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Integrasi Model Talking Stick dan Trade A Problem melalui Media Interaktif untuk Meningkatkan Keterampilan Belajar Matematika Siswa Kelas IV SD Negeri 1 Ngronggah Devita Kusumaningrum; Aqidatul Munfariqoh; Ahmad Teguh Purnawanto
Paedagogie Vol 21 No 2 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/v59xrc20

This study aims to describe the implementation of the integration of the Talking Stick and Trade a Problem learning models through interactive media, to explain the process of their application, and to determine the improvement of mathematics learning skills of fourth-grade students at SD Negeri 1 Ngronggah. This research employed a Classroom Action Research (CAR) approach using a spiral model consisting of planning, action, observation, and reflection stages conducted in two cycles. The research subjects were 15 students. Data were collected through observation, interviews, questionnaires, documentation, and tests. Data analysis used descriptive qualitative methods to describe the learning process and descriptive quantitative methods to measure the improvement of students’ learning outcomes. The results showed a significant improvement in students’ mathematics learning skills in each cycle, indicated by an increase in the average score from 67.3 in the pre-cycle to 72.5 in cycle I and 81.2 in cycle II, as well as an increase in learning mastery from 6% to 53% and then to 86%. In addition, students became more active, confident, and collaborative during the learning process. In conclusion, the integration of the Talking Stick and Trade a Problem models through interactive media is effective in improving students’ mathematics learning skills in cognitive, affective, and social aspects, and in creating a more interactive and meaningful learning environment.

MEME-based Assemblr Edu Microlearning Enhance Student’s Cognitive Ability Anna Mariyani; Aqidatul Munfariqoh; Novita Imania Rahma; Crisanto Alao Daing
JED (Jurnal Etika Demokrasi) Vol 11 No 2 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/4s0wa093

The growing demand for flexible, interactive, and cognitively engaging digital learning requires instructional models that align with the learning characteristics of Generation Z and Alpha students. This study aimed to examine the effect of microlearning supported by the Assemblr Edu application and structured through a Multi-Entry Multi-Exit (MEME) approach on students’ cognitive abilities in Mathematics Education. A quantitative quasi-experimental design was employed using a non-equivalent pretest–posttest control group design. The participants were 68 third-semester students from the Elementary School Teacher Education Program at STKIP Muhammadiyah Blora, consisting of 35 students in the experimental class and 33 students in the control class. The experimental class received microlearning activities using the MEME-based Assemblr Edu application, whereas the control class received conventional instruction. Data were collected through cognitive ability tests and analyzed using the Liliefors normality test, F-test for homogeneity, independent-samples t-test, and normalized gain analysis. The findings showed that the experimental class achieved a higher posttest mean score (78.22; SD = 9.03) than the control class (68.41; SD = 11.82). The t-test result indicated a significant difference between groups, with t-value = 3.43 exceeding t-table = 2.00. The normalized gain score of the experimental class was 0.51, compared with 0.31 in the control class, indicating stronger cognitive improvement. These results demonstrate that MEME-based Assemblr Edu microlearning positively affects students’ cognitive abilities. The novelty of this study lies in integrating microlearning, augmented reality-based digital media, and the MEME learning pathway in Mathematics Education. This study contributes an empirically tested instructional model for improving cognitive learning outcomes among preservice elementary school teachers.

Efektivitas Penggunaan Media Pembelajaran Interaktif Berbasis Wordwall dalam Meningkatkan Pemahaman Konsep Matematika Siswa Sekolah Dasar Nurul Siti Kotimah; Aqidatul Munfariqoh; Anna Mariyani
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 6 No. 2 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v6i2.3137

The Efficiency of Employing Wordwall-Based Interactive Educational Tools in Enhancing Elementary Students’ Comprehension of Math Concepts. In the digital age, the educational curriculum needs to evolve to cater to the requirements of Generation Alpha. At the primary school stage,many learners find mathematics challenging due to its abstract and deductive characteristics. Research conducted at SDN 1 Nglebur and SDN 2 Ngawen indicated that the absence of an effective unteractive learning framework led to poor academic performance among students, with mastery rates of only 32.14% and 40%, respectively. This research sought to assess the efficacy of Wordwall media in bolstering fifth-grade pupils’ grasp of mathematical ideal, particularly concerning LCM and GCF topics. A quasi-experimental framework and a quantitative methodology were employed in the investigation. The sample comprised 28 students from the experimental group and 30 from the control group. Information was gathered through experimentation involving pretest and posttests. Results from the experimental group demonstrated a notable improvement,exhibiting an average increase of 25.35 points, which was significantly greater that the control group at a significance level of 0.0002 (less that 0.05). Moreover, the avarage N-Gain value recorded for the experimental group was 0.41, while the control group only achieved 0.01. Learning materials developed with Wordwall are effective in enhancing fifth graders’ understanding of mathematics. The gamification aspects and interactive functionalities of the platform have been shown to convert abstract material into a more visual and engaging format, leading to a notable boost in student motivation and educational results. The study’s conclusion indicates that Wordwall, serving as an interactive educational platform, can assist in elucidation abstract concepts and elevating learning enthusiasm through gamification elements, providing educator with empirical support for incorporating technology into elementary mathematics instruction.

Efektivitas Pembelajaran Berdiferensiasi Berbasis Audiovisual Interaktif terhadap Pemahaman Konsep dan Keterlibatan Belajar IPAS Siswa Sekolah Dasar Rico Karindra; Aqidatul Munfariqoh; Ahmad Teguh Purnawanto
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.5166

Penelitian ini bertujuan untuk menganalisis efektivitas penerapan pembelajaran berdiferensiasi yang didukung media audiovisual interaktif terhadap peningkatan pemahaman konsep dan keterlibatan belajar IPAS pada siswa sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan rancangan kuasi eksperimen tipe nonequivalent control group design. Sampel penelitian terdiri atas 58 siswa kelas IV SDN Kedungjenar yang dibagi ke dalam kelas eksperimen dan kelas kontrol, masing-masing berjumlah 29 siswa, melalui teknik cluster random sampling. Data penelitian dikumpulkan menggunakan tes pemahaman konsep, lembar observasi aktivitas guru, serta angket keterlibatan belajar siswa, kemudian dianalisis melalui statistik deskriptif dan inferensial yang meliputi uji normalitas, uji homogenitas, independent samples t-test, N-Gain, dan effect size. Hasil penelitian memperlihatkan bahwa kelas eksperimen memperoleh capaian pemahaman konsep yang lebih baik dibandingkan kelas kontrol, dengan rata-rata nilai posttest sebesar 74,31, sedangkan kelas kontrol mencapai 69,03. Pengujian independent samples t-test menghasilkan nilai signifikansi sebesar 0,027 (< 0,05) yang menunjukkan adanya perbedaan bermakna antara kedua kelompok, sementara nilai effect size sebesar 0,60 menunjukkan pengaruh perlakuan berada pada kategori sedang. Selain meningkatkan pemahaman konsep, penerapan pembelajaran berdiferensiasi berbasis audiovisual interaktif juga mampu meningkatkan keterlibatan belajar siswa. Dengan demikian, pendekatan pembelajaran tersebut terbukti efektif sebagai alternatif pembelajaran IPAS di sekolah dasar.

Inovasi LMS dengan Competency-Based Learning Sebagai Penguatan Strategi Kurikulum yang Fleksibel dan Multidisiplin Fulusia Nurmawati; Aqidatul Munfariqoh
Jurnal Kiprah Pendidikan Vol. 5 No. 3 (2026): Jurnal Kiprah Pendidikan | July 2026 (in press)
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v5i3.p246-257

Urgensi dari penelitian ini kolaborasi antara modular learning system dengan competency-based learning bahwa strategi kurikulum sekolah dasar ini dirancang untuk memenuhi kebutuhan pendidikan yang lebih dinamis dan relevan, dengan menekankan pengembangan keterampilan yang dibutuhkan untuk menghadapi tantangan global. Tujuan penelitian ini yaitu guru diharapkan untuk merancang pengalaman belajar yang interaktif dan menarik, seperti kuis daring, forum diskusi, atau gamifikasi untuk mempertahankan minat siswa. Dukungan dari keluarga dan lembaga pendidikan sama pentingnya; lingkungan belajar yang nyaman di rumah dan bimbingan orang tua dapat membantu siswa tetap fokus selama sesi pembelajaran daring. Penelitian ini berlokasi di Sekolah Dasar Negeri 3 Jepon, Kabupaten Blora, Provinsi Jawa Tengah. Penelitian ini menggguanakan metode penelitian kualitatif deskriptif yang bertujuan untuk mendeskripsikan permasalahan secara mendalam. Teknik sampel penelitian ini menggunakan teknik purposive sampling berdasarkan kriteria dan pertimbangan tertentu untuk mendapatkan informasi lebih efektif. Adapun subjek dari penelitian ini yaitu kepala sekolah, guru kelas, dan siswa.

Eksplorasi Gamifikasi Berbasis Wordwall untuk Mengetahui Retensi Pemahaman Konsep Matematis di Sekolah Dasar Siti Khoiriyah; Aqidatul Munfariqoh; Ahmad Teguh Purnawanto; Fulusia Nurmawati
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 6 No. 2 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v6i2.3443

Rendahnya literasi numerasi dan retensi pemahaman siswa pada materi abstrak seperti pecahan menjadi tantangan signifikan di tingkat sekolah dasar. Penelitian ini bertujuan untuk mengeksplorasi penggunaan gamifikasi berbasis Wordwall dalam memperkuat retensi pemahaman konsep matematis siswa kelas V di SDN Balong. Melalui pendekatan kualitatif deskriptif, penelitian ini melibatkan 21 siswa sebagai partisipan utama. Data dihimpun melalui triangulasi teknik yang mencangkup observasi terstruktur, wawancara mendalam, serta dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Temuan penelitian menunjukkan bahwa penggunaan Wordwall mampu meningkatkan keterlibatan siswa dan membantu siswa memahami konsep pecahan melalui pembelajaran yang lebih visual dan interaktif. Selain itu, siswa menunjukkan tanggapan yang positif terhadap penggunaan Wordwall karena media yang digunakan lebih menarik dan membantu memahami konsep pecahan, di mana fitur immediate feedback dan visualisasi dinamis terbukti efektif meminimalisir miskonsepsi serta memperkuat daya ingat jangka panjang. Temuan ini menegaskan bahwa integrasi teknologi digital melalui elemen permainan bukan sekadar meningkatkan motivasi, melainkan menjadi instrumen transformasi pedagogis yang krusial dalam mengembangkan pembelajaran matematika yang lebih interaktif di sekolah dasar.

Efektivitas Project Based Learning Berbantuan Virtual Manipulative Media terhadap Kemampuan Spasial dan Hasil Belajar Matematika Pradipta Setia Widi Astuti; Aqidatul Munfariqoh; Ahmad Teguh Purnawanto; Fulusia Nurmawati
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 6 No. 2 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v6i2.3528

This study aims to analyze the effectiveness of the Project Based Learning (PjBL) model assisted by Virtual Manipulative Media (VMM) on visual spatial skills and mathematics learning outcomes in two-dimensional geometry. This quantitative research applied a Pre-Experimental Design with a One-Group Pretest-Posttest Design. The research subjects involved all 20 fourth-grade students of SDN 2 Nglobo, selected using a total sampling technique. The research instruments consisted of visual spatial skills and cognitive learning outcomes tests. Data analysis techniques included the Shapiro-Wilk normality test, the Paired Samples T-Test, and the N-Gain Score calculation processed through IBM SPSS. The results indicated that the data were normally distributed, and the paired t-test yielded a t-value of -15.079 with a two-tailed significance value of 0.000 (p < 0.05), which convincingly rejected the null hypothesis and accepted the alternative hypothesis. Furthermore, the group's normalized gain calculation achieved an N-Gain Score of 0.4714 (47.14%), falls into the moderate category. Based on these findings, it can be concluded that the implementation of the PjBL model assisted by VMM is significantly effective in improving visual spatial skills and mathematics learning outcomes of elementary school students on two-dimensional geometry.

Inovasi LMS dengan Competency-Based Learning Sebagai Penguatan Strategi Kurikulum yang Fleksibel dan Multidisiplin Fulusia Nurmawati; Aqidatul Munfariqoh
Jurnal Kiprah Pendidikan Vol. 5 No. 3 (2026): Jurnal Kiprah Pendidikan | July 2026 (in press)
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v5i3.p246-257

Urgensi dari penelitian ini kolaborasi antara modular learning system dengan competency-based learning bahwa strategi kurikulum sekolah dasar ini dirancang untuk memenuhi kebutuhan pendidikan yang lebih dinamis dan relevan, dengan menekankan pengembangan keterampilan yang dibutuhkan untuk menghadapi tantangan global. Tujuan penelitian ini yaitu guru diharapkan untuk merancang pengalaman belajar yang interaktif dan menarik, seperti kuis daring, forum diskusi, atau gamifikasi untuk mempertahankan minat siswa. Dukungan dari keluarga dan lembaga pendidikan sama pentingnya; lingkungan belajar yang nyaman di rumah dan bimbingan orang tua dapat membantu siswa tetap fokus selama sesi pembelajaran daring. Penelitian ini berlokasi di Sekolah Dasar Negeri 3 Jepon, Kabupaten Blora, Provinsi Jawa Tengah. Penelitian ini menggguanakan metode penelitian kualitatif deskriptif yang bertujuan untuk mendeskripsikan permasalahan secara mendalam. Teknik sampel penelitian ini menggunakan teknik purposive sampling berdasarkan kriteria dan pertimbangan tertentu untuk mendapatkan informasi lebih efektif. Adapun subjek dari penelitian ini yaitu kepala sekolah, guru kelas, dan siswa.

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