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All Journal Jurnal Prima Edukasia Pedagogi : Jurnal Penelitian Pendidikan JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Jurnal Basicedu Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Sistem-Among : Jurnal Pendidikan Sekolah Dasar Jurnal PGSD Indonesia Jurnal Pendidikan dan Kebudayaan Jurnal Pendidikan dan Kebudayaan
Komalasari, Mahilda Dea
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF “PASITUKAL” UNTUK MENINGKATKAN KEMAMPUAN BERHITUNG SISWA KELAS III DI SD MUHAMMADIYAH SENGGOTAN Wulandari, Yuyun Ovi; Komalasari, Mahilda Dea
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 3 No. 2 (2023): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v3i2.1750

Abstract

Tujuan penelitian ini adalah: 1) membuktikan kelayakan media pembelajaran interaktif “pasitukal”; 2) membuktikan efektivitas media pembelajaran interaktif “pasitukal”;3) membuktikan kepraktisan media pembelajaran interaktif “pasitukal” untuk meningkatkan kemampuan berhitung. Penelitian ini menggunakan metode Research and Development dengan model Borg & Gall. Subjek penelitian yaitu siswa kelas III yang terdiri dari kelas III A sebanyak 20 siswa dan III B sebanyak 15 siswa di SD Muhammadiyah Senggotan. Teknik pengumpulan data dengan observasi, angket, dokumentasi dan tes. Teknik analisis data dengan persentase. Hasil penelitian ini adalah: 1) hasil kelayakan media pembelajaran berdasarkan validasi terhadap materi, diperoleh persentase 73,68% dengan kategori “layak” dan hasil validasi terhadap media diperoleh persentase 91,30% dengan kategori “sangat layak”; 2) hasil efektivitas media pembelajaran berdasarkan perhitungan uji N-Gain Score pada kelas III A diperoleh 58% dengan kategori “cukup efektif”, sementara pada kelas III B diperoleh 56% dengan kategori “cukup efektif”; 3) hasil kepraktisan media berdasarkan respon guru diperoleh 81,82% dengan kategori “sangat baik”, sedangkan berdasarkan respon siswa pada uji coba terbatas diperoleh persentase 81%-100% dengan kategori “sangat baik” dan pada uji coba kelompok besar diperoleh persentase 81%-100% dengan kategori “sangat baik”, maka dapat disimpulkan bahwa media pembelajaran interaktif “pasitukal” terbukti layak, efektif dan praktis digunakan untuk meningkatkan kemampuan berhitung.
PERAN GURU DALAM MEMBENTUK KARAKTER KEMANDIRIAN SISWA KELAS I SD NEGERI 1 KEDALON WONOSOBO Aulia, Adinda Nurani; Komalasari, Mahilda Dea
Jurnal PGSD Indonesia Vol. 8 No. 2 (2022): Jurnal PGSD Indonesia
Publisher : Pendidikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas PGRI Yogyakarta

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Abstract

This study aims to describe the teacher’s role for the character building of student’s independence in the first grade in SD Negeri 1 Kedalon Wonosobo. This research use qualitative method for collecting the data using observation, interviews, and documentation. Secondary data was analyzed by using qualitative analysis technique. Examination of the validity of the data used triangulation techniques and triangulation of sources. Interviews were conducted on principals, the teacher of grade one, and  the student who in the grade one with the aim of obtaining data and information about the teacher's role in shaping the independent character of students in frist grade at SD Negeri Kedalon Wonosobo.The results of the research on the role of teachers in the character building of students who in the grade one at SD Negeri 1 Kedalon Wonosobo, teachers can shape the character of students' independence because , the teacher who got the responsibility to teach them or who got their own class, it can make a deal directly with their students and have a longer intensity of meetings with students when compared to principals and other educators. The teacher plays a role in directing and guiding students so that they have maturity in speaking or acting through words and actions. Teachers try to be able to guard and enforce discipline, both to themselves, students, and others. The teacher guides them to learn, to understand, and to solve the problems with themself                                                                                            Keyword : character education, roles of teachers, students independence
A symbolic-philosophical kawung batik–based mathematical mindset intervention in STEAM education: A conceptual design Saefudin, Abdul Aziz; Komalasari, Mahilda Dea; Hardyanto, R. Hafid; Astuti, Erni Puji; Pramitasari, Dian Putri; Diniyah, Diva Al
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 2 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i2.27638

Abstract

Research on the relationship between mathematical attitudes and cultural values is lacking, especially in non-Western educational contexts. This study proposes mindset interventions based on the philosophical and symbolic interpretations of Kawung Batik, a Javanese motif expressing harmony, resilience, self-reflection, and social connectivity. The methodology combines theoretical literature with a cultural-symbolic understanding of Kawung's relevance. Saefudin et al. (2023) identified six psychological dimensions of mathematical mindset: beliefs about ability, reactions to adversity, attitudes toward failure, appreciation of effort, openness to critique, and perceptions of peer success. The symbolic constructs are carefully aligned with these dimensions. The framework includes four STEAM pedagogical designs: reconstructing geometric shapes, algorithmically producing patterns, studying batik materials and processes, and critically reflecting on cultural significances. These scenarios stimulate emotional and cognitive development and promote a culturally integrated mathematical identity. The proposed methodology reframes culture as a powerful tool for transforming students' mathematics learning experiences. This study lays the groundwork for classroom-based research, including iterative design studies to confirm the model's pedagogical and affective effects.
Co-Authors Abdul Aziz Saefudin An-Nisa Apriani Aulia, Adinda Nurani Dhiniaty Gularso Diniyah, Diva Al Erni Puji Astuti Haryanti, Ida Fitri Hermanto Hermanto Heru Purnomo Khairunnisa Khairunnisa Nina Widyaningsih, Nina Pramitasari, Dian Putri Pratama, Kukuh Wahyudin Pujaningsih Pujaningsih R. Hafid Hardyanto, R. Hafid Sisca Rahmadonna Unik Ambarwati Widyastuti, Ani Widyatanti, Revi Ivena Wulandari, Yuyun Ovi Yasminda, Fitria Ika Ari