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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA
Viarti Eminita
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Strategi Penguatan Literasi dan Numerasi Siswa Sekolah Menengah Pertama sebagai Sarana Pendukung Merdeka Belajar Ririn Widiyasari; Viarti Eminita
SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA (SENASSDRA) Vol 2, No 2 (2023): Implementasi kurikulum merdeka menuju transformasi pendidikan dalam mempersiapka
Publisher : SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA (SENASSDRA)

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Abstract

Penelitian ini dilatar belakangi oleh rendahnya kemampuan literasi dan numerasi siswa di Indonesia yang tertuang dalam hasil PISA tahun 2018 khususnya pada siswa Sekolah Menengan Pertama (SMP). Penelitian ini mempunyai tujuan untuk mengetahui analisis strategi penguatan literasi dan numerasi sebagai sarana pendukung merdeka belajar sebagai wujud dukungan terhadap pemerintah dalam mensukseskan kurikulum merdeka dalam kebijakan merdeka belajar di SMP. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi pustaka. Analisis dilakukan dengan mengkaji dan memperoleh data dari beberapa sumber rujukan yaitu artikel, jurnal, buku, berita dan hasil penelitian sebelumnya yang relevan, buku-buku penunjang yang sesuai tujuan penelitian, dan kebijakan pemerintah terkait dengan merdeka belajar serta penguatan literasi dan numerasi di SMP. Hasil penelitian ini merupakan strategi dalam rangka peningkatan literasi dan numerasi sebagai bentuk kerjasama antar berbagai pihak sehingga dalam pelaksanaannya melibatkan berbagai pihak yang saling mendukung antara lain siswa, guru, sekolah, kepala sekolah, pemerintah, dan orangtua. Pemerintah untuk mewujudkan merdeka belajar menerapkan program-program yang bermakna yaitu gerakan literasi numerasi sekolah, pembentukan Team Literasi Sekolah (TLS), Asesmen Kompetensi Minimum (AKM), menggerakkan komunitas praktisi, melibatkan pihak ketiga serta untuk menjalankan program-program yang dilakukan oleh sekolah dengan melibatkan siswa secara langsung sebagai penguat literasi dan numerasi mereka.
PENGARUH REALISTIC MATHEMATICS EDUCATION (RME) BERBASIS MULTISENSORI TERHADAP PEMAHAMAN KONSEP DAN DISPOSISI MATEMATIS SISWA SEKOLAH DASAR Dessy Trisnawati; Ririn Widiyasari; Viarti Eminita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40469

Abstract

This study examines the effect of Realistic Mathematics Education (RME) with a multisensory approach on conceptual understanding and mathematical disposition among sixth-grade elementary students studying spatial structures (cubes and blocks). Employing a quasi-experimental nonequivalent control group pretest-posttest design, the research involved 74 students from SDN Jatimulya 11 Bekasi (37 experimental group, 37 control group). Instruments included a conceptual understanding test (30 items, reliability α>0.70) and a mathematical disposition questionnaire (30 Likert-scale items), analyzed using descriptive statistics, assumption tests (normality, homogeneity), MANOVA, and independent t-tests. Results revealed that the experimental group's posttest mean for conceptual understanding was 82.84 (SD=8.29), significantly higher than the control group's 68.51 (SD=10.06), while mathematical disposition scores were 119.05 (SD=9.41) versus 102.05 (SD=10.79). MANOVA confirmed a significant multivariate difference (Wilks' Lambda p<0.001), supported by t-tests (p<0.05 for both variables). In conclusion, multisensory RME effectively enhances conceptual understanding and mathematical disposition simultaneously, recommended for elementary mathematics instruction under the Merdeka Curriculum.
PENGARUH STRATEGI GAMIFIKASI DENGAN PENDEKATAN PEMBELAJARAN MENDALAM TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SD KELAS V KECAMATAN WARU Kartika Dwi Astuti; Muhamad Sofian Hadi; Viarti Eminita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41912

Abstract

This study aims to analyze the effect of gamification strategies with an immersive learning approach on the critical thinking skills of fifth-grade elementary school students in Waru District. The background of this study is the low critical thinking skills of students caused by teacher-centered learning, the lack of innovative strategies, and the suboptimal use of immersive learning approaches. The gamification strategy was chosen because it can increase motivation and learning engagement through game elements, while the immersive learning approach encourages conceptual understanding, reflection, and higher-order reasoning. This study used a quasi-experimental method with a pretest–posttest design in several elementary schools in Waru District. The research sample was fifth-grade students determined through relevant sampling techniques. Data collection was carried out through critical thinking ability tests, observation, and documentation. The test instruments were designed based on critical thinking indicators including interpretation, analysis, evaluation, and inference. Validity and reliability tests of the instruments were conducted before use. Data were analyzed using inferential statistical tests, including difference tests and repeated measures ANOVA to examine the effect of treatment and differences between schools. The expected results of this study are an increase in critical thinking skills in students who are taught using immersive learning-based gamification strategies compared to conventional learning, as well as differences in the level of improvement between schools. This research is expected to provide theoretical and practical contributions to the development of innovative learning strategies in elementary schools to strengthen students' critical thinking skills.
Co-Authors Dessy Trisnawati Kartika Dwi Astuti Muhamad Sofian Hadi Widiyasari, Ririn