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All Journal Journal of Science Learning Jurnal Riset Pembelajaran Matematika Sekolah Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA)
Tiara Husnul Khotimah
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Education Mathematics

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The Effectiveness of the Problem-Based Flipped Classroom Learning Model to Improve Conceptual Understanding of Physics Teacher Candidates on Crystal Structure Material Heni Rusnayati; Wawan Ruswandi; Tiara Husnul Khotimah
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.56316

Abstract

The limited time allocation for lectures in the classroom is an obstacle to presenting student-centered learning. This is one of the factors that prospective physics teacher students experience conceptual difficulties, especially in crystal structure material. So the purpose of this study was to determine the effectiveness of the problem flipped classroom learning model on understanding the concepts of prospective physics teacher students on crystal structure material. This study used a quasi-experimental method with a one-group pretest-posttest research design. The subjects of this study were 16 students who took solid-state physics courses. Data analysis techniques were carried out using normality tests, homogeneity tests, and pretest and posttest average difference tests. Then test the N-gain to see the increase in the pretest and posttest results and continue with the effect size test using the effect size. The instrument used was a test of mastery of the concept of crystal structure material. The results of the paired sample t-test analysis show that the Problem Based Flipped Classroom significantly influences learning outcomes with a t value of 11.439 with a significance of 0.000. Students' understanding of crystal structure material has increased with an N-Gain of 0.75, which is in the high category. This means that the pretest and posttest scores have a high increase. While the results of the effect size test obtained a score of d = 2.86, which means that learning with the Problem Based Flipped Classroom has a strong effect on student learning outcomes on crystal structure material.
Pemodelan Topik pada Analisis Sentimen terhadap Pendidikan Literasi Numerasi di Indonesia Menggunakan Latent Dirichlet Allocation Husnul Khotimah, Tiara; Nilam Novita Sari; Khaola Rachma Adzima; Leny Dhianti Haeruman
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 9 No. 2 (2025): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.092.02

Abstract

Keterampilan literasi numerasi merepresentasikan salah satu tolak ukur vital dalam mengevaluasi standar pendidikan. Namun demikian, pencapaian literasi numerasi Indonesia masih berada pada level yang kurang memuaskan. Studi ini dirancang untuk mengkaji sentiment dan mengidentifikasi tema-tema pokok dalam persepsi publik terkait literasi numerasi berdasarkan informasi dari platform media sosial Twitter/X. Riset ini menerapkan metode kuantitatif dengan Teknik analisis sentiment dan model topik Latent Dirichlet Allocation (LDA). Data diperoleh berdasarkan unggahan Twitter/X selama periode 1 Januari hingga 31 Desember 2024. Sebanyak 691 data dikumpulkan menggunakan kata kunci terkait literasi numerasi, kemudian diklasifikasikan menjadi sentimen positif dan negatif, dilanjutkan dengan visualisasi Wordcloud, serta ekstraksi topik dengan LDA. Hasil analisis menunjukan bahwa sentimen positif lebih dominan dibandingkan dengan sentimen negatif. Sentimen negatif umumnya membahas keterbatasan pendidikan, tantangan digitalisasi pembelajaran, dan rendahnya kemampuan dasar siswa seperti membaca, menulis, dan keterampilan berhitung. Sebaliknya, sentimen positif banyak membahas mengenai apresiasi terhadap program pemerintah, pelatihan guru, serta strategi dinas pendidikan dalam peningkatan literasi numerasi. Temuan ini mengindikasikan bahwa kombinasi analisis sentimen dan LDA terbukti efektif untuk menilai persepsi masyarakat dan dapat menjadi alternatif evaluasi kebijakan pendidikan khususnya terkait literasi numerasi.
Analysis of the Lecturer’s Interest after Attending the Workshop STEM Design-Based Learning for Lecturers Adzima, Khaola Rachma; Sari, Nilam Novita; Khotimah, Tiara Husnul; Gusti, Valeria Yekti Kwasaning
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 9 No. 2 (2025): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.092.01

Abstract

The STEM (Science, Technology, Engineering, and Mathematics) approach has been widely adopted in schools but remains underutilized in higher education. Lecturers often perceive STEM as difficult to implement due to complex subject matter, time constraints, and limited personal interest. This study examined whether participation in a professional development program, STEM Design-Based Learning for Lecturers, could enhance lecturer’s interest in STEM. The workshop was conducted over two weeks with 18 participants from the Faculty of Mathematics and Natural Sciences. Data were collected using pre- and post-questionnaires designed to measure lecturer’s interest in STEM. Validity and reliability tests confirmed the instrument’s quality. Since the normality assumption was not met, the Wilcoxon Signed Rank Test was applied to assess differences before and after the workshop. The results indicated a statistically significant improvement in interest (p = 0.001) with a large effect size (Cohen’s d = 1.266). Specifically, 15 of 18 lecturers reported increased interest, while two remained unchanged and one experienced a slight decrease. These findings demonstrate that structured STEM workshops can effectively foster enthusiasm and engagement among lecturers. The study highlights the importance of integrating STEM-focused professional development into higher education to support curriculum innovation and encourage broader adoption of STEM approaches in teaching.
K-Means Clustering to Classify Indonesian Provinces Based on School Participation and Socio-Economic Indicators Nilam Novita Sari; Khaola Rachma Adzima; Sahiba Sahila; Tiara Husnul Khotimah
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 4 No. 2 (2025): Agustus: Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v4i2.6657

Abstract

Education serves as a fundamental pillar in national development, as it not only enhances individual capacities but also improves overall social welfare. Despite this crucial role, Indonesia continues to face disparities in both access to and quality of education among its regions, as can be seen from variations in school participation indicators and socio-economic backgrounds. To analyze these differences, this study applied the K-Means Clustering method to categorize provinces in Indonesia using six variables: School Participation Rate, Net Enrollment Rate, Gross Enrollment Rate, Poverty Rate, High School Ratio, and Teacher Ratio. To identify the most suitable number of clusters, three validation indices were utilized, namely Dunn Index, C-Index, and Davies-Bouldin Index, with cluster counts tested from three to six. The results indicated that the best clustering solution was five clusters, as reflected in the highest Dunn Index (0.1569), lowest C-Index (0.0321), and lowest Davies-Bouldin Index (0.5062). The robustness of this clustering was further supported by the ratio between within-cluster and between-cluster standard deviation (S(w)/S(b) = 0.33). Each cluster revealed unique characteristics of education and socio-economic conditions, where Cluster 4 displayed the most favorable outcomes with high participation and low poverty levels, whereas Cluster 5 highlighted the weakest performance across all observed indicators.
Co-Authors Adzima, Khaola Rachma Gusti, Valeria Yekti Kwasaning Heni Rusnayati Leny Dhianti Haeruman Nilam Novita Sari Sahiba Sahila Wawan Ruswandi