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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Pythagoras: Jurnal Matematika dan Pendidikan Matematika Journal of Educational Science and Technology Jurnal Elemen Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) REiD (Research and Evaluation in Education) Beta: Jurnal Tadris Matematika Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Psychology, Evaluation, and Technology in Educational Research Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Manajemen JLA (Jurnal Lingua Applicata) Indonesian Journal of Educational Assesment Journal Of World Science Al-Hijr: Journal of Adulearn World Jurnal Edumatic : Jurnal Pendidikan Matematika Global Journal of Educational Technology (GJET)
Djidu, Hasan
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Sembilanbelas November Kolaka, Kolaka, Indonesia
Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Social Sciences Other

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Kendala Dalam Pembelajaran Matematika Secara Daring Ni Kadek Dewi Supariani; Rinda Rinda; Rina Herlianti; Hasan Djidu
Jurnal Edumatic : Jurnal Pendidikan Matematika Vol 2 No 01 (2021): Jurnal Edumatic: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan matematika STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/edumatic.v2i01.466

Abstract

Abstrak— Penelitian ini bertujuan untuk mengemukakan kesulitan pembelajaran matematikasiswa melalui sistem pembelajaran online. Pembelajaran daring masih dianggap sangat sulitbagi siswa karena terkendala jaringan dan kuota. selain itu dalam pembelajaran matimatikajuga masiih dianggap masih sangat sulit karena siswa masih kebingunan dan sulit dalammemahami penjelasan guru, takut bertanya karena takut di hina, kesulitan dalammenyelesaikan soal, tidak dapat menyimpulkan materi yang dipelajar. Hal inilah yangmenyebabkan kesulitan dalam pembelajaran matematka secara daring. Jumlah artikel jurnalyang digunakan adalah 26 yang terdiri dari 9 jurnal internasional dan 17 jurnal nasional.Pencarian jurnal menggunakan google scholar dan Jstor. Keyword yang digunakan adalahpembelajaran daring dan kesulitan pembelajaran matematika. Adanya pandemi covid-19 saatini menuntut semua sistem pendidikan dilakukan secara daing. Dalam perubahan sistempembelajaran dari tatap muka berubah pembelajaran secara daring menyebabkan kesulitanbelajar pada siswa. kesulitan belajar adalah suatu kondisi dalam pembelajaran yang ditandaioleh hambatan-hambatan tertentu untuk mencapai hasil belajar. Pembelajaran matematikayang dianggap sulit oleh siswa menyebabkan siswa putus asa dalam mengerjakan tugas.
Kemampuan Literasi Matematis Siswa :Sebuah Studi Literatur Risnanang Kurniawan; Hasan Djidu
Jurnal Edumatic : Jurnal Pendidikan Matematika Vol 2 No 01 (2021): Jurnal Edumatic: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan matematika STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/edumatic.v2i01.468

Abstract

Abstrak— Penelitian ini bertujuan untuk mengumpulkan informasi tentang kemampuanliterasi matematis siswa. Dalam studi literatur ini menggunakan 29 jurnal sebagai referensi.26 jurnal internasional dan 3 jurnal nasional. Semua referensi tersebut diperoleh dengan caramenggunakan mesin pencarian google Scholar, menggunakan kata kunci “Kemampuanliterasi matematis siswa” dan “Students mathematical literacy skills”. Dalam penelitian inimenghasilkan bahwa secara umum, kemampuan literasi matematis terdiri dari merumuskanmasalah secara sistematis, menalar, memecahkan masalah. Kemampuan literasi matematissiswa dapat diukur dengan menggunakan jenis soal konten, konteks, dan proses. Untukmemiliki kemampuan literasi matematis, siswa harus melakukan aktivitas pembelajaranlieterasi matematis dan membiasakan diri dalam menyelesaikan soal berorientasi PISA.Ketercapaiannya dapat didukung oleh model pembelajaran PBL, STEM, dan RME. Siswayang memiliki kemampuan literasi matematis akan dapat menggunakan pemahamannya untukmerumuskan masalah secara sistematis, menalar dengan logis, dan memecahkan masalahdalam kehidupan sehari-hari.
Kecemasan Matematis: Karakteristik, Dampak, Dan Solusi Mengatasinya Anugrah Nurhidayat; Hasan Djidu
Jurnal Edumatic : Jurnal Pendidikan Matematika Vol 3 No 01 (2022): Jurnal Edumatic: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan matematika STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/edumatic.v3i01.480

Abstract

Abstrak-Artikel ini merupakan review literatur yang membahas mengenai kecemasan matematika siswayang berfokus pada perasaan takut, was-was dan khawatir yang berlebih terhadap pembelajaranmatematika serta.kiat-kiat dalam mengatasinya. Artikel yang digunakan pada review literatur ini adalahartikel penelitian yang dipilih dari database beragam jurnal pada situs google scholar denganmenggunakan kata kunci kecemasan matematika”. Pencarian artikel jurnal ini dibatasi pada tahun 2011-2020 sehingga ditemukan sebanyak 30 jurnal yang sesuai dengan topik yang ingin diangkat. Adapunjurnal itu sendiri terdiri dari 22 jurmal berstandar internasional dan 8 jurnal berstandar nasional. Hasilanalisis artikel jurnal menunjukkan bahwa terdapat beberapa hal yang menjadi sebab terganggunya fisikdan mental siswa dengan kecemasan matematika yang tinggi, serta teradapat beberapa kiat dalammengatasi kecemasan matematika tersebut diantara yaitu: 1) menyajikan pemahaman secara rasional, 2)menumbuhkan rasa percaya diri, 3) meminimalisir pemikiran buruk terhadap matematika, 4)menggunakan beberapa metode saat belajar matematika, 5) mengedepankan apspek konseptual, 6)menghadirkan perasaan senang saat belajar matematika, 7) menghadirkan matematika dalam kehidupansehari. 8) menumbuhkan rasa tanggung pada diri siswa. Selanjutnya, terdapat beberapa faktor yangmempengaruhi kecemasan matematika diantaranya ialah ketakutan berlebih terhadap matematika.Dengan adanya permasalahan itu, tentulah akan terjadi gangguan pada proses konsentrasi siswa dalampembelajaran yang kemudian berdampak pada hasil belajar matematika siswa yang rendah
Online learning in the post-Covid-19 pandemic era: Is our higher education ready for it? Djidu, Hasan; Mashuri, Sufri; Nasruddin, Nasruddin; Sejati, Andri Estining; Rasmuin, Rasmuin; Ugi, La Eru; Arua, Afudin La
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 2: July 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v5i2.479

Abstract

This study aimed to describe the challenges of higher education in implementing online learning during the pandemic Covid-19 outbreak. This study was a qualitative research with a phenomenological approach. Data were collected from 408 students and 20 Lectures from 6 public universities and 6 private universities in Java, Sumatera, Kalimantan, Sulawesi, Nusa Tenggara, and Maluku, by filling out online questionaires and in-depth interviews via social media. The process of data analysis was data reduction, identifying themes, mapping interrelationships between themes, and concluding findings The results of data analysis showed that there were two main challenges, both for lecturers and students. First, limited resources, such as electronic devices (laptops/smartphones/others), learning resources, electricity, and internet connections. Second, lack of knowledge/skills on how to use the online learning media, finding and/or providing learning resources, managing online learning, providing online measuring tools, and carrying out online assessments. This condition has the greatest impact on students from low economic families, and who live in areas with limited access to learning facilities, such as electricity, and internet connections. Most of them lose learning opportunities because of these limitations.  Third, the difficulty of time management during the online learning period.
Quality of Performance Assessment Instruments for Educators in Higher Education: Implementation of Factor Analysis And Generalizability Theory Djidu, Hasan; Istiyono, Edi; Widihastuti, Widihastuti
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 2: July 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i2.716

Abstract

Assessing the quality of learning in higher education is one of the efforts to ensure its standards. Typically, the assessment of the quality of learning implementation involves observation by multiple raters. This study aims to provide construct validity evidence and estimate the reliability of performance assessment instruments for educators in higher education. 225 second-year and third-year students from the Faculty of Education participated as raters, evaluating the performance of educators in their teaching practices. Forty assessment items were used to evaluate the performance of 19 instructors. Exploratory Factor Analysis (EFA) and Generalizability Theory (G-Theory) were employed to examine the quality of the performance assessment instruments. The EFA analysis resulted in the identification of five factors that contribute to educators' performance in teaching: (1) readiness and planning, (2) pedagogy and professionalism, (3) personality, (4) social relationships within the classroom, and (5) social relationships beyond the classroom, collectively explaining 67.671% of the variance. Of the 40 assessment items, 37 demonstrated construct validity, while three required revisions. These findings indicate the alignment between the instrument's factors and the formulated theory of teaching competence. The reliability of the measurements was estimated using G-Theory in RStudio, yielding a relative G coefficient of 0.88 for three raters. The D-Study results indicated that the instrument could be used to assess performance, with an estimated generalizability coefficient of 0.738, requiring a minimum of five raters for each person (educator) being evaluated. We recommend employing G-Study and D-Study to determine the number of raters involved in performance assessment as a means of cost and time efficiency in the evaluation process.
Developing an assessment instrument for strengthening the Pancasila student profile in web-based middle school mathematics teaching Hamdi, Syukrul; Murdiyani, Nila Mareta; Muhammad Fauzan; Hasan Djidu; Endar Chrisdiyanto; Zafrullah, Zafrullah
Jurnal Elemen Vol 10 No 3 (2024): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i3.27216

Abstract

This study aims to develop an assessment instrument for strengthening students' Pancasila profile in middle school mathematics teaching, which teachers can use. This research follows a development process using the Plomp model, consisting of three phases. The respondents involved in this study were six experts in mathematics education and information technology, 23 middle school mathematics teachers, and 1,297 students. The research results show that Aiken's V value is 0.89, which exceeds the v-table of 0.630, indicating good validity. The Cronbach Alpha reliability analysis results indicate a strong outcome, with a value of 0.751. Confirmatory factor analysis using the R program showed significant factor loadings with a p-value < 0.05. Apart from that, the achievement percentage for all dimensions is in the good category, with an average achievement of 87.06%. These results prove that the assessment instrument developed is suitable for teachers to measure the strengthening of Pancasila student profiles in mathematics teaching at school. The developed instrument can be used as an effective evaluation tool in mathematics teaching to strengthen the Pancasila Learner Profile and help identify areas that require improvement in teaching to achieve a more balanced profile across all dimensions.
DATA-DRIVEN INSIGHTS INTO LISTENING SKILLS: FUZZY C-MEANS CLUSTERING OF TEVOCS TEST TAKER PROFILES Permatasari, Alfelia Nugky; Haryanto, Haryanto; Djidu, Hasan
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 11, No 2 (2024)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v11i2.5913

Abstract

This article provides a comprehensive analysis of the Test of English for Vocational Students (TEVocS) Listening sections, which include 40 questions spread across four separate sections. The study encompasses a total of 866 participants, and the analytical methodology entails cluster analysis utilizing fuzzy C-means, which is executed through the R programming language. The main goals of this research are to categorize TEVocS test takers based on their English language proficiency, particularly in the area of listening abilities. The findings provide a detailed picture of the performance patterns among individuals taking the test, delivering significant insights for instructors to improve the listening proficiency of test takers.
The Use of Clustering Techniques to Enhance the Accuracy of Islamic Religious Knowledge Assessment Sutoyo, Muh. Nurtanzis; Nasruddin; Hasan Djidu
Al-Hijr: Journal of Adulearn World Vol. 3 No. 4 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v3i4.704

Abstract

This study aims to enhance the accuracy of Islamic religious knowledge assessment among Madrasah students in Kolaka, Indonesia, by applying the K-Means clustering technique. The background of this research is based on the variation in students' understanding of two important aspects: Fiqh and Aqidah Akhlak. The method used includes data collection from 181 students, followed by descriptive analysis and determination of the number of clusters using the Elbow Method. The results show that the optimal number of clusters is three, representing the categories of High, Medium, and Low. After applying K-Means, a Silhouette Coefficient score of 0.548 was obtained, indicating that the student clustering was effective and valid. These findings provide insights for educators to design learning strategies that are more aligned with the students' needs and highlight the importance of using data analysis techniques in education. Thus, this study contributes to the development of more accurate assessment methods in the context of religious education
Development of irtawsi: A User-Friendly R Package for IRT Analysis Susanto, Hari Purnomo; Abadi, Agus Maman; ‎, Haryanto; Retnawati, Heri; Ali, Raden Muhammad; Djidu, Hasan
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol 14, No 1 (2025): JP3I
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v14i1.32091

Abstract

The complexity of the IRT analysis makes it difficult to perform manually, therefore requiring easy-to-use software. While many software options exist for IRT analysis, the high cost of paid software can make it inaccessible for many students and lecturers in Indonesia. While the mirt package provides a complete, free option for IRT analysis, it requires proficiency in the R programming language to use. This study aims to develop an R package for IRT analysis, equipped with a user-friendly interface based on the mirt package, designed to be easy to use for beginners in IRT analysis. The System Development Life Cycle (SDLC) model is used for development, which includes five stages: Planning, Analysis, Design, Implementation, and System. The resulting package is named irtawsi and includes functionality comparable to paid software. This package can calibrate both test and non-test instruments using various IRT models, such as the Rasch, 2PL, 3PL, 4PL, GRM, PCM, and GPCM model. The irtawsi package functionality includes (1) an easy-to-use user interface, (2) automatic interpretation of analysis results, (3) a guide for IRT analysis, (4) recommendations when assumptions are not met, (5) an HTML report format for analysis results,(6) support for two languages (Indonesian and English), (7) it’s free, and (8) can be installed on Windows, macOS, and Linux operating systems.
Implementation of Tai-Type Cooperative Learning to Increase Students' Mathematical Representation Based on The Constructivist Approach Nasruddin, Nasruddin; Mashuri, Sufri; Djidu, Hasan; Jahring, Jahring
Journal of World Science Vol. 2 No. 7 (2023): Journal of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v2i7.354

Abstract

This study aims to determine the average increase in the mathematical representation ability of students who are taught using Team Assisted Individualization (TAI) learning and conventional learning and to see the effectiveness of the TAI learning model with a constructivist approach. The subjects in this study were students of class VIII SMP Negeri 3 Samaturu in the even semester. Sampling was carried out using cluster random sampling technique as the experimental unit selected two research classes. Data analysis techniques using descriptive statistics and inferential statistics. Furthermore, the results of inferential statistics on hypothesis testing using the t-test. Based on the results and discussion in this study, several conclusions were obtained, namely: (1) students' mathematical representation abilities before being taught by the TAI model with a constructivism approach consisting of 19 students showed an average of 14.08, with a standard deviation of 5.78615; (2) students' mathematical representation abilities after being taught using TAI learning with a constructivism approach show an average value of 58.72, with a standard deviation of 7.332761; and (3) Learning mathematics through the TAI learning model is more effective than conventional learning.
Co-Authors Abd Hamid, Harris Shah Agus Maman Abadi Agus Santoso Agus Santoso Ahmad Tarmizi Abd Karim Ali, Rade Muhammad Ali, Raden Muhammad Andri Estining Sejati Anugrah Nurhidayat Apino, Ezi Arua, Afudin La Azzajjad, Muhammad Fath Deni Hadiana, Deni Edi Istiyono Elly Arliani Endar Chrisdiyanto Hari Purnomo Susanto HARYANTO Haryanto Haryanto Heri Retnawati Jahring Jahring Jahring, Jahring Jailani Jailani Jamhari Jamhari Kartianom, Kartianom Kassymova, Gulzhaina K. La Arua, Afudin La Eru Ugi M. Rafi Muh Nurtanzis Sutoyo Muhammad Fauzan Muhardis Muhardis Nasruddin Nasruddin Nasruddin Nasruddin Nasruddin Ni Kadek Dewi Supariani Nila Mareta Murdiyani Pardede, Timbul Permatasari, Alfelia Nugky Permatasari, Alfelia Nugky Rasmuin Rasmuin Rasmuin, Rasmuin Retno Kusuma Ningrum Rina Herlianti Rinda Rinda Risnanang Kurniawan Rosyada, Munaya Nikma Samsul Hadi Sudji Munadi Sufri Mashuri Syukrul Hamdi Widihastuti Yuli Purbaningsih Yusron, Eri Zafrullah, Zafrullah ‎, Haryanto