Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Al-DYAS : Jurnal Inovasi dan Pengabdian kepada Masyarakat
Atika Sahriyanti
Unknown Affiliation
Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pelatihan Leadership dan Kerja Sama Tim untuk Meningkatkan Kepercayaan Diri Siswa Marhani Marhani; Atika Sahriyanti; Hasruddin Nur; Muhammad Irfan
Al-DYAS Vol 5 No 2 (2026): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/aldyas.v5i2.10293

Abstract

Although student leadership development and teamwork training have received considerable attention in various previous studies, research that specifically discusses their role in increasing students’ self-confidence in the school environment remains limited. This study aims to analyze the effectiveness of leadership and teamwork training in increasing students’ self-confidence. This study used a quantitative approach with a pre-experimental design involving 35 students selected through purposive sampling. Data were collected through questionnaires, observation, and documentation and were then analyzed using descriptive statistics and a paired-sample t-test. The results showed that leadership and teamwork training significantly improved students’ self-confidence, communication skills, sense of responsibility, and collaborative attitudes. After participating in the training, students showed greater courage in expressing opinions, participating in group discussions, and taking on leadership roles. The conclusion of this study affirms that leadership and teamwork training play an important role in building students’ self-confidence and social competence in educational settings. These findings provide a theoretical contribution to the development of educational leadership and character education studies, as well as practical implications for educational institutions in designing experience-based leadership and teamwork training programs.
DARI BUDAYA MENUJU BERPIKIR KRITIS MATEMATIKA: INTEGRASI ETNOMATEMATIKA PADA LEARNING TRAJECTORY GEOMETRI Akbar, Ady; Fatimah; Asnita, Andi Ulmi; Andi Indra Sulestry; Atika Sahriyanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53782

Abstract

This study aimed to examine the effect of ethnomathematics learning based on a learning trajectory on elementary school students’ critical thinking skills in the topic of the volume of cubes and rectangular prisms. The study was motivated by students’ low critical thinking abilities and the limited ethnomathematics research explaining how cultural contexts can be systematically integrated into mathematics instruction. In this study, the learning process was designed based on an analysis of learning obstacles, which served as the foundation for developing a learning trajectory that connected local cultural contexts with formal mathematical concepts. The research employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The participants consisted of 63 fifth-grade elementary school students, with 31 students in the experimental group and 32 students in the control group. Data were collected through a mathematical critical thinking test administered before and after the intervention. The data were analyzed using descriptive and inferential statistics. The results indicated that students in the experimental group achieved higher posttest and N-gain scores than those in the control group. Hypothesis testing also revealed a significant difference between the two groups. These findings demonstrate that ethnomathematics learning based on a learning trajectory is effective in improving students’ critical thinking skills. The study suggests that culture can serve as a meaningful learning resource when integrated through a didactic design that considers learning obstacles and students’ cognitive development.
Co-Authors Akbar, Ady Andi Indra Sulestry Andi Ulmi Asnita, Andi Ulmi Fatimah Marhani Marhani muhammad irfan Nur, Hasruddin