Jurnal VARIDIKA
https://journals.ums.ac.id/index.php/varidika
<hr /><table cellpadding="0" bgcolor="#f0f0f0"><thead><tr><td><p>Title</p></td><td>:</td><td><strong>Jurnal VARIDIKA</strong></td><td rowspan="10"><img src="/public/site/images/ni160/rsz_1rsz_2jurnal_varidika_33.png" alt="" /></td></tr><tr><td> Initials</td><td>:</td><td><strong>VARIDIKA</strong></td></tr><tr><td>Abbreviation</td><td>:</td><td><strong>J.Var</strong></td></tr><tr><td>Publications </td><td>:</td><td><strong>Twice a year (June and December)</strong></td></tr><tr><td>DOI</td><td>:</td><td><strong>prefix <a href="https://search.crossref.org/?q=2460-3953&from_ui=yes" rel="noopener noreferrer" target="_blank">10.23917</a></strong></td></tr><tr><td>Print ISSN</td><td>:</td><td><a href="https://issn.lipi.go.id/terbit/detail/1180434034" target="_blank"><strong>0852-0976</strong></a></td></tr><tr><td><a href="https://issn.lipi.go.id/terbit/detail/1180434034" target="_blank">Online ISSN</a></td><td>:</td><td><a href="https://issn.lipi.go.id/terbit/detail/1436939019" target="_blank"><strong>2460-3953</strong></a></td></tr><tr><td><a href="https://issn.lipi.go.id/terbit/detail/1436939019" target="_blank">Business Model</a></td><td>:</td><td><strong>Open Access</strong></td></tr><tr><td>Publisher</td><td>:</td><td><a href="https://fkip.ums.ac.id/" target="_blank"><strong>Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia</strong></a></td></tr></thead></table><hr />Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakartaen-USJurnal VARIDIKA0852-0976Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.<p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons Licence" /></a><br /><strong></strong></p><p><strong>Jurnal VARIDIKA</strong> is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a>.</p>Pre-Service Teacher Professional Identity Formation: Narrative study on Indonesian Accounting Teacher Candidate
https://journals.ums.ac.id/index.php/varidika/article/view/23190
<p>This research investigates the components of professional identity among prospective accounting teachers, a topic largely unexplored in existing literature. Conducted in Indonesia, the qualitative study adopts a narrative design with six participants from both private and public universities. Data collection involves participants independently recording narratives throughout their first to third years of study, capturing the evolution of their professional identity. Results reveal a progression in professional identity formation over the three years. In the initial year, emphasis is on instructional abilities. By the second year, a notable shift occurs, with elements such as multitasking, game-based teaching, and character values gaining prominence. Furthermore, flexibility, agility, sensitivity, and tech savvy emerge as identity components. The third year marks a significant transformation, with a focus on soft skills, time management, and a sense of responsibility as central components of professional identity for prospective accounting teachers. It is crucial to acknowledge that these components remain subject to further evolution with continued analysis. The study recommends subsequent research utilizing quantitative methods, specifically exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), to provide a more comprehensive understanding of the identified professional identity components. This research contributes to the broader discourse on professional identity, shedding light on the nuanced development within the context of prospective accounting teachers.</p>Muhammad Fahmi Johan SyahSharul Effendy JanudinMahaliza MansorDjalal FuadiSuranto SurantoDefri Nur RomadhoniAngelia Suci Nur Hafidah
Copyright (c) 2023 Muhammad Fahmi Johan Syah, Sharul Effendy Janudin, Mahaliza Mansor, Djalal Fuadi, Suranto Suranto, Defri Nur Romadhoni, Angelia Suci Nur Hafidah
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2023-12-092023-12-09352809310.23917/varidika.v1i2.23190Understanding the Values of Pancasila and the Kebhinekaan Tunggal Ika Diversity in the Middle of the Diversity of Students
https://journals.ums.ac.id/index.php/varidika/article/view/23209
<em>In the midst of current technological advancements, students lack a comprehensive understanding of the actual impact of internalizing the values of unity in diversity (Bhinneka Tunggal Ika) and Pancasila on the formation of the national identity of learners. Furthermore, there is a gap in knowledge regarding how this process can positively contribute to the development of inclusive, tolerant, and harmonious attitudes within the educational environment.The internalization of Pancasila values in schools is considered a crucial step towards strengthening the national identity of Indonesia, involving elements of diversity, Pancasila, and religiosity. This study employs a qualitative descriptive approach, utilizing observation and interviews. The subjects of this research are class teachers, subject teachers, and the vice principal in charge of the curriculum. The data validity technique used is triangulation method with an interactive data analysis model developed by Miles and Huberman.The findings indicate that Pancasila values provide a solid foundation for embracing diversity in the school environment. By internalizing Pancasila values, schools can enhance understanding and appreciation for the diverse cultural, religious, ethnic, and other elements present in the school ecosystem.</em>Rahayu Febri RiyantiFitri Puji RahmawatiArifah Dwi WidyastutiLina Hasna
Copyright (c) 2023 Rahayu Febri Riyanti, Fitri Puji Rahmawati, Arifah Dwi Widyastuti, Lina Hasna
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2023-12-192023-12-193529410910.23917/varidika.v1i2.23209Number And Set Theory in Gamelan: An Ethnomathematics Study
https://journals.ums.ac.id/index.php/varidika/article/view/23219
<p class="AbstractText"><em>Numbers and Sets are mathematical subject matter that can be learned using context in life. One of the contexts that can be used is gamelan artifacts. Gamelan contains the values of local wisdom that have become part of the identity of the Indonesian nation. Ethnomathematics sets and numbers in gamelan must be explored as contexts in related mathematical learning. The study aims to explore ethnomathematics related to the sociocultural context of Gamelan, offering an alternative approach to mathematical learning on sets and numbers. Employing an interpretive ethnographic approach based on Alangui's framework, the study unfolds across two art studios and three schools in Indonesia, engaging karawitan art culturalists and junior high school mathematics teachers as key informants. Through observation, documentation, field notes, and interviews, our findings reveal that gamelan artifacts can enrich the teaching of sets and numbers with their various types, shapes, and sizes. Hence, the results offer a transformative perspective for teachers, preservice teachers, and mathematics educators to integrate gamelan artifacts into mathematics lessons.</em></p>Dewi Mekarsari OktaviyaniNiken Wahyu UtamiGusnandar Yoga Utama
Copyright (c) 2023 Dewi Mekarsari Oktaviyani, Niken Wahyu Utami, Gusnandar Yoga Utama
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2023-12-312023-12-3135211012610.23917/varidika.v35i2.23219Bibliometric Analysis of Higher-Order Thinking Skills Based on Google Scholar, Crossref, and Scopus
https://journals.ums.ac.id/index.php/varidika/article/view/23223
<em>Higher-order thinking (HOT) skills are needed to analyze, evaluate, and solve problems. HOTS is an essential ability that students must have as a provision for the future and the 21st Century. However, no bibliometric research has linked Crossref, Scopus, and Google Scholar (GS) preferences on Harzing's Publish or Perish (PoP) software. This research aims to identify search preferences in PoP software version 8.9.4554.8721. The sample critical phrases entered in the preference menu are Higher-order thinking skills (HOTs) with a time range from 2018 to 2023. The library study research method used is bibliometric analysis. Metadata in the form of RIS/Refmanager files obtained from PoP is used to visualize data through VosViewer software. CSV data is used to identify top authors and top sources based on each preference. The phrases or keywords used were "HOTs," Mathematics" in GS, Crossref, and Scopus preferences. The results show four clusters of HOTS: ability, student, effect, and category. The top authors cited in Scopus are Hadi et al., Hobri et al. in GS, and Ichsan et al. in Crossref. HOTS needs to be researched more from various perspectives and methods. We recommend that future HOTS research be linked to real life to bridge the quite abstract concept of HOTS.</em>Yohanis Ndapa Deda
Copyright (c) 2023 Yohanis Ndapa Deda
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2023-12-312023-12-3135212713610.23917/varidika.v35i2.23223Students' Creative Thinking in Solving Numeracy Problems Based on Cognitive Style
https://journals.ums.ac.id/index.php/varidika/article/view/23262
<p class="AbstractText"><span lang="EN-US">The research aims to describe the character of solving numeracy problems based on students' cognitive styles. Research instruments include teacher questionnaires, cognitive style test instruments, numeracy problem-solving test instruments, interview guides, and documentation. Data from cognitive style tests and interviews are explained descriptively to select research subjects. The subjects of this research were 32 students in class VIII of state junior high schools in Jombang. Data from numeracy tests, interviews, and documentation were analyzed to describe the subject's creative thinking abilities. The results of the research show that field-independent students think of more than one answer in a variety of ways, and succeed in breaking down the details of an idea object into different ways or methods. It also fulfills the creative thinking indicators of novelty and provides a new art in solving numeracy problems that is pure. Meanwhile, field-dependent students have not provided different ideas or ideas as a form of process for solving numeracy problems in different ways. Even though the field-dependent student provided a correct solution to the problem, it did not meet the novelty indicator.</span></p>Efi AlfillailiLia Budi TristantiNurwiani Nurwiani
Copyright (c) 2023 Efi Alfillaili, Lia Budi Tristanti, Nurwiani Nurwiani
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2024-01-262024-01-2635213715410.23917/varidika.v35i2.23262