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All Journal Journal on Education Instructional Development Journal Tsaqila Jurnal Pendidikan dan Teknologi
Mesra Wati Ritonga
Universitas Al Washliyah Labuhanbatu
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Experiential Function in Students’ Writing Recount Text Muhammad Fauzi Romadhon Marpaung; Raden Sri Ayu Ramadhana; Defri Rahmat; Mesra Wati Ritonga; Shabrina Rasyid Munthe
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7062

Abstract

The research was aimed to find out the experiential function in recount text of MA Ar-Royyan students. This research was conducted by qualitative data analysis. The subject of this study were the students of MA Ar-Royyan. They were as the source of the data in the research. The data was the recount text of the students’ writing assignment of tenth grade of MA Ar-Royyan. The conclusion in the study were: in term of ideational meaning analysis indicates that the students‘ recount texts draw on the students‘ experience in particular place and time. The occurrence of process, participants and circumstances are exist in the students‘ recount texts. From the text, there are some process that were realized in the students‘ recount texts such as material, mental, existential, relational process. Not all of the process existed in the students’ text. They used some circumstances such as extent, location, manner and accompaniment. In term of ideational meaning, the process drives the students to choose the right vocabularies in composing their texts. Then from the textual meaning, the students are able to coherent the paragraph in their texts.
Pantun-Based Cognitive Activation And Local Inquiry: Enhancing Mathematical Critical Thinking Through Bilah Panai Cultural Practices Endi Zunaedy Pasaribu; Mesra Wati Ritonga; Zul Amry; Edy Surya
Tsaqila | Jurnal Pendidikan dan Teknologi Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/tjpt.v6i1.642

Abstract

Mathematical critical thinking is a fundamental competency in mathematics education; however, instructional practices often provide limited opportunities for students to engage in reasoning, inquiry, and reflective thinking. While ethnomathematics has been increasingly integrated into mathematics learning, most studies emphasize cultural artifacts as contextual resources rather than cultural practices as mechanisms of thinking. This study explores the role of Bilah Panai cultural practices, namely pantun and merisik/telangkai, in enhancing students’ mathematical critical thinking skills. Pantun was implemented as a cognitive activation strategy to stimulate prior knowledge and interpretation, whereas merisik/telangkai was adapted as a local inquiry process that encouraged investigation, discussion, argumentation, and collaborative problem solving. The study involved Grade 10 students participating in mathematics learning activities grounded in Bilah Panai cultural practices. Data were collected through classroom observations, students’ mathematical critical thinking assessments, and learning activity documentation. The findings indicate that pantun supported students in identifying mathematical ideas and constructing initial interpretations, while merisik/telangkai facilitated reasoning, analysis, and problem-solving processes. These cultural practices created meaningful learning experiences and promoted active engagement in mathematical inquiry. The study highlights the potential of local cultural practices to function not merely as learning contexts but as cognitive and inquiry mechanisms that support the development of mathematical critical thinking. This finding contributes to the advancement of ethnomathematics and culturally responsive mathematics education. Quantitative findings showed an improvement in students’ mathematical critical thinking scores from a mean pretest score of 58.60 to a mean posttest score of 88.20, yielding a high normalized gain score (g = 0.715). Keywords: Mathematical Critical Thinking; Ethnomathematics; Bilah Panai Culture; Pantun; Local Inquiry; Culturally Responsive Mathematics Education.
Analisis Kesiapan Guru Peserta Diklat dalam Pemanfaatan Teknologi pada Pembelajaran Mendalam Siska Yulia Rahmi; Mesra Wati Ritonga
Instructional Development Journal Vol. 8 No. 3 (2025): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

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Abstract

Penelitian ini didasari oleh pentingnya kajian empiris yang secara spesifik menilai kesiapan guru peserta diklat dalam memanfaatkan teknologi pada pembelajaran mendalam. Tujuan penelitian adalah menganalisis tingkat kesiapan guru dalam pemanfaatan teknologi pada pembelajaran mendalam serta hubungan antar indikator kesiapan. Pendekatan penelitian yang digunakan adalah deskriptif kuantitatif dengan instrumen angket yang terdiri dari 40 butir pernyataan. Data dikumpulkan melalui survei daring kepada 33 orang guru SMK peserta diklat pembelajaran mendalam. Data dianalisis menggunakan statistik deskriptif dan analisis korelasi pearson untuk melihat hubungan antar indikator. Hasil penelitian menunjukkan tingkat kesiapan guru SMK peserta diklat secara umum berada pada kategori tinggi dengan rata-rata 4,109. Indikator sikap terhadap inovasi digital dan pemahaman konsep teknologi memperoleh skor tertinggi (4,39 dan 4,29), menandakan bahwa guru memiliki pandangan positif dan pemahaman yang kuat terhadap pentingnya teknologi dalam mendukung pembelajaran mendalam. Sebaliknya, indikator pengalaman dan pengembangan profesional menunjukkan skor terendah (rata-rata 3,75), yang mengindikasikan perlunya peningkatan pengalaman praktik digital melalui pelatihan lanjutan. Hasil uji korelasi menunjukkan hubungan positif dan signifikan antar seluruh indikator kesiapan, dengan korelasi tertinggi antara pemahaman konsep teknologi dan sikap terhadap inovasi digital (r = 0,931). Temuan ini menegaskan bahwa kesiapan guru bersifat multidimensional dan integratif, di mana peningkatan pemahaman konseptual dan sikap inovatif akan berdampak langsung pada kemampuan guru dalam merancang pembelajaran digital berbasis pembelajaran mendalam. Implikasi dari hasil penelitian menunjukkan bahwa pengembangan diklat guru SMK dan kebijakan Pendidikan vokasi perlu diarahkan pada penguatan pengalaman praktik digital, pendampingan berkelanjutan, serta dukungan ekosistem sekolah untuk memastikan integrasi teknologi yang bermakna dalam pembelajaran mendalam.
Co-Authors Defri Rahmat Edy Surya Endi Zunaedy Pasaribu Muhammad Fauzi Romadhon Marpaung Raden Sri Ayu Ramadhana Shabrina Rasyid Munthe Siska Yulia Rahmi Zul Amry