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All Journal JURNAL PENGABDIAN KEPADA MASYARAKAT JMM (Jurnal Masyarakat Mandiri) Jurnal ABDINUS : Jurnal Pengabdian Nusantara Mathematics Education Journal Jurnal INKREDIBEL
Prihartiwi, Nina Rinda
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Workshop Mendesain Tugas Berbasis Konteks secara Kolaboratif Rahaju, Endah Budi; Rosyidi, Abdul Haris; Prihartiwi, Nina Rinda
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 9 No 2 (2025): Volume 9 Nomor 2 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v9i2.21479

Abstract

Students need to be equipped with skills to compete globally through context-based learning. Context helps them connect math to the real world, so suitable context-based tasks can strengthen their understanding. However, the tasks designed by prospective teachers often lack of authenticity. In addition, textbooks are still lacking in presenting context-based tasks, while teachers tend to think of them as ordinary word problems. Therefore, teachers need to be given additional insights in designing context-based tasks collaboratively through community service activities for teachers. The teachers actively participated in the workshop and they felt that the workshop materials were useful for classroom learning.
PENDAMPINGAN PENYUSUNAN LKPD UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMP Prihartiwi, Nina Rinda
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol. 31 No. 1 (2025): JANUARI-MARET
Publisher : Universitas Negeri Medan

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Abstract

Berpikir kritis merupakan salah satu keterampilan abad 21 yang perlu dikuasai oleh peserta didik. Berpikir kritis berhubungan erat dengan pembelajaran matematika yang didukung oleh Kurikulum Merdeka. Dalam mengembangkan keterampilan berpikir kritis peserta didik perlu didukung oleh perangkat pembelajaran yang mengaktifkan peserta didik, misalnya Lembar Kerja Peserta Didik (LKPD). Namun, ditemukan bahwa mahasiswa tahun pertama jurusan matematika masih banyak yang melakukan kesalahan dalam menjustifikasi pernyataan. Berdasarkan hasil ini, keterampilan berpikir kritis peserta didik perlu dikembangkan pada level yang lebih rendah dan LKPD dapat digunakan sebagai sarana untuk mengembangkannya. Tujuan yang ingin dicapai kegiatan pengabdian ini adalah memberikan pengalaman bagi guru-guru SMP dalam mendesain LKPD yang dapat mengembangkan keterampilan berpikir kritis peserta didik. Berdasarkan hasil pelaksanaan kegiatan pengabdian ini, guru-guru memberikan respon positif bahwa materi yang diajarkan sangat bermanfaat untuk meningkatkan keterampilan berpikir kritis peserta didik.
PENGEMBANGAN DAN IMPLEMENTASI MEDIA OPINI (OPERATION INTEGER) UNTUK MENINGKATKAN PEMAHAMAN KONSEP OPERASI HITUNG BILANGAN BULAT PADA SISWA SD Prihadi, Muhammad Rahman; Manoy, Janet Trineke; Prihartiwi, Nina Rinda
Jurnal Inovasi Kreativitas Pendidikan dan Pembelajaran Vol. 1 No. 2 (2024)
Publisher : Badan Pendidikan Profesi Guru Universitas Negeri Surabaya

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Abstract

Penelitian ini bertujuan untuk mengembangkan Media “OPINI” (Operation Integer) yang valid, praktis dan efektif guna membantu siswa kelas 3 SD mengatasi kesulitan memahami dan menguasai konsep operasi hitung bilangan bulat, serta meningkatkan minat mereka terhadap mata pelajaran matematika. Jenis penelitian yang digunakan adalah Penelitian dan Pengembangan (Research and Development) dengan model ADDIE melalui 5 tahapan yaitu tahap Analysis, Design, Development, Implementation, and Evaluation. Subjek dalam penelitian ini adalah seluruh siswa kelas 3 SDN Bareng V. Hasil dari penelitian ini adalah: (1) hasil validasi ahli materi sebesar 95,00 % ; (2) hasil validasi ahli media sebesar 85,00 % ; (3) hasil lembar angket respons peserta didik sebesar 92,00 %  ; (4) hasil lembar observasi sebesar 100 % dan (5) hasil perhitungan uji N – Gain pre test & post test sebesar 0,60. Dari data hasil penelitian dapat disimpulkan bahwa media “OPINI” layak digunakan pada pembelajaran.
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.
Teacher Collaboration in Designing Context-Based Numeracy Tasks Sari, Yurizka Melia; Rahaju, Endah Budi; Rosyidi, Abdul Haris; Prihartiwi, Nina Rinda; Purnomo, Heri; Putri, Taszkia Aulia
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp71-96

Abstract

This study investigates the individual and collaborative designs of context-based numeracy tasks developed by mathematics teachers employing three different contexts, namely, Islamic inheritance law, population census, and genetics. The tasks were designed at different levels of knowing, applying, and reasoning. The obtained data were analyzed using PISA’s contextual framework and Indonesia’s cognitive taxonomy to evaluate task solvability, context type, context level, and cognitive demand. The results show significant differences: most individual designs remained at the knowing level (88.23%), had first-order contexts (88.23%), and had 19.05% of tasks that could not be solved due to insufficient information. Collaborative designs eliminated all tasks that could not be solved, increased the number of reasoning-level tasks from 7.84% to 24.39%, and removed all zero-order context levels. Both preferred social settings (52%), but collaborative designs showed more integration. For example, context-based numeracy problems created individually ask students to determine the percentage of Generation Z. In contrast, group-created problems ask them to analyze the impact of demographics on planning. These findings demonstrate the importance of teacher collaboration in increasing the authenticity and complexity of learning activities. Systematic collaboration frameworks should be incorporated into teacher professional development programs.
Co-Authors Abdul Haris Rosyidi Fiangga, Shofan Heri Purnomo Janet Trineke Manoy Prihadi, Muhammad Rahman Putri, Taszkia Aulia Rahaju, Endah Budi Sri Suryanti Yurizka Melia Sari