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All Journal Inovasi Matematika (Inomatika) Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Bilangan: Jurnal Ilmiah Matematika, Kebumian dan Angkasa Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam
Supardi Uki Sajiman
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Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Pemahaman Konsep Matematika Siswa Smait Nurul Fajri dalam Menyelesaikan Soal Higher Order Thinking Skills (Hots) Nurul Aisyah; Supardi Uki Sajiman
Bilangan : Jurnal Ilmiah Matematika, Kebumian dan Angkasa Vol. 3 No. 4 (2025): Agustus : Bilangan : Jurnal Ilmiah Matematika, Kebumian dan Angkasa
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/bilangan.v3i4.714

Abstract

This study aims to describe the understanding of high school students in solving high, medium, and low category HOTS (Higher Order Thinking Skills) problems and to explore the students' responses in solving problems related to the material of SPLTV (System of Linear Equations with Three Variables). This research is qualitative in nature, using a descriptive method. The subject selection technique used purposive sampling, involving three students from class X IPA/IPS SMAIT Nurul Fajri, with a total of 19 students. The data collection techniques included written tests on mathematical concept understanding using HOTS, interviews, and documentation. Based on the research results, it was found that the students' understanding of mathematical concepts in solving HOTS problems varied. The subject NF-17, with high ability, was able to answer well, including restating the concepts studied in problems 1, 2, and 4, classifying objects based on concepts, applying concepts algorithmically, relating various mathematical concepts internally or externally, providing examples or counterexamples, and presenting concepts in various representations in problems 1, 3, and 4. The subject NF-18, with medium ability, showed more limited results. Although able to restate concepts in problem 4, this subject could only classify objects based on concepts and apply concepts algorithmically in problems 1 and 4. This subject could only provide examples or counterexamples in problem 1. The subject NF-10, with low ability, was only able to restate concepts studied in problem 1 and did not show more in-depth understanding in other problems. These findings indicate variations in students' understanding of mathematical concepts in the SPLTV material.
Optimalisasi Problem-Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa dalam Pembelajaran Matematika : Sebuah Tinjauan Literatur Supardi Uki Sajiman; Leni Nurlela
Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 2 No. 4 (2024): Desember : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/konstanta.v2i4.4413

Abstract

This research aims to identify and synthesize previous research related to optimizing Problem-Based Learning (PBL) in improving students' critical thinking skills in mathematics learning through a systematic literature review. Data was collected from relevant scientific articles published in the last 10 years using certain keywords through databases such as Google Scholar, Scopus, and Web of Science. The results of the literature review show that the application of PBL consistently plays a role in improving students' critical thinking abilities, especially when supported by strategies such as the use of relevant contextual problems, structured feedback, and directed teacher guidance. These findings confirm the constructivist theory which states that meaningful learning occurs when students are actively involved in authentic problem solving. However, there are variations in results across educational levels and countries, indicating the importance of contextual adaptation in the implementation of PBL. In addition, the lack of comprehensive practical guidance and long-term evaluation instruments is a major obstacle. The conclusions of this research emphasize the need to develop clearer PBL implementation guidelines and more accurate evaluation instruments to measure its impact on students' critical thinking abilities, as well as the potential of PBL in improving the quality of mathematics learning that encourages critical thinking skills as an important competency in 21st century education.
Integrasi Sociopreneurship dalam Pendidikan Kesejahteraan Sosial: Analisis Kebutuhan dan Model Kurikulum di Perguruan Tinggi Islam Indonesia. Budi Rahman Hakim; Supardi Uki Sajiman; Fajrur Rahman
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 3 No. 1 (2024): April : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v4i1.4963

Abstract

The employment crisis of higher education graduates, the low relevance of the curriculum, and the need for community empowerment encourage the importance of transforming social education based on values ​​and local contexts. This study aims to explore the integration of the sociopreneurship approach in social welfare education in Indonesia, especially in State Islamic Universities (PTKIN). Using an explorative-critical literature study method, this study examines the theoretical framework, international curriculum practices, and recommends a contextual curriculum model based on Islamic values ​​and community empowerment. The results show that the sociopreneurship curriculum can increase active student participation, strengthen social character, and create sustainable solutions to welfare challenges. The integration of Islamic values ​​such as justice, maslahat, and social responsibility is an important moral foundation in the development of this curriculum. This study recommends designing a project-based curriculum, multi-sector involvement, and support for higher education policies as prerequisites for implementing the model systematically.
Adaptive Learning in Mathematics: A Case Study of Seventh-Grade Students Huri Suhendri; Supardi Uki Sajiman; Nani Wartini; Ade Wintarsih; Enok Nia Kurniasih; Mega Juliana Soleh; Yudi Barnas Komaruddyi
Jurnal Inovasi Matematika Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.592

Abstract

This study aims to describe the implementation of adaptive learning in seventh-grade mathematics instruction at a public junior high school in Situraja, Sumedang Regency, and to analyze teachers’ roles in diagnosing students’ learning readiness, applying differentiated instruction, and providing feedback based on individual needs. This research employed a qualitative approach using a case study method. Research data were collected through classroom observations, interviews with teachers and students, and document analysis, including teaching modules, diagnostic assessment instruments, and student worksheets. The research instruments consisted of observation sheets, interview guides, and documentation guidelines. The findings indicate that adaptive learning was implemented through four main stages: initial diagnostic assessment to identify students’ learning readiness, student grouping based on readiness levels, differentiated learning activities using tiered tasks and collaborative work, and performance-based feedback focusing on conceptual understanding and improvement strategies. Teachers applied flexible grouping according to task complexity and students’ learning pace. Students’ responses to adaptive learning showed increased engagement, confidence, and understanding of mathematical concepts. These findings emphasize the importance of adaptive learning in accommodating diverse student learning characteristics at the junior high school level. This study offers a practical model of classroom-based adaptive learning applicable to schools with limited technological resources.
Co-Authors Ade Wintarsih Budi Rahman Hakim Enok Nia Kurniasih Fajrur Rahman Huri Suhendri Leni Nurlela Mega Juliana Soleh Nani Wartini Nurul Aisyah Yudi Barnas Komaruddyi