instruments in the form of questionnaires. Data analysis was carried out through data reduction, data presentation, verification, and drawing conclusions. The results showed that students had difficulty solving PISA-Like questions. Several factors were found to account for students’ difficulty in solving Pisa-Like questions, including their poor understanding of the question; the long and complex stimulus of the question; and their lack of knowledge of the mathematical concept to be used. Students’ poor understanding of the question was particularly attributed to their unfamiliarity with questions, causing them to be confused about the mathematical concept to use.
PELATIHAN PENGEMBANGAN SOAL MATEMATIKA BERBASIS NUMERASI PADA GURU MATEMATIKA SMP UNTUK MENUNJANG ASESMEN KOMPETENSI MINIMUM Imam Sujadi; Budiyono Budiyono; Ira Kurniawati; Arum Nur Wulandari; Riki Andriatna; Hanifa Alifia Puteri
Abdimas Galuh Vol 5, No 1 (2023): Maret 2023
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v5i1.9085

Abstract

Asesmen Kompetensi Minimum (AKM) merupakan salah satu pengukuran hasil belajar dalam Asesmen Nasional (AN) yang hasilnya menjadi dasar untuk mengetahui mutu satuan pendidikan. Salah satu penilaian yang dilakukan adalah terkait numerasi. Sebagai bentuk evaluasi yang baru, soal numerasi pada AKM berbeda dengan soal matematika yang diberikan dalam kegiatan pembelajaran, sehingga diperlukan pembiasaan dalam kegiatan pembelajaran. Permasalahan yang dihadapi oleh guru Matematika di Kota Surakarta adalah belum familiar dengan jenis soal AKM sehingga mengalami kesulitan untuk menyusun dan mengembangkan soal numerasi yang akan digunakan dalam pembelajaran di kelas. Untuk mengatasi permasalahan tersebut, Tim Pengabdian bekerja sama dengan MGMP Matematika SMP Kota Surakarta menyelenggarakan kegiatan pendampingan guru dalam menyusun soal AKM kelas. Kegiatan ini melibatkan 30 guru matematika SMP dan dilaksanakan dalam 4 tahap meliputi: (1) penyampaian tentang kebijakan pendidikan tentang AKM khususnya tentang numerasi, dilanjutkan tentang brainstorming terkait dengan numerasi; (2) inspirasi penyusunan soal AKM dan penugasan pengembangan soal; (3) review tugas soal yang dibuat peserta dilanjutkan merevisi soal secara silang; dan (4) pengenalan platform asesmenpedia. Hasil kegiatan menunjukkan bahwa guru mengalami kendala dalam menyusun atau mengembangkan soal numerasi, khususnya dalam menentukan konteks dan level kognitif. Hasil dari kegiatan pelatihan penyusunan AKM diharapkan dapat didiseminasi oleh peserta pelatihan di sekolah masing-masing sehingga lebih banyak guru matematika yang dapat mengambil manfaat dari kegiatan ini.
Conceptions of Differentiated Instruction: A Case Study of Junior High School Mathematics Teachers Imam Sujadi; Riki Andriatna; Budiyono; Ira Kurniawati; Arum Nur Wulandari; Yuli Bangun Nursanti
Jurnal Pendidikan dan Pengajaran Vol 57 No 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v57i1.67949

Abstract

Differentiated learning is a learning approach that adapts to the individual needs of students, both student readiness, interests, and their learning profile. Although this concept has been widely discussed, its implementation in mathematics learning still encounters many obstacles. This study aims to describe the conception of mathematics teachers towards differentiated learning and its implementation in supporting the Independent Curriculum. This research is qualitative research using questionnaires as a data collection method. The subjects of this study were 27 junior high school mathematics teachers in the city of Surakarta. Data is analyzed using qualitative analysis techniques including data reduction, data presentation, and verification/conclusions. The results showed that teachers' understanding of differentiated learning was good, both in theoretical concepts and implementation. However, teachers still face obstacles in design, limited learning time, classroom management, and limited knowledge on some aspects of differentiated learning. The study concluded that even though teachers already understand the concept of differentiated learning, they need further support to overcome existing barriers. The implications of this research point to the need for additional training and resources to support more effective implementation.
Penguatan Kompetensi Guru Matematika SMP dalam Merancang Pembelajaran Berdiferensiasi pada Kurikulum Merdeka Imam Sujadi; Riki Andriatna; Ira Kurniawati; Arum Nur Wulandari; Yuli Bangun Nursanti
INCOME: Indonesian Journal of Community Service and Engagement Vol 5 No 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v5i1.1946

Abstract

Satuan pendidikan melalui Kurikulum Merdeka berkewajiban untuk memfasilitasi siswa dalam memaksimalkan potensi dan kemampuan individu setiap siswa, salah satunya melalui pembelajaran berdiferensiasi. Pembelajaran berdiferensiasi merupakan pembelajaran yang didasarkan pada kebutuhan siswa, baik kesiapan belajar siswa, minat belajar, dan profil belajar siswa. Akan tetapi, terdapat hambatan yang dialami oleh guru, khususnya guru Matematika SMP di kota Surakarta, dalam memahami pembelajaran berdiferensiasi, baik secara konsep maupun pelaksanaannya. Guru masih mengalami hambatan dalam menyusun alur dan proses pembelajaran berdiferensiasi. Untuk itu, dilakukan pelatihan implementasi pembelajaran berdiferensiasi yang melibatkan guru Matematika SMP di kota Surakarta sebanyak 20 orang. Adapun tahapan kegiatan yang dilakukan yaitu: (1) penyampaian materi mengenai kebijakan Kurikulum Merdeka dan pembelajaran berdiferensiasi; dan (2) perancangan pembelajaran matematika pembelajaran berdiferenisasi. Kegiatan pelatihan memberikan pemahaman kepada guru Matematika SMP kota Surakarta terkait pembelajaran berdiferensiasi, pada aspek konsep pembelajaran berdiferensiasi maupun merancang pembelajaran matematika dengan pendekatan pembelajaran berdiferenisasi melalui menggunakan kerangka backward design.
Analisis Kesalahan dalam Menyelesaikan Soal Bangun Ruang Sisi Datar Berdasarkan Teori Nolting Ditinjau dari Gaya Kognitif Siswa Kelas IX MTS Muhammadiyah Surakarta Reza Mozan Ariazena; Ira Kurniawati; Yemi Kuswardi
Jurnal Karya Pendidikan Matematika Vol 12, No 1 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 1 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.1.2025.86-96

Abstract

This study aims to describe and analyse the types of errors made by student of IX MTs Muhammadiyah Surakarta in solving problems on the polyhedron material based on Nolting’s theory. This research uses indicator of the types of Nolting errors, namely Misread direction Errors, Careless Errors, Concept Errors, Application Errors, and Test-taking Errors. This study uses a qualitative approach with a descriptive method. The sampling technique used was purposive sampling, with four research subjects in grade IX B MTs Muhammadiyah Surakarta for the 2024/2025 academic year who had been classified based on their cognitive styles using with the Group Embedded Figures Test (GEFT) instrument. The data collection technique was a tes techniques and interview. The data collection techniques used were test and interview techniques. The validity was tested using the triangulation method, while the data analysis technique was carried out through the stages of data reduction, data presentation, and conclusion drawn. The analysis revealed that students with a field dependent cognitive style committed all types of errors outlined by Nolting, while those with a field independent style were more prone to Misread Direction Errors, Careless Errors, and Test-taking Errors. Among all errors types, Test-taking Errors were the most commonly observed.
Interactive Learning Media Development Based on Game-Based Learning and Ethnomathematics Using Lumi Rani Puja Savitri; Ira Kurniawati; Dyah Ratri Aryuna
Jurnal Karya Pendidikan Matematika Vol 13, No 1 (2026): Jurnal Karya Pendidikan Matematika Volume 13 Nomor 1 Tahun 2026
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.13.1.2026.27-39

Abstract

This research focuses on development of interactive learning media using the Lumi Education platform based on game-based learning and ethnomathematics on the topic of straight line equations to improve students’ learning interest. The study adopted a research and development approach based on the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The developed media integrates game-based learning through a game map feature and ethnomathematics by incorporating cultural contexts into learning activities. The study was conducted with eighth-grade students of SMP Negeri 27 Surakarta. Data were obtained through expert validation sheets, teacher and student response questionnaires, and a learning interest questionnaire. The results of the study indicate that interactive learning media are valid and practical for use in learning activities. In addition, the application of the media effectively increases students' interest in learning. Therefore, interactive learning media based on game-based learning and ethnomathematics using Lumi Education offers an alternative solution to improving students’ learning interest in mathematics, particularly on the topic of straight line equations.
Development of a Comic-Based Mathematics E-Handout on Trigonometry Material to Improve Learning Outcomes of 10th Grade Students of SMA Negeri 5 Surakarta in the 2024/2025 Academic Year Nesthi Wahyuningsih; Ira Kurniawati
Jurnal Karya Pendidikan Matematika Vol 12, No 1 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 1 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.1.2025.55-66

Abstract

This research focuses on the development of comic-based e-handouts on Trigonometry material for class X students of SMA Negeri 5 Surakarta for the 2024/2025 academic year. The main objectives of this research are to find out how the e-handout development process, the validity of the e-handou t developed, the practicality of the e-handout developed, and measure the effectiveness in improving student learning outcomes. This research uses the ADDIE development model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The subjects of this study were 33 students of class X-E6 SMA Negeri 5 Surakarta in the 2024/2025 academic year. Data were collected through interviews, documentation, questionnaires, and tests. The results showed that: (1) the comic-based e-handout development process uses the ADDIE development model and digital platforms in the form of Canva, Heyzine, Padlet, Quizizz, and Google Forms; (2) the validity of the e-handout gets an average score of 0.9027 from the validation of material and media experts which is included in the very high validity category; (3) teacher responses have an average score with a percentage of 79.33%, included in the practical category; (4) student responses have an average score with a percentage of 83.5%, also included in the very practical category; (5) the average increase in N-Gain is 0.75 or 75.18%, classified as a high increase with sufficient effectiveness. Based on these results, it is concluded that the comic-based e-handout developed is valid, practical, and effective in improving student learning outcomes, and is suitable for use to deepen understanding of Trigonometry concepts for grade X high school students.
Co-Authors Agustin, Ratna Arum Nur Wulandari Aulia Nurmalitasari Budiyono Budiyono Budiyono Budiyono Budiyono Dyah Ratri Aryuna Hanifa Alifia Puteri Hanifa Alifia Puteri Imam Sujadi Kuswardi, Yemi Nesthi Wahyuningsih Rani Puja Savitri Reza Mozan Ariazena Riki Andriatna Sujatmiko, Ponco Yuli Bangun Nursanti Yuli Bangun Nursanti