Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Kontinu: Jurnal Penelitian Didaktik Matematika JURNAL EDUCATION AND DEVELOPMENT Bima Abdi: Jurnal Pengabdian Masyarakat TEKIBA : Jurnal Teknologi dan Pengabdian Masyarakat
Mutiara Sani
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
EKSPLORASI EPISTEMIC COGNITION SISWA KELAS 8 DALAM MENYELESAIKAN MASALAH MATEMATIKA Imam Rofiki; Puguh Darmawan; Slamet Slamet; Sri Wahyuni; Syekha Vivi Alaiya; Mutiara Sani
JURNAL EDUCATION AND DEVELOPMENT Vol 12 No 3 (2024): Vol 12 No 3 September 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i3.6316

Abstract

Penelitian ini bertujuan untuk mengeksplorasi epistemic cognition siswa dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian kualitatif dengan desain studi kasus jamak. Penelitian ini melibatkan 52 siswa kelas 8 Sekolah Menengah Pertama. Siswa diberikan lembar tugas pemecahan masalah matematika dan diminta untuk menyelesaikannya. Kemudian, peneliti mewawancarai siswa. Data yang diperoleh dianalisis untuk memperoleh karakterisasi epistemic cognition siswa. Penelitian ini menemukan bahwa epistemic cognition dikategorikan menjadi dua jenis/kategori, yaitu epistemic cognition global dan epistemic cognition lokal. Epistemic cognition global terjadi ketika siswa menggunakan strategi metakognisi global, strategi pemecahan masalah, dan tipe justifikasi own explanation (atau rule). Sementara, epistemic cognition lokal terjadi ketika siswa menggunakan strategi metakognisi lokal, strategi pemecahan masalah, dan tipe justifikasi procedural description (atau assumption, vague/ broad statement). Temuan penelitian ini dapat dijadikan sebagai bahan pertimbangan bagi guru dalam merancang strategi pembelajaran yang dapat mengembangkan epistemic cognition siswa.
Lesson Study as a Strategy to Improve Mathematics Learning Based on the Learning Styles and Levels of Understanding of Middle School Students Imam Rofiki; Puguh Darmawan; Slamet Slamet; Sri Wahyuni; Syekha Vivi Alaiya; Mutiara Sani
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.319-349

Abstract

Mathematics learning must consider students’ diverse needs to achieve optimal outcomes, including differences in learning styles, levels of understanding, and learning difficulties. Applying Bloom’s Taxonomy helps teachers design more effective strategies, yet many still neglect thorough planning, treating it as a yearly routine. To overcome this, teacher collaboration is essential. This study aimed to facilitate a lesson study involving mathematics teachers from the Mathematics Teachers’ Association (MGMPS) in Banyuwangi, junior high school students, pre-service teachers, and mathematics education lecturers. Using a descriptive qualitative approach, the research was conducted at a junior high school in Banyuwangi. The research used qualitative analysis with observations, reflections, and triangulation to align teaching strategies with students’ learning styles and understanding levels. The findings show that lesson study effectively enhances mathematics learning by accommodating students’ learning diversity. Through the stages of planning, observation, and reflection, teachers developed more responsive and differentiated lessons. Moreover, lesson study promoted professional growth among teachers through collaboration and reflective practice. Overall, lesson study provides a sustainable and adaptive approach to fostering inclusive and high-quality mathematics learning.  Keywords: Lesson study, learning style, mathematics learning
Pemanfaatan Lumi H5P dalam Produksi Scientific Learning Kit untuk Penguatan Kompetensi Profesional Guru SD Puguh Darmawan; Imam Rofiki; Slamet Slamet; Asfira Zakiatun Nisa; Syekha Vivi Alaiya; Sri Wahyuni; Mutiara Sani; Siti Aisyah; Isfina Adiyah
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 4 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i4.5481

Abstract

Kegiatan pengabdian masyarakat ini dilakukan untuk memperkuat kompetensi profesional guru SD dalam pemanfaatan Lumi H5P dalam produk Scientific Learning Kit. Metode yang digunakan adalah pendekatan Participative Action Learning and Community Empowerment dan Product Based Workshop (pendekatan pelatihan berbasis produk), Hands-On Training, Pendampingan, dan Evaluasi. Peserta kegiatan terdiri dari 19 (tiga belas) guru dan pengawas SD yang berpartisipasi dalam pelatihan, praktik pengembangan media interaktif Lumi H5P dan penyusunan Scientific Learning Kit media interaktif dan instrumen asesmen. Hasil kegiatan menunjukkan, bahwa seluruh peserta telah berhasil menghasilkan produk pembelajaran digital sesuai konteks pembelajaran sekolah dasar. Kegiatan evaluasi yang dilakukan mendapatkan rata-rata skor 3,89 pada skala 4,00 (97,4%) dengan 84,2% peserta memberikan penilaian maximum untuk seluruh aspek evaluasi. Selain itu, 47,4% peserta merekomendasi untuk program yang sama dilaksanakan secara berkelanjutan (kontinu). Pemanfaatan Lumi H5P ini telah menunjukkan potensi dalam pengembangan kompetensi profesional guru bahwa Scientific Learning Kit yang interaktif, kontekstual, dan siap diimplementasikan dalam pembelajaran di SD dapat dihasilkan. Pengabdian selanjutnya diarahkan kepada: a) Pendampingan implementasi Scientific Learning Kit di kelas, b) Pengembangan materi H5P lebih interaktif yang sesuai dengan kebutuhan guru, dan c) penguatan komunitas praktik KKG sebagai wadah berbagi dan penyempurnaan produk pembelajaran secara berkelanjutan.
Asesmen Pembelajaran SD Melalui Artificial Intelligence Berbantuan Zep Quiz Berbasis Adventure Game-Based Learning Imam Rofiki; Puguh Darmawan; Susiswo; Barep Yohanes; Syekha Vivi Alaiya; Mutiara Sani; Sri Wahyuni
TEKIBA : Jurnal Teknologi dan Pengabdian Masyarakat Vol. 6 No. 3 (2026): TEKIBA : Jurnal Teknologi dan Pengabdian Masyarakat (September)
Publisher : Fakultas Teknik, Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/tekiba.v6i3.9663

Abstract

Teachers’ limited capacity to develop engaging and adaptive digital assessments, coupled with the underutilization of artificial intelligence (AI), provided the basis for this community service program. The program aimed to improve teachers’ understanding and digital literacy in developing AI-assisted learning assessments using Zep Quiz within an adventure game-based learning approach. It was implemented at SDN 5 Mojolangu with teachers from the elementary school and Islamic elementary school teachers’ working group (KKG) in Lowokwaru District. The program comprised five stages: socialization, training, technology implementation, mentoring and evaluation, and sustainability planning. Its outcomes were evaluated using attendance records, questionnaires measuring understanding, perceived improvement in digital literacy, and program meaningfulness, as well as the products submitted by participants. The program involved 20 teachers, exceeding the initial target of 15 participants. The evaluation results showed a mean understanding score of 3.85 on a four-point scale, categorized as very high; a mean perceived digital literacy improvement score of 3.80, categorized as a substantial improvement; and a mean program meaningfulness score of 4.00, categorized as highly meaningful. All participants successfully developed and submitted 20 Zep Quiz products. These findings indicate that practice-oriented training and mentoring can help teachers integrate pedagogical considerations with technological skills in assessment development. Program sustainability will be supported through classroom trials, peer reviews within the KKG forum, and periodic evaluations to promote the independent and continuous use of digital assessment.
Co-Authors Asfira Zakiatun Nisa Barep Yohanes Imam Rofiki Isfina Adiyah Puguh Darmawan Siti Aisyah Slamet Sri Wahyuni Sri Wahyuni Sri Wahyuni Susiswo Syekha Vivi Alaiya