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Mosharafa: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia Garut
ISSN : 20864280     EISSN : 25278827     DOI : https://doi.org/10.31980/mosharafa
Core Subject : Education,
Education Mathematics Other
Mosharafa: Jurnal Pendidikan Matematika (p-ISSN: 2086-4280 & e-ISSN: 2527-8827) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Mosharafa terbit tiga kali dalam satu tahun, yaitu pada bulan Januari, Mei, dan September. Penerbit Mosharafa adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Umum - Umum
Articles 1,165 Documents
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Nearpod-Assisted PBL on Integration Techniques: Mathematical Problem-Solving and Self-Confidence Deti Ahmatika; Yayu Laila Sulastri; Dini Cahya Aprilani
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.2997

Abstract

Abstrak Kurangnya keterlibatan aktif mahasiswa dapat menghambat perkembangan pemecahan masalah matematis. Inovasi dalam pembelajaran diperlukan untuk meningkatkan percaya diri, yang berhubungan erat dengan kemampuan pemecahan masalah matematis. Penelitian ini bertujuan mengetahui hubungan antara tingkat percaya diri mahasiswa dengan kemampuan pemecahan masalah matematis dalam konteks penggunaan Nearpod dan model Pembelajaran Berbasis Masalah (PBL). Metode penelitian yaitu kualitatif dengan strategi studi kasus, berfokus pada mahasiswa yang mengikuti mata kuliah Kalkulus Integral di Program Studi Pendidikan Matematika Universitas Islam Nusantara. Teknik pengumpulan data melibatkan wawancara, observasi, dokumentasi, dan angket. Data dianalisis melalui proses pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Temuan penelitian menunjukkan mahasiswa dengan tingkat percaya diri tinggi menunjukkan kemampuan pemecahan masalah matematis yang tinggi hingga sedang, mahasiswa dengan percaya diri sedang menunjukkan kemampuan yang bervariasi dari tinggi hingga rendah, dan mahasiswa dengan percaya diri rendah cenderung menunjukkan kemampuan pemecahan masalah matematis yang sedang hingga rendah. Implikasi penelitian yaitu pentingnya merancang pembelajaran berbantuan teknologi yang dapat meningkatkan percaya diri mahasiswa, sehingga akan meningkatkan kemampuan pemecahan masalah matematis. Abstract Lack of active student involvement can hinder the development of mathematical problem-solving. Innovation in learning is needed to increase self-confidence, which is closely related to mathematical problem-solving ability. This study aims to determine the relationship between students' self-confidence levels and mathematical problem-solving abilities in the context of using Nearpod and the Problem-Based Learning (PBL) model. The research method is qualitative with a case study strategy, focusing on students taking the Integral Calculus course in the Mathematics Education Study Program at Universitas Islam Nusantara. Data collection techniques include interviews, observations, documentation, and questionnaires. Data are analyzed through the processes of collection, reduction, presentation, and drawing conclusions. The research findings show that students with high self-confidence show high to moderate mathematical problem-solving abilities, students with moderate self-confidence show abilities that vary from high to low, and students with low self-confidence tend to show moderate to low mathematical problem-solving abilities. The implications of this research are the importance of designing technology-assisted learning that can increase student self-confidence, thereby improving mathematical problem-solving abilities.
Ethnomathematical Insights from the Geometric Architecture of the Sultan Mahmud Badaruddin II Museum Dina Octaria; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Cecil Hiltrimartin
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.3008

Abstract

Pembelajaran geometri di sekolah sering kali bersifat abstrak dan kurang memanfaatkan sumber belajar kontekstual yang dekat dengan kehidupan sehari-hari siswa. Padahal, warisan budaya memiliki potensi besar sebagai media pembelajaran matematika yang menghubungkan konsep geometri dengan nilai-nilai lokal. Penelitian ini mengkaji konsep geometri dalam arsitektur Museum Sultan Mahmud Badaruddin II Palembang serta potensinya sebagai sumber belajar etnomatematika. Menggunakan pendekatan kualitatif dengan metode etnografi yang dimodifikasi, penelitian dilakukan melalui lima tahap utama: eksplorasi awal dan identifikasi informan, pengumpulan data lapangan, dokumentasi visual dan kontekstual, analisis data, serta interpretasi etnomatematis. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi visual, dianalisis dengan pendekatan domain dan taksonomi, serta diverifikasi melalui traingulasi sumber. Hasil menunjukkan elemen arsitektur museum, memuat konsep bangun datar, bangun ruang, kesebangunan, simetri, dan transformasi geometri yang terintegrasi dengan nilai budaya lokal. Temuan ini merekomendasikan integrasi museum dalam PjBL dan kurikulum berbasis kearifan lokal untuk meningkatkan keterlibatan siswa, identitas budaya, dan kompetensi guru. Geometry learning in schools often remains abstract and makes limited use of contextual resources that are closely connected to students’ daily lives. Cultural heritage holds significant potential as a medium for mathematics instruction, linking geometric concepts to local values. This study examines the geometric concepts embedded in the architecture of the Sultan Mahmud Badaruddin II Museum in Palembang and explores its potential as a learning resource within an ethnomathematics framework. Employing a qualitative approach with a modified ethnographic method, the research was conducted in five main stages: initial exploration and informant identification, field data collection, visual and contextual documentation, data analysis, and ethnomathematical interpretation. Data were collected through observations, semi-structured interviews, and visual documentation, analyzed using domain and taxonomic approaches, and verified through source triangulation. The results indicate that the museum’s architectural elements contain concepts of plane figures, solid figures, similarity, symmetry, and geometric transformations, all integrated with local cultural values. The study recommends integrating museums into PjBL and local wisdom-based curricula to enhance student engagement, strengthen cultural identity, and improve teachers’ competencies.
Confirmatory Factor Analysis of Mathematics Learning Interaction in Google Classroom: A Validation Study at Ciamis Vocational School Zulkaidah Nur Ahzan; Nur Eva Zakiah; Fitriani Fitriani; Muhamad Zulfikar Mansyur
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3025

Abstract

Abstrak Penelitian ini bertujuan untuk mengidentifikasi indikator yang mempengaruhi keberhasilan interaksi belajar siswa melalui Google Classroom dalam pembelajaran matematika di SMKN 1 Panumbangan. Metode yang digunakan adalah pendekatan kuantitatif dengan analisis faktor konfirmatori (CFA). Instrumen berupa angket tertutup diberikan kepada 85 siswa dari kelas X dan XI program Bisnis Digital dan Pemasaran serta Multimedia. Analisis dilakukan menggunakan SPSS versi 26. Hasil eksplorasi menunjukkan terdapat delapan faktor yang terbentuk: faktor internal dan eksternal, perilaku negatif, self-affirmation, perilaku positif, ketidaktahuan, persepsi terhadap mata pelajaran, lingkungan belajar, dan egois. Enam faktor utama dalam model CFA mampu menjelaskan 68,3% variasi data. Kesimpulannya, interaksi belajar siswa melalui Google Classroom dipengaruhi secara signifikan oleh faktor kesadaran diri dan perilaku positif, perilaku negatif, persepsi kebermanfaatan Google Classroom dalam belajar, egois, internal, dan ketidaktahuan. Abstract This study aims to identify indicators that influence the success of student learning interactions through Google Classroom in mathematics learning at SMKN 1 Panumbangan. The method employed was a quantitative approach, utilizing confirmatory factor analysis (CFA). The instrument, a closed-ended questionnaire, was administered to 85 students from grades 10 and 11 of the Digital Business and Marketing and Multimedia programs. Analysis was conducted using SPSS version 26. The exploration results revealed eight factors: internal and external factors, negative behavior, self-affirmation, positive behavior, ignorance, perception of the subject, learning environment, and egotism. The six main factors in the CFA model were able to explain 68.3% of the data variation. In conclusion, student learning interactions through Google Classroom are significantly influenced by self-awareness and positive behavior, negative behavior, perceived usefulness of Google Classroom in learning, egotism, internal factors, and ignorance.
Statistical Thinking Ability in Solving Statistical Problems Through Adversity Quotient Frena Fardillah; Nanang Priatna; Dadang Juandi
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3040

Abstract

Abstrak Statistical thinking ability menjadi kompetensi krusial bagi mahasiswa teknik industri, khususnya dalam memecahkan masalah statistik di dunia industri yang menuntut analisis data yang akurat dan pengambilan keputusan berbasis data. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis hubungan antara Adversity Quotient (AQ) dengan statistical thinking ability mahasiswa teknik industri. Penelitian menggunakan desain deskriptif kuantitatif dengan pendekatan ex post facto, melibatkan 115 mahasiswa tingkat akhir yang dikelompokkan berdasarkan tingkat AQ menjadi tiga kategori: climber, camper dan quitter. Data dikumpulkan melalui angket Adversity Response Profile (ARP), esai, dan wawancara, serta post-test statistical thinking. Analisis dilakukan melalui perhitungan rata-rata, persentase, distribusi frekuensi, dan analisis inferensial untuk menguji perbedaan antar kelompok. Hasil penelitian menunjukkan bahwa mahasiswa dengan AQ tinggi memiliki kemampuan statistical thinking yang lebih baik dibandingkan kelompok AQ sedang dan rendah. Temuan ini menegaskan pentingnya penguatan AQ dalam proses pembelajaran statistik, sehingga dapat meningkatkan ketahanan mental, motivasi, dan pemecahan masalah statistik di kalangan mahasiswa teknik industri. Penelitian ini merekomendasikan integrasi strategi penguatan AQ dalam pembelajaran statistik untuk menghasilkan lulusan yang lebih adaptif dan kompetitif. Abstract Statistical thinking ability is a crucial competency for industrial engineering students, especially in solving statistical problems in the industrial world, which requires accurate data analysis and data-driven decision making. This study aims to identify and analyze the relationship between Adversity Quotient (AQ) and statistical thinking ability in industrial engineering students. The study employs a quantitative descriptive design with an ex post facto approach, involving 115 final-year students grouped into three categories based on their AQ levels: climbers, campers, and quitters. Data were collected through the Adversity Response Profile (ARP) questionnaire, essays, interviews, and a post-test on statistical thinking. Analysis was conducted using mean calculations, percentages, frequency distributions, and inferential analysis to test differences between groups. The results of the study indicate that students with high AQ have better statistical thinking abilities compared to those with moderate and low AQ. These findings emphasize the importance of strengthening AQ in the statistical learning process, thereby enhancing mental resilience, motivation, and statistical problem-solving skills among industrial engineering students. This study recommends integrating AQ-strengthening strategies into statistical education to produce more adaptive and competitive graduates.
Analyzing Student Difficulties on Geometric Translation through Polya’s Stages Billa Rusthalya; Redi Hermanto; Dedi Muhtadi
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3045

Abstract

Abstrak Rendahnya kemampuan pemecahan masalah siswa dalam translasi geometri ditunjukkan oleh kesulitan memahami arah pergerakan, representasi koordinat, dan strategi penyelesaian. Penelitian ini bertujuan menganalisis jenis dan penyebab kesulitan siswa berdasarkan tahapan Polya. Metode yang digunakan adalah kualitatif deskriptif dengan subjek 20 siswa kelas IX SMP Negeri di Tasikmalaya. Instrumen penelitian berupa dua soal tes uraian berbasis translasi geometri yang divalidasi ahli serta wawancara semi-terstruktur. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan kesulitan dominan pada tahap memahami masalah (65%) dan memeriksa kembali (65%), diikuti merencanakan penyelesaian (25%) dan melaksanakan rencana (17,5%). Temuan ini menegaskan perlunya pembelajaran berbasis soal kontekstual dan strategi reflektif. Penelitian ini berkontribusi dengan memberikan gambaran terarah mengenai letak kesulitan siswa yang dapat dijadikan dasar perbaikan pembelajaran translasi geometri. Abstract Students’ low problem-solving ability in geometric translation is reflected in their difficulties in understanding movement direction, representing coordinates, and applying solution strategies. This study aims to analyze the types and causes of students’ difficulties based on Polya’s problem-solving stages. A qualitative descriptive method was employed with 20 ninth-grade students from a public junior high school in Tasikmalaya as subjects. The research instruments included two essay-based problem-solving tests on geometric translation, validated by experts, and semi-structured interviews. Data were analyzed through reduction, display, and conclusion drawing. The findings revealed that the dominant difficulties occurred in understanding the problem (65%) and looking back (65%), followed by devising a plan (25%) and carrying out the plan (17.5%). These results highlight the need for contextual problem-based tasks and reflective strategies. The study contributes by providing a structured overview of students’ difficulties, which can serve as a foundation for improving instructional practices in teaching geometric translation.
Analyzing Student Difficulties in Solving HOTS-Based Story Problems Herna Herna; Murtafiah Murtafiah; Musliha Musliha
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3046

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui kesulitan peserta didik dalam menyelesaikan soal cerita berbasis High Order Thinking Skill pada materi program linear. Subjek penelitian ini adalah peserta didik kelas XI MIPA 2 SMAN 2 Majene semester genap tahun ajaran 2020/2021 yang berjumlah 19 peserta didik dan dipilih 4 peserta didik dengan menggunakan teknik purposive sampling. Instrumen tes dan wawancara untuk melengkapi dan memperkuat informasi yang diperoleh. Penelitian ini menemukan 4 (empat) jenis kesulitan, yaitu: (1) Kesulitan dalam mempelajari konsep, memecahkan masalah verbal dan menerapkan prinsip pada level menganalisis, mengevaluasi dan mencipta; (2) Kurang mempelajari konsep pada level menganalisis, mengevaluasi dan mencipta tetapi masih kesulitan dalam memecahkan masalah verbal dan menerapkan prinsip pada level menganalisis, mengevaluasi dan mencipta; (3) Kurang mempelajari konsep, memecahkan masalah verbal dan menerapkan prinsip pada level menganalisis, mengevaluasi dan mencipta; (4) Mampu mempelajari konsep, memecahkan masalah verbal dan menerapkan prinsip pada level menganalisis, mengevaluasi dan mencipta. Abstract This study aims to find out the difficulties of students in solving story problems based on High Order Thinking Skill in linear program materials. The subjects of this study are students in grade XI MIPA 2 SMAN 2 Majene even semester of the 2020/2021 school year which amounted to 19 students and 4 students were selected using purposive sampling techniques. Test and interview instruments to complement and reinforce the information obtained. The research found 4 (four) types of difficulties, namely: (1) Difficulties in learning concepts, solving verbal problems and applying principles at the level of analyzing, evaluating and creating; (2) Lack of learning concepts at the level of analyzing, evaluating and creating but still having difficulty in solving verbal problems and applying principles at the level of analyzing, evaluating and creating; (3) Lack of learning concepts, solving verbal problems and applying principles at the level of analyzing, evaluating and creating; (4) Able to learn concepts, solve verbal problems and apply principles at the level of analyzing, evaluating and creating.
Development of Nearpod-Based Interactive Learning Media on Set Material Ririn Dwi Agustin; Dian Fitri Argarini; Yunis Sulistyorini; Dewi Kristika Findia Ning Tyas
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3053

Abstract

Abstrak Penelitian ini bertujuan menngembangkan media pembelajaran interaktif berbasis nearpod. Penelitian pngembangan ini dilatarbelakangi oleh kurangnya penggunaan media pembelajaran pada mata pelajaran matematika materi konsep himpunan, yang menyebabkan beberapa siswa kelas VII kesulitan memahami materi tersebut. Oleh karena itu, media pembelajaran berbasis Nearpod diharapkan dapat menjadi solusi alternatif. Penelitian ini menggunakan model pengembangan ADDIE yang meliputi lima tahapan: Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian ini siswa kelas VII SMP. Instrumen yang digunakan meliputi lembar validator ahli materi dan media, angket responden guru dan siswa, serta pretest dan posttest. Hasil penelitian menunjukkan bahwa media pembelajaran interaktif berbasis Nearpod memiliki nilai kevalidan dari ahli materi sebesar 81,66% (Valid) dan ahli media sebesar 83,15% (Valid). Nilai kepraktisan dari angket guru sebesar 98,00% (Sangat Praktis), serta dari siswa sebesar 87,63% (uji coba terbatas) dan 85,21% (uji coba luas), keduanya berkategori Sangat Praktis. Keefektifan media ini berdasarkan rata-rata skor N-gain adalah 57,04 (Cukup Efektif). Abstract This research aims to develop nearpod-based interactive learning media. This development research is motivated by the lack of use of learning media in mathematics subjects on set concept material, which causes some 7th grade students to have difficulty understanding the material. Therefore, Nearpod-based learning media is expected to be an alternative solution. This research uses the ADDIE development model which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects of this research grade VII Junios High Scholl students. The instruments used include material and media expert validator sheets, teacher and student respondent questionnaires, as well as pre-tests and post-tests. The results showed that Nearpod-based interactive learning media had a validity value from material experts of 81.66% (Valid) and media experts of 83.15% (Valid). The practicality value from the teacher questionnaire was 98.00% (Very Practical), as well as from students of 87.63% (limited trial) and 85.21% (broad trial), both of which were categorized as Very Practical. The effectiveness of this media based on the average N-gain score is 57.04 (Moderately Effective).
Integrating East Javanese Local Wisdom into Literacy and Numeracy Learning to Foster Literacy Knowledge and Arithmetic Skills in Primary Students Nensy Megawati Simanjuntak; Sulis Janu Hartati; Anna Wawiyah; Fransiska Marta Sari; Arumtyas Puspitaning Padmasari; Devito Andahru; Ahmad Hatip; Atul Kumar
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3055

Abstract

Abstrak Penelitian ini mengkaji integrasi kearifan lokal Jawa Timur dalam pembelajaran literasi dan numerasi sebagai strategi inovatif untuk meningkatkan pengetahuan sastra dan kemampuan berhitung siswa sekolah dasar. Penelitian ini menggunakan metode deskriptif kualitatif melalui observasi kelas, wawancara semi-terstruktur dengan guru, serta analisis hasil belajar siswa di beberapa sekolah dasar di Jawa Timur. Temuan menunjukkan bahwa penggunaan unsur budaya lokal seperti cerita rakyat Timun Mas, permainan tradisional Engklek, dan narasi bernilai budaya lainnya, secara nyata meningkatkan minat baca dan partisipasi aktif siswa dalam kegiatan literasi. Di bidang numerasi, kontekstualisasi materi dengan aktivitas berhitung berbasis permainan tradisional atau kegiatan sehari-hari lokal menghasilkan peningkatan akurasi dan keterampilan pemecahan masalah. Tercatat adanya peningkatan performa numerasi hingga 35% berdasarkan hasil evaluasi formatif. Kontekstualisasi pembelajaran dalam kerangka kearifan lokal tidak hanya memperkaya aspek kognitif, tetapi juga memperkuat apresiasi budaya, nilai moral, dan pendidikan karakter, sejalan dengan visi holistik kurikulum nasional. Abstract This study examines the integration of East Javanese local wisdom into literacy and numeracy learning as an innovative strategy to improve elementary school students' literary knowledge and numeracy skills. The study employed descriptive qualitative methods, including classroom observations, semi-structured interviews with teachers, and an analysis of student learning outcomes in several elementary schools in East Java. Findings indicate that the incorporation of local cultural elements, such as the Timun Mas folktale, the traditional game Engklek, and other culturally significant narratives, significantly increases students' interest in reading and their active participation in literacy activities. In numeracy, contextualizing material with numeracy activities based on traditional games or local daily activities results in increased accuracy and problem-solving skills. A formative evaluation recorded an increase in numeracy performance of up to 35%. Contextualizing learning within a local wisdom framework not only enriches cognitive aspects but also strengthens cultural appreciation, moral values, and character education, in line with the holistic vision of the national curriculum.
Evaluating the Implementation of Kurikulum Merdeka Using the CIPP Model in Junior High Schools of Sekolah Penggerak, Nias Regency Simon Maruli Panjaitan; Efron Manik; Tutiarny Naibaho; Lena Pangaribuan
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3057

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui hasil dari evaluasi Context, Input, Process and Product (CIPP) pada Evaluasi Implementasi Kurikulum Merdeka di SMP Program Sekolah Penggerak di Kabupaten Nias. Penelitian ini termasuk penelitian evaluasi dengan menggunakan pendekatan deskriptif kualitatif. Subjek penelitian ini terdiri dari kepala sekolah, wakil kepala sekolah, kepala tata usaha, guru, dan peserta didik SMP Program Sekolah Penggerak di Kabupaten Nias, yakni, 4 kepala sekolah, 4 wakil kepala sekolah, 4 KTU, 42 guru dan 64 peserta didik. Instrumen dalam penelitian ini adalah angket dan dokumentasi. Data kuantitatif dianalisis menggunakan skor rata- rata, sementara data kualitatif melalui penyajian data dan penarikan kesimpulan atau verifikasi. Hasil penelitian ini berimplikasi memberikan gambaran tentang kualitas pelaksanaan Kurikulum Merdeka dan keberlanjutan program pembenahannya. Hasil penelitian menunjukkan bahwa Evaluasi Implementasi Kurikulum Merdeka di SMP Program Sekolah Penggerak di Kabupaten Nias, hasilnya pada kategori sangat baik. Masing-masing aspek evaluasi terdiri dari: kinerja yang sangat baik dalam mendukung proses Pendidikan, SMP Program Sekolah Penggerak di Kabupaten Nias telah memenuhi berbagai indikator dengan sangat baik, proses pembelajaran di SMP Program Sekolah Penggerak di Kabupaten Nias berjalan dengan sangat baik, dan efektivitas proses pembelajaran di sekolah yang telah mampu mengoptimalkan potensi peserta didik dan mencapai target pendidikan yang diinginkan. Abstract This study aims to determine the results of the Context, Input, Process and Product (CIPP) evaluation on the Evaluation of the Implementation of the Independent Curriculum in the Junior High School Mover Program in Nias Regency. This study includes evaluation research using a qualitative descriptive approach. The subjects of this study consisted of principals, vice principals, heads of administration, teachers, and students of the Junior High School Mover Program in Nias Regency, namely, 4 principals, 4 vice principals, 4 KTU, 42 teachers and 64 students. The instruments in this study were questionnaires and documentation. Quantitative data were analyzed using average scores, while qualitative data were analyzed through data presentation and drawing conclusions or verification. The results of this study have implications for providing an overview of the quality of the implementation of the Independent Curriculum and the desire for its improvement program. The results of the study show that the Evaluation of the Implementation of the Independent Curriculum at the Middle School of the School Mover Program in Nias Regency, the results are in the very good category. Each aspect of the evaluation consists of: very good performance in supporting the Education process, the Middle School of the School Mover Program in Nias Regency has met various indicators very well, and the effectiveness of the learning process in schools that have been able to optimize the potential of students and achieve the desired educational targets.
Augmented Reality in Case Method Learning to Improve Geometry Skills Lela Safrida; Abi Suwito; Reza Ambarwati
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3064

Abstract

Abstrak Penelitian ini  bertujuan untuk mengembangkan perangkat pembelajaran Pembelajaran Case Method berbasis Augmented Reality dan etnomatematika dalam meningkatkan keterampilan mahasiswa geometri. Penelitian ini dikembangkan dengan menggunakan model pengembangan 4-D. Subjek penelitian ini adalah 39 mahasiswa Program Studi Pendidikan Matematika. Metode pengumpulan data menggunakan metode angket dan metode tes dengan instrumen lembar validasi, tes kemampuan geometri, dan angket respon siswa. Hasil analisis Validitas menunjukkan skor rata-rata lembar validasi produk sebesar 3,65. Analisis Praktikalitas menunjukkan skor rata-rata angket respon siswa sebesar 3,49 atau 87% dalam kategori sangat praktis. Hasil Paired Sample T-Test menunjukkan angka yang signifikan antara nilai pretes dan postes dengan nilai signifikansi (2-tailed) ???? = 0,000 < 0,05, sehingga terdapat perbedaan yang signifikan antara nilai prates dan pascates. Perbedaan tersebut terlihat dari nilai rata-rata prates sebesar 31,51 yang meningkat menjadi 45,00 pada pascates. Dapat disimpulkan bahwa produk pengembangan memenuhi kriteria valid, praktis, dan efektif dalam meningkatkan kemampuan berpikir geometri siswa. Abstract This research aims to develop a Case Method learning tool based on Augmented Reality and Ethnomathematics to improve students' geometry skills. This study was developed by using a 4-D development model. The subjects of this study were 39 students of the Mathematics Education Study Program. The data collection method used a questionnaire method and a test method with validation sheet instruments, geometry ability tests, and student response questionnaires. Validity analysis showed an average score of the product validation sheet of 3.65. Practicality analysis showed the average score of the student response questionnaire is 3.49 or 87% in very practical category. The results of the Paired Sample T-Test showed a significant number between the pre-test and post- test values with a significance value (2-tailed) ???? = 0.000 < 0.05, so that there is a significant difference between the pre-test and post-test values. The difference could be seen from the average pre-test value of 31.51 which increased to 45.00 in the post-test. It could be conclude that the development product satisfied the criteria of valid, practical, and effective in improving students' geometry skills.

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