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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Usia Dini Jurnal Bunga Rampai Usia Emas Jurnal Pendidikan Indonesia Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah AlphaMath: Journal of Mathematics Education Jurnal Pendidikan Agama Islam JURNAL PENDIDIKAN TEMATIK DIKDAS Math Didactic: Jurnal Pendidikan Matematika Jurnal Ilmiah Universitas Batanghari Jambi Jurnal Moral Kemasyarakatan Indonesian Journal of Science and Mathematics Education Desimal: Jurnal Matematika AL-ATHFAL : JURNAL PENDIDIKAN ANAK ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar IRJE (Indonesian Research Journal in Education) Pedagogik Journal of Islamic Elementary School Jurnal Basicedu Journal of Educational Research and Evaluation Jurnal Eduscience (JES) Dedikasi: Jurnal Pengabdian Masyarakat JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Pendidikan Dasar Perkhasa Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Wahana Pendidikan Journal of Mathematics Instruction, Social Research and Opinion Journal of Educational Sciences Jurnal Basicedu Jurnal Ilmiah Ilmu Terapan Universitas Jambi JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN Indonesian Educational Administration and Leadership Journal (IDEAL) JECIE (Journal of Early Childhood and Inclusive Education) Al-Qalam: Jurnal Kajian Islam Dan Pendidikan EDUKASI : Jurnal Penelitian dan Artikel Pendidikan
Yantoro, Yantoro
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PEMANFAATAN MEDIA SMARTPHONE DALAM MENGEMBANGKAN MINAT BELAJAR SISWA PADA PEMBELAJARAN IPAS KELAS V SEKOLAH DASAR Pribadi, Chiquita Azura; Yantoro, Yantoro; Noviyanti, Silvina
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 11, No 1 (2025): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v11i1.4403

Abstract

This study aims to describe the use of smartphones as a medium to develop students' learning interest in IPAS (Science and Social Studies Integration) learning in elementary schools. The research was conducted using a descriptive method with the subjects being fifth-grade students at SD Negeri 28/IV Jambi City during the odd semester of the 2024/2025 academic year. Research data were obtained through observation, interviews, and documentation. The data analysis technique employed was interactive analysis, consisting of data collection, verification, and conclusion drawing. The findings indicate that the use of smartphones in learning was implemented in stages: (1) identifying key activities, (2) determining the sequence, (3) allocating time and resources, and (4) implementation. The use of smartphones in the implementation stage brought benefits for both teachers and students teachers became more creative and innovative, student attention and interest increased, understanding was enhanced, learning objectives were achieved, and a more enjoyable learning environment was created. Furthermore, the use of smartphones had both positive and negative impacts. Based on the results, it was concluded that the school community was able to maintain the effective use of smartphones in learning. It is hoped that the findings of this study will be useful for future research.
Application of the TPACK Approach in Increasing Student Learning Activity Through the PBL Model in Mathematics Learning in Class V Elementary Schools Mustika, Laura; Yantoro, Yantoro; Sastrawati, Eka
Journal of Educational Sciences Vol. 8 No. 1 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.1.p.103-117

Abstract

This research was motivated by the low learning activity of class V students at SDN 131/IV Jambi City. This research is classroom action research which aims to describe how the Technological Pedagogical And Content Knowledge (TPACK) approach is implemented in increasing student learning activity through the PBL model in class V of elementary schools. This research was carried out at SDN 131/IV Jambi City. The data in this research was obtained by observation and documentation. The data in this research was analyzed descriptively qualitatively. The research results show that applying the TPACK approach in the mathematics learning process can increase student learning activity. This increase can be seen in the data analysis for each meeting cycle, where for cycles I, meetings I and II, it was 65.74%, for cycles II, meetings I and II, it was 82.22%. Therefore, it can be concluded that the application of the TPACK approach through the PBL model can increase student learning activeness in mathematics learning in class V at SDN 131/IV Jambi City. This is proven by the increase in student learning activity in each cycle by using the TPACK approach through the PBL model.
Meningkatkan Pencapaian Perkembangan Pemecahan Masalah Melalui Permainan Memory Chess Match pada Kelompok B TK Nurul Islam Desa Lantak Seribu Sulistyowati, Dwi Mayang; Muazzomi, Nyimas; Yantoro, Yantoro
Jurnal Usia Dini Vol. 10 No. 1 (2024): Juni 2024
Publisher : PG PAUD FIP UNIMED

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jud.v10i1.48015

Abstract

Penelitian ini bertujuan untuk: a) mendeskripsikan peningkatan dari keberhasilan setiap siklus dan pembelajaran melalui permainan memory chess match, dan b) untuk mengetahui bagaimana permainan memory chess match dapat meningkatkan kemampuan dalam pemecahan masalah. Jenis penelitian ini adalah penelitian tindakan kelas, teknik analisis data yang digunakan adalah deskriptif kuantitatif. Data dalam penelitian ini diperoleh dari hasil observasi. Berdasarkan hasil penelitian pada pra siklus terdapat 7 anak (58,3%) belum berkembang dan 5 anak mulai berkembang (42%) dan pada siklus 1 dilakukan 4 kali pertemuan sudah terjadi peningkatan yang baik. Pertemuan 1 terdapat 11 anak mulai berkembang (92%) 1 anak berkembang sesuai harapan (8%). pertemuan 2 dengan 10 anak mulai berkembang (83%) 2 anak berkembang sesuai harapan (17%). Pertemuan 3 dengan 9 anak mulai berkembang (75%) 3 anak berkembang sesuai harapan (25%). Pertemuan 4 ada 4 anak dengan kriteria mulai berkembang (33%) dan 8 anak berkembang sesuai harapan (67%). Sehingga perlu kiranya melanjutkan ke siklus II. Pada siklus II dilakukan 4 kali pertemuan yang dilaksanakan peneliti dengan memperbaiki kesulitan yang dihadapi anak untuk meningkatkan perkembangan pemecahan masalah anak dengan maksimal. Pada siklus II terjadi peningkatan yang signifikan, pada pertemuan 1 ada 11 anak berkembang sesuai harapan (92%) 1 anak dengan berkembang sangat baik (8%). Pertemuan 2 ada 11 anak dengan kriteria berkembang sesuai harapan (92%) 1 anak berkembang sangat baik (8%). Pertemuan 3 ada 1 anak dengan berkembang sesuai harapan (8%) dan 11 anak berkembang sangat baik (92%). Pertemuan 4 meningkat 12 anak tergolong kriteria berkembang sangat baik (100%).Kata kunci: pemecahan masalah, memory chess match
The Effect of PBL Model on Students' Critical Thinking Ability in View of Adversity Quotient (AQ) Suci, Antonynio; Kamid, Kamid; Yantoro, Yantoro
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2639-2646

Abstract

This study aimed to examine the effect of the Problem Based Learning (PBL) model on the critical thinking skills of class XII students at SMAN 3 Tanjung Jabung Timur, as viewed from their Adversity Quotient (AQ). This research employed a quasi-experimental design with two groups: a control group that received conventional learning and an experimental group that received PBL. Data were collected through pretest scores, posttest scores, and an AQ questionnaire. Data analysis was performed using independent samples t-tests and Pearson correlation, with SPSS version 27. The results indicated a significant effect of the PBL model on enhancing students' critical thinking skills (p-value = 0.002; Cohen's d = -0.852). Students in the PBL group demonstrated higher critical thinking skills compared to those in the control group. However, there was no significant relationship between AQ and students' critical thinking skills (r = -0.166; p-value = 0.221). These findings suggest that the PBL model is effective in improving students' critical thinking skills, although AQ did not directly moderate this effect.
Meningkatkan Motivasi Belajar Melalui Penerapan Culturally Responsive Teaching Dalam Pembelajaran Willenda, Zilvira; Yantoro, Yantoro; Misnawati, Misnawati; Basyir, Basyir
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 16 No 1 (2024): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v16i1.2948

Abstract

This study aims to investigate the effectiveness of implementing the Culturally Responsive Teaching (CRT) approach in increasing the learning motivation of grade 4 students of SDN 42/IV Jambi City in Indonesian language learning. Using classroom action research (PTK), data was collected through direct observation of students' learning activities over three cycles, as well as a learning motivation questionnaire completed by 28 students. Results showed that at the beginning of the study, only 21.4% of students had high learning motivation, 35.7% with moderate motivation, and 42.9% with low motivation. Through the application of CRT, students' participation and engagement in learning increased significantly. In the last cycle, the average score of students' learning motivation increased from 58 to 76, reflecting an overall increase in students' learning motivation. These results indicate that the CRT approach is effective in stimulating students' learning motivation. The findings emphasize the importance of paying attention to students' cultural context in designing effective and relevant learning strategies, as well as the need to strengthen teachers' capacity in implementing CRT in the classroom. By utilizing students' cultural backgrounds, teachers can create an inclusive and motivating learning environment.
Analyzing Learning Obstacle with Didactical Design Research on Three Dimensional Distance Material Dharma, Dian; Kamid, Kamid; Yantoro, Yantoro
Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v4i3.10355

Abstract

he purpose of this study was to analyze the barriers to learning three-dimensional distance material using Didactical Design Research (DDR). The subjects of this study were two groups of class 12. The instruments used in this study were pretest (initial test) and post test (final test) which consisted of a test of the respondent’s ability, interview sheets, and observation notes. The data obtained were analyzed using three DDR steps: (1) didactic situation analysis by recontextualizing, repersonalizing, and developing didactic designs which include PDA (Pedagogical Didactic Anticipation); (2) metapedadidactic analysis by applying PDA; and (3) retrospective analysis linking didactic and metapedadidactic situations. The results showed that the identified learning obstacles can be anticipated by using PDA. The application of the didactic learning design shows that this design can be an alternative to third-dimensional distance learning in grade 12 because it can minimize student learning barriers that have been identified previously.
Analysis of concept construction errors in mathematical problem solving based on the assimilation and accommodation framework in terms of student learning styles Putri, Yeni; Huda, Nizlel; Yantoro, Yantoro
Desimal: Jurnal Matematika Vol. 4 No. 3 (2021): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v4i3.9752

Abstract

The forms of concept construction errors are divided into 4 forms, namely (1) Pseudo Construction, (2) Construction Holes, (3) Mis Analogical Construction, (4) Mis Logical Construction. This research aims to determine the process of concept construction errors in solving mathematical problems based on the assimilation and accommodation framework in terms of student learning styles. This research is qualitative descriptive research. The results showed that 1) students with visual learning styles experienced True Pseudo Construction, False Pseudo Construction, and Construction Pits. 2) Students with auditory learning styles experience True Pseudo Construction, False Pseudo Construction as well as Construction Pits and Mis Logical Construction. 3) Students with kinesthetic learning styles experience Construction Pits, True Pseudo Construction, False Pseudo Construction, and Mis Logical Construction. Concept construction errors in the material of a System of Linear Equations with Three Variables that are often experienced by students are Construction Pits caused by students' spontaneous thinking, irregularity of students' knowledge from previous knowledge concepts with new knowledge concepts.
Strategi Guru dalam Pembelajaran Berhitung Pembagian di Sekolah Dasar Susanti, Endang Putri; Yantoro, Yantoro; Kurniawan, Agung Rimba
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 10 No. 1 (2020): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v10i1.3691

Abstract

Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam pembelajaran berhitung pembagian di kelas II sekolah dasar. Penelitian ini merupakan penelitian kualitatif dengan jenis penelitian studi kasus. Subjek penelitian adalah guru wali kelas II Sekolah Dasar. Teknik pengumpulan data yang dilakukan yaitu melalui wawancara terstruktur dan dokumentasi. Data yang diperoleh berupa data kualitatif yang berisi deskripsi tentang hasil wawancara dengan guru mengenai strategi pembelajaran berhitung pembagian disekolah dasar. Penelitian ini dilakukan di kelas II SD Negeri 155/1 Sungai Buluh. Hasil penelitian menunjukkan bahwa guru memiliki strategi pembelajaran dalam pembelajaran berhitung pembagian. Berdasarkan indikator berhitung pembagian yaitu pengenalan konsep membagi, pembagian sederhana, dan mengajarkan konsep sisa, guru menerapkan strategi pembelajaran yang dapat membantu dalam proses pembelajaran berhitung pembagian tersebut. Adapun strategi pembelajaran yang digunakan guru berupa strategi pembelajaran langsung dan strategi pembelajaran tidak langsung. 
The Effect of Project-Based Learning (PjBL) On Critical Thinking Skills as Seen from Cognitive Styles Lismayani, Lismayani; Kamid, Kamid; Yantoro, Yantoro
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i3.711

Abstract

This study investigates thei effect of the Project-Based Learning (PjBL) model on eighth-grade students’ mathematical critical thinking skills, considering their cognitive styles. The research employed a quasi-experimental design with a non-equivalent control group, involving eighth-grade students of SMP Negeri 24 Kerinci in the 2023/2024 academic year. The sample comprised two experimental classes taught with the PjBL model and one control class taught conventionally. Data were collected using the1 Group Embedded Figures Test (GEFT) to identify students’ cognitive styles and an essay test to measure critical thinking skills. Data analysis was conducted through a two-way ANOVA to examine the effects of the learning model and cognitive style, followed by a t-test for further comparison. The results showed that the PjBL model and students’ cognitive styles significantly influenced mathematical critical thinking skills. Field Independent (FI) students scored higher than Field Dependent (FD) students. However, no significant interaction was found between the learning model and cognitive style, indicating that PjBL provides relatively balanced opportunities for all learners. These findings suggest that PjBL can be an effective and inclusive instructional approach to foster students’ critical thinking, and mathematics teachers are encouraged to integrate it into classroom practice.
Reversible Thinking in Mathematical Problem Solving: An Adversity Quotient-Based Analysis of Grade VIII Students Shalehah, Mar' Atus; Yantoro, Yantoro; Rohati, Rohati
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.706

Abstract

Reversible thinking is the ability to reverse the order of thinking, understand two-way relationships, and logically and reflectively retrace initial information. This study aimed to describe students’ reversible thinking abilities in mathematical problem solving based on adversity (AQ). The research was conducted using a qualitative descriptive design with 21 eighth-grade students of MTs Annajah Sungai Luar. From these, five subjects were selected purposively to represent the AQ types: quitter, camper, and climber. Data were collected through AQ questionnaires, Test of Reversible Thinking (TTR) essay tasks, and interviews. The results indicated that students with the quitter type were unable to fulfill all aspects of reversible thinking. Camper-type students could fulfill two aspects, namely negation and reciprocity, while climber-type students were able to fulfill all three aspects: negation, reciprocity, and returning to the initial condition. The findings suggest that students with higher AQ demonstrate stronger reversible thinking skills in mathematical problem solving. This contributes to mathematics education by emphasizing the importance of fostering reflective thinking and resilience in the learning process.
Co-Authors Agustin, Salma Pratiwi Akhmad Habibi, Akhmad Akmal Sutja Amanda, Rizki Surya Anggun, Novia Anggun Pratiwi Asih Nur Ismiatun, Asih Nur Basyir Basyir, Basyir Chaerunisa, Fitha Chatarina Umbul Wahyuni CIndy SIntiya Cindy, Cindy Melinda Putri Citra, Yulita Dwi Destrinelli Destrinelli Dezaneru, Rio Dharma, Dian Dwi Agus Kurniawan Eka - Sastrawati Eka Putri, Andi Gusmaulia Faisal, Akhmad Faisal Hidayat Febianti, Diah Fitrah, Annisa Halimatussakdiah Hamida, Hutri Rohmania Haziratul, Haziratul Qudsya Hendra Budiono Hendra Sofyan Hendra, Robi Heriyanto, Didi Indryani, Indryani Ismi Mori Putra, Deka Kamid, Kamid Khoirunnisa Khoirunnisa Kurniawan, Agung Rimba Kurniawan, Dwi Agus Lismayani, Lismayani Lumban Raja, Winda Katrina Maharani, Silvia Maryono Maryono Mastikawati, Mastikawati Megayani, Windi Melhana, Melhana Methalia, Ema Misnawati Misnawati Mohamad Muspawi MUHAMMAD SHOLEH Muhammad Sofwan Mulyadi Mulyadi Mustika, Laura Muzakir Natalia, Betty Era Nazurty Nazurty ningrum, mega widya Nizlel Huda Noviyanti, Silvina Nyimas Muazzomi Pamela, Issaura Sherly Pangaribuan, Tumewa Panjaitan, Febri Charolyna Pebriyana, Lisa Perdana, Rahmat Pramulia, Fuji Pribadi, Chiquita Azura Purnami, Ndari Puspa, Nastiti Dayana Puspitasari, Eka Diah Putri, retno nabillah Putri, Yeni Radmika, Habibah Anna Rahayu, Nadiya Okta Rahman Rahman Rivani, Putri Ayu Rohani, Anti Rohati Rohati RR. Ella Evrita Hestiandari Rusdi Rusdi Saputra, Irgiano Sulistiawan Purnama Septiana, Rosa Rina Setiono, Panut Shalahudin Shalahudin Shalehah, Mar' Atus Silvia, Ninda Simanjuntak, Lomak Norita Simaremare, Tohap Pandapotan Siregar, Risdalina Siti Hodijah Suci Hayati Suci, Antonynio Sulistyowati, Dwi Mayang Susanti, Endang Putri SYAHRIAL SYAHRIAL Syifa Nurul Huda Tanti, Riska Taufika, Ryan Uswatul Hasni Willenda, Zilvira Wilutama, Anggita Harely Yunsacitra, Yunsacitra Zahyuni, Violita