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All Journal Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidik Indonesia
Rosmery, Linda
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Agriculture, Biological Sciences & Forestry Chemistry Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Social Sciences

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Pembimbingan Guru dalam Merancang Pembelajaran Terdiferensiasi di SMAN 1 Toapaya Putri, Nurul Hilda Syani; Izzati, Nur; Elvi, Mariyanti; Dwinata, Alona; Fera, Mirta; Rosmery, Linda
Abdimas Galuh Vol 6, No 2 (2024): September 2024
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v6i2.15937

Abstract

Pembelajaran terdiferensiasi dalam kurikulum merdeka adalah pendekatan dengan melihat keragaman kemampuan, minat, dan gaya belajar siswa. Di SMAN 1 Toapaya telah menerapkan kurikulum merdeka, namun guru sering menghadapi tantangan dalam merancang pembelajaran dengan kebutuhan seluruh siswa. Dalam rangka peningkatan efektifitas pembelajaran dalam kurikulum merdeka di sekolah dan pentingnya penerapan strategi pembelajaran yang dapat mengakomodasi perbedaan individu siswa maka TIM PKM memilih topik ini sebagai kegiatan pengabdian. Kegiatan ini bertujuan untuk memberikan pembimbingan kepada para guru dalam merancang pembelajaran terdiferensiasi. Metode pengabdian yang digunakan pada pengabdian ini workshop In On In. Tahap “In” dilakukan di sekolah yaitu penyampaian materi guna memberikan pemahaman tentang pentingnya pembelajaran terdiferensiasi.  Tahap “on” dilakukan melalui whatssapp grup dengan membimbing peserta untuk melihat rancangan pembelajaran terdiferensiasi. Selanjutnya tahap terakhir “In” kembali untuk mereview rancangan pembelajaran terdiferensiasi yang telah dibuat peserta. Hasil dari kegiatan pengabdian ini meningkatkan keterampilan dan pemahaman dalam merancang pembelajaran terdiferensiasi. Dengan demikian, program pembimbingan ini berkontribusi positif terhadap kualitas pendidikan di SMAN 1 Toapaya.
Analisis kemampuan representasi matematis berdasarkan self efficacy siswa pada materi fungsi kuadrat Hasyari, Wan Siti Fatimah Azzahra; Rosmery, Linda; Siregar, Nur Asma Riani
Jurnal Pendidik Indonesia Vol. 6 No. 1 (2025): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291/jpi.v6i2.46

Abstract

Mathematical representation ability is a critical competency that students must possess to understand and solve mathematical problems, particularly in quadratic functions. This study aims to describe students’ mathematical representation abilities based on their level of self-efficacy. A descriptive qualitative approach was used with six tenth-grade students selected based on their self-efficacy questionnaire results, consisting of two students each from high, medium, and low self-efficacy categories. The research instruments included a self-efficacy questionnaire, a mathematical representation test, and a semi-structured interview guide. The results revealed that students with high self-efficacy were able to fulfill all indicators of mathematical representation—symbolic, verbal, and visual—comprehensively and accurately. Students with medium self-efficacy could meet the three indicators, but with some errors in symbolic representation. In contrast, students with low self-efficacy mostly showed verbal representation ability and encountered difficulties in understanding and converting between visual and symbolic forms. These findings suggest a positive correlation between students’ self-efficacy levels and the quality and completeness of their mathematical representations. Thus, efforts to enhance students' self-efficacy should be considered an essential part of mathematics instruction.
Analisis kesulitan belajar berdasarkan gaya berpikir siswa pada materi program linear Maslinda; Izzati, Nur; Rosmery, Linda
Jurnal Pendidik Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291/

Abstract

This study aims to analyze students’ learning difficulties in solving linear programming problems based on their thinking styles. Learning difficulties often arise from differences in the way students think and process information. This research employed a descriptive qualitative approach involving eight eleventh-grade students at SMK Negeri 2 Tanjungpinang, selected purposively according to four thinking-style categories: sequential concrete, sequential abstract, random concrete, and random abstract. Data were collected through written tests and semi-structured interviews, then analyzed using Miles and Huberman’s model, which includes data reduction, data display, and conclusion drawing. The results indicate that students with sequential concrete and sequential abstract thinking styles tend to perform better in solving problems systematically, although they still struggle with algorithmic procedures and inequality notation. Meanwhile, students with random concrete and random abstract thinking styles experienced greater difficulties in understanding problem information, translating it into mathematical models, and identifying extreme points on graphs. These findings suggest that thinking style differences significantly affect students’ mathematical learning difficulties, highlighting the need for teachers to apply adaptive learning strategies that align with students’ cognitive characteristics to improve their understanding of linear programming concepts.
Pengembangan E-LKPD menggunakan model problem-based learning pada materi statistika Sumandya, Esa Aulia; Elvi, Mariyanti; Rosmery, Linda
Jurnal Pendidik Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291/jpi.v6i3.235

Abstract

This study was motivated by the low level of student engagement in mathematics learning and the limited use of textbooks in fostering problem-solving skills. Based on classroom observations and interviews with teachers and students of Grade VIII at SMP Negeri 12 Tanjungpinang, mathematics learning remained conventional and teacher-centered. Therefore, an electronic student worksheet (E-LKPD) based on the Problem Based Learning (PBL) model was developed for the Statistics topic. The aim of this research was to produce a PBL-based E-LKPD that is both valid and practical for classroom use. This research employed a Research and Development (R&D) approach using the ADDIE model, focusing on the analysis, design, and development stages. The research subjects consisted of one mathematics teacher and 33 students. The validation results showed that the material aspect achieved 86.60% (valid), while the media aspect reached 90.00% (highly valid). The practicality tests conducted with teachers and students yielded 90.00% and 90.91%, respectively, categorized as highly practical. Thus, the E-LKPD based on the Problem Based Learning model for the Statistics topic is considered valid, attractive, and effective to support learning activities.
Pengembangan E-Modul Berbasis Pendekatan Contextual Teaching and Learning (CTL) pada Materi SPLDV Rosmery, Linda
Jurnal Pendidik Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291//jpi.v6i4.287

Abstract

This study employed a Research and Development (R&D) approach aimed at developing an e-module based on the Contextual Teaching and Learning (CTL) approach for the topic of Systems of Linear Equations in Two Variables (SLETV) for eighth-grade junior high school students. The development process followed the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The trial participants involved 38 students and one mathematics teacher at SMP Negeri 5 Tanjungpinang. Data were collected using expert validation questionnaires and user practicality questionnaires. The validation results indicated that the e-module achieved a validity level of 88.00% from the subject-matter expert, categorized as valid, and 90.00% from the media expert, categorized as very valid. Furthermore, the practicality test showed that the teacher and student responses reached 89.33% and 90.91%, respectively, both classified as very practical. Based on these findings, the developed CTL-based e-module is considered valid and practical for supporting the teaching and learning of systems of linear equations in two variables at the junior high school level.
Co-Authors Alona Dwinata Fachry Abda El Rahman Hasyari, Wan Siti Fatimah Azzahra Maslinda Mirta Fera Nurul Hilda Syani Putri Siregar, Nur Asma Riani Sumandya, Esa Aulia