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PENGARUH KOMPETENSI GURU DAN BUDAYA SEKOLAH TERHADAP KUALITAS PENDIDIKAN Winarto, Bambang; Linda Dwi Khusnarini, Mey; Wahyu Damayanti, Nia; Indrawati, Mei
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 4 No. 2 (2023): Desember
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/alathfal.v4i2.935

This research discusses the influence of teacher competency and school culture on the quality of education in Gugus Paud AH. Nasution, Probolinggo City. AH Early Childhood Cluster. AH Early Childhood Cluster. Nasution is a coordination platform for various PAUD institutions, such as TK, KB, SPS and TPA, which operate in Wonoasih District, Probolinggo City. This research utilizes a quantitative approach by applying statistical formulas for data analysis. The main aim of the research is to evaluate the impact of teacher competency and school culture on the quality of education through teacher performance in Gugus Paud AH. Nasution, Probolinggo City. From the research results, it was concluded that the influencing variables were the school culture variable on the quality of education, the teacher competency variable on teacher performance. Meanwhile, other variables have no influence, such as teacher competency variables on the quality of education, teacher performance variables on the quality of education, school culture variables on teacher performance, teacher competency variables on the quality of education through teacher performance and school culture variables on the quality of education through teacher performance. Keywords: Competence, Culture, Quality and Performance.

EDUKASI DAN SOSIALISASI PEMBUATAN BIOPORI SEBAGAI SOLUSI RAMAH LINGKUNGAN DI LINGKUNGAN PEDESAAN Bambang Winarto; Nia Wahyu Damayanti; Sri Suryanti
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i2.30047

Abstrak: Permasalahan banjir dan tanah longsor akibat berkurangnya daerah resapan air di Desa Kebobang, Malang Provinsi Jawa Timur membutuhkan solusi yang efektif, biaya yang murah, ramah lingkungan dan mudah untuk dibuat atau diaplikasikan oleh masyarakat sehingga digunakan metode biopori. Tujuan dari kegiatan ini adalah mengedukasi dan mensosialisasikan metode pembuatan serta penggunaan biopori secara langsung pada masyarakat. Selain itu kegiatan ini bertujuan untuk meningkatkan Soft-Skill dan Hard-Skill secara seimbang, agar peserta tidak hanya memiliki kemampuan teknis tetapi juga mampu mengedukasi dan membangun kesadaran masyarakat pedesaan secara efektif. Kegiatan ini melibatkan 10 peserta yang terdiri dari pengurus serta warga setempat. Kegiatan edukasi dan sosialisasi mencakup penyampaian materi mengenai biopori dan praktik pembuatan biopori. Sistem evaluasi pada kegiatan pengabdian ini dirancang untuk mengukur efektivitas pelaksanaan program, tingkat pemahaman masyarakat, serta keberhasilan implementasi pembuatan lubang biopori di lingkungan pedesaan yang meliputi pra edukasi, edukasi dan pasca edukasi. Hasil kegiatan menunjukkan peningkatan pemahaman masyarakat mengenai metode biopori sebagai suatu cara penanggulangan banjir dan tanah longsor. Berdasarkan hasil evaluasi pra-edukasi dan pasca-edukasi, terjadi peningkatan pemahaman masyarakat terhadap konsep dan manfaat biopori sebesar sekitar 44,55%. Hal ini menunjukkan bahwa kegiatan edukasi dan sosialisasi berhasil meningkatkan pengetahuan serta kesadaran masyarakat mengenai solusi ramah lingkungan dalam pengelolaan air dan sampah organik melalui penerapan teknologi biopori.Abstract: The problem of flooding and landslides due to the reduction of water catchment areas in Kebobang Village, Malang, East Java Province, requires a solution that is effective, inexpensive, environmentally friendly and easy for the community to make or apply, so the biopore method is used. The purpose of this activity is to educate and socialise the method of making and using biopores directly to the community. In addition, this activity aims to improve soft skills and hard skills in a balanced way, so that participants not only have technical abilities but are also able to educate and build awareness in rural communities effectively. This activity involved 10 participants consisting of administrators and local residents. Educational and socialisation activities include the delivery of material on biopores and biopore construction practices. The evaluation system for this community service activity is designed to measure the effectiveness of the programme implementation, the level of community understanding, and the success of biopore construction in rural areas, including pre-education, education and post-education. The results of the activity show an increase in the community's understanding of the biopore method as a way of mitigating floods and landslides. Based on the results of the pre-education and post-education evaluations, there was an increase in public understanding of the concept and benefits of biopores by around 44.55%. This shows that educational and socialisation activities have successfully increased public knowledge and awareness of environmentally friendly solutions in water and organic waste management through the application of biopore technology.

ETHNOMATHEMATICS IN BANYUWANGI CULTURE FOR MATHEMATICS EDUCATION: EVIDENCE FROM A SYSTEMATIC LITERATURE REVIEW: Jawa Timur, Indonesia Putri Ekasari, Siti Nabila; Nia Wahyu Damayanti
Jurnal Math-UMB.EDU Vol. 13 No. 2 (2026): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i2.9397

This study aims to examine the potential of Banyuwangi culture as a resource for mat matics learning through a Systematic Literature Review (SLR) approach. The review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to ensure a systematic and transparent literature selection process. Literature searches were carried out in the Google Scholar and Garuda databases for publications published between 2020 and 2025 using keywords related to ethnomathematics, Banyuwangi culture, and mathematics learning. The inclusion criteria consisted of articles discussing elements of Banyuwangi culture containing mathematical concepts or their implementation in mathematics learning, while publications that were not relevant to the research context or were not available in full text were excluded. The selection process included identification, screening of titles and abstracts, full-text eligibility assessment, and quality appraisal of the studies. Based on this process, 13 articles met the criteria and were included in the analysis. The synthesis results indicate that various elements of Banyuwangi culture, such as Osing batik motifs, traditional dances, traditional house architecture, weaving crafts, and community traditions, contain mathematical concepts including geometry, symmetry, similarity, number patterns, and measurement. The integration of these cultural elements in mathematics learning contributes to improvements in cognitive learning outcomes, numeracy and literacy skills, learning motivation, and students’ character development, each measured using different instruments. These findings indicate that Banyuwangi culture has strong potential as a contextual and culturally responsive resource for mathematics learning. Keywords: Ethnomathematics; Banyuwangi Culture; Learning Resources; Systematic Literature Review; Mathematics Learning

LOKAKARYA DISIPLIN POSITIF BAGI GURU, PENGAWAS DAN KEPALA SEKOLAH LUAR BIASA Nia Wahyu Damayanti; Ali Carli
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 3 (2026): Juni
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i3.39470

Abstrak: Permasalahan yang dihadapi Sekolah Luar Biasa (SLB) adalah masih dominannya praktik disiplin berbasis hukuman yang kurang sesuai dengan kebutuhan peserta didik berkebutuhan khusus. Kegiatan pengabdian ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru, kepala sekolah, dan pengawas dalam menerapkan disiplin positif. Metode yang digunakan adalah workshop (lokakarya) berbasis andragogi yang melibatkan 26 peserta dari SLB di Provinsi Jawa Timur. Kegiatan dilaksanakan melalui tahapan pra kegiatan, pelaksanaan lokakarya, serta monitoring dan evaluasi. Evaluasi dilakukan melalui pretest-posttest, observasi selama kegiatan, angket pascakegiatan, serta penilaian terhadap kemampuan peserta dalam menyusun rencana aksi implementasi disiplin positif di sekolah. Hasil menunjukkan adanya peningkatan pemahaman peserta sebesar 32% dan keterampilan dalam merancang strategi disiplin positif sebesar 28%. Selain itu, peserta mampu menyusun rencana aksi berupa keyakinan kelas dan strategi implementasi di sekolah. Selain itu, sebanyak 23 dari 26 peserta mampu menyusun rencana aksi implementasi disiplin positif yang mencakup penyusunan keyakinan kelas, strategi komunikasi positif, dan tindak lanjut penerapan di sekolah masing-masing. Kegiatan ini berdampak pada perubahan paradigma peserta dari pendekatan hukuman menuju disiplin positif.Abstract: The challenge faced by Special Education Schools (SLB) is the continued prevalence of punishment-based disciplinary practices that are ill-suited to the needs of students with special needs. This community service initiative aims to enhance the understanding and skills of teachers, school principals, and supervisors in implementing positive discipline. The method used was an andragogy-based workshop involving 26 participants from SLBs in East Java Province. The activity was carried out through pre-activity, workshop implementation, and monitoring and evaluation stages. Evaluation was conducted through pre- and post-tests, observations during the activity, post-activity questionnaires, and assessments of participants’ ability to develop action plans for implementing positive discipline in schools. The results showed a 32% increase in participants’ understanding and a 28% increase in their skills in designing positive discipline strategies. Additionally, participants were able to develop action plans consisting of classroom beliefs and implementation strategies for their schools. Furthermore, 23 out of 26 participants were able to create action plans for implementing positive discipline that included the development of classroom beliefs, positive communication strategies, and follow-up on implementation at their respective schools. This activity led to a shift in participants’ paradigms from a punitive approach toward positive discipline.

PENGEMBANGAN LIRIK LAGU MATEMATIKA PADA MATERI BILANGAN CACAH UNTUK SISWA BERKEBUTUHAN KHUSUS Elisabeth Rambu Mura; Nia Wahyu Damayanti; Sri Rahayuningsih; Eko Yuniarto
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.11704

This research is motivated by the low cognitive learning outcomes and concentration of children with special needs and intellectual disabilities due to monotonous instructional patterns and the limited availability of creative interactive teaching media. The research problem focuses on analyzing the process and results of developing a media arrangement of mathematical song lyrics to facilitate understanding of whole number operations. Adapting the R&D development model from Plomp, the study's implementation process was systematically constructed through three main stages: preliminary research, the prototyping phase, and the assessment phase. Data collection was conducted objectively using subject characteristic observation sheets, in-depth interviews with classroom teachers, and a draft validity assessment questionnaire. The collected data were analyzed using qualitative and quantitative descriptive techniques. The research findings confirm that this song lyric media product is categorized as highly valid for implementation in learning. This was quantitatively proven through the accumulation of average scores from song content validators of 87.5 percent, music expert assessments of 87.5 percent, and teacher feedback of 96.875 percent. The main conclusion confirms that converting material into popular melodic verses has been proven effective in increasing enthusiasm, motor activity, and numeracy memory retention in students with intellectual disabilities in a fun way. ABSTRAK Penelitian ini dilatarbelakangi oleh hasil belajar kognitif dan fokus konsentrasi anak berkebutuhan khusus tunagrahita yang masih rendah akibat pola instruksional yang cenderung monoton serta minimnya ketersediaan media ajar interaktif yang kreatif. Masalah dalam riset ini difokuskan pada analisis proses dan hasil pengembangan media berupa aransemen lirik lagu matematika untuk membantu mempermudah pemahaman materi operasi bilangan cacah. Mengadaptasi model pengembangan R&D dari Plomp, alur pelaksanaan studi ini dikonstruksikan secara sistematis melalui tiga tahapan utama yang meliputi penelitian awal (preliminary research), fase perancangan purwarupa (prototyping phase), dan tahap penilaian produk (assessment phase). Pengumpulan data dijaring secara objektif menggunakan lembar observasi karakteristik subjek, wawancara mendalam bersama guru kelas, dan lembar angket penilaian kevalidan draf. Data yang terkumpul dianalisis memanfaatkan teknik deskriptif kualitatif serta kuantitatif. Temuan riset mengonfirmasi bahwa produk media lirik lagu ini dikategorikan sangat valid untuk diimplementasikan dalam pembelajaran. Hal tersebut dibuktikan secara kuantitatif melalui akumulasi perolehan persentase skor rata-rata dari validator konten lagu sebesar 87,5 persen, penilaian ahli musik sebesar 87,5 persen, serta umpan balik dari guru sebesar 96,875 persen. Simpulan utama menegaskan bahwa konversi materi ke dalam bait melodi populer terbukti efektif meningkatkan antusiasme, keaktifan motorik, dan retensi memori numerasi siswa tunagrahita secara menyenangkan.

PENGUATAN KOMPETENSI GURU DALAM MERANCANG PEMBELAJARAN YANG MENGUATKAN KEMAMPUAN NUMERASI SISWA SMP Sri Suryanti; Nia Wahyu Damayanti; Liza Puspita Yanti
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i2.30026

Abstrak: Kemampuan numerasi siswa SMP di Indonesia masih berada pada kategori rendah, sebagaimana ditunjukkan oleh hasil PISA 2022. Salah satu faktor penyebabnya adalah kurangnya keterampilan guru dalam merancang pembelajaran yang efektif untuk meningkatkan numerasi siswa. Program pengabdian ini bertujuan untuk memperkuat kompetensi guru dalam merancang pembelajaran yang menguatkan kemampuan numerasi siswa melalui kegiatan penguatan dan workshop. Kegiatan ini melibatkan 31 guru SMP Labschool Unesa dengan metode penguatan melalui seminar, workshop dan pendampingan dalam pembuatan perangkat ajar. Evaluasi dilakukan melalui pre-test dan post-test terhadap pemahaman guru serta observasi praktik mengajar. Hasil menunjukkan peningkatan sebesar 30% dalam pemahaman konsep numerasi dan peningkatan 30% dalam keyakinan pentingnya integrasi numerasi dalam pembelajaran. Selain itu, 85% peserta menyatakan peningkatan kepercayaan diri dalam merancang pembelajaran berbasis numerasi. Program ini berkontribusi pada peningkatan kualitas pembelajaran numerasi dan dapat dijadikan model pelatihan bagi sekolah lain. Abstract: The numeration of junior high school students in Indonesia is still in the low category, as shown by the results of PISA 2022. One of the factors is the lack of teacher skills in designing effective learning to improve student numeration. This service program aims to strengthen teacher competencies in designing learning that strengthens the ability of student numeration through strengthening and workshop activities. This activity involved 31 Middle School teachers of Labschool Unesa with a strengthening method through seminars, workshops and assistance in making teaching tools. Evaluation is carried out through pre-test and post-test of teacher understanding and observations of teaching practices. The results show an increase of 30% in understanding the concept of numeration and an increase of 30% in the belief in the importance of numeration integration in learning. In addition, 85% of participants stated an increase in self -confidence in designing numeration -based learning. This program contributes to improving the quality of learning numeration and can be used as a training model for other schools.

Mathematics Learning Activities using Vignette Activity Sequence (VAS) and Braille Clock for Visually Impaired Students Diva Lailatul Maghfiroh; Nia Wahyu Damayanti
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 10, No 1 (2026): January
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v10i1.34839

Mathematics learning for students with visual impairments is often challenging because many concepts are visual in nature, including units of time that require an understanding of the spatial position of clock hands. This condition requires a more concrete, tactile, and structured learning approach so that concepts can be understood meaningfully. This study aims to describe how Vignette Activity Sequence (VAS) based mathematics learning with braille clock media supports the understanding of time unit concepts in students with visual impairments. This study uses a double case study qualitative approach with two subjects, one with low vision and one with full blind student, selected through purposive sampling. The intervention lasted for one month through a series of VAS sessions that integrated contextual narratives, tactile exploration, and manipulative activities using braille clocks. Data were obtained through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The results showed that VAS helped both subjects understand the relationship between the movement of the short hand and the rotation of the long hand, albeit at different rates of development. The low vision subject was quicker to recognize numbers and understand time units, while the totally blind subject showed gradual improvement in tactile orientation and number touching strategies. Both experienced increased accuracy in reading time and moving the clock hands after attending repeated sessions. These findings confirm that the integration of VAS and braille clocks provides an effective and inclusive multisensory learning experience for students with visual impairments.

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