The development of student worksheets: questions of PISA model to analyze the ability of mathematical literacy in junior high school

Sutama,; Narimo, Sabar; Anif, Sofyan; Prayitno, Harun Joko; Sari, Diana Purwita; Adnan, Mazlini

doi:10.1088/1742-6596/1538/1/012065

Cited by 19 publications

(12 citation statements)

References 9 publications

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“…Therefore, the students who are still not used to the systematical process of problem solving needs to practice more through concept development learning. This is proven by the research findings which show that the implementation of problem-based learning and concept development learning can improve students' interpretation skills [29], [30]. This also means that improving students' critical thinking skills based on indicator of interpretation can be done through problem-based learning on mathematics including concept development, controlled practiced, or individual practice.…”

Section: A: Do You Understand the Problem About The Information And T...mentioning

confidence: 90%

Collaborative mathematics learning management: Critical thinking skills in problem solving

Sutama

Fuadi

Narimo

et al. 2022

IJERE

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<span lang="EN-US">This qualitative-ethnography study described the critical thinking skill based on indicators of interpretation, analysis, evaluation, and inference in solving mathematical problem. The subjects of the study were the headmaster, math teachers, and ninth grade students of a public junior high school in academic year of 2020/2021. The data were collected through observation, field notes, interview, and documentation. Triangulation of sources and technique were used to ensure the data validation in this research. Data analysis technique was done inductively with continuous process along with the data collection. The results of the study showed high initial skills in mathematics become the basic need for the students in developing critical thinking skills based on indicators of interpretation. The improvement of critical thinking based on the indicator of interpretation is accustomed through problem-based learning. Critical thinking process based on the indicator of analysis is cultivated through collaborative learning. In this indicator, the students need special attention from the teacher. There is always the possibility for every student from each level to face difficulties in solving some problems without collaborating with others. The teachers can make more effort to optimize the students’ basic holistic skills in line with their knowledge and experience in order to improve students’ critical thinking skills based on the indicator of inference. In this indicator, teachers should guide the students to improve their critical thinking skills.</span>

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Section: A: Do You Understand the Problem About The Information And T...mentioning

confidence: 90%

Collaborative mathematics learning management: Critical thinking skills in problem solving

Sutama

Fuadi

Narimo

et al. 2022

IJERE

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“…Pengalaman pembelajaran berorientasi literasi numerasi memerlukan pendekatan pembelajaran yang lebih realistic sehingga kemampuan penalaran dapat berkembang (Saleh et al,2018). Kualitas literasi numerasi pada siswa dipengaruhi oleh kemampuan dalam mendesain pembelajaran berorientasi literasi numerasi juga sebagaimana diungkapkan bahwa kreativitas, kecakapan, kesungguhan dan ketekunan guru menentukan kualitas perencanaan, pelaksanaan dan penilaian pembelajaran (Sutama, 2020). Pengalaman pembelajaran yang dilaksanakan harus dievaluasi agar diketahui kelebihan atau kekurangannya sehingga dapat dilakukan perbaikan atau dilakukan program asesmen.…”

Section: Upaya Memperbaiki Kualitas Literasi Numerasi Siswa Melalui A...unclassified

Pelaksanaan PLP Ii Sebagai Upaya Meningkatkan Literasi, Numerasi Dalam Pembelajaran Ipa Menyenangkan Di Sdi Rawe

Meme,

Kua

2024

J.C.M.P.

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Abstrak Kemampuan literasi numerasi peserta didik mengalami penurunan yang signifikan yang terjadi di jenjang sekolah dasar, dimana peserta didik kelas rendah ada yang belum mengenal huruf dan angka serta pesrta didik kelas tinggi yang masih membaca suku kata dan juga belum sepenuhnya menguasai operasi hitung. Pelaksanaan Pengenalan lapangan persekolahan (PLP II) sebagai upaya meningkatkan kemampuan literasi, numerasi siswa. literasi dan numerasi siswa masih rendah sehingga kemendikbudristek menetapkan adanya program merdeka belajar kampus merdeka untuk meningkatkan mutu pendidikan di Indonesia. pembalajaran IPA di sekolah dasar juga kurang diminati siswa karena siswa merasa bahwa pembelajaran IPA kurang menyenangkan. jenis penelitian menggunakan pendekatan kualitatif deskriptif. penelitian ini dilaksanakan selama empat bulan, lokasi penelitian dilaksanakan di SDI Rawe, kecamatan Boawae, Kabupaten Nagekeo.prosedur pengumpulan data mengguanakan observasi,wawancara,dan tes. sehingga dapat disimpulkan bahwa pelaksanaan PLP II sebagai upaya meningkatakan literasi numerasi siswa dalam pembelajaran menyenangkan dilaksanakan dengan baik dan dapat dilihat melalui hasil pelaksanaan AKM dan peserta didik giat melaksanakan kegiatan literasi sebelum pembelajaran dimulai,numerasi dengan menghafal perkalian 1-10 dengan baik.

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“…Dengan mengukur literasi dan numerasi, guru didorong untuk memusatkan perhatian pada literasi dan numerasi dalam menyelenggarakan pembelajaran di sekolah. Pengelolaan pembelajaran sangat tergantung pada kreativitas guru (Sutama et al, 2020)…”

Section: [Jurnal Kreativitas Pengabdian Kepada Masyarakat (Pkm) P-iss...unclassified

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Murni¹,

Nendi²,

Jundu³

et al. 2022

Creat J. Cumn Enga

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ABSTRAK Asesmen Kompetensi Minimum merupakan penilaian kemampuan minimum yang dilakukan kepada peserta didik. Kemampuan minimum yang dimaksud adalah kemampuan paling dasar yang harus dimiliki oleh peserta didik pada jenjang tertentu, yaitu literasi membaca dan numerasi. AKM mengukur kompetensi berpikir atau bernalar peserta didik ketika membaca teks (literasi) dan menghadapi persoalan yang membutuhkan pengetahuan matematika (numerasi). Tidak semua guru memiliki pengetahuan dan keterampilan menyusun instrumen, contohnya para guru di SMK Bina Kusuma Ruteng. Oleh karena itu, tim pengabdian kepada masyarakat melaksanakan kegiatan pelatihan penyusunan instrumen Asesmen Kompetensi Minimum untuk para guru SMK Bina Kusuma Ruteng. Pelatihan dilakukan untuk mengembangkan kompetensi guru dalam menyusun instrumen AKM sehingga mendukung tercapainya tujuan pembelajaran yang diharapkan. Kegiatan pelatihan diikuti oleh 30 guru SMK Bina Kusuma Ruteng. Kegiatan ini dilakukan melalui beberapa tahap, yaitu wawancara, perencanaan, pelaksanaan, dan evaluasi. Kegiatan ini dapat berpengaruh positif terhadap kemampuan dan keterampilan para guru dalam menyusun instrumen Asesmen Kompetensi Minimum. Berdasarkan hasil analisis data ditemukan bahwa pelatihan memiliki kualitas dengan kategori baik sekali (4.75) dan memberikan dampak dalam kategori kategori baik sekali (4.92). Terbukti bahwa para guru bisa menyusun instrumen AKM dengan baik. Sedangkan, dampak pelaksanaan pelatihan masuk dalam kategori baik sekali (4.82). Mitra mampu menyusun instrumen PKM dengan benar, hal ini dapat dilihat pada tugas yang dipresentasikan oleh mitra. Instrumen yang dihasilkan ini diharapkan dapat menjadi penduan bagai para guru dan calon guru untuk mengembangkan dan menggunakan instrumen AKM pada proses pembelajaran dan penilaian di kelas. Jadi, dapat disimpulkan bahwa kegiatan pelatihan ini dapat mengembangkan kompetensi guru dalam menyusun instrumen AKM, sehingga guru mampu menyelenggarakan pembelajaran secara efektif dan efisien. Kata Kunci: Pelatihan, Penyusunan, Instrumen, AKM ABSTRACT Minimum Competency Assessment is a minimum ability assessment carried out on students. The minimum ability in question is the most basic ability that must be possessed by students at a certain level, namely reading literacy and numeracy. AKM measures the thinking or reasoning competence of students when reading texts (literacy) and dealing with problems that require mathematical knowledge (numbering). Not all teachers have the knowledge and skills to compose instruments, for example, teachers at SMK Bina Kusuma Ruteng. Therefore, the community service team carried out training activities for the preparation of Minimum Competency Assessment instruments for teachers of SMK Bina Kusuma Ruteng. The training was conducted to develop teacher competence in compiling the AKM instrument to support the achievement of the expected learning objectives. The training activity was attended by 30 teachers of SMK Bina Kusuma Ruteng. This activity was carried out through several stages, namely interviews, planning, implementation, and evaluation. This activity can have a positive effect on the ability and skills of teachers in preparing the Minimum Competency Assessment instrument. Based on the results of data analysis, it was found that the quality of the training was in the very good category (4.75) and had an impact in the very good category (4.92). It is proven that the teachers can arrange the AKM instrument well. Meanwhile, the impact of the implementation of the training is in the very good category (4.82). It is proven that the teachers can arrange the AKM instrument well. Meanwhile, the impact of the implementation of the training is in the very good category (4.82). Teachers can develop PKM instruments correctly, this can seen in the tasks presented by teachers. The result of instrument is expected to be a guide for teachers and prospective teachers to develop and use the AKM instrument in the learning and assessment process in the classroom. So, it can concluded that this training activity can develop teacher competence in preparing AKM instruments, so that teachers are able to organize learning effectively and efficiently. Keywords: Training, Preparation, Instruments, AKM

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The development of student worksheets: questions of PISA model to analyze the ability of mathematical literacy in junior high school

Cited by 19 publications

References 9 publications

Collaborative mathematics learning management: Critical thinking skills in problem solving

Collaborative mathematics learning management: Critical thinking skills in problem solving

Pelaksanaan PLP Ii Sebagai Upaya Meningkatkan Literasi, Numerasi Dalam Pembelajaran Ipa Menyenangkan Di Sdi Rawe

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

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