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All Journal Cokroaminoto Journal of Primary Education JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Kiprah Pendidikan Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya QOSIM: Jurnal Pendidikan, Sosial & Humaniora Jurnal kiprah pendidikan PAEDAGOGIE
Ahmad Teguh Purnawanto
STKIP Muhammadiyah Blora
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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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

Abstract

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.
Improving Mathematics Learning Outcomes on Composite Addition Through the Demonstration Method Using the Labyrinth Board Media for Grade II SDN 1 Mojowetan Wahyu Ari Saputra; Anna Mariyani; Ahmad Teguh Purnawanto
Jurnal Kiprah Pendidikan Vol. 5 No. 1 (2026): Jurnal Kiprah Pendidikan | January 2026
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.v5i1.p1-14

Abstract

This study aims to improve the learning outcomes of second-grade students of SDN 1 Mojowetan on the material of stacked addition through the application of the demonstration method with a labyrinth board media. The subjects of the study were 23 students of class II A. This study used the Classroom Action Research (CAR) method with the Kemmis and Mc. Taggart model, implemented in two cycles, each consisting of planning, implementation, observation, and reflection. Data collection techniques included observation, interviews, documentation, and tests, with data validity tested using source and method triangulation. Data analysis was carried out qualitatively and descriptive statistics. The pretest results showed that only 4 students with a percentage (17.39%) achieved the Minimum Completion Criteria (KKM). After the application of the demonstration method and maze board, learning outcomes increased significantly, as many as 12 students with a percentage (52.17%) achieved completion in cycle 1, and increased to 20 students with a percentage (86.96%) in cycle 2. In addition to cognitive outcomes, the results of teacher skills in applying the demonstration method in cycle I got an average score of 17 with the category (Good), while in cycle 2 there was an increase with an average score of 19 with the category (Very Good) from a total score of 20. In conclusion, the application of the demonstration method with maze board media effectively improves the quality of learning and student outcomes.
Peningkatan Hasil Belajar Perkalian melalui Problem Based Learning Berbantuan Benda Konkret pada Siswa Kelas II Najla Nur Shafiyya; Ahmad Teguh Purnawanto; Muhammad Aunur Rofiq
Cokroaminoto Journal of Primary Education Vol. 9 No. 2 (2026): April - Juni 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.2.2026.8656

Abstract

Rendahnya hasil belajar perkalian pada siswa sekolah dasar perlu mendapat perhatian karena materi perkalian merupakan konsep dasar yang mendukung pemahaman operasi matematika pada jenjang berikutnya. Penelitian ini bertujuan meningkatkan hasil belajar perkalian melalui penerapan Problem Based Learning (PBL) berbantuan benda konkret pada siswa kelas II SDN 1 Tambaksari, Kabupaten Blora. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 25 siswa kelas II. Data dikumpulkan melalui tes hasil belajar, observasi, wawancara, dan dokumentasi. Analisis data dilakukan secara deskriptif kuantitatif dan kualitatif dengan menghitung rata-rata nilai, persentase ketuntasan belajar, serta N-Gain. Hasil penelitian menunjukkan bahwa persentase ketuntasan belajar meningkat dari 56% pada pra-siklus menjadi 76% pada siklus I dan mencapai 92% pada siklus II. Nilai rata-rata siswa juga meningkat dari 62 pada pra-siklus menjadi 74 pada siklus I dan 80,6 pada siklus II. Hasil perhitungan N-Gain sebesar 0,49 menunjukkan peningkatan dalam kategori sedang. Temuan penelitian mengindikasikan bahwa penerapan PBL berbantuan benda konkret berpotensi meningkatkan pemahaman konsep perkalian dan hasil belajar siswa sekolah dasar melalui pengalaman belajar yang lebih kontekstual dan bermakna.
Penguatan Konsep Sudut Melalui Project Based Learning Berbasis Proyek Rumah Origami Jefri Adi Prasetyo; Ahmad Teguh Purnawanto; Anna Mariyani
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.7370

Abstract

Siswa sekolah dasar sering mengalami kesulitan memahami konsep sudut karena pembelajaran geometri masih banyak didominasi penjelasan verbal dan gambar statis. Penelitian tindakan kelas ini bertujuan memperkuat pemahaman konsep sudut siswa kelas IV melalui model Project Based Learning (PjBL) berbasis proyek rumah origami. Penelitian menggunakan model Kemmis dan McTaggart dalam dua siklus dengan subjek 28 siswa kelas IV SDN 2 Andongrejo Kabupaten Blora. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan tes evaluasi, kemudian dianalisis secara deskriptif melalui persentase ketuntasan, rata-rata kelas, dan refleksi kualitatif. Hasil penelitian menunjukkan bahwa ketuntasan belajar meningkat dari 57,14% pada pra-siklus dengan rata-rata 65 menjadi 71,43% pada siklus I dengan rata-rata 72,5. Setelah instruksi proyek, scaffolding guru, dan pendampingan kelompok diperjelas pada siklus II, ketuntasan meningkat menjadi 89,29% dengan rata-rata 81,1. Proyek rumah origami membantu siswa mengenali, mengukur, dan mengklasifikasikan sudut melalui aktivitas konkret, visual-spasial, dan kolaboratif. Temuan ini berimplikasi bahwa pembelajaran geometri berbasis proyek sederhana dapat membuat konsep sudut lebih bermakna bagi siswa sekolah dasar.
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

Abstract

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.
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

Abstract

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

Abstract

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.
Improving Mathematics Learning Outcomes on Composite Addition Through the Demonstration Method Using the Labyrinth Board Media for Grade II SDN 1 Mojowetan Wahyu Ari Saputra; Anna Mariyani; Ahmad Teguh Purnawanto
Jurnal Kiprah Pendidikan Vol. 5 No. 1 (2026): Jurnal Kiprah Pendidikan | January 2026
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.v5i1.p1-14

Abstract

This study aims to improve the learning outcomes of second-grade students of SDN 1 Mojowetan on the material of stacked addition through the application of the demonstration method with a labyrinth board media. The subjects of the study were 23 students of class II A. This study used the Classroom Action Research (CAR) method with the Kemmis and Mc. Taggart model, implemented in two cycles, each consisting of planning, implementation, observation, and reflection. Data collection techniques included observation, interviews, documentation, and tests, with data validity tested using source and method triangulation. Data analysis was carried out qualitatively and descriptive statistics. The pretest results showed that only 4 students with a percentage (17.39%) achieved the Minimum Completion Criteria (KKM). After the application of the demonstration method and maze board, learning outcomes increased significantly, as many as 12 students with a percentage (52.17%) achieved completion in cycle 1, and increased to 20 students with a percentage (86.96%) in cycle 2. In addition to cognitive outcomes, the results of teacher skills in applying the demonstration method in cycle I got an average score of 17 with the category (Good), while in cycle 2 there was an increase with an average score of 19 with the category (Very Good) from a total score of 20. In conclusion, the application of the demonstration method with maze board media effectively improves the quality of learning and student outcomes.
Co-Authors Anna Mariyani Aqidatul Munfariqoh Devita Kusumaningrum Fulusia Nurmawati Jefri Adi Prasetyo Muhammad Aunur Rofiq Najla Nur Shafiyya Pradipta Setia Widi Astuti Rico Karindra Siti Khoiriyah Wahyu Ari Saputra