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Penerapan Model Realistic Mathematic Education (RME) untuk Meningkatkan Hasil Belajar pada Pembelajaran Matematika Wasiul Muarif; Mustaqimah; Ary Prasetyawati; Suryani Suryani; Titik Maryati; Siti Rokhimah
JURNAL ILMIAH RESEARCH STUDENT Vol. 2 No. 2 (2025): September
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jirs.v2i2.5574

Abstract

Learning outcomes are a crucial indicator in the educational process, as they not only establish a strong academic foundation but also contribute to the development of essential life skills relevant to future demands. One instructional model considered effective in supporting these achievements is Realistic Mathematics Education (RME), which emphasizes conceptual understanding through meaningful and real-life contexts for students. This research uses a qualitative approach. The research subjects are mathematics teachers at the aforementioned schools. The informants in this study are mathematics teachers. Data were collected through interviews, observation, and documentation. The findings of the study are as follows: 1) The steps of the RME model include understanding contextual problems in learning materials, explaining the contextual problems, solving the contextual problems, comparing and discussing answers, and drawing conclusions; 2) The advantages of the RME model are enhancing students’ conceptual understanding, encouraging mathematical thinking, developing mathematical modeling skills, and fostering reflective and collaborative attitudes; 3) The disadvantages of the RME model include difficulties in finding suitable contextual problems, the incompatibility of certain mathematical topics with contextualization, the requirement for high teacher competence, longer instructional time, and more complex assessment processes. The conclusion of this study is that the Realistic Mathematics Education (RME) model can be implemented in the teaching process as an effort to improve learning outcomes at the Madrasah Tsanawiyah or lower secondary school level.
Penyusunan Assessment For Learning dengan Menerapkan DeepSeek Mahmuddiyah, Mahmuddiyah; Muthmainni Syarifah; Etika Zakiyah; R.A. Nurnaningsih; Ary Prasetyawati; Nurma Indah Oktaviani
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 3 No. 2 (2026): JURNAL MULTIDISIPLIN ILMU AKADEMIK (JMIA)  April 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v3i2.9132

Abstract

This study aims to describe the process of developing Assessment for Learning by applying DeepSeek in the context of 21st-century learning. The application of DeepSeek aims to increase the effectiveness of formative assessment through faster, more accurate, and adaptive learning data analysis to students' needs. The purpose of this study is to describe the steps of implementing DeepSeek and developing Assessment for Learning in learning at Madrasah Tsanawiyah Negeri 6 Boyolali and Madrasah Tsanawiyah Negeri 1 Klaten. This research method uses a qualitative approach. The subjects of the study were teachers at Madrasah Tsanawiyah Negeri 6 Boyolali and Madrasah Tsanawiyah Negeri 1 Klaten. The informants of this study were teachers. Data collection techniques were interviews, observation, and documentation. The results of this study are: 1) Steps for developing Assessment for Learning by utilizing DeepSeek, namely: a) determining the objectives of Assessment For Learning; b) developing assessment instruments; c) designing assessment rubrics; d) analyzing student learning outcomes; e) providing feedback; f) teacher and student reflection; 2) The stages in developing Assessment for Learning are as follows: a) Determining learning objectives, focusing on in-depth understanding and critical thinking skills; b) Analyzing learning needs with DeepSeek, using DeepSeek to identify students' difficulties and potential; c) Designing digital assessment instruments by creating questions, reflections, or assignments based on data from DeepSeek analysis; d) Implementing assessments by providing automated and personalized feedback; e) Analyzing assessment results, using DeepSeek to see patterns of learning outcomes; f) Reflecting and improving learning, using the analysis results to adjust strategies and deepen students' understanding. The conclusion of this study is that DeepSeek is able to help teachers identify students' difficulties and potential, provide real-time formative feedback, and facilitate more personalized and in-depth learning. Thus, developing Assessment for Learning based on DeepSeek not only improves the quality of evaluation but also strengthens the assessment's function as a learning tool that encourages in-depth understanding, critical thinking, and reflective learning.