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All Journal PRISMA Proceeding of International Conference on Science, Education, and Technology Jurnal Pendidikan Sekolah Dasar
Triyono Triyono
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mathematical Numeracy Analysis Based on Learning Style in PBL With Differentiation E-Module Triyono Triyono; Masrukan Masrukan; Bambang Eko Susilo
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6176

Abstract

This study aims to examine the effectiveness of Problem-Based Learning assisted by differentiated e‑modules in enhancing junior high school students’ mathematical numeracy and to analyse numeracy development from the perspective of students’ learning styles. A mixed methods approach with a sequential explanatory design was employed. Quantitative data were collected using a quasi‑experimental pretest–posttest control group design, followed by qualitative data obtained through classroom observations and semi‑structured interviews. Participants consisted of Grade VIII students from a public junior high school in Indonesia. The quantitative results show that the experimental group achieved a higher increase in mathematical numeracy scores (from M = 58.75 to M = 78.63) compared to the control group (from M = 59.21 to M = 69.03). An independent sample t‑test revealed a statistically significant difference in posttest scores between the two groups (p = 0.001). In addition, learning mastery in the experimental group (84.37%) exceeded that of the control group (65.62%). Qualitative findings indicate that differentiated e‑modules effectively supported engagement and understanding across visual, auditory, and kinesthetic learning styles. This study demonstrates that the integration of PBL, learning‑style‑based differentiation, and e‑module assistance produces a cumulative effect on students’ mathematical numeracy. The findings contribute empirical evidence for designing inclusive, problem‑oriented, and digitally supported mathematics instruction.
The Effect of Child-Friendly Problem Based Learning on the Science Learning Ability of Elementary School Students Triyono Triyono; Eko Handoyo; Edi Waluyo
DIKODA JURNAL PENDIDIKAN SEKOLAH DASAR Vol. 7 No. 1S (2026): DIKODA: Jurnal Pendidikan Sekolah Dasar
Publisher : DPPM Universitas Pelita Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37366/jpgsd.v7i1S.7427

Abstract

This research is motivated by the low learning ability of elementary school students in IPAS, which is caused by teacher-centered learning and the lack of student involvement in the learning process. This study aims to determine the effect of child-friendly Problem Based Learning on the IPAS learning ability of elementary school students. The research uses a quantitative approach with experimental research employing a One Group Pretest-Posttest Design. The research sample consisted of 15 fifth-grade elementary school students selected using purposive sampling. Data collection techniques were carried out through tests, observations, and documentation. The research instruments consisted of pretest and posttest questions on IPAS learning ability. The data were analyzed using the Paired Sample t-Test. Research results show that the average pretest score of the students was 64.8 with a score range of 48-82, while the average posttest score increased to 85.6 with a score range of 70-96. The statistical test results showed a p-value of 0.000, which is smaller than the significance level of 0.05, indicating a significant effect of child-friendly Problem Based Learning on elementary school students' science learning abilities. This learning model can be used as an alternative innovative, active, and enjoyable approach in the learning process at elementary schools.
The Effectiveness of Canva-Based IPAS Learning Media on Elementary School Students' Learning Motivation Triyono Triyono; Sarwi Sarwi; Cepi Kurniawan
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

This study examined the effectiveness of Canva-based Natural and Social Sciences (IPAS) learning media in enhancing elementary school students’ learning motivation. A pre-experimental one-group pretest-posttest design was implemented at SD Negeri Karangmalang involving 15 students selected through saturated sampling. Data were collected through observation, documentation, and a four-point Likert-scale learning motivation questionnaire. Descriptive statistics were used to summarize students’ motivation scores, while inferential analysis included the Shapiro-Wilk normality test and paired-samples t-test. The mean motivation score increased from 63.87 in the pretest, categorized as sufficient, to 84.40 in the posttest, categorized as very good. The pretest and posttest scores were normally distributed, with p-values of 0.200 and 0.167, respectively. The paired-samples t-test indicated a statistically significant improvement in students’ learning motivation after the implementation of Canva-based IPAS learning media, t (14) = -11.284, p < 0.001, with a large within-subject effect size (Cohen’s dz = 2.91). Classroom observations further indicated improvements in students’ attention, enthusiasm, and participation during IPAS learning. These findings suggest that visually structured and interactive Canva-based media can support motivational engagement in elementary IPAS classrooms. However, because this study involved a small sample and did not include a control group, further research using a more rigorous comparative design is recommended.
Co-Authors Bambang Eko Susilo Cepi Kurniawan Dr. Masrukan, Dr. Edi Waluyo Eko Handoyo Sarwi Sarwi