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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Dedikasi Publikasi Pendidikan Jurnal Pendidikan Indonesia Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Mimbar Sekolah Dasar Jurnal Pendidikan (Teori dan Praktik) Jurnal Bidang Pendidikan Dasar Pi: Mathematics Education Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) WIDYA LAKSANA International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Efektor Journal on Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang Eduproxima : Jurnal Ilmiah Pendidikan IPA LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Rainstek : Jurnal Terapan Sains dan Teknologi Jurnal Kajian Ilmu Pendidikan (JKIP) Pancaran Pendidikan Pi: Mathematics Education Journal Dedikasi Nusantara: Jurnal Pengabdian Masyarakat Pendidikan Dasar Dewantara: Jurnal Pendidikan Sosial Humaniora Scientica: Jurnal Ilmiah Sains dan Teknologi Cendikia: Jurnal Pendidikan dan Pengajaran Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Lentera : Jurnal Kajian Bidang Pendidikan dan Pembelajaran Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Indonesia E-Amal: Jurnal Pengabdian Kepada Masyarakat Al Ibtida: Jurnal Pendidikan Guru MI
Dyah Triwahyuningtyas
Elementary School Teacher Education Study Program, Universitas PGRI Kanjuruhan Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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E-LKPD Penjumlahan Dan Pengurangan Pecahan Berbasis Relating, Experiencing, Applying, Cooperating, Transfering (REACT) Untuk Siswa Kelas 5 Sekolah Dasar Mayanti, Riesma Dwi; Triwahyuningtyas , Dyah; Sesanti, Nyamik Rahayu
Cendikia: Jurnal Pendidikan dan Pengajaran Vol. 2 No. 10 (2024): Cendikia: Jurnal Pendidikan dan Pengajaran
Publisher : Cendikia: Jurnal Pendidikan dan Pengajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Lembar Kerja Peserta Didik (LKPD) yang digunakan di sekolah dasar masih berbentuk cetak. Aktivitas belajar kurang memusatkan pada siswa dan tidak mengaitkan pembelajaran dengan situasi kehidupan nyata peserta didik. Hal tersebut berdampak pada pembelajaran yang kurang menarik dalam pembelajaran matematika. Penelitian ini bertujuan untuk mendeskripsikan hasil pengembangan E-LKPD penjumlahan dan pengurangan pecahan berbasis Realating, Experiencing, Applying, Cooperating, Transfering (REACT) untuk siswa kelas 5 sekolah dasar. Metodenya menggunakan pengembangan dengan model 4D meliputi definisi, desain, pengembangan dan penyebaran. Analisis data menggunakan teknik analisis data kuantitatif dan kualitatif melalui validator ahli materi dan media serta angket respon guru dan siswa. Subjek dalam penelitian merupakan peserta didik kelas 5 sekolah dasar. Hasil penelitian menunjukkan bahwa E-LKPD berbasis REACT dinyatakan sangat layak dengan hasil rata -rata 91,89%. Hasil dari angket respon guru dan siswa diperoleh rata-rata sebesar 90,59% yang dinilai sangat praktis. Hal tersebut dapat mempengaruhi pemahaman kognitif, karena hasil N-gain(g) yang diperoleh dari hasil pretest dan posttest sebesar 0,865 dengan efektif tingkat tinggi. Sehingga E-LKPD layak, efektif, dan praktis digunakan dalam pembelajaran matematika bagi siswa kelas 5 SD dalam materi penjumlahan dan pengurangan pecahan.
Analisis Kemampuan Problem Solving Pada Siswa Kelas 5 Dalam Menyelesaikan Soal HOTS Mata Pelajaran Matematika Triwahyuningtyas, Dyah; Sari, Tasiya Delia Ratna; Sesanti, Nyamik Rahayu
Publikasi Pendidikan Vol 15, No 3 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v15i3.75508

Abstract

Kemampuan dalam memecahkan masalah merupakan sebeagian dari keterampilan penting yang harus dimiliki pada pembelajaran matematika, khususnya dalam menghadapi pertanyaan yang difokuskan pada Higher Order Thinking Skills (HOTS). Meski demikian, mayoritas siswa sekolah dasar belum mampu menguasai dengan baik dalam menyelesaikan soal jenis ini. Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah siswa kelas 5 saat mengerjakan soal matematika bertipe HOTS. Metode yang digunakan dalam penelitian adalah deskriptif kualitatif dengan subjek tiga siswa yang dipilih berdasarkan kategori kemampuan pemecahan masalah, yakni tinggi, sedang, dan rendah. Data dikumpulkan melalui tes, observasi, dan wawancara, kemudian dianalisis menggunakan model Miles dan Huberman melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan kategori kemampuan tinggi mampu menyelesaikan soal HOTS pada tiga dari empat tahap pemecahan masalah (75%), yaitu tahap memahami masalah, merencanakan penyelesaian, serta melaksanakan rencana, meskipun masih menghadapi kesulitan pada tahap pemeriksaan kembali. Siswa berkategori sedang berhasil menyelesaikan dua tahap (50%), yakni merancang strategi dan menjalankannya. Sementara itu, siswa dengan kategori rendah mengalami hambatan di seluruh tahapan problem solving, mulai dari memahami soal, merancang strategi, melaksanakan strategi, hingga memeriksa kembali (kurang dari 25%). Temuan ini menunjukkan bahwa perbedaan tingkat kemampuan siswa memiliki pengaruh signifikan terhadap keberhasilan mereka dalam menyelesaikan soal matematika bertipe HOTS. Langkah yang paling ringan dikerjakan oleh siswa adalah memahami masalah, sedangkan tahap yang paling berat adalah memeriksa kembali hasil penyelesaian.
E-Module Of Cube And Cuboid Based On Ethnomathematics For Five-Grade Elementary School Students Triwahyuningtyas, Dyah; Mahmuda, Novia Eka; Ardila, Ardila
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 3 (2022): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i3.8434

Abstract

The background of this research is to produce and develop cube and cuboid material e-module products centred on regional culture. The teaching materials are still printed books containing material and questions without any complex mathematical concepts, so there is a lack of linking regional culture with mathematics. That affects the lack of understanding of students' ethnomathematics during the geometry material pandemic. This study aims to develop an e-module cube and cuboid based on ethnomathematics for fifth-grade elementary school students. Research development methods with 4D include definition, design, development and deployment. The data was analyzed using quantitative and qualitative data analysis techniques through media and material expert validators and teacher and student response questionnaires. The results showed that the e-module cube and cuboid based on ethnomathematics were declared feasible or valid with an average score of 82.5%. They used e-modules through teacher and student response questionnaires and obtained an average score of 85%, which was stated to be very practical. Therefore, it affects students' cognitive understanding of cube and cuboid material with an average value of 84.1. The ethnomathematics-based e-module cube and cuboid can help students improve their contextual abilities.
Addition and Subtraction of Fractions Module Based Project Based Learningfor Students of Elementary School Triwahyuningtyas, Dyah; Mahmuda, Novia Eka; Santoso, Lidya Ristanti; Sesanti, Nyamik Rahayu
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 1 (2022): January
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i1.5357

Abstract

Independent teaching materials in the form of modules containing an understanding of mathematical concepts need to be further developed on a project-based basis. Therefore, the purpose of this study was to develop a module for adding and subtracting fractions based on Project-Based Learning (PjBL) for the fourth grade of elementary school. This research applies Thiagarajan 4D research and development methods (Define, Design, Develop, and Disseminate). The data analysis technique used is descriptive qualitative and quantitative analysis. The results of the research on the development of the Project Based Learning -based fraction addition and subtraction module were declared feasible and effective to be applied in elementary schools. The implementation of PjBL-based modules in elementary schools shows a positive response from students and students' understanding of the addition and subtraction of fractions is increasing.
ANALISIS KECERDASAN LOGIS MATEMATIS KELAS 4 SEKOLAH DASAR PADA PENYELESAIAN SOAL CERITA PERKALIAN MATEMATIKA Khurin Aini; Dyah Triwahyuningtyas; Nyamik Rahayu Sesanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.34648

Abstract

Mathematical logical intelligence plays an important role in developing students' mathematical problem-solving abilities, especially in solving multiplication word problems at the elementary school level. This study aims to analyze the mathematical logical intelligence of fourth-grade students in solving multiplication word problems based on five indicators, namely mathematical calculations, logical thinking, problem solving, inductive and deductive estimation, and pattern and relationship intensity. This study uses a descriptive qualitative approach with data collection techniques in the form of written tests, observations, and interviews. The subjects consisted of three students representing the categories of high, medium, and low logical mathematical intelligence. The results showed that students with high intelligence were able to think systematically and recognize patterns consistently. Students with moderate intelligence can solve basic problems but have difficulty in developing systematic steps. Students with low intelligence show obstacles in all indicators, especially in converting verbal information into mathematical models. These findings indicate the importance of learning strategies tailored to students' cognitive profiles to improve their problem-solving competencies. This study contributes to the understanding of cognitive diversity in mathematics learning and has practical implications for teachers in designing more inclusive learning approaches.
AKTIVITAS NUMERASI SISWA PADA PROSES DISKUSI DITINJAU DARI PEMOSISIAN SISWA KELAS V SD Dyah Triwahyuningtyas; Herliani Eka Saputri; Nyamik Rahayu Sesanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.34653

Abstract

Students' numeracy skills in group learning often show variations in roles that can affect the learning process and outcomes. This study aims to analyze the numeracy activities of fifth-grade students in group discussions, focusing on the roles of expert, facilitator, and novice. This study uses a descriptive qualitative approach with data collection through numeracy tests, non-participatory observation, and semi-structured interviews. Data validity was ensured through triangulation techniques. The results showed that students' numeracy skills were generally high, although some students still had difficulty in applying mathematical symbols correctly. Students' positions in the group influenced their numeracy achievement, with students acting as experts understanding the questions more quickly and leading the discussion, facilitators maintaining the flow of the discussion and encouraging participation, and beginners requiring more guidance. Interactions between positions contributed significantly to the improvement of numeracy skills, with the roles of experts and facilitators being the dominant factors. These findings provide a deeper understanding of the social dynamics in numeracy learning and recommend the application of positioning-based learning strategies to improve the effectiveness of discussions and student learning outcomes.
Pemecahan Masalah Matematika Pada Diskusi Kelompok Berdasarkan Gaya Belajar Siswa kelas 5 Sekolah Dasar Achyaril Maulidiyah; Dyah Triwahyuningtyas; Nyamik Rahayu Sesanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36674

Abstract

Siswa sekolah dasar sering mengalami kesulitan pada materi bangun datar yang melibatkan pemahaman sudut, skala, dan penggunaan alat seperti busur derajat. Penelitian ini bertujuan mendeskripsikan pengaruh gaya belajar visual, auditori, dan kinestetik terhadap proses dan hasil pemecahan masalah matematika dalam diskusi kelompok siswa kelas V SD. Menggunakan pendekatan studi kasus kualitatif, data dikumpulkan melalui observasi, angket, tes, wawancara, dan dokumentasi. Hasil menunjukkan bahwa kelompok heterogen berdasarkan gaya belajar meningkatkan efektivitas diskusi. Siswa visual unggul dalam penyusunan informasi, auditori dalam komunikasi, dan kinestetik dalam penerapan strategi. Pengelolaan gaya belajar yang tepat mendukung
ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA MENURUT POLYA DITINJAU DARI GAYA KOGNITIF Berek, Maria Delian Frilian; Sesanti , Nyamik Rahayu; Wahyuningtyas, Dyah Tri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Elementary school students have difficulty in solving problems, especially when solving story-shaped math problems. This study aims to describe students' math problem solving ability based on Polya's steps by considering cognitive style. This study used a descriptive qualitative approach and was conducted in class V in one of the elementary schools in Malang. The Group Embedded Figures Test (GEFT) instrument was used to identify students' cognitive styles, while data were collected through problem solving tests, interviews and documentation. The results showed that students with field independent cognitive style (FI) were able to complete the four steps of Polya systematically and independently, and able to recognize important information and develop appropriate solution strategies. In contrast, students with field dependent (FD) style had difficulty in understanding the problem and planning the solution, and require more direction. It can be concluded that cognitive style can have an impact on the success of students in solving story problems based on Polya's steps.
Developing Module for Two-Dimensional Course Based on Ethnomathematics for Fourth Grade of Elementary School Student Dyah Triwahyuningtyas; Novia Eka Mahmuda; Yulianti Yulianti
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 7 No. 2 (2020): October 2020
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v7i2.6314

Abstract

AbstractThis research was conducted due to the limitation of independent instructional media for students that is based on the curriculum as a companion to mathematics textbooks. Where the textbooks do not connect mathematics with local culture, so that students are less familiar with their culture.  This research aims to develop a valid, practical, and effective module for two-dimensional course based on ethnomathematics for fourth grade students of elementary school. The model employed in this development research was 4D model proposed by Thiagarajan that consisted of four stages: Define, Design, Develop, and Disseminate. The data analysis was done by using descriptive quantitative and qualitative. The results of this development showed that the module for two-dimensional course based ethnomathematics was valid and feasible; it was stated by the average score obtained from the experts (87.6%). Furthermore, the module developed obtained a positive response from the teacher and students; it obtained an average score of 88.5%. Then, the module was effective to improve student understanding, it obtained an average score of 81.55. Therefore, the module for two-dimensional course based on ethnomathematics is valid, practical, and effective to be used in the learning process.Keywords: two-dimensional shapes, ethnomathematics, developing module.AbstrakPenelitian ini dilatarbelakangi perlu adanya bahan ajar mandiri berupa modul siswa yang sesuai dengan kurikulum sebagai pendamping buku pelajaran matematika. Di mana buku pelajaran matematika yang digunakan kurang menghubungkan matematika dengan budaya lokal, sehingga siswa kurang mengenal budaya yang ada di daerah. Tujuan penelitian ini untuk mengembangkan modul bangun datar berbasis etnomatematika untuk siswa kelas 4 sekolah dasar yang valid, praktis dan efektif. Metode penelitian pengembangan menggunakan model 4D dari Thiagarajan yang terdiri dari empat tahap, yaitu: tahap pendefinisian (define), tahap perancangan (design), tahap pengembangan (develop), dan tahap penyebaran (disseminate). Analisis data dilakukan dengan menggunakan teknik analisis data deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa modul bangun datar berbasis etnomatematika dinyatakan valid oleh para ahli dengan skor rata-rata 87,6%. Penggunaan modul mendapatkan respon yang positif dari guru dan siswa yaitu menunjukkan rata-rata 88,5%. Dengan menggunakan modul tersebut, pemahaman siswa menjadi meningkat dengan nilai rata-rata mencapai 81,55. Sehingga modul bangun datar berbasis etnomatematika praktis dan efektif dalam pembelajaran matematika.Kata kunci: bangun datar, etnomatematika, pengembangan modul.
The Geometry E-module Based on Numerical Literacy for the Fifth Grade of Elementary School Dyah Triwahyuningtyas; Wahyu Meganingrum; Arnelia Dwi Yasa; Nyamik Rahayu Sesanti
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9351

Abstract

AbstractAs a learning innovation, it is necessary to have e-module that brings an interesting learning atmosphere and increase student interests in learning mathematics. This research aims to develop a valid and practical geometry e-module based on numerical literacy for the fifth grade of elementary school. The method in development research uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Data were collected using validation questionnaires and student questionnaires. Data were then analyzed using descriptive qualitative and quantitative techniques. The results showed that the validator's assessment obtained the valid criteria, with a percentage of 99% (media experts), 83% (material experts), and 87% (linguists). In the practicality test, the teacher got 96% (excellent) and the students got 94% (excellent). Based on the assessment results, the geometry e-module based on numerical literacy for the fifth grade of elementary school has met the eligibility and practicality criteria. Therefore, teachers can use this e-module as a companion book in distance learning.Keywords: geometry, e-module, numerical literacy. AbstrakSebagai inovasi pembelajaran, perlu adanya e-modul yang membawa suasana pembelajaran yang menarik dan meningkatkan minat siswa dalam belajar matematika. Penelitian ini bertujuan untuk mengembangkan e-modul bangun ruang berbasis literasi numerasi untuk kelas 5 sekolah dasar yang valid dan praktis. Metode dalam penelitian pengembangan menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Data dikumpulkan dengan menggunakan kuesioner validasi dan angket siswa. Data kemudian dianalisis menggunakan teknik deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa penilaian validator memperoleh kriteria valid dengan persentase 99% (ahli media), 83% (ahli materi), dan 87% (ahli bahasa). Pada uji kepraktisan, guru memperoleh 96% (sangat baik) dan peserta didik memperoleh 94% (sangat baik). Berdasarkan hasil penilaian tersebut, maka e-modul bangun ruang berbasis literasi numerasi untuk kelas 5 sekolah dasar dapat digunakan karena telah memenuhi kriteria kelayakan dan kepraktisan. Guru dapat menggunakan e-modul ini sebagai buku pendamping dalam pembelajaran jarak jauh.Kata kunci: bangun ruang, e-modul, literasi numerasi.
Co-Authors Achyaril Maulidiyah Agustina Miftachul Ulfa Amalina Qoyyimah ANDIKA GUTAMA, ANDIKA Ardila, Ardila Arief Rahman Hakim Aris Sri Sunarti Ayu Setyo Ningtyas Azizah, Jamilatul Nur Berek, Maria Delian Frilian Choirul Huda Cholis Sa’dijah Cicilia Ika Rahayu Nita Cindy Nada Gisela Dela Sari Novaria Dwi Agus Setiawan Emi Firdayanti Enike Dwi Kusumawati Ertina Koernia Fachry Abda El Rahman Farida Nur Kumala Ferdiana Wella Anggraeni Fitria Anggitasari Hanum, Abdila Ayu Hanna Mulya Heni Widia Ayu Isnia Herliani Eka Saputri I Ketut Suastika I. K. Suastika Iskandar Ladamay, Iskandar Iswahyudi, Didik Iswahyudi, Didik Khurin Aini Koernia, Ertina Leondro, Henny Luky Adrianto Mahmuda, Novia Eka Makbul Muksar Maris Kurniawati Mayanti, Riesma Dwi Mella Nova Fitrianingsih Mita Anggraini Nadhifa Anggraeni Ni'matul Aziza Ningrum, Siska Widyana Ni’mah, Khilyatu Novia Eka Mahmuda Novia Eka Mahmuda Novia Eka Mahmuda Novia Eka Mahmuda Nurul Ain, Nurul NURUL AZIZAH Nury Yuniasih, Nury Nyamik Rahayu Sesanti Octavianus Yoga Setiawan Oktianingsih Ari Rusmianto Pieter Sahertian Pratama, Ester Pratama, Ester Prihatin Sulistyowati, Prihatin Purwandari, Amanda Rachma Zulfa Aulia Raddin Nur Shinta, Raddin Nur Rahayu , Sri Risda Rosyidah Ayuni Risma Meilia Berliana Safril Royyan, Mochammad Santoso, Lidya Ristanti Sari, Laili Ayu Arum Sari, Tasiya Delia Ratna Serafin Helga Octaviana Sesanti , Nyamik Rahayu Sesanti, Nyamik Rahayu Setyaningsih, Yuyun Sofiya , Siti Nuryatus SRI RAHAYU Sri Rahayu Subanji Subanji Susanti, Romia Hari Tasmara, Muhammad Krisna Aldi Wahyu Meganingrum Wilujeng Ananda Putri Yasa, Arnelia Dwi Yayuk Hinaning Utami Yayuk Hinaning Utami Yulianti Yulianti Zuhro, Luita Aminatuz ⁠Dwi Cahyo Pangestu