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All Journal Jurnal Educhild : Pendidikan dan Sosial Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Basicedu Unnes Journal of Mathematics Education Research Jurnal Pengabdian Masyarakat (ABDIRA) Journal of Educational Sciences Jurnal Basicedu Jurnal Masyarakat Madani Indonesia Innovative: Journal Of Social Science Research Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS JANACITTA: Journal of Primary and Children's Education Journal of Multidisciplinary Science: MIKAILALSYS Intisari: Jurnal Inovasi Pengabdian Masyarakat Jurnal Pasifik Pendidikan Marsialapari: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan & Pengajaran Realisasi: Ilmu Pendidikan, Seni Rupa dan Desain Kolaborasi: Jurnal Hasil Kegiatan Kolaborasi Pengabdian Masyarakat Ngudi Waluyo Empowerment : Jurnal Pengabdian Kepada Masyarakat Proceeding International Collaborative Conference on Multidisciplinary Science Jurnal THEOREMS (The Original Research of Mathematics)
Hesti Yunitiara Rizqi
Universitas Ngudi Waluyo
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Integrating Digital Literacy and Character Education to Foster Digital Citizenship in Primary Schools: A Society 5.0 Perspective Kartika Yuni Purwanti; Zulmi Roestika Rini; Ela Suryani; Suhirno Suhirno; Hesti Yunitiara Rizqi; Anni Malihatul Hawa
Proceeding International Collaborative Conference on Multidisciplinary Science Vol. 3 No. 1 (2026): June : ICCMS (Proceeding International Collaborative Conference on Multidiscipl
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/iccms.v3i1.254

Abstract

The Society 5.0 era requires primary education to balance technological advancement with the development of students' moral and social values. Although digital literacy has become an essential competency, many primary schools still implement it separately from character education, limiting students' ability to develop responsible digital behavior. This study aimed to examine how digital literacy and character education can be integrated to foster digital citizenship among primary school students. A qualitative case study was conducted in selected primary schools implementing Society 5.0-oriented learning. Data were collected through semi-structured interviews with teachers, classroom observations, and document analysis, and were analyzed using thematic analysis. The findings identified three key strategies for promoting digital citizenship: integrating digital ethics into subject learning, implementing collaborative project-based learning to strengthen digital empathy and responsible online behavior, and fostering active partnerships between schools and families to reinforce digital character development. The integrated approach contributed to improved ethical awareness, responsible technology use, collaborative skills, and the prevention of cyberbullying among students. The study concludes that integrating digital literacy with character education provides an effective pedagogical framework for preparing responsible, ethical, and digitally competent citizens capable of thriving in the Society 5.0 era.
Utilization of Tapertis Educational Technology in Learning Multiplication Concepts in Elementary Schools Zulmi Roestika Rini; Yoannes Romando Sipayung; Abdul Rahman; Kartika Yuni Purwanti; Himmah Taulany; Anni Malihatul Hawa; Ella Suryani; Nurfitriyani Kartika Dewi; Hesti Yunitiara Rizqi; Swantika Ilham Prahesti; Nico Irawan
Proceeding International Collaborative Conference on Multidisciplinary Science Vol. 2 No. 2 (2025): December : ICCMS (Proceeding International Collaborative Conference on Multidis
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/iccms.v2i2.214

Abstract

This study aims to determine the effectiveness of using the Jarimatika method combined with Tapertis media in improving elementary school students' understanding of multiplication concepts. This study uses a quantitative approach with a pre-experimental intact group comparison type design. The research subjects consisted of 17 fourth-grade students of SDN Candigaron 03 who were divided into two groups, namely the experimental group and the control group. Data collection instruments were in the form of tests (pre-test and post-test) and observation sheets. Experts carried out media validation with an average result of 56.33 (outstanding category). Data analysis used paired sample t-test, t-test, and simple linear regression. The results showed a significant difference between the pre-test and post-test results in both groups. The average post-test score of the experimental group was higher (84.89) than the control group (77.12). The regression test showed that Tapertis media significantly affected understanding of multiplication concepts (p < 0.05). This study concludes that the Jarimatika method, supported by Tapertis media, is effective for use in mathematics learning to improve elementary school students' understanding of multiplication concepts.
Elementary School Students’ Mathematics Problem-Solving Skills through Teams Games Tournament Assisted by Number Mystery Nanda Tri Yuliana; Hesti Yunitiara Rizqi
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11503

Abstract

Mathematical problem-solving remains challenging for elementary school students, particularly in understanding problem information, selecting appropriate strategies, executing solution procedures, and evaluating answers. This study aimed to examine differences in mathematical problem-solving skills between students taught through Teams Games Tournament (TGT) assisted by Number Mystery and those receiving conventional instruction, as well as to determine the effect of the intervention on students’ performance. A quasi-experimental method with a nonequivalent control group design was employed, involving 63 third-grade students comprising 32 students in the experimental group and 31 students in the control group. The intervention was implemented over three instructional meetings. Data were collected through pretests, posttests, questionnaires, observations, student worksheets, and documentation and analyzed using the Shapiro–Wilk test, Levene’s test, an independent-samples t test, and simple linear regression. The findings showed that the experimental group achieved a higher mean posttest score than the control group (85.47 vs. 71.13), with a statistically significant between-group difference, t(61) = 9.433, p < 0.001. Regression analysis yielded R = 0.770 and R² = 0.593, indicating that the intervention accounted for 59.3% of the variance in students’ mathematical problem-solving performance. These findings demonstrate that TGT assisted by Number Mystery effectively enhances elementary students’ mathematical problem-solving skills. The integration of cooperative learning activities, academic games, and concrete instructional media provides a practical pedagogical alternative for supporting students in understanding problems, formulating strategies, implementing solutions, and evaluating their results.
Analysis of Mathematical Problem-Solving Abilities of Elementary School Students Based on Learning Interests and Gender Darojatun Nasihah; Hesti Yunitiara Rizqi
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11530

Abstract

Mathematical problem-solving is a fundamental competence in elementary mathematics because students must not only obtain correct answers but also understand problems, formulate appropriate strategies, execute solution procedures, and evaluate their results. This study aimed to analyze the mathematical problem-solving abilities of fourth-grade elementary school students according to learning interest and gender. A descriptive qualitative approach was employed involving 19 students, comprising 9 boys and 10 girls. Data were collected through a learning interest questionnaire, a mathematical problem-solving response questionnaire, written tests, semi-structured interviews, and documentation. Six students were purposively selected to represent high, moderate, and low learning interest categories across genders. Their problem-solving processes were examined using Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The findings showed that students with high learning interest successfully completed all four stages, whereas those with moderate learning interest demonstrated inconsistencies, particularly in implementing solution plans and reviewing their answers. Students with low learning interest experienced more extensive difficulties in devising plans, carrying out solutions, and verifying results. Gender did not reveal a consistent pattern of superiority because differences in performance occurred within each learning interest category. The study also identified discrepancies between students’ positive questionnaire responses and their actual written-test performance. These findings indicate that mathematical problem-solving ability is more closely associated with learning interest and individual problem-solving processes than with gender alone. This study contributes to elementary mathematics education by emphasizing the need for instructional strategies that strengthen students’ learning interest, provide structured support across Polya’s problem-solving stages, and accommodate individual differences in problem-solving performance.
The Effect of the Problem-Based Learning (PBL) Model Assisted by Vidumath Media on the Critical Thinking Skills of Fourth-Grade Elementary School Students Putri Nimaturrohmah Nisa&#039;i; Hesti Yunitiara Rizqi
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.11685

Abstract

Problem-Based Learning (PBL) is widely employed to strengthen students’ critical thinking; however, empirical research on its integration with Vidumath media in elementary mathematics education remains limited. This study aimed to examine the effect of Vidumath-assisted PBL on the critical thinking skills of fourth-grade elementary school students. A quantitative quasi-experimental approach with a nonequivalent control group design was employed, involving 51 fourth-grade students from SD Negeri Klepu 01 and SD Negeri Klepu 02 who were selected using a non-random sampling approach. The experimental group comprised 26 students, while the control group consisted of 25 students. Data were collected through critical thinking tests, observation sheets, and questionnaires and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t test. The findings indicate that students taught through Vidumath-assisted PBL demonstrated significantly higher critical thinking skills than those who received conventional instruction. The experimental group achieved a mean post-test score of 81.38, compared with 68.60 in the control group, with the difference being statistically significant (p < .001). These findings confirm that integrating PBL with Vidumath media can facilitate active, meaningful, and student-centered mathematics learning while strengthening students’ higher-order thinking skills. The study contributes to constructivist learning research by providing empirical evidence of the effectiveness of combining problem-based instruction with digital learning media in elementary mathematics education. Practically, the findings provide a reference for elementary school teachers seeking to implement innovative instructional strategies to enhance students’ critical thinking skills. Further research should examine the implementation of Vidumath-assisted PBL across different educational levels, subject areas, and learning contexts.
INTEGRASI SMALL GROUP DISCUSSION DAN MINIATURE MATH : EFEKTIVITAS DALAM MENINGKATKAN BERPIKIR KRITIS SISWA Prasetyo, Anggi Okta; Rizqi, Hesti Yunitiara
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61850

Abstract

Elementary mathematics learning still faces difficulties in developing students’ critical thinking because abstract concepts are often presented through routine explanations and exercises. This study examined the use of Small Group Discussion supported by Miniature Math, a three-dimensional city model designed to make cubes and cuboids observable and measurable. A quantitative quasi-experimental study with a nonequivalent control-group design involved 66 fourth-grade students at SD Negeri 2 Kalongan, consisting of 32 students in the experimental class and 34 students in the control class. Participants were selected purposively. Data were collected through eight validated essay items, classroom-observation sheets, student-response questionnaires, and documentation. The test instrument showed high reliability (Cronbach’s alpha = .82). Data were analyzed using Shapiro–Wilk, Levene’s test, an Independent-Samples t Test, descriptive paired statistics, and simple linear regression. The posttest comparison showed a significant difference between the two classes, t(64) = -4.764, p < .001. The experimental-class mean increased from 57.38 to 83.44, while implementation and student-response scores reached 73.17% and 77.73%. The regression output produced R² = .093 and p = .090, indicating a limited and statistically nonsignificant linear contribution that should be interpreted cautiously. The findings support the use of concrete media in structured small-group discussion to strengthen critical-thinking activities, while also emphasizing the need for longer interventions, broader samples, and more precise predictor measurement.
PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) BERBANTUAN MEDIA GEO3D BOOK TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA KELAS V SD NEGERI WONOYOSO Sovy Abelia Kumala Sari; Hesti Yunitiara Rizqi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61984

Abstract

This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model assisted by the Geo3D Book on the creative thinking skills of fifth-grade students at SD Negeri Wonoyoso in learning the topic of three-dimensional geometry. This research was motivated by students' low level of creative thinking skills. The study employed a quantitative approach using a quasi-experimental design with purposive sampling. The research sample consisted of Class VA as the experimental group, which received instruction through the Project-Based Learning (PjBL) model assisted by the Geo3D Book and Class VB as the control group, which received Project-Based Learning (PjBL) without the Geo3D Book. The research instrument was a creative thinking skills test that had been validated and tested for reliability. Data were analyzed using SPSS through prerequisite tests (normality and homogeneity), an independent samples t-test, and simple linear regression analysis. The results of the t-test showed a significance value of 0.005 (< 0.05) with a calculated t value of 2.916, which was greater than the critical t value of 2.000, indicating a significant difference between the two groups. The regression analysis yielded a significance value of 0.000 (< 0.05) with a coefficient of determination (R²) of 0.687, indicating that the use of the Project-Based Learning (PjBL) model assisted by the Geo3D Book contributed 68.7% to the improvement of students' creative thinking skills. Therefore, the Project-Based Learning (PjBL) model assisted by the Geo3D Book was proven to be effective in improving the creative thinking skills of elementary school students.
EFEKTIVITAS MODEL DISCOVERY LEARNING BERBANTUAN MEDIA PAPECAH TERHADAP KEMAMPUAN PEMAHAMAN KONSEP SISWA KELAS II SDN KARANGJATI 01 Permata Sari Waruwu, Ade; Hesti Yunitiara Rizqi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63797

Abstract

This study is motivated by the low level of students' conceptual understanding in mathematics, particularly in fraction material at the elementary school level. The purpose of this study is to determine the effectiveness of the discovery learning model assisted by papecah media on students' conceptual understanding ability. The research method used is pre-experimental with a one-group pretest-posttest design. The subjects of this study were 18 second-grade students of SD Negeri 01 Karangjati. Data collection techniques were conducted through tests (pretest and posttest), questionnaires, and observations. The results showed that the average pretest score of 44.3333 increased to 83.6111 in the posttest. The result of the paired sample t-test showed a significance value of 0.000 < 0.05, indicating a significant difference between pretest and posttest results. In addition, the N-Gain score was 0.6948, which falls into the medium category. Therefore, it can be concluded that the discovery learning model assisted by papecah media is effective in improving students' conceptual understanding ability.
DAMPAK PENERAPAN MODEL PROBLEM POSING BERBASIS MEDIA MACOBOX TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA SEKOLAH DASAR Devi Murniawanti; Hesti Yunitiara Rizqi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65272

Abstract

This study aimed to determine the differences in students' mathematical conceptual understanding before and after the implementation of the Problem Posing learning model assisted by MACOBOX (Mathematic Concept Box) and to examine its effect on elementary school students' conceptual understanding. This research employed a quantitative approach using a Pre-Experimental method with a One Group Pretest-Posttest Design. The participants consisted of 30 fourth-grade students of SDN Wirogomo 01 selected through saturated sampling. Data were collected using tests, questionnaires, observations, and documentation. The data were analyzed using the Shapiro-Wilk normality test, Paired Sample t-Test, and N-Gain analysis with IBM SPSS Statistics. The findings revealed a significant difference in students' mathematical conceptual understanding before and after the implementation of the Problem Posing learning model assisted by MACOBOX. The average pretest score increased from 66.67 to 86.00 in the posttest, while the average N-Gain score was 0.61, indicating a moderate level of improvement. The Paired Sample t-Test yielded a significance value (Sig. 2-tailed) of 0.000, which was lower than 0.05, indicating that the null hypothesis was rejected and the alternative hypothesis was accepted. In addition, the conceptual understanding questionnaire obtained an average percentage score of 84.31%, categorized as very good. Therefore, it can be concluded that the Problem Posing learning model assisted by MACOBOX has a significant positive effect on fourth-grade students' mathematical conceptual understanding and can serve as an innovative, active, and meaningful instructional alternative for mathematics learning.
Analysis of First-Grade Elementary School Students' Numeracy Skills Reviewed from Learning Interest in Addition and Subtraction Material Indah Hariyani; Hesti Yunitiara Rizqi
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 3 (2026): Volume 11 Number 3 September 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/s41xzs47

Abstract

This study aims to analyze the numeracy skills of first-grade students at SD Negeri Tolokan based on their varying levels of learning interest. A qualitative descriptive approach was utilized. The participants consisted of all 14 first-grade students enrolled at SD Negeri Tolokan during the study period. Data were collected through questionnaires to categorize learning interest, written numeracy tests based on Bloom’s Taxonomy indicators, and in-depth interviews. The results revealed different characteristics among the interest groups. Students with high interest demonstrated advanced conceptual understanding, successfully solving problems at the applying (C3), analyzing (C4), and creating (C6) levels without math anxiety. Students with moderate interest mastered the remembering (C1) and applying (C3) levels but struggled with complex word problems. Meanwhile, low-interest students exhibited high math anxiety and relied heavily on concrete objects. The main contribution of this research is the integration of affective domains (interest) with cognitive taxonomy in early-years mathematics, providing a comprehensive profiling framework. The implications suggest that educators must implement differentiated, play-based learning strategies to foster intrinsic interest, thereby reducing cognitive load and math anxiety in early childhood education.
Co-Authors Abdul Rahman Aji, Prima Wahyu Anggita Aulia Alifiani Anni Malihatul Hawa Ari Siswati Ayu Setiawati, Tria Basilia Daimatul Minan Darojatun Nasihah Devi Murniawanti EKO BUDIYANTO Ela Suryani Ella Suryani Hawa, Anni Malihatul Himmah Taulany Indah Hariyani Istiqomah, Arina Nurul Ita Desi Saputri Iwan Setiawan Wibisono Kartika Yuni Purwanti Kurniawati, Awwalia Mufhida Lahagu, Anania Lesa, Misela Marda Lestari, Margareta Tri Lisa Virdinarti Putra Maya Miftahul Ulum Mekarsariningtyas, Dwi Puji Nanda Tri Yuliana Nico Irawan Nurfitriyani Kartika Dewi Permata Sari Waruwu, Ade Prasetyo, Anggi Okta purwanti, rina Putri Nimaturrohmah Nisa&#039;i Putri, Chelsi Arifina Rizqita Shofia Nabila S. B. Waluya, S. B. Sakundari, Kania Indhudewi Sanjaya, Ucta Pradema Sawaluddin Siregar Setiawan, Fredy Eko Sovy Abelia Kumala Sari Sri Mujiyono Suhirno Suhirno Suhirno Suhirno, Suhirno Suyitno Swantika Ilham Prahesti Thohiriyah, Umie Wahidatun Weli Kusmira Gulo Wiyanto - Yoannes Romando Sipayung Zulmi Roestika Rini