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<![CDATA[PENGEMBANGAN INSTRUMEN KESIAPAN GURU MATEMATIKA PADA PEMBELAJARAN DARING DALAM PERSPEKTIF TPACK ]]>
<![CDATA[Heru Heru]]>;
<![CDATA[Refi Elfira Yuliani]]>;
<![CDATA[Rieno Septra Nery]]>;
<![CDATA[Nila Kesumawati]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 3 (2021) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v10i3.3980
<![CDATA[Implementasi pembelajaran daring menghadirkan konsekuensi logis bagi para guru untuk dapat mengintegrasikan kemampuan pedagogik (pedagogical knowledge), penguasaan konten/materi (content knowledge) dan penggunaan teknologi (technological knowledge) pada pembelajaran. Penelitian ini bertujuan mengembangkan Instrumen kesiapan guru matematika dalam melaksanakan pembelajaran daring dalam perspektif Technological Pedagogical and Content Knowledge (TPACK). Peneliatian ini, merupakan penelitian pengembangan (development research). Pengembangan instrumen TPACK pembelajaran daring menggunakan prosedur pengembangan yang terdiri dari beberapa langkah antara lain: 1) perumusan latar belakang (background); 2) konseptualisasi (questionnaire conceptualization); 3) format dan analisis data (Format and Data Analysis); 4) penentuan validitas (Establishing Validity), dan; 5) penentuan reliabilitas (Establishing Reliability). Subjek penelitian adalah guru yang mengajar muatan pelajaran Matematika SD kelas atas (kelas 4,5, dan 6), guru mata pelajaran Matematika SMP sederajat dan SMA sederajat sebanyak 40 orang guru. Berdasarkan hasil validasi konstruk dan Bahasa yang dilakukan oleh expert review menunjukkan bahwa instrumen telah valid dan siap untuk di uji validasi lapangan. Hasil uji validasi lapangan yang dianalisis menggunakan Rasch model diperoleh satu pernyataan pada komponen Technology Knowledge(TK) yang tidak valid, sementara 44 pernyataan laiinya dinyatakan valid. Hasil uji reliabilitas menunjukkan bahwa instrumen kuiseoner reliabel. Berdasarkan hasil analisis validitas dan reliabilitas menggunakan Rasch model, hanya 44 pernyataan yang dapat digunakan. Hasil penelitian ini menunjukkan bahwa 44 pernyataan instrumen yang telah dikembangkan layak digunakan untuk mengukur kesiapan guru matematika pada pembelajaran daring dalam perspektif TPACK.]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar Matematika Melalui Guided Discovery Learning dengan Pendekatan Saintifik Materi Operasi himpunan ]]>
<![CDATA[Nera Prabawati]]>;
<![CDATA[Muslimin Muslimin]]>;
<![CDATA[Heru Heru]]>
<![CDATA[ Jurnal Pendidikan Matematika RAFA Vol 4 No 2 (2018): Jurnal Pendidikan Matematika RAFA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika UIN Raden Fatah Palembang ]]>
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DOI: 10.19109/jpmrafa.v4i2.2897
<![CDATA[Tujuan penelitian untuk mendeskripsikan upaya pembelajaran operasi himpunan dengan guided discovery learning yang dapat meningkatkan hasil belajar siswa dan mendeskripsikan respon siswa terhadap pembelajaran operasi himpunan melalui guided discovery learning. Hasil penelitian menunjukkan bahwa penerapan pembelajaran operasi himpunan dengan model guided discovery learning tersebut, ternyata efektif meningkatkan hasil belajar operasi himpunan siswa kelas VII SMP Muhammadiyah 1Palembang, dan respon siswa terhadap pembelajaran tersebut adalah positif dan umumnya siswa menyatakan senang mengikuti pembelajaran dan bisa memahami materi operasi himpunan dengan baik. Untuk itu, agar pembelajaran matematika melalui model guided discovery learningdapat dijadikan salah satu alternatif pembelajaran di sekolah.]]>
<![CDATA[Desain Modul Matematika Siswa Berbasis PMRI Kelas IV Sekolah Dasar ]]>
<![CDATA[Heru Heru]]>;
<![CDATA[Refi Elfira Yuliani]]>;
<![CDATA[Mazro'atul Khoeriyah]]>;
<![CDATA[Rieno Septra Nery]]>
<![CDATA[ Jurnal Pendidikan Matematika RAFA Vol 6 No 2 (2020): Jurnal Pendidikan Matematika RAFA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika UIN Raden Fatah Palembang ]]>
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DOI: 10.19109/jpmrafa.v6i2.11302
<![CDATA[This study aims to develop a student mathematics module based on the Indonesian Realistic Mathematics Education (PMRI) approach to the material of factors and multiples of a number in grade IV Elementary School to help with these difficulties. The research method used in this research is development research using the Four-D Models (4-D) development model, which consists of four stages: define, design, develop, and disseminate. The research subjects were fourth-grade elementary school students. From this research, it was found that; 1) the developed module was declared valid by material, media and language experts; 2) the mathematics module that was developed practically through limited trial activities with the results of the percentage of the remaining assessment questionnaires distributed was 94.32%; 3) the developed module has a potential effect on student learning outcomes, which can be seen from the final average score of students, which is 85.33, which means that student learning outcomes are categorized as very good. Based on the study results, it can be stated that the developed module is valid, practical and has a potential effect on improving learning outcomes.]]>
<![CDATA[Pelatihan Pengembangan Bahan Ajar Multimedia Pembelajaran Interaktif Berbasis Pendekatan Saintifik Menggunakan Metode Blended Learning bagi Guru SMP/MTs Muhammadiyah Palembang ]]>
<![CDATA[Heru Heru]]>;
<![CDATA[Refi Elfira Yuliani]]>
<![CDATA[ Jurnal Pengabdian Pada Masyarakat Vol 5 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Mathla'ul Anwar Banten ]]>
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DOI: 10.30653/002.202051.279
<![CDATA[TRAINING OF MULTIMEDIA TEACHING MATERIALS INTERACTIVE LEARNING BASED ON SCIENCE APPROACH USING BLENDED LEARNING METHOD FOR TEACHERS OF SMP / MTS MUHAMMADIYAH PALEMBANG. One of the uses of ICT in learning is interactive instructional multimedia teaching materials. Interactive learning multimedia is something new for SMP and MTs teachers in Muhammadiyah 1 Palembang, because so far teachers have used ICT in the form of Microsoft PowerPoint software only as a media presentation of subject matter so that it is not possible for students to dig deeper knowledge of teaching materials that have been presented in the form of media presentation. This is not in line with the character of the scientific approach initiated by the government in an effort to improve the quality of learning in the classroom. Efforts to improve the quality of teachers through training activities have been carried out by partners (schools), but always experience problems related to the implementation of teacher training, related to the above problems, community service programs (PKM) provide solutions to improve the ability of teachers in developing instructional multimedia teaching materials interactive scientific approach based on SMP and MTs. Muhammadiyah 1 Palembang is conducting training using the Blended Learning method. The implementation of PKM consists of the following stages: 1) the stage of developing instructional systems; 2) the stage of the training using the blended learning method consisting of face-to-face and online learning by utilizing the Moodle Learning Management System (LMS); 3) Evaluation stage. Based on PKM evaluation results, PKM implementation has generally reached an indicator of success, because 87% or around 26 trainees have a value above 75 (an indicator of training success).]]>
<![CDATA[Pelatihan Pembuatan Produk Kerajinan Tangan dari Tali Kur pada Masyarakat Binaan Teras Literasi Rumah Kita ]]>
<![CDATA[Heru Heru]]>;
<![CDATA[Refi Elfira Yuliani]]>
<![CDATA[ Jurnal Pengabdian Pada Masyarakat Vol 6 No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Mathla'ul Anwar Banten ]]>
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DOI: 10.30653/002.202163.925
<![CDATA[TRAINING ON MAKING HANDICRAFT PRODUCTS FROM KUR ROPES FOR OUR HOME LITERACY TERRACE ASSISTED COMMUNITIES. Community Service Training on Making Handicraft Products from Cords for the Community Assisted by Teras Literasi Rumah Kita aims to provide participants with an understanding of the prospect of rope crafts, providing skills to participants to make handicrafts made from ropes such as purses and bags. The activities used in this service are in the form of Training and Monitoring. The training was conducted using lecture, demonstration, practice, question and answer, observation and assignment methods. Assignments are given to all participants to complete the embroidery of a purse or bag. Participants can work at home or while attending the recitation at the Literacy Teras Rumah Kita. Monitoring is carried out at every recitation activity of the inmates, with literacy terraces taking place. At the time of the recitation, the participants brought the embroidery of the rope, and it would be completed after doing the recitation. After the recitation, monitoring was carried out on the participants' tasks in embroidering the string. If it is in embroidery, then the embroidery will be removed to the wrong point, but there are no errors. Participants can continue the embroidery until the product is finished. The output of this activity is craft products made from ropes in the form of wallets and bags.]]>
<![CDATA[E-Course Design of Middle/MTs Teacher Training Using Google Classroom ]]>
<![CDATA[Refi Elfira Yuliani]]>;
<![CDATA[Heru Heru]]>
<![CDATA[ International Journal of Elementary Education Vol 5 No 3 (2021): Agustus ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v5i3.37667
<![CDATA[The ability to design online learning was a skill that teachers in integrating ICT in Learning must possess. The problems faced by teachers in implementing online learning were complex, starting from internet access to the use of applications/software that can be used in online learning. This study aimed to produce an e-course for teacher training for SMP/MTs using the open-source google classroom. This research used a development research method with media evaluation using formative Evaluation Tessmer. As developed in this study was a teacher training media using google classroom. The research subjects were junior high school and MTS teachers, with 28 people involved during the training process activities. The instrument used in this research was a questionnaire. The questionnaire was given to the experts, and the participants of the small group trial were questionnaires to assess the e-course google classroom. The questionnaire given to the field test participants was to see the potential effect of learning using e-courses on the teacher's TPACK ability. The data analysis method used was descriptive qualitative. Based on the research results that have been done, it can be concluded that the e-course teacher training using google classroom was categorized as valid and practical. Validity was obtained from the assessment of the material, media, and language experts and was one-to-one. Practicality was obtained from the results of the small group trial by analyzing the results of the questionnaire distributed to the small group trial participants so that the average percentage of teacher assessment through the questionnaire was 92.5%. E-course had a potential effect on teacher TPACK with an average rate of 82.46%, classified as good. Based on the results obtained, it can be concluded that the developed training e-course was valid, practical, and had a potential effect on the achievement of TPACK. That was, the e-course that has been designed was effective.]]>
<![CDATA[Modul Peserta Didik Berbasis Pendekatan Matematika Realistik Kelas IV Sekolah Dasar ]]>
<![CDATA[Refi Elfira Yuliani]]>;
<![CDATA[Heru Heru]]>;
<![CDATA[Wahidati Wahidati]]>
<![CDATA[ Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 1 (2021): Mathline ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mathline.v6i1.196
<![CDATA[This study aims to produce a teaching material in the form of student modules based on PMRI approaches for grade IV elementary schools. The research method used is development research using the 4-D model (define, design, develop, disseminate). Subjects in the study were grade four students of SD IT Salsabila Palembang. Based on the research results obtained a valid and practical module. Validity can be from the results of the assessment of material experts, media modules and languages. Practicality can be from the results of the assessment of students in the field test is limited to the mathematical modules students developed. Based on data from the questionnaire analysis of students at the stage of limited field test, a score of 313 obtained from a maximum total of 352 assessments, which presented to be 88.92% and it could be categorized that the module developed practically. The potential effect was seen from the results of the student's final ability test. From the results of data analysis that has done that the average final score of students is 80.88 which means that the learning outcomes of students classified as an outstanding category, it can be concluded that the student mathematics module based on the PMRI approach that has developed as a potential effect on student learning outcomes students.]]>
<![CDATA[Desain modul matematika pendamping untuk persiapan asesmen kompetensi minimum Siswa Kelas V SD ]]>
<![CDATA[Heru Heru]]>;
<![CDATA[Refi Elfira Yuliani]]>;
<![CDATA[Izah Zulpah]]>
<![CDATA[ Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 8 No 1 (2022): Jurnal Math Educator Nusantara ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jmen.v8i1.17682
<![CDATA[Students' skills in solving numeracy questions in the AKM are still varied, especially for SD Negeri 3 Mendo Barat students. The implementation of AKM, especially numeracy skills, impacts the learning given to students. Students are not only required to understand mathematical concepts but must demonstrate other mathematical abilities such as reasoning and problem-solving abilities. Therefore, teaching materials are needed that can support the AKM-based learning process. At SD Negeri 3 Mendo Barat, there are still very few teaching materials owned by students, especially those based on AKM. This study aims to develop a companion mathematics module for preparing AKM for fifth-grade elementary school students that is valid, practical, and potentially affects learning outcomes. Development research using a 4-D model is used as a research technique. The research subjects were 22 students of class V SD Negeri 3 Mendo Barat, as many as 22 people. The results showed that the mathematics module was valid and practical—valid seen from the experts' assessment of the module. Experts consist of material, media, and language experts. Practicality is obtained from the results of student questionnaire analysis in a limited field test which shows a practicality percentage of 91.32 per cent. Based on the operational field test results, the average final score of students is 87.05, which indicates that student learning outcomes are in the very good category. The module can potentially affect student learning outcomes in the good category.]]>
<![CDATA[PELATIHAN PENGGUNAAN WEB PAMER UN UNTUK EVALUASI KETERCAPAIAN INDIKATOR PEMBELAJARAN SISWA DALAM MENGIKUTI UJIAN NASIONAL PADA GURU MADRASAH TSANAWIYAH NURUL HIDAYAH PALEMBANG ]]>
<![CDATA[Sulton Nawawi]]>;
<![CDATA[Sunardi Sunardi]]>;
<![CDATA[Heru Heru]]>;
<![CDATA[Refi Elfira Yuliani]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Bumi Raflesia Vol. 4 No. 3 (2021): Jurnal Pengabdian Masyarakat Bumi Raflesia ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Bengkulu ]]>
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DOI: 10.36085/jpmbr.v4i3.1639
<![CDATA[Ujian nasional adalah kegiatan pengukuran dan penilaian kompetensi lulusan secara nasional pada mata pelajaran tersebut. Hasil ujian nasional ini berfungsi dalam memperbaiki dan meningkatkan mutu pembelajaran. Umpan baliknya bermuara kepada peningkatan hasil belajar peserta didik. Namun guru masih mengalami kesulitan dalam menganalisis, mengevaluasi dan menentukan materi yang mana yang rendah atau materi yang mengalami penurunan pada hasil ujian nasional. Tujuan kegiatan ini adalah memberikan pemahaman kepada guru dalam menggunakan aplikasi pamer UN untuk evaluasi hasil ujian nasional. Metode yang dilakukan yaitu transfer ilmu dan praktik langsung. Sebagai tolak ukur keberhasilan dari pengabdian masyarakat ini, penulis memberikan quisioner. Hasil quisioner indikator pertama berkaitan dengan materi hasilnya 100 % menjawab merupakan hal baru. Indikator kedua apakah materi yang diberikan dapat membantu guru untuk melaksanakan tugas hasilnya 63,63 % menjawab sangat membantu. Indikator ketiga apakah guru merasa memperoleh gambaran yang kongkrit tentang  hasil ujian nasional melalui aplikasi PAMER UN hasilnya 100 % menjawab mendapat gambaran yang kongkrit. Indikator keempat apakah sudah tersedia aplikasi untuk menilai atau mengevaluasi hasil ujian nasional hasilnya 72,72 % belum tersedia sama sekali Indikator kelima perihal pemanfaatan aplikasi PAMER UN untuk dasar evaluasi kemajuan peserta didik dan sekolah hasilnya 45,45 % hasilnya sangat bermanfaat dan 54,53 % hasilnya bermanfaat. Indikator keenam berkaitan dengan pelaksanaan kegiatan pengabdian masyarakat ini hasilnya 90,90 % sangat efektif. Pada indikator ketujuh berkaitan dengan waktu pelatihan hasilnya 27,27% menjawab cukup, 27,27 % menjawab seimbang, dan 45 % menjawab terlalu pendek bila dibanding dengan materi dan tugas.Kata Kunci: Evaluasi, hasil, ujian nasional, PAMER UN ]]>
<![CDATA[PENGARUH PENGGUNAAN APLIKASI GEOGEBRA BERBASIS TPACK TERHADAP HASIL BELAJAR MATEMATIKA PADA MATERI BANGUN RUANG DI SMA NEGERI 19 PALEMBANG ]]>
<![CDATA[Refi Elfira Yuliani]]>;
<![CDATA[Heru Heru]]>;
<![CDATA[Efni Lestiyani Sari]]>
<![CDATA[ Publikasi Penelitian Terapan dan Kebijakan Vol 4 No 1 (2021): Publikasi Penelitian Terapan dan Kebijakan ]]>
Publisher : <![CDATA[Badan Penelitian dan Pengembangan Daerah Provinsi Sumatera Selatan ]]>
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DOI: 10.46774/pptk.v4i1.337
<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh penggunaan aplikasi GeoGebra berbasis TPACK terhadap hasil belajar matematika pada materi bangun ruang. Penelitian dilakukan di SMA Negeri 19 Palembang. Populasi dalam penelitian ini adalah seluruh siswa SMA Negeri 19 Palembang kelas XII IPA Tahun Ajaran 2019/2020 yang terdiri dari tujuh kelas, dan berjumlah sebanyak 251 siswa. Sampel dalam penelitian ini adalah kelas XII IPA 4 sebanyak 33 orang siswa, yang diambil menggunakan metode Purposif sampling. Metode penelitian yang digunakan dalam penelitian ini adalah pra-experimental design, dengan desain One Group Pretest-Postest Design (satu kelompok pretest-postes). Hasil pengolahan data diperoleh nilai t-hitung sebesar 4,91 dan t-tabel adalah 2,01. Jika dibandingkan nilai t-hitung dengan t-tabel maka nilai t-hitung > t-tabel, atau 4,91 > 2,01. Berdasarkan kriteria penerimaan atau penolakan Ho, maka Ho ditolak atau Ha diterima, artinya ada pengaruh penggunaan aplikasi GeoGebra terhadap hasil belajar pada materi bangun ruang secara signifikan. Ini menunjukkan bahwa penggunaan aplikasi GeoGebra berbasis TPACK memiliki pengaruh terhadap hasil belajar matematika pada materi bangun ruang.]]>
