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All Journal Jurnal Penelitian Pendidikan Guru Sekolah Dasar Journal of Innovation and Research in Primary Education
ALFARIS, RENALDY
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Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGEMBANGAN MEDIA GAME EDUKATIF ASTRODENT BERBASIS APLIKASI ANDROID UNTUK MENINGKATKAN HASIL BELAJAR IPA MATERI SISTEM TATA SURYA KELAS VI SD ALFARIS, RENALDY; , SURYANTI
Jurnal Penelitian Pendidikan Guru Sekolah Dasar Vol 6, No 8 (2018)
Publisher : PGSD FIP UNESA

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Abstract

Abstrak Penelitian pengembangan ini mengembangkan media pembelajaran ASTRODENT yang bertujuan untuk mengetahui tingkat kelayakan media pembelajaran game edukatif ASTRODENT berbasis aplikasi Android. Pada penelitian ini didapatkan hasil tiga kriteria kelayakan antara lain: (1) Kriteria kelayakan validasi materi sebesar 95,37% (layak), dan kriteria kelayakan validasi media sebesar 90,21% (layak); (2) Kriteria kelayakan kepraktisan pada uji coba skala kecil sebesar 96,29% (praktis), dan kriteria kelayakan kepraktisan uji coba skala besar sebesar 98,62% (praktis); (3) Kriteria kelayakan keefektifitas uji coba skala kecil dengan menggunakan jenis pretest-posttest design didapatkan hasil uji Independent t-test sebesar 0,00 atau hasil belajar siswa meningkat dengan hasil perhitungan N-Gain sebesar 0,4 (peningkatan sedang), dan uji coba skala besar dengan menggunakan jenis pretest-posttest group design, didapatkan hasil uji t-tes pada hasil posttest sebesar 0,00 atau dapat dikatakan terdapat perbedaan nilai rata-rata kelas eksperimen dan kelas kontrol untuk mengetahuinya menggunakan uji N-Gain pada pretest dan posttest kelas eksperimen didapatkan kenaikan 0,71 (peningkatan tinggi) dan kelas kontrol 0,13 (peningkatan rendah). Kata Kunci: Pengembangan media pembelajaran Android, Tata surya, Hasil Belajar, Game edukasi. Abstract This development research developed the learning media ASTRODENT which aims to find out the feasibility level of learning media educationalgames ASTRODENT based on Android applications. In this research we getthe result of three criteria of eligibility, among others : (1)Material validation feasibility criteria of 95.37% (feasible), andmedia validation eligibility criteria of 90.21% (feasible);(2) Criteria for the feasibility of practicality on small-scale trials of 96,29% (practically),and criteria for the feasibility of practical large-scale trials of 98,62% (practically); (3)The feasibility criteria for the effectiveness of small-scale trials using the pretest-posttest design type obtained the results of the Independent t-test of 0.00 or the student learning result increased with the N-Gain calculation of 0.4 (medium improvement), and large-scale trials using the pretest-posttest group design type, the results of a t test on the posttest result of 0.00 or it can be said that there is a difference in the average value of the experimental class and the control class to find out using the N-Gain test at pretest and the experimental class posttest was gained 0.71 (high increase) and control class 0.13 (low increase). Key word: Developing the learning Media in Android, Solar system, Learning Result, Education game.
Implementing Mindfulness-Based Mathematics Instruction to Reduce Mathematics Anxiety and Develop Problem-Solving Strategies among Fifth-Grade Students in Fraction Learning Pratiwi, Nike; Atmoko, Adi; Taufiq, Ahmad; Alfaris, Renaldy; Faizah, Siti
Journal of Innovation and Research in Primary Education Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i1.557

Abstract

Mathematics anxiety significantly impairs elementary students' problem-solving performance, yet instructional approaches that simultaneously address affective and cognitive dimensions remain underexplored. This qualitative single-case study examined the implementation of Mindfulness-Based Mathematics Instruction (MBMI) in one Grade V classroom in Malang, Indonesia, involving 28 students, of whom eight were selected as focal participants representing high, moderate, and low mathematics anxiety profiles. Data were collected across six 90-minute sessions through classroom observation, semi-structured interviews, think-aloud protocols, and document analysis, and were analyzed using thematic analysis supported by NVivo. Findings revealed three concurrent outcomes: consistent and progressively internalized MBMI implementation; a 58% reduction in observable anxiety-related behaviors across session phases, most markedly among high-anxiety students; and a qualitative shift in problem-solving strategies from impulsive computation toward structured, reflective engagement aligned with Polya's four-stage framework. An unanticipated finding identified language-processing demands in word problems as a distinct, non-computational source of situational anxiety. These results demonstrate that emotional regulation and metacognitive strategy development are dynamically interconnected within fraction instruction, positioning MBMI as a theoretically grounded and pedagogically feasible integrative approach for elementary mathematics classrooms.
Mapping Internal and External Barriers to Elementary Numeracy Policy Implementation: A PRISMA-Based Systematic Review Alfaris, Renaldy; Sa’dijah, Cholis; Nusantara, Toto; Arifin, Slamet
Journal of Innovation and Research in Primary Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i2.648

Abstract

This study systematically reviews 27 journals addressing autogenic obstacles in numeracy learning among elementary school students. Autogenic obstacles can be analyzed philosophically in terms of internal and external factors, which will inform more effective policy-making. Internal autogenic obstacles encompass math anxiety, cognitive limitations, and language comprehension, all of which significantly impact students' numeracy skills. Additionally, cognitive abilities such as number understanding, arithmetic operations, and symbolic representation are crucial to numeracy learning. External autogenic obstacles include unsupportive learning environments and limited resources, as well as theoretical teaching methods lacking contextualization and insufficient teacher competence in adopting student-centered approaches, which further impede numeracy development. This study also examines policies aimed at overcoming autogenic obstacles through teacher professional development, multisectoral collaboration, enhanced learning resources, and the implementation of periodic evaluations and constructive feedback, all of which are essential for ensuring the consistency and sustainability of numeracy improvement programs in elementary schools. This will enable readers to identify the challenges and their corresponding solutions.
A Dual-Construct Assessment Model of Creative Mathematical Reasoning and Critical Thinking in Primary Education: Development and Psychometric Validation Alfaris, Renaldy; Sa’dijah, Cholis; Nusantara, Toto; Pratiwi, Nike; Arifin, Slamet
Journal of Innovation and Research in Primary Education Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i1.782

Abstract

Higher-order mathematical thinking encompasses both intuitive and creative cognitive processes, yet existing assessment frameworks collapse these into undifferentiated composites, limiting diagnostic precision and theoretical clarity. This study developed and validated a dual-construct assessment instrument measuring Mathematical Intuition (MI) and Creative Mathematical Reasoning (CMR) within the Number domain. Ten open-ended tasks were administered to 140 Grade 5 students selected through cluster sampling. Instrument validation involved expert review, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). Reliability was assessed using Cronbach's Alpha and Composite Reliability, while construct validity was evaluated through Average Variance Extracted and the Fornell–Larcker criterion. EFA identified two distinct factors explaining 71.2% of cumulative variance (CMR: 39.8%; MI: 31.4%), with factor loadings ranging from 0.68 to 0.86. CFA confirmed the two-factor model's superiority over a unidimensional alternative (ΔCFI = 0.08; ΔRMSEA = 0.03). Both constructs demonstrated strong reliability (α > 0.85; CR > 0.90), convergent validity (AVE > 0.50), and discriminant validity, with a moderate latent correlation (r = 0.62). The findings establish that MI and CMR are structurally separable yet functionally interdependent dimensions of mathematical cognition, consistent with dual-process theory. The validated instrument enables educators to diagnose reasoning difficulties at both the generative and elaborative phases, advancing both measurement precision and instructional targeting in primary mathematics education.
Effective Instructional Strategies for Elementary School Mathematics: A PRISMA-Guided Systematic Literature Review Pratiwi, Nike; Atmoko, Adi; Taufiq, Ahmad; Faizah, Siti; Alfaris, Renaldy
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1420

Abstract

Persistent deficiencies in elementary school students’ mathematics achievement, as evidenced by international assessments including PISA 2022, underscore the urgent need for a comprehensive synthesis of effective instructional strategies. Despite a growing body of individual studies, no systematic integration of evidence across multiple approaches and contexts existed for the 2020–2024 period.  A Systematic Literature Review (SLR) was conducted following PRISMA 2020 guidelines. A systematic search across Scopus, Web of Science, ScienceDirect, and Google Scholar identified 12,945 records; following two-stage screening against pre-specified inclusion and exclusion criteria, 40 peer-reviewed empirical studies were retained for thematic analysis.  Three dominant instructional themes emerged: manipulative-based learning, problem-based learning (PBL), and collaborative learning. All three demonstrated consistent positive effects on students’ conceptual understanding, critical thinking, and mathematical communication. The effectiveness of each strategy was moderated by teacher pedagogical competence, resource availability, and sociocultural context. Findings align with constructivist and sociocultural learning theories and corroborate recent meta-analytic evidence. A pronounced geographic concentration of studies in developed nations constitutes a critical knowledge gap. No single strategy is universally sufficient; an ecologically situated, multi-strategy framework supported by sustained teacher professional development and equitable resource policy is essential for advancing elementary mathematics education globally.
Co-Authors Adi Atmoko Ahmad Taufiq Cholis Sa’dijah Faizah, Siti Pratiwi, Nike Slamet Arifin SURYANTI Toto Nusantara