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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Journal of Honai Math Sarwahita : Jurnal Pengabdian Kepada Masyarakat Jurnal Fundadikdas (Fundamental Pendidikan Dasar) International Journal of Learning Reformation in Elementary Education Jurnal Pengabdian Masyarakat Bangsa
Sintawati, Mukti
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The Combined Approach of Teaching at the Right Level and Problem-Based Learning to Foster Mathematical Critical Thinking Skills Sintawati, Mukti; Nurrohmah, Anisa; Feruzi, Sadiki Moshi; Abdurrahman, Ginanjar
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): Forthcoming Issue - International Journal of Learning Reformation in Elementar
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i03.1302

Abstract

Mathematical critical thinking is an essential skill that helps students analyze information, evaluate arguments, and solve complex problems systematically. However, many elementary students still struggle to attain higher-order thinking skills, mainly due to learning gaps in the classroom. This study aims to examine the effect of the integrated Teaching at the Right Level (TaRL) and Problem-Based Learning (PBL) approach on improving students' mathematical critical thinking skills. This research used a quasi-experimental method involving 34 fourth-grade students divided into experimental and control groups. The experimental group received TaRL–PBL instruction, while the control group used PBL only. Critical thinking skills were measured using pretest and posttest essay questions based on five indicators: interpretation, analysis, inference, evaluation, and explanation. The results showed a significant improvement in the experimental group (t = 2.462, p < 0.05) with a large effect size (Cohen’s d = 0.846), indicating that the TaRL–PBL approach had a strong impact on enhancing critical thinking. These findings suggest that integrating level-based instruction and problem-solving is effective in supporting differentiated learning and strengthening critical thinking in mathematics. The study also indicates that this integrated approach has strong potential to be further developed in mathematics education, particularly to enhance other skills such as creative thinking and mathematical connections.
Workshop Pengembangan Pembelajaran Matematika pada Domain Aljabar bagi Guru SD Muhammadiyah Demangan Sintawati, Mukti; Abdurrahman, Ginanjar
Jurnal Pengabdian Masyarakat Bangsa Vol. 3 No. 8 (2025): Oktober
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v3i8.3285

Abstract

Workshop pengembangan pembelajaran matematika pada domain aljabar bagi guru SD Muhammadiyah Demangan dilaksanakan untuk meningkatkan kompetensi guru dalam merancang dan mengimplementasikan pembelajaran aljabar. Kegiatan pengabdian masyarakat ini melibatkan guru-guru dari SD Muhammadiyah Demangan dan dilaksanakan dalam tiga tahap: persiapan, pelaksanaan, dan evaluasi. Tahap persiapan meliputi koordinasi dengan tim mitra dan persiapan sarana serta materi. Tahap pelaksanaan berupa workshop dengan metode diskusi, tanya jawab, dan praktik penyusunan rencana pembelajaran. Tahap evaluasi dilakukan melalui pretes dan postes untuk mengukur peningkatan kompetensi guru. Hasil menunjukkan adanya peningkatan signifikan dalam pemahaman guru terhadap konsep aljabar serta kemampuan mereka dalam merancang pembelajaran yang kreatif dan sesuai dengan kebutuhan siswa. Guru mampu menerjemahkan fenomena nyata ke dalam simbol matematika dan mengembangkan rencana kegiatan yang mendorong pemahaman siswa terhadap materi aljabar. Kegiatan ini juga memberikan dampak positif berupa peningkatan motivasi guru dalam menciptakan pembelajaran yang inklusif dan relevan. Dengan adanya workshop ini, guru diharapkan dapat meningkatkan kualitas pembelajaran matematika pada domain aljabar, sehingga mampu meningkatkan literasi numerasi siswa. Kegiatan ini juga sejalan dengan upaya menciptakan generasi yang kompeten dan siap menghadapi tantangan pendidikan di masa depan.
Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students Sintawati, Mukti; Sukma, Hanum Hanifa; Mardati, Asih; Feruzi, Sadiki Moshi; Satrianawati, Satrianawati
Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i4.21626

Abstract

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.
Co-Authors Adeliana, F Adillah, Luthfiana Nur Agus Supriyanto Asih Mardati, Asih Dewi, Kirana Prama Dwita, Metti Fatoni, Muhamad Feruzi, Sadiki Moshi Ginanjar Abdurrahman Hanannika, Laudhira Kinantya Koerniawati, Avivah Muayanah, Muayanah Muhammad Ragil Kurniawan Mukaromah, Neni Niswah, Nihlatun Nurrohmah, Anisa Rima Aksen Cahdriyana Rizki Anggara, Rizki Satrianawati Satrianawati, Satrianawati Sukma, Hanum Hanifa Wibowo, Laksono Yogi Widiana, Aida Nur Zakiyyah , Amalina Maryam