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All Journal IJORER : International Journal of Recent Educational Research Journal of Integrated Elementary Education
Yasing, Hakimee
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of Motivation and Interaction Effects on Improving Mathematical Comprehension Skills through Problem and Inquiry-Based Learning Wahyudin, Wahyudin; Turmudi, Turmudi; Supriatna, Irfan; Yasing, Hakimee
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i1.21227

Abstract

This study investigates the influence of motivation levels and interaction effects on students' Mathematical Comprehension Ability (KPM) while utilizing Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL). Employing a quasi-experimental with the 3x2 factorial design, the research was conducted with fourth-grade students in Ciamis Regency, West Java. The findings indicated that the average KPM increase for students using PBL was 53%, which is considered moderate, whereas for IBL, it was 29%, which is categorized as low. Significantly, there were variations in learning effects between PBL and IBL (p < 0.001), with PBL demonstrating a more pronounced impact on KPM improvement. However, the influence of motivation level on KPM improvement was deemed insignificant (p = 0.192), as was the interaction effect between learning methods and motivation level on KPM improvement (p = 0.057). In conclusion, the study suggests that PBL is more effective than IBL in enhancing students' KPM. At the same time, motivation level does not significantly influence KPM improvement, and there is no interaction effect between the type of learning method and motivation level on KPM improvement.
The Effect of Motivation and Interaction Effects on Improving Mathematical Comprehension Skills through Problem and Inquiry-Based Learning Wahyudin, Wahyudin; Turmudi, Turmudi; Supriatna, Irfan; Yasing, Hakimee
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i1.21227

Abstract

This study investigates the influence of motivation levels and interaction effects on students' Mathematical Comprehension Ability (KPM) while utilizing Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL). Employing a quasi-experimental with the 3x2 factorial design, the research was conducted with fourth-grade students in Ciamis Regency, West Java. The findings indicated that the average KPM increase for students using PBL was 53%, which is considered moderate, whereas for IBL, it was 29%, which is categorized as low. Significantly, there were variations in learning effects between PBL and IBL (p < 0.001), with PBL demonstrating a more pronounced impact on KPM improvement. However, the influence of motivation level on KPM improvement was deemed insignificant (p = 0.192), as was the interaction effect between learning methods and motivation level on KPM improvement (p = 0.057). In conclusion, the study suggests that PBL is more effective than IBL in enhancing students' KPM. At the same time, motivation level does not significantly influence KPM improvement, and there is no interaction effect between the type of learning method and motivation level on KPM improvement.
PBL-Oriented E-LKPD Assisted by Liveworksheet for Improving Cognitive Outcomes in Fifth-Grade IPAS Learning Luthfi Pratiwi, Niky; Widi Winarni, Endang; Muktadir, Abdul; Juarsa, Osa; Agusdianita, Neza; Yasing, Hakimee
IJORER : International Journal of Recent Educational Research Vol. 7 No. 4 (2026): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i4.1405

Abstract

This study aims to develop an electronic student worksheet (E-LKPD) based on the Project-Based Learning (PBL) model assisted by Liveworksheet to improve the cognitive learning outcomes of fifth-grade elementary school students. The research employed a Research and Development (R&D) design using the ADDIE development model. The research subjects were fifth-grade students at SD Negeri 22 Rejang Lebong, with Class VA serving as the trial class and Class VB as the experimental class. Both qualitative and quantitative data were collected through observation, interviews, questionnaires, tests, and documentation. Data analysis involved qualitative and quantitative techniques. The findings show that: (a) the E-LKPD validation results by material, language, and graphic experts ranged from0.67 to 1.00, indicating valid to highly valid categories; (b) the test instrument validation results by material, language, and construction experts ranged from 0.72 to 0.90, also categorized as valid to highly valid; and (c) teacher and student responses were highly positive, with teacher response percentages ranging from 67% to 100% and student responses from 87% to 93%. The average N-gain score of the experimental class was 0.8 (80.9%), indicating a high level of effectiveness. Therefore, the PBL-based E-LKPD assisted by Liveworksheet is declared valid, feasible, and effective for use as an instructional material to improve students’cognitive learning outcomes in the ecosystem topic, particularly the food-chain subtopic.
The Effect of PBL-Based LKPD Assisted by Wordwall on Fifth Graders’ Critical Thinking Skills in Science Learning Rahmadanti, Mezia; Widi Winarni, Endang; Muktadir, Abdul; Juarsa, Osa; Agusdianita, Neza; Yasing, Hakimee
IJORER : International Journal of Recent Educational Research Vol. 7 No. 5 (2026): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i5.1404

Abstract

This study investigated the effect of Problem-Based Learning (PBL)-based student worksheets (LKPD) assisted by Wordwall media on fifth graders’ critical thinking skills in science learning. The study focused on three dimensions of critical thinking: focus, reason, and inference. A quantitative approach with a quasi-experimental design was employed. The experimental group used PBL-based LKPD integrated with Wordwall media, while the control group received conventional instruction. Data were collected through tests, observations, interviews, and documentation. Instrument validation included expert judgment, Aiken’s V analysis, reliability testing, item validity, item difficulty, and discrimination analysis. The results of the normality and homogeneity tests indicated that the data were non-normal and non-homogeneous; therefore, nonparametric statistics were applied. The Mann–Whitney test showed significant differences between the experimental and control groups across all critical thinking aspects with Asymp. Sig. (2-tailed) values of 0.000 < 0.05. N-Gain analysis demonstrated high effectiveness in the experimental group for focus (96.70%), reason (87.90%), and inference (79.30%), whereas the control group showed only moderate improvement. Spearman rank correlation analysis further revealed very strong correlations among the three critical thinking dimensions. The findings indicate that PBL-based LKPD assisted by Wordwall media effectively improves students’ critical thinking skills and promotes more interactive and student-centered science learning.
Co-Authors Abdul Muktadir, Abdul Agusdianita, Neza juarsa, osa Luthfi Pratiwi, Niky Rahmadanti, Mezia Supriatna, Irfan Turmudi Wahyudin Wahyudin Widi Winarni, Endang