Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal JPI These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Hastuti, Rina Indah
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION BERSTRATEGI GROUP INVESTIGATION TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DAN DISPOSISI MATEMATIS SISWA Hastuti, Rina Indah; Maulana, Maulana; Sudin, Ali
Jurnal Pena Ilmiah Vol 3, No 1 (2019)
Publisher : Jurnal Pena Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpi.v3i1.18938

Abstract

This study is based on the mathematical communication ability and mathematical dispositions of students which are still deemed insufficient. One innovation in mathematics learning that can help improve mathematical communication skills and mathematical dispositions mastery is a realistic mathematics education approach with a group investigation strategy that focuses on students’ involvement actively and it is associated with daily life in the overall learning activities. The sample in the study was the fifth-grade student of SDN 2 Ciwaru and SDN 1 Sumberjaya in Ciwaru Sub-District, Kuningan Regency. The results showed that a realistic mathematics education approach with group investigation and conventional learning strategies gave a significant effect on students' mathematical communication ability and mathematical dispositions, there were significant differences between realistic mathematics education approaches with a group investigation strategies and conventional learning in improving students' mathematical communication skills and mathematical dispositions, and there is no significant relationship between students' mathematical communication skills and mathematical dispositions using the realistic mathematics education approach with a group investigation strategy.
Flipped Classroom Combined with Group Investigation to Enhance Primary Students' Mathematical Communication and Self-Regulated Learning: Evidence Supporting SDG 4 Quality Education Hastuti, Rina Indah; Yurniwati; Wiraningsih, Eti Dwi
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the effectiveness of a Flipped Classroom combined with the Group Investigation (GI) method in improving mathematical communication skills among primary school students, viewed from the perspective of self-regulated learning and aligned with SDG 4 (Quality Education). A quasi-experimental 2×2 factorial design was applied involving 60 fifth-grade students from SDN 2 Citundun (experimental group) and SDN Citikur (control group) in Ciwaru District, Kuningan Regency, Indonesia. Instruments consisted of a mathematical communication test based on NCTM indicators (clarity of ideas, representation, reasoning, and oral communication) and an Self-Regulated Learning questionnaire. Data were analyzed using two-way ANOVA followed by Tukey’s post hoc test. Results showed a significant effect of the learning model on mathematical communication (F = 23.88, p < 0.001, η²p = 0.287), with the Flipped–GI group achieving higher posttest scores than the conventional class. Students with high Self-Regulated Learning outperformed those with low Self-Regulated Learning (F = 12.77, p = 0.001), confirming the role of learning independence. An interaction effect was also found (F = 4.35, p = 0.042), indicating that the Flipped–GI model benefited high-Self-Regulated Learning students the most; however, students with low Self-Regulated Learning in the experimental group still experienced meaningful improvement. The integration of digital pre-class learning and collaborative investigation in class provided more opportunities for explanation, representation, and argumentation. These findings demonstrate that the Flipped–GI approach effectively strengthens mathematical communication and supports inclusive, higher-quality learning, contributing to the achievement of SDG 4 in primary education. The model is recommended as an innovative instructional strategy for mathematics learning at the elementary level.
Co-Authors Maulana Maulana, Maulana Sudin, Ali Wiraningsih, Eti Dwi Yurniwati