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All Journal Jurnal Pendidikan Matematika Undiksha Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Karya Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Jurnal Gantang JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika JMM (Jurnal Masyarakat Mandiri) Jurnal Tadris Matematika Transformasi : Jurnal Pendidikan Matematika dan Matematika Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Journal Focus Action of Research Mathematic (Factor M) MATHEdunesa Journal on Education and Teacher Professionalism Jurnal Tadris Matematika Journal on Mathematics Education
Fiangga, Shofan
Universitas Negeri Surabaya
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengembangan Soal Literasi Keuangan di Tingkat SMP Berbasis Google Sites Faiq, Wang Achmad Althof; Fiangga, Shofan
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p939-956

Abstract

Financial literacy is defined as knowledge, skills, and beliefs, which influence attitudes and behaviors to improve the quality of decision-making and financial management to achieve the financial welfare of the community. According to the results of the financial literacy survey on students aged 15-17 years, it shows that the composite financial literacy index is 51.7%, which is quite far behind when compared to the employee group where the composite financial literacy index is 83.22%. This study aims to describe the process of developing Google Sites-based financial literacy questions at the junior high school level and produce 14 Google Sites-based financial literacy questions at the junior high school level. This research is development research using the ADDIE model. The type of data in this study is quantitative data which is in the form of data analysis of the validity of financial literacy questions based on validator assessments, readability test analysis data based on student questionnaire results, and analysis data of question item validity and question reliability based on student test results. In this study, the data collection techniques used were expert validation questionnaires, readability questionnaires, and student test result data. This research developed 14 questions on financial literacy, 3 questions were declared invalid which were then eliminated by the researcher. The results of this study are to produce 11 valid and reliable financial literacy questions at the junior high school level based on Google Sites. Thus, teachers can develop digital-based financial literacy questions independently by paying attention to the developments carried out in this research.
A quantitative investigation of mathematical identity and its components in prospective mathematics teachers Kurniawati, Annisa Dwi; Saputra, Muhammad Rizqi; Fiangga, Shofan
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i2.6373

Abstract

Mathematical identity has become a significant focus in mathematics education research because it influences how individuals perceive themselves as learners and practitioners of mathematics. Theoretical perspectives, including socio-cultural and discourse-based views, suggest that mathematical identity is constructed through personal experience, community recognition, and participation in mathematical practices. However, empirical research on the mathematical identity of prospective mathematics teachers remains limited, particularly studies that quantitatively examine the multiple components of identity before students enter the teaching profession. Addressing this gap, the present descriptive quantitative study investigates the mathematical identity of prospective mathematics teachers. A total of 88 participants completed the questionnaire on mathematical identity, which consisted of 18 items covering interest, recognition, competence, performance, and beliefs about mathematics. The responses were analyzed using descriptive statistical methods, including frequency distributions, mean scores, and categorical classifications. The results showed that 70.45% of prospective mathematics teacher students had a high mathematical identity. Component-level analysis revealed that 78.41% had high interest in mathematics, 55.68% had medium levels of recognition, 48.86% showed high competence beliefs, 92.04% scored high in performance beliefs, and 97.73% held strong positive beliefs about the nature of mathematics. This study contributes to the literature by providing a detailed quantitative profile of mathematical identity among prospective mathematics teachers. The findings suggest that teacher education programs should intentionally design learning environments that provide more opportunities for constructive feedback. Future research should examine the factors that shape and influence the development of mathematical identity, particularly through longitudinal or mixed-method approaches that can capture changes over time and provide deeper explanatory insights.
PELATIHAN PEMBELAJARAN STEM UNTUK MENDUKUNG KOMPETENSI GURU DALAM MERANCANG PEMBELAJARAN MATEMATIKA BERBASIS PROYEK Rahaju, Endah Budi; Suryanti, Sri; Sari, Yurizka Melia; Fiangga, Shofan; Prihartiwi, Nina Rinda
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 1 (2026): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i1.36855

Abstract

Abstrak: Permasalahan utama mitra dalam kegiatan ini adalah rendahnya pemahaman guru SMP di Kabupaten Mojokerto dalam merancang pembelajaran matematika berbasis proyek terintegrasi STEM sesuai tuntutan Kurikulum Merdeka. Kegiatan pengabdian masyarakat ini bertujuan meningkatkan kompetensi guru dalam menyusun modul ajar yang kontekstual, inovatif, dan selaras dengan nilai Profil Pelajar Pancasila. Metode pelaksanaan meliputi workshop, diskusi kelompok, dan praktik penyusunan modul ajar dengan melibatkan 30 guru anggota MGMP Matematika SMP. Evaluasi kegiatan dilakukan menggunakan instrumen kuesioner, pre-test dan post-test, serta penilaian kualitas produk modul ajar. Pre-test dan post-test digunakan untuk mengukur pemahaman konsep STEM dan pembelajaran berbasis proyek, sedangkan kuesioner respons digunakan untuk menilai kesiapan dan persepsi guru. Hasil menunjukkan peningkatan signifikan, dengan 72% guru mampu menghasilkan modul ajar terintegrasi STEM berkualitas baik. Rata-rata skor pemahaman meningkat dari 52,4 pada pra-test menjadi 81,6 pada post-test. Kesiapan guru dalam mengimplementasikan pembelajaran STEM juga meningkat dari 25% menjadi 70%. Program ini berkontribusi dalam meningkatkan kompetensi profesional dan kesiapan guru dalam menerapkan Kurikulum Merdeka.Abstract: The main problem faced by partners in this activity was the low level of understanding among junior high school teachers in Mojokerto Regency in designing STEM-integrated project-based mathematics learning in accordance with the requirements of the Merdeka Curriculum. This community service activity aimed to improve teachers' competence in developing teaching modules that are contextual, innovative, and in line with the values of the Pancasila Student Profile. The implementation methods included workshops, group discussions, and teaching module development practices involving 30 teachers who are members of the Junior High School Mathematics Teacher Working Group (MGMP). The activity was evaluated using questionnaires, pre-tests and post-tests, as well as teaching module quality assessments. Pre-tests and post-tests were used to measure understanding of STEM concepts and project-based learning, while response questionnaires were used to assess teacher readiness and perceptions. The results showed a significant improvement, with 72% of teachers able to produce good quality STEM-integrated teaching modules. The average comprehension score increased from 52.4 on the pre-test to 81.6 on the post-test. Teachers' readiness to implement STEM learning also increased from 25% to 70%. This program contributed to improving teachers' professional competence and readiness in implementing the Merdeka Curriculum.
Co-Authors Abdul Haris Rosyidi Ahmad Wachidul Kohar Aldio Rahmata ANNISA DWI KURNIAWATI Atik Wintarti Aulia Rohmatul Hidayah Dayat Hidayat Dinda Putri El Milla, Yulia Izza Elly Matul Imah Endri Puji Lestari Enita Evangelista Lus Windyana Palupi Fadhil Septiawan Wahyu Laksana Faiq, Wang Achmad Althof Fitriyah, Awwalul Ikka Ananda Hakiki Janet Trineke Manoy Kartikasari, Linda Laila Tuljannah Lieska Maulita Shamimi Malik Abdul Azis Masitah Shahrill, Masitah Masriyah Masriyah Muhammad Afan Bisri Muhammad Faishal 'Afwi Mulyadi, Nabyllah Agnielia Muna Tania Attiba Nina Prihartiwi Pradnyo Wijayanti Prihartiwi, Nina Rinda Puspaningtyas, Nicky Dwi Rahaju, Endah Budi Rahayu, Dwi Shinta Rini Setianingsih Rooselyna Ekawati rowldotul jannah, renata nurlaily Saputra, Muhammad Rizqi Setianingsih, Rini Siti Chusnul Chotimah Siti Khabibah Siti M. Amin Siti Maghfirotun Amin Sri Suryanti Susanah Susanah Susanah Tatag Yuli Eko Siswono Ulum, Qoidatul Wicaksana, Priza T. S. Yanti, Liza Puspita Yuliani, Salsa Bella Yuniawati, Sinta Yurizka Melia Sari