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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) JKPD : Jurnal Kajian Pendidikan Dasar
Ainur Rofiqi
State University of Malang
Education Other

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Analisis Hasil Belajar Matematika Siswa Ditinjau Dari Faktor Internal dan Eksternal Ainur Rofiqi; Suyono; Riska Pristiani
JKPD (Jurnal Kajian Pendidikan Dasar) Vol. 10 No. 2 (2025): Juli 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan Univers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/pxsnab58

Abstract

A low level of conceptual understanding in mathematics among elementary school students is a significant issue that impacts learning outcomes. This condition is also reflected in the results of international studies, such as PISA and TIMSS, which highlight challenges in mathematics education. This study aims to analyze the mathematics learning outcomes of fourth-grade students and identify the most dominant internal and external factors influencing these outcomes in an elementary school setting. A descriptive qualitative method was employed, involving 38 fourth-grade students. Data were collected through tests and interviews, utilizing test sheets and interview guides. Test data were analyzed using percentages, while interview data were subjected to triangulation analysis based on the framework of Miles and Huberman. The findings indicate that the students' mathematics learning outcomes fall predominantly into the low and medium categories. Furthermore, these outcomes are influenced by a multitude of internal and external factors. Theoretically, these findings underscore the challenges involved in improving mathematics learning outcomes; practically, they suggest a need for pedagogical development for teachers, as well as the active involvement of all stakeholders especially families to foster a holistic improvement in mathematics learning outcomes.
Global Trends in Culturally Responsive Teaching: A Systematic Literature Review Ainur Rofiqi; Oktaviani Adhi Suciptaningsih; Mardhatillah Mardhatillah
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 9 No. 6 (2025): November
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v9i6.342

Abstract

Population growth has led to increasing cultural and ethnic diversity. However, these differences often cause conflict. Therefore, it is essential for individuals to learn to accept diversity as a source of richness and strength in maintaining harmony and cooperation among nations. Misunderstandings may lead to conflict, disharmony, and further miscommunication. One way to address these challenges is through the implementation of Culturally Responsive Teaching (CRT) in education. CRT is an approach that empowers students intellectually, emotionally, and socially through cultural references to convey knowledge, develop skills, and shape behavior. The purpose of this study was to analyze global research trends on CRT during the 2014–2024 period to identify patterns, publication dynamics, and future directions in this field. The results showed a growing trend in the number of publications related to CRT. Most studies involved undergraduate students as participants, with interview sheets being the most commonly used instruments, supported by data analysis based on triangulation. This study provides a theoretical contribution by mapping the direction and development of CRT research globally over the past decade, as well as a practical contribution through policy recommendations aimed at strengthening the implementation of culturally responsive teaching from primary to higher education levels. The findings also offer valuable insights for future CRT implementation and educational policy development.
Co-Authors Mardhatillah Mardhatillah Oktaviani Adhi Suciptaningsih Riska Pristiani Suyono