Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Elemen Edumatsains Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan
Darmawijoyo
Sriwijaya University
Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Students' Mathematical Modeling Ability in Answering 2022 PISA-released items in Scientific Context Jesika Dwi Putriani; Amrina Rosyada; Yusuf Hartono; Darmawijoyo
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.6948

Abstract

Mathematical modeling is one of the essential 21st-century skills that students must possess to connect mathematical concepts with real-world problems. Despite its recognized importance, the performance of Indonesian students in modeling tasks remains low, as reflected in the 2022 PISA results. This study aims to analyze students' mathematical modeling ability in solving scientific-context problems derived from the 2022 PISA-released items. The research used a descriptive qualitative method involving 25 seventh-grade students from SMP IT Raudhatul Ulum. Data were collected through students' written responses to four PISA problems and analyzed using a rubric based on modeling indicators by Blum and Leiss. The findings show that most students—56%—are in the low category of modeling ability, 36% are in the medium category, and only 8% reach the high category. Students struggle to translate real-world problems into mathematical models and interpret results contextually. These findings highlight the need for contextual learning strategies to strengthen students' modeling competencies in scientific settings.
Pelatihan guru dalam mengimplementasikan pembelajaran matematika yang menyenangkan melalui media Built-in Definition of Fraction (BDF) di SDN 149 Palembang Darmawijoyo; Nyimas Aisyah; Septy Sari Yukans; Dea Alvionita Azka; Berta Panduwinata
Jurnal Anugerah Vol 8 No 1 (2026): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/anugerah.v8i1.7934

Abstract

Program Pengabdian kepada Masyarakat (PkM) ini dilaksanakan untuk mendukung guru dalam mengimplementasikan pembelajaran matematika yang menyenangkan pada materi pecahan melalui penggunaan media Built-in Definition of Fraction (BDF). BDF merupakan media manipulatif yang dirancang untuk membantu pembelajaran pecahan melalui representasi visual dan aktivitas eksploratif. Kegiatan dilaksanakan di SDN 149 Palembang dengan melibatkan 17 guru peserta. Tahapan kegiatan meliputi persiapan, sosialisasi, pelatihan, pendampingan, implementasi, dan evaluasi. Data dikumpulkan melalui angket kebutuhan awal (needs assessment) serta instrumen evaluasi yang terdiri atas penilaian diri guru (self- assessment) dan angket persepsi manfaat pelatihan. Data penilaian diri dianalisis secara deskriptif menggunakan skor rata-rata dan kategori penilaian. Hasil evaluasi menunjukkan bahwa guru memiliki tingkat pemahaman dan keterampilan yang sangat baik dalam menggunakan media BDF pada pembelajaran pecahan dengan rata-rata skor sebesar 4,38 yang berada pada kategori Sangat Baik. Selain itu, guru juga memberikan persepsi positif terhadap manfaat pelatihan dalam mendukung penggunaan media pembelajaran pada materi pecahan. Hasil kegiatan menunjukkan bahwa media BDF dapat dijadikan alternatif media pembelajaran untuk mengimplementasikan pembelajaran matematika yang lebih konkret, interaktif, dan menyenangkan di sekolah dasar.
Developing a built-in definition of fraction manipulative to enhance students’ conceptual understanding Darmawijoyo; Septy Sari Yukans; Elika Kurniadi; Weni Dwi Pratiwi
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.33341

Abstract

This study addresses the challenge of students limited conceptual understanding of fractions by developing a physical manipulative called the Built-in Definition of Fraction (BDF). Using design research developmental studies, data were collected through written tests, questionnaires, and interviews. A total of 41 fifth-grade students participated in the study. The BDF and its accompanying student worksheet integrate dual visual-symbolic representations, that link each concrete action to its corresponding fraction notation and scaffold students in constructing their own understanding of fractions, offering a new approach to using fraction manipulatives. Validation results show that the manipulative is valid, practical, and effective in supporting student understanding of basic fraction concepts, equivalent fractions, and same-denominator addition, even with minimal teacher guidance. Student performance was high across visual-concrete tasks. However, a noticeable gap emerged in unlike-denominator addition between visual concrete performance (88%) and formal-symbolic procedures (77%). This finding highlights the need for additional scaffolding to help students transition more smoothly from concrete representations to abstract symbolic reasoning.
Co-Authors Amrina Rosyada Berta Panduwinata Dea Alvionita Azka Jesika Dwi Putriani Kurniadi, Elika Nyimas Aisyah Pratiwi, Weni Dwi Septy Sari Yukans Yusuf Hartono