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All Journal AlphaMath: Journal of Mathematics Education EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA JURNAL EDUCATION AND DEVELOPMENT English Language Teaching Educational Journal Jurnal Didaktika Dwija Indria Jurnal Evaluasi dan Pembelajaran Jurnal Ilmiah Ekonomi Manajemen : Jurnal Ilmiah Multi Science Jurnal Visi Manajemen (JVM) Jurnal Pendidikan Guru Sekolah Dasar Indonesian Science Education Journal (ISEJ) Women, Education, and Social Welfare Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)
Rabiyatul Adawiyah Siregar
Universitas Lampung
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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MANAJEMEN PENGELOLAAN KELAS DALAM PEMBELAJARAN FISIKA DI SMA NEGERI 5 PADANGSIDIMPUAN Mutiara Mutiara; Nenni Faridah Lubis; Emmi Juwita Siregar; Rabiyatul Adawiyah Siregar; Ramanda Futri Nainggolan; Hesty Anjani; Bayu Anggina; Sahra Khoirunnisa Dalimunthe; Seri Irawati Batubara
Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 11, No 1 (2026): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/eksakta.v11i1.1-8

Abstract

Penelitian ini bertujuan untuk mengetahui manajemen pengelolaan kelas dan minat belajar siswa dalam pembelajaran fisika di SMA Negeri 5 Padangsidimpuan. Metode dalam penelitian ini adalah menggunakan metode deskriptif. Sampel penelitian diambil secara random sampling yaitu sebanyak 29 siswa, dan berdasarkan uji statistik data yang diperoleh berdistribusi normal. Instrumen pada penelitian ini adalah berupa lembar angket pengelolaan kelas dan angket minat belajar siswa, serta lembar wawancara secara mendalam guru fisika. Hasil analisis data memperlihatkan bahwa persentasi  pengelolaan kelas adalah sebesar 62,48% termasuk kategori cukup baik, dan minat belajar sebesar 67,66% juga termasuk kategori cukup baik. Data ini menunjukkan bahwa proses pengelolaan kelas dan minat belajar siswa dalam pembelajaran fisika di SMA Negeri 5 Padangsidimpuan sudah berjalan cukup efektif, meskipun masih terdapat keterbatasan dalam peningkatan agar kategori sangat baik dapat tercapai.
PROFIL PEDAGOGICAL CONTENT KNOWLEDGE (PCK) MAHASISWA CALON GURU KIMIA DALAM MERANCANG PEMBELAJARAN KIMIA SEKOLAH BERBASIS MEDIA DIGITAL Nenni Faridah Lubis; Mutiara Mutiara; Seri Irawati Batubara; Rabiyatul Adawiyah Siregar; Emmi Juwita Siregar; Seri Asmaidah
Jurnal Education and Development Vol 14 No 2 (2026): Vol 14 No 2 Mei 2026
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v14i2.8158

Abstract

Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan profil Pedagogical Content Knowledge (PCK) mahasiswa calon guru kimia dalam merancang pembelajaran kimia sekolah berbasis media digital pada mata kuliah kimia sekolah di Program Studi Pendidikan Kimia Fakultas PMIPA Institut Pendidikan Tapanuli Selatan. Metode dalam penelitian adalah metode campuran (mixed method) yang mengintegrasikan data kuantitatif dan kualitatif secara bersamaan. Subjek penelitian ini adalah enam mahasiswa semester VI yang mengikuti mata kuliah kimia sekolah. Data kuantitatif diperoleh melalui analisis modul ajar dan media digital berbasis lima komponen Magnusson et al.(1999), sedangkan data wawancara kualitatif diperoleh melalui wawancara mendalam. Hasil penelitian menunjukkan bahwa profil PCK mahasiswa berada pada kategori baik dengan rata-rata skor modul ajar 3,25 dan skor media digital 3,14 serta rata-rata skor komponen PCK adalah 3,20 pada skala 1-4. Komponen PCK terkuat adalah orientasi mengajar kimia dengan skor 3,42 (kategori sangat baik) sedangkan komponen lainnya masih berada pada kategori baik dengan tingkat kekuatan yang belum sepenuhnya merata antar mahasiswa. Temuan kualitatif menegaskan bahwa mahasiswa telah memiliki orientasi dan pemahaman kurikulum yang relatif kuat, namun masih beragam dalam mengidentifikasi miskonsepsi siswa, mengintegrasikan media digital secara fungsional, dan merancang asesmen formatif yang selaras dengan tujuan pembelajaran. Hasil ini menegaskan bahwa pengembangan PCK calon guru kimia masih memerlukan penguatan, khususnya pada aspek integrasi teknologi pedagogis dalam perancangan pembelajaran.
Additive, not conditional: Text difficulty, self-efficacy, and classroom climate as predictors of reading anxiety in Indonesian EFL higher education Eva Faliyanti; Risma Margaretha Sinaga; Rabiyatul Adawiyah Siregar; Budi Kadaryanto; Irma Lusi Nugraheni
English Language Teaching Educational Journal Vol. 9 No. 2 (2026): IN PROGRESS
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16363

Abstract

Foreign language reading anxiety (FLRA) is a persistent affective barrier in EFL contexts, yet research in Indonesia has remained largely descriptive, ranking the sources of anxiety without testing whether they predict FLRA inferentially or whether learner and classroom resources alter their impact. This study addressed both questions through moderated multiple regression with 178 EFL undergraduates (semesters 3–6) at a university in Lampung, Indonesia, using six adapted instruments. The central finding was not the one anticipated. Neither reading self-efficacy nor classroom supportive climate moderated any relationship between text difficulty and FLRA (all p ≥ .53; ΔR² = .002), and a sensitivity analysis confirmed that the design could detect interactions of f² ≥ .045, so conditional effects of practical magnitude can be excluded although smaller ones cannot. Instead, both resources operated additively rather than conditionally, reducing FLRA directly and uniformly (self-efficacy b = −0.221; classroom climate b = −0.188) and adding 10.4% of explained variance. Among the predictors, performance worry dominated (b = 0.389, f² = .350), outweighing vocabulary difficulty and topic familiarity; together the three explained 46.4% of FLRA variance. Confidence and a supportive climate therefore appear to lower the anxiety baseline without blunting specific text-difficulty triggers. Indonesian EFL instruction should reduce the evaluative stakes of reading tasks directly rather than relying on affective resources to buffer them.
Identifying Students' Difficulties in GeoGebra-Assisted Analytic Geometry Learning: Symbolic Abstraction and Visual Conceptual Gaps Rina Agustina; Sugeng Sutiarso; Rangga Firdaus; Rabiyatul Adawiyah Siregar; Caswita Caswita; Sunyono Sunyono; Hasan Hariri
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 2, November 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i2.30316

Abstract

This study investigates the use of GeoGebra in learning analytical geometry in college, focusing on conceptual and cognitive barriers. Urgency: The main gaps identified were students' difficulty constructing symbolic abstractions before Visualization, as well as gaps between visual representation and symbolic reasoning. Objective: This study aims to identify these barriers and propose a pedagogical framework to optimize GeoGebra integration in learning. Method: The research used a qualitative case study design involving 199 respondents from seven universities in Lampung. Data were collected through an open-ended questionnaire (Google Form) and analyzed using the Miles and Huberman approach, triangulating sources to ensure data validity. All 199 participants' responses were included in the initial analysis. In the reduction phase, responses were systematically screened, categorized, and grouped into emerging themes aligned with the research questions, ensuring that only relevant data reflecting the conceptual and cognitive aspects of GeoGebra use were retained. Conclusions: The results of the data analysis showed that: (1) students had difficulty constructing symbolic abstractions before Visualization and (2) there was a gap between visual representation and symbolic reasoning, where students could draw graphs but could not relate them to the underlying mathematical concepts. Novelty: A four-stage pedagogical model was proposed: conceptual clarification, guided symbolic structuring, dynamic visual mapping, and reintegrative reflection. Contribution: This study suggests a learning design that explicitly integrates symbolic and visual representations, using GeoGebra as a cognitive tool to improve conceptual understanding in analytical geometry.
Conceptualizing Deep-Inquiry Through Mindful, Meaningful, and Joyful Learning: An Exploratory Study of Elementary School Teachers’ Perceptions Rabiyatul Adawiyah Siregar; Hasan Hariri; Alif Luthvi Azizah; Eva Faliyanti; Asep Hardiyanto; Rina Agustina; Didi Sudarmansyah
Women, Education, and Social Welfare Vol. 3 No. 4 (2026): October- December 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i4.796

Abstract

Deep Inquiry requires more than investigative and collaborative activities. Its depth also depends on learners’ ability to construct meaning, reflect on their thinking processes, and sustain engagement throughout learning. However, the relationship between Mindful, Meaningful, and Joyful (MMJ) Learning and the dimensions of Deep Inquiry as a basis for developing a conceptual framework in elementary education has received limited empirical attention. This study aimed to conceptualize Deep Inquiry through the lens of MMJ Learning based on elementary school teachers’ perceptions. An exploratory quantitative design was employed with 200 elementary school teachers. Data were collected using a 21-item Deep Inquiry instrument and a 42-item MMJ Learning instrument. Data were analyzed using descriptive statistics and Pearson’s correlation to examine perceived implementation levels and relationships among dimensions. The results indicated that the perceived implementation of Deep Inquiry was high (, ), although it varied across dimensions. Investigation and Digital Literacy () and Collaboration and Open Discussion () recorded the highest scores, whereas Connection and Categorization () and Initiation and Curiosity () received relatively lower scores. MMJ Learning was also perceived as highly implemented (, ), with Joyful Learning achieving the highest score (). Deep Inquiry and MMJ Learning were positively and significantly correlated (, ). These findings support a conceptual framework integrating cognitive depth, metacognitive regulation, and affective-social engagement.
Co-Authors Adelia Praseiyani Alif Luthvi Azizah Amarulloh Amarulloh Andika Purbaya Anistia Rizki Khoirun Nisa Armansyah Lubis Asep Hardiyanto Bayu Anggina Budi Kadaryanto Caswita Caswita Devi Kelana Rindu Bintara Didi Sudarmansyah Dinda Mulia Saputri Dwi Yulianti Emmi Juwita Siregar Emmi Juwita Siregar Eva Faliyanti Eva Faliyanti Handoko Handoko Hariri, Hasan Hesty Anjani Ihya Ghulam Halim Ila Rosilawati Irma Lusi Nugraheni Juli Astati Siregar Lubis, Nenni Faridah Mohammad Ahdiat Mutiara Mutiara Mutiara Mutiara Nabila Nur Fauzia Nenni Faridah Lubis Novalia Novalia Nur Ridha Utami Nurwahidin, Muhammad Panusunan Panusunan Ramanda Futri Nainggolan Rangga Firdaus Rapani Rapani Rina Agustina Rina Agustina Risma Margaretha Sinaga Sahra Khoirunnisa Dalimunthe Seri Asmaidah Seri Irawati Batubara Seri Irawati Batubara Setyarini, Marina Shelly Shelly Shelly Silvia Novi Fitriana Sugeng Sutiarso Sumarti Sumarti Sunyono - - Sunyono Sunyono Sunyono Suyono Suyono Undang Rosidin Widia Nata Saputri Yunni Arnidha