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All Journal JIPM (Jurnal Ilmiah Pendidikan Matematika) Al Ishlah Jurnal Pendidikan TRIHAYU: Jurnal Pendidikan Ke-SD-an Edukasi : Jurnal Penelitian dan Artikel Pendidikan Abdimas Dewantara Pedagogik Journal of Islamic Elementary School International Journal on Emerging Mathematics Education Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Jurnal Ilmiah Profesi Pendidikan Jurnal Berdaya Mandiri Al-Bidayah: Jurnal Pendidikan Dasar Islam Journal of General Education and Humanities Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an CENDEKIA PENDIDIKAN
Danuri, Danuri
Universitas PGRI Yogyakarta
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Pengembangan E-Modul Model Flipped Classroom Pada Pembelajaran Untuk Meningkatkan Kemampuan Penalaran Matematis Siswa Sekolah Dasar Danuri Danuri; Eka Nurjanah
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 14 No 2 (2022)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/edukasi.v14i2.7906

Abstract

The purpose of this study was to find out the process of developing teaching materials for the E-Module Mathematics and to find out the increase in students' mathematical reasoning abilities using the E-Module Mathematics. This type of research is research and development of the Borg and Gall model. A total of 21 fifth grade students became subjects in this study. Data collection techniques in the form of test guidelines, interviews, and questionnaires. The data analysis technique used is descriptive statistics in the form of assessments from material experts and media experts, assessment of teacher responses and student responses, validity tests, reliability tests, normality tests, and inferential statistics, namely the T-test. The contribution of this paper is to describe the process of developing appropriate and effective teaching materials to improve the mathematical reasoning abilities of elementary school students. The results of the study are as follows: 1) the teaching materials for the Mathematics E-Module are developed from gathering information to field tests, 2) the teaching materials developed are declared fit for use with good criteria, indicated by the material expert's assessment with a percentage score of 78% and the media expert's assessment with percentage score of 82%. 3) Mathematics E-Module teaching materials are effectively used in learning, as indicated by the results of the calculation of the Paired Sample T-test obtained a significance value (2-tailed) of 0.000 (p <0.05), 4) Students' mathematical reasoning abilities increased as indicated by the average acquisition -the average pretest score is 66.95 and the average posttest score after using teaching materials is 81.57.
Literasi Matematika Ditinjau Dari Penalaran Matematis Pada Anak Berkebutuhan Khusus DI SD Negeri Siyono I Danuri Danuri; Rianisa Scientisa Alfaradea
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 10 No. 1 (2023): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v10i1.4073

Abstract

AbstrakPenelitian untuk mengetahui 1) Kemampuan siswa terkait literasi matematika. 2) Tingkat literasi matematika ditinjau dari penalaran matematis siswa ABK. 3) Faktor yang mempengaruhi. 4) Pelaksanaan pembelajaran. 5) Hambatan yang dialami. 6) Solusi meningkatkan literasi matematika ditinjau dari penalaran matematis siswa ABK. Penelitian ini dengan metode kualitatif. Instrumen pengumpulan data wawancara, angket, tes, dan dokumentasi. Teknik analisis data pengumpulan data, penyajian data, reduksi data, dan conclution drowing atau verifiying. Keabsahan data dengan triangulasi teknik dan sumber. Hasil Penelitian 1) Kemampuan literasi matematika 3 siswa reguler kategori baik, 1 kurang baik, dan 1 ABK kurang baik. 2) Literasi matematika ditinjau dari penalaran matematis siswa reguler bisa menyajikan pernyataan, manipulasi matematika, dan menyimpulkan secara logis sedangkan siswa ABK tidak. 3) Faktor yang mempengaruhi pemahaman, motivasi belajar, pendampingan. 4) Pelaksanaan pembelajaran membangun motivasi, latihan soal, metode ceramah. 5) Hambatan yang dialami tidak ada guru pendamping khusus, pemahaman siswa rendah, motivasi belajar. 6) Solusi guru mengikuti pelatihan, pendampingan khusus, latihan soal dan kuis, menerapkan metode ceramah, memberi trik dan cara cepat.Kata Kunci: Literasi Matematika, Anak Berkebutuhan Khusus, Penalaran Matematika AbstractThis research aims to investigate 1) students’ abilities related to mathematical literacy. 2) Mathematical literacy level based on the mathematical reasoning of students with special needs (SSN) 3) Influencing factors. 4) learning process. 5) problems experienced. 6) Solutions to improve it for SSN. This research was qualitative research. Data obtained through interview, quesionaire, test and documentation. The analysis techniques were data gathering, presentation, reduction, and conclution drowing or veryfiying. The data validity used triangulation techniques and sources. The findings show that 1) Math literacy skills 3 regular students catagorized good, 1 regular students and 1 SSN were less good. 2) Mathematical literacy in terms of mathematical reasoning regular students were able to present statments, manipulate mathematics, and conclude logically while the SSN were not. 3) Factor affecting students’ understanding level,were motivation and assitance. 4) Learning implementation motivation building, were exercises, and lecturing method. 5) Obstacles experienced no inclusive teacher, students’ low understanding, motivation and literacy level. 6) Solution teacher traning, were special assistance, exercises, lecturing method and giving trick and easy way.Keywords: Mathematical Literacy, SSN, Mathematical Reasoning
Pengembangan E-Modul Matematika Model Flipped Classroom pada Pembelajaran untuk Meningkatkan Kemampuan Komunikasi Matematis Danuri Danuri; Aunora Sukma Choirunisa
TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 9 No 2 (2023): Trihayu: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/trihayu.v9i2.13710

Abstract

The goals of this study are to: 1) design a math e-module appropriate for fifth graders; 2) establish whether or not students in that grade level are qualified to take advantage of the module; and 3) evaluate the module's efficacy. Examine the effect that the aforementioned Mathematics e-Module has had on fifth graders' capacity to articulate mathematical concepts. The research was conducted during the 2022–2023 school year at First Kadipiro Elementary School in Bantul, Yogyakarta. The ultimate purpose of this research is to provide a useful contribution to ADDIE's overall framework (Analysis, Design, Development, Implementation, and Evaluation). Twenty-four kids in the fifth grade were selected at random to participate in this study. The results of the study revealed the following: 1) The ADDIE paradigm was used throughout the creation of the mathematics e-module. The media expert is excellently competent, the teacher and student surveys yielded good results, and the expert review of the material all weighed in favor of implementing the mathematics e-module. The Paired Sample T-Test indicates that the Mathematics e-Module is effective and that there is a statistically significant improvement in test scores after completing the module compared to before. Four) Students' mathematical communication improves as a result of using the Mathematical e-Modul. The 70.1589.63 point increase in average grade between the pre-and post-tests is indicative of this.
ANALISIS KESULITAN BELAJAR LITERASI NUMERASI DITINJAU DARI PENALARAN DAN SELF-EFFICACY MATEMATIKA SISWA KELAS V SD NEGERI SEMARANGAN 1 GODEAN SLEMAN YOGYAKARTA Febrianti Astutiningsih; Danuri Danuri
CENDEKIA PENDIDIKAN Vol 5 No 1 (2026): Edisi Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/cendekiapendidikan.v5i1.8146

Abstract

Penelitian ini bertujuan untuk menganalisis kesulitan belajar literasi numerasi siswa kelas V sekolah dasar ditinjau dari kemampuan penalaran dan self-efficacy matematika. Penelitian ini menggunakan pendekatan kualitatif dengan paradigma interpretif untuk memahami secara mendalam pengalaman belajar siswa. Subjek penelitian adalah siswa kelas V di SD Negeri Semarangan 1 Godean Sleman Yogyakarta. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa siswa masih mengalami kesulitan dalam memahami soal cerita, menginterpretasikan informasi numerik, serta menerapkan konsep matematika dalam kehidupan sehari-hari. Kesulitan tersebut dipengaruhi oleh rendahnya kemampuan penalaran matematika dan self-efficacy siswa. Siswa cenderung kurang percaya diri, bergantung pada contoh yang diberikan guru, serta menghindari soal yang dianggap sulit. Selain itu, faktor pembelajaran seperti kurangnya variasi metode dan motivasi belajar juga menjadi penghambat. Oleh karena itu, diperlukan strategi pembelajaran yang inovatif, kontekstual, dan mampu meningkatkan penalaran serta self-efficacy siswa agar kemampuan literasi numerasi dapat berkembang secara optimal.
ANALISIS BAHAN AJAR BERBASIS DEEP LEARNING UNTUK SISWA SEKOLAH DASAR: VALIDASI AHLI MATERI DAN AHLI MEDIA Umi Karimah; Danuri Danuri
CENDEKIA PENDIDIKAN Vol 5 No 1 (2026): Edisi Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/cendekiapendidikan.v5i1.8147

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa sekolah dasar akibat pembelajaran yang masih berpusat pada guru dan kurangnya penggunaan bahan ajar inovatif. Penelitian ini bertujuan untuk mengembangkan serta menguji kelayakan bahan ajar SIBICA berbasis pendekatan deep learning dalam meningkatkan kemampuan berpikir kritis siswa. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang dibatasi pada tahap development. Subjek penelitian meliputi ahli materi, ahli media, dan siswa sekolah dasar. Instrumen yang digunakan berupa lembar validasi dengan skala Likert. Teknik analisis data menggunakan analisis deskriptif kuantitatif dengan rumus persentase. Hasil penelitian menunjukkan bahwa bahan ajar SIBICA memperoleh tingkat kevalidan sangat baik, dengan persentase penilaian ahli media sebesar 83,636% dan ahli materi sebesar 92,307%. Bahan ajar ini dinilai layak digunakan karena telah memenuhi aspek kelayakan materi, media, kebahasaan, serta kualitas pembelajaran. Selain itu, bahan ajar berbasis deep learning mampu mendorong keterlibatan aktif siswa, meningkatkan kemampuan berpikir kritis, serta mengembangkan kemandirian dan keterampilan kolaboratif. Dengan demikian, bahan ajar SIBICA berbasis pendekatan deep learning berpotensi meningkatkan kemampuan berpikir kritis siswa sekolah dasar.
Bahan Ajar BANGUNIN Berbasis Pendekatan Deep Learning Untuk Meningkatkan Penalaran Matematika Siswa SD Averos Iswanda; Danuri Danuri
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4761

Abstract

Pembelajaran matematika di sekolah dasar memerlukan bahan ajar yang mampu mendorong pemahaman konsep secara mendalam dan meningkatkan kemampuan penalaran siswa. Penelitian ini bertujuan untuk mengembangkan dan memvalidasi bahan ajar BANGUNIN berbasis pendekatan deep learning pada pembelajaran matematika sekolah dasar. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi tahap analysis, design, dan development. Validasi produk dilakukan oleh satu ahli materi dan satu ahli media menggunakan instrumen angket skala Likert 1–5. Hasil validasi menunjukkan bahwa bahan ajar memperoleh persentase sebesar 91,67% dari ahli media dan 90% dari ahli materi dengan kategori sangat valid. Berdasarkan hasil tersebut, bahan ajar BANGUNIN berbasis pendekatan deep learning dinyatakan layak digunakan dalam pembelajaran matematika sekolah dasar setelah dilakukan revisi minor sesuai saran validator.
Self-Efficacy dan Strategi Pemecahan Masalah Matematika Siswa Sekolah Dasar: Studi Kasus di Kelas IV Rusli Dedi Mustofa; Danuri Danuri
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 3 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i3.8710

Abstract

Penelitian ini bertujuan untuk mendeskripsikan self-efficacy bisa memengaruhi dan memodulasi pemilihan, pelaksanaan, dan ketekunan strategi siswa selama proses pemecahan masalah matematika kelas IV SD Muhammdiyah Ambarbinangun. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data pada penelitian ini melalui observasi, wawancara, angket self-efficacy, dan tes pemecahan masalah. Teknik analisis data melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan serta menggunakan analisis tematik untuk mengidentifikasi pola startegi pemecahan masalah berdasarkan kategori self-efficacy. Sedangkan, keabsahan data menggunakan triangulasi teknik. Hasil menunjukkan bahwa siswa dengan self-efficacy tinggi secara konsisten menerapkan strategi proaktif, sistematis, dan berorientasi pada tugas. Sementara, kelompok sedang menunjukkan pola perilaku yang fluktuatif mampu memulai tugas, namun keyakinan diri mereka mudah runtuh ketika menghadapi hambatan. Sebaliknya, individu dengan self-efficacy rendah mengadopsi strategi yang pasif, reaktif, dan berfokus pada penghindaran yang menyebabkan kegagalan total di tahap awal pemecahan masalah.
Pengembangan LKPD Berbasis SFAE Terhadap Literasi Numerasi Dan Minat Belajar Siswa Kelas II SDN Kalipucang Kecamatan Kasihan Kabupaten Bantul Danuri Danuri; Rina Safitri
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v13i2.21110

Abstract

Penelitian ini bertujuan untuk mengembangkan, mengevaluasi, dan menganalisis dampak LKPD berbasis SFAE terhadap literasi numerasi dan minat belajar siswa sekolah dasar. Metode yang digunakan adalah penelitian pengembangan (R&D) menggunakan model pengembangan ADDIE dengan pendekatan kuantitatif dan kualitatif, yang mencakup tahap desain, validasi, uji coba, dan revisi LKPD. Instrumen penelitian meliputi angket, observasi, dan tes literasi numerasi. Data dianalisis menggunakan teknik statistik deskriptif untuk mengukur peningkatan literasi numerasi, serta analisis kualitatif untuk mengevaluasi minat belajar, kepraktisan, dan efektivitas LKPD. Hasil penelitian menunjukkan bahwa: 1) Pengembangan model ADDIE (analysis, design, development, implementasion, dan evaluasion) pada LKPD berbasis SFAE memberikan dampak positif yang signifikan terhadap literasi numerasi dan minat belajar siswa. 2) Kelayakan dari ahli media memperoleh penilaian sebesar 80% dan ahli materi 86% yang masuk dalam kategori "Layak". 3) Kepraktisan dari penilaian/respon guru berada di persentase 90%. Sementara itu, penilaian siswa untuk produk 96,67%, persentase minat 62,33% menunjukkan bahwa LKPD ini praktis dalam meningkatkan pemahaman materi dan minat belajar siswa. 4) Efektivitas menunjukkan skor 69.75%, mengindikasikan respon positif yang konsisten dari sebagian besar siswa yang menandakan pemahaman materi kuat. Penelitian menunjukkan bahwa LKPD berbasis SFAE tidak hanya membantu siswa dalam memahami materi dengan lebih baik tetapi juga meningkatkan minat dan motivasi belajar mereka.   This study aims to develop, evaluate, and analyze the impact of SFAE-based LKPD (Student Worksheets) on elementary school students' numeracy literacy and learning interest. The method used is development research (R&D) employing the ADDIE development model with both quantitative and qualitative approaches, which includes the stages of design, validation, trial, and revision of the LKPD. Research instruments include questionnaires, observations, and numeracy literacy tests. The data were analyzed using descriptive statistical techniques to measure the improvement in numeracy literacy, as well as qualitative analysis to evaluate learning interest, practicality, and effectiveness of the LKPD. The research results show that: 1) The development of the ADDIE model (analysis, design, development, implementation, and evaluation) for the SFAE- based LKPD has a significant positive impact on numeracy literacy and students' learning interest. 2) The feasibility assessment from media experts received a score of 80%, and from material experts, 86%, both of which fall into the "Feasible" category. 3) The practicality assessment/response from teachers is at a percentage of 90%. Meanwhile, the student assessment for the product is 96.67%, and the interest percentage is 62.33%, indicating that this LKPD is practical in enhancing material understanding and students' learning interest. 4) Effectiveness shows a score of 69.75%, indicating a consistent positive response from most students, which signifies a strong understanding of the material. The study shows that the SFAE-based LKPD not only helps students better understand the material but also enhances their learning interest and motivation.
The Effect of Self-Efficacy on Mathematical Critical Thinking of Special Needs Students Danuri Danuri; Kurnia Pawestri Primastuti; Nuryadi Nuryadi
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1657

Abstract

Inclusive education provides equal learning opportunities for students with special needs; however, developing higher-order thinking skills, particularly critical thinking in mathematics, remains a challenge. Self-efficacy is considered an important psychological factor that can influence students' learning outcomes and critical thinking skills. However, previous studies have reported inconsistent findings regarding the relationship between self-efficacy and critical thinking in mathematics, especially among students with special needs in inclusive elementary schools. Therefore, this study aims to analyze the influence of self-efficacy on critical thinking skills in mathematics of fourth-grade students with special needs in inclusive elementary schools in the Pangeran Diponegoro Cluster, Purworejo Regency. This study used a quantitative survey research design. Participants were 22 fourth-grade students with special needs, selected through total sampling. Data were collected using a self-efficacy questionnaire and a critical thinking test in mathematics. The validity and reliability of the instruments were confirmed prior to data collection. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Spearman rank correlation test. The findings indicate that most students exhibit moderate levels of self-efficacy (77%), while their critical thinking skills in mathematics tend to be low (32%). Spearman Rank analysis showed a weak positive correlation between self-efficacy and critical thinking skills in mathematics (r = 0.318), but the relationship was not statistically significant (p = 0.149). This study concludes that self-efficacy does not significantly influence students with special needs' critical thinking skills in mathematics. Critical thinking skills in mathematics appear to be influenced by a range of cognitive, motivational, and environmental factors beyond self-efficacy alone. This study contributes to the literature on inclusive education by providing empirical evidence regarding the relationship between self-efficacy and critical thinking skills in mathematics among students with special needs. In practice, the findings suggest that teachers should collaborate to improve students' self-efficacy through instructional strategies that foster critical thinking, such as problem-based learning, differentiated instruction, and metacognitive approaches.
Co-Authors Ali Mustadi Aunora Sukma Choirunisa Averos Iswanda Dwendha Lahitani Eka Nurjanah Febrianti Astutiningsih Hermanto Jana, Padrul Kiki Vista Devi Kintoko, Kintoko Kurnia Pawestri Primastuti Norkholizah Norkholizah Nuryadi Nuryadi Rianisa Scientisa Alfaradea Rina Safitri Rusli Dedi Mustofa Siti Maisaroh Taufik Muhtarom Tutut Farida Umi Karimah Wahyu Purwaningsih Wahyu Wulandari