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All Journal Desimal: Jurnal Matematika JURNAL PENDIDIKAN IPS Media Pendidikan Matematika
Riska Elfira
Unknown Affiliation
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Teacher Constraints in Implementing the Merdeka Curriculum in Social Studies Learning at MTsN 3 Palu City Fera Fatmawati; Rus’an Rus’an; Riska Elfira
JURNAL PENDIDIKAN IPS Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3241

Abstract

The implementation of the independent curriculum provides teachers with the freedom to design adaptive, contextual, and needs-based learning. However, the reality on the ground indicates that teachers still face various obstacles that directly affect the teaching and learning process. This study was conducted at MTsN 3 in Palu City with the aim of identifying and analyzing the challenges faced by social studies teachers in implementing the independent curriculum. This research employs a qualitative approach with a descriptive method. Data were collected through in-depth interviews, observations, and documentation. The results of this study indicate that there are three main obstacles faced by teachers: difficulties in developing lesson modules based on learning achievements (CP), challenges in implementing active learning in heterogeneous classrooms, and limitations in facilities and technology proficiency. As a result, the learning process often does not proceed optimally, learning outcomes are not fully achieved, and student motivation declines. Additionally, the lack of training and insufficient teaching materials exacerbate the situation. This research recommends the need for continuous training, the provision of adequate facilities, and collaboration among teachers through working groups as strategic efforts to address the challenges of curriculum implementation. These findings contribute significantly to the development of educational policies that are more responsive to the needs of teachers at the educational unit level. Further research could explore in greater depth the effectiveness of teacher mentoring strategies in the comprehensive and sustainable implementation of the independent curriculum.
Efektivitas Media Pembelajaran NEARPOD terhadap Kemampuan Berpikir Logis Peserta Didik SMA Zainab, Siti; Rafiq Badjeber; Riska Elfira
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18234

Abstract

This study aims to determine the effectiveness of the Nearpod learning media on students’ logical thinking skills in the quadratic equation topic at MAN 2 Kota Palu. The research employed a quantitative approach with a pretest-posttest control group design. The sample consisted of two classes: an experimental class that received instruction using Nearpod and a control class that received conventional teaching. The research instrument was a logical thinking test administered before and after the treatment. The normality test indicated that the data were not normally distributed; therefore, the Mann–Whitney U test was used for data analysis. The results showed that the Asymp. Sig. (2-tailed) value of the posttest was 0.103 (> 0.05), indicating no statistically significant difference between the two groups. However, the experimental class obtained a higher Mean Rank than the control class, suggesting a descriptive improvement in students’ logical thinking skills. These findings imply that Nearpod provides a positive influence, even though the statistical effect is not significant. This study highlights that digital learning media such as Nearpod have the potential to enhance student engagement and higher-order thinking skills when implemented consistently and supported by adequate technological infrastructure
GEMA: Google Site for Education in Mathematic and Algebra to Enhance Students’ Critical Thinking Fatimah, Siti Lista; Rafiq Badjeber; Riska Elfira
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30785

Abstract

This study addresses the persistent challenge of developing students’ critical thinking skills in mathematics, particularly in algebra, within increasingly digital learning environments. It aims to examine how a structured digital learning environment, GEMA (Google Sites for Education in Mathematics and Algebra), supports the development of students’ critical thinking processes. A quasi-experimental design with a non-equivalent control group was employed, involving an experimental group using GEMA and a control group receiving conventional instruction. Data were collected using a validated critical thinking test covering four indicators: interpretation, analysis, evaluation, and inference. The results indicate that the experimental group achieved a higher N-Gain score (0.7572, high category) compared to the control group (0.6553, medium category). Inferential analysis using an independent samples t-test revealed a statistically significant difference between groups (p = 0.044), confirming the effectiveness of the intervention. In addition, the data distribution met normality and homogeneity assumptions, supporting the validity of the statistical analysis. The most substantial improvements were observed in evaluation and inference, suggesting that the structured digital environment supports deeper reasoning processes rather than surface-level understanding. These findings indicate that the effectiveness of digital learning is not determined solely by technological features, but by the extent to which instructional design aligns with cognitive processes. In conclusion, GEMA represents an effective and pedagogically grounded approach to enhancing critical thinking in mathematics, contributing to a more nuanced understanding of how digital environments can function as cognitive mediators in supporting higher-order thinking skills.
Co-Authors Fatimah, Siti Lista Fera Fatmawati Rafiq Badjeber Rus’an Rus’an Siti Zainab, Siti