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Ivayuni Listiani
Universitas PGRI Madiun
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Realistic mathematics education module integrated with problem-based learning: Fostering learning interest and mathematics achievement Nasikhun Amin; Lingga Nico Pradana; Ivayuni Listiani
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 15 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v15i1.25190

Abstract

Despite growing interest in digital learning modules for mathematics instruction, few studies have examined how integrating realistic mathematics education and problem-based learning within a single e-module shapes students' learning interest and achievement, particularly in data processing. While realistic mathematics education grounds abstract concepts in contextual problems and problem-based learning strengthens engagement through authentic tasks, empirical evidence on their combined effect within a digital format remains scarce. This study examined the effect of learning interest on mathematics achievement among fifth-grade students learning through such an e-module. A quantitative correlational design was employed with 26 fifth-grade participants. Data were collected via a learning interest questionnaire and a mathematics achievement test, then analyzed using the Shapiro-Wilk test, linearity test, Pearson correlation, and simple linear regression. Results showed a positive, statistically significant effect of learning interest on achievement (p < 0.01), with learning interest explaining 27.9% of the variance, while other factors likely accounted for the remainder. These findings suggest that integrating realistic mathematics education with problem-based learning in a digital module can foster learning interest and improve mathematics achievement, offering practical implications for designing contextual, problem-oriented digital learning materials.
The Effect of Kahoot-Assisted Games Based Learning Model on Students’ Computational Thinking in Science Learning Fauzatul Ma’rufah Rohmanurmeta; Ivayuni Listiani; Gupi Rohman Nurmansyah
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i3.39173

Abstract

The low level of students' Computational Thinking often stems from a lack of interest, inadequate conceptual understanding, or ineffective teaching methods. This study aims to examine the effect of the Games Based Learning (GBL) model assisted by Kahoot media on the Computational Thinking of elementary school students. This study uses a quantitative approach with a Pre-Experimental design of the One Group Pretest-Posttest type. The data collection technique used is a written test consisting of 5 essay questions. Data analysis uses descriptive tests, normality tests, and hypothesis tests. The results of the paired t-test data analysis show a significance value (p-value) <0.05 which results in the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (H1) clearly indicating a positive and significant effect of this intervention. The average Post-test score (76.93) increased drastically compared to the Pre-test (52.43) which proves that GBL supported by Kahoot is effective in improving students' Computational Thinking abilities in science learning. Based on the findings of this study, it can be concluded that the implementation of the GBL learning model supported by Kahoot media has a positive and significant influence on improving students' Computational Thinking in science learning. Therefore, this model is recommended as a prospective pedagogical strategy. For further studies, it is recommended to use a more robust experimental design with a control group and consider a longer intervention duration, as well as complement it with qualitative evaluation for a deeper understanding.
EXPLORING DIFFERENTIATED PROJECT-BASED LEARNING ASSESSMENT PRACTICES TO STRENGTHEN NUMERACY LITERACY IN ELEMENTARY SCHOOLS Siswanto Dwi Antoro; Ivayuni Listiani; Muh. Waskito Ardi; Endang Sri Maruti
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8547

Abstract

Purpose – This study investigates differentiated project-based assessment practices as a strategic approach to strengthening literacy and numeracy in elementary schools within the spirit of Merdeka Belajar (Freedom to Learn). Emerging from the gap between the paradigm of assessment as learning and conventional, outcome-oriented practices, this study examines how teachers design, implement, and reflect on student-centered assessments grounded in authentic life contexts.Methodology – A multi-case qualitative approach was employed across three elementary schools in East Java: SDN Manukan Kulon (Surabaya), SDN Kedung 1 (Probolinggo), and SDN Kanten 1 (Bojonegoro), with data collected through in-depth interviews, participatory observations, and analysis of assessment documents.Findings – The findings reveal four consistent cross-contextual patterns: contextualized assessment planning, differentiated implementation of processes and products, the use of authentic instruments that evaluate thinking processes, and teachers' professional reflection that strengthens pedagogical awareness. The integration of these four dimensions yielded the Differentiated Project-Based Assessment Framework (DiPBAF), a synthesized model that represents a reflective and equitable learning cycle. This model underscores an epistemological shift in assessment—from a mere measurement tool to a transformative learning vehicle that fosters autonomy, empathy, and collaboration.Contribution – Theoretically, this research enriches the discourse on 21st-century assessment oriented toward process and reflection; practically, it offers new directions for contextual assessment policies that promote teacher professionalism and high-quality human-centered learning.
Exploring teachers' perspectives on digital media utilization for innovative science and social studies learning in elementary schools Sabrina Budi; Ivayuni Listiani; Candra Dewi; Endang Sri Maruti; Wasilatul Murtafiah
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 15 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v15i1.25324

Abstract

This study explores teachers' perspectives on the use of digital media as an innovation in IPAS (Science and Social Studies) learning in elementary schools. The development of digital technology has accelerated the transformation of learning processes; however, its implementation at the elementary school level still faces various challenges, particularly in schools with limited infrastructure. Employing a descriptive qualitative approach, this study was conducted at SDN Nglanduk 01 through in-depth interviews with the principal and four teachers, complemented by classroom observation. Data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings indicate that teachers hold predominantly positive perspectives toward digital media use, viewing it as an effective tool for enhancing student enthusiasm and motivation in IPAS learning. Teachers have utilized various digital tools, including PowerPoint presentations, instructional videos, Google Classroom, and EduCode. The primary challenges encountered include unstable internet connectivity and limited technological devices. In response, teachers demonstrated adaptive and innovative attitudes through participation in technical training and self-directed learning. These findings carry significant implications for policy development: systematic digital competency programs and equitable technology infrastructure are essential prerequisites for sustainable integration of digital media in elementary IPAS learning.
PENINGKATAN HASIL BELAJAR MATEMATIKA KELAS I SDN 02 MANISREJO DENGAN PENDEKATAN TARL DAN MEDIA KONKRET Fadhila, Rully; Listiani, Ivayuni; Rahayu, Sri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.14821

Abstract

The implementation of Kurikulum Merdeka in the school isn't realising maximally. There is an obstacle in the execution. That is the learners have the difficulties in learning process that influence to their learning outcomes. It is influenced by a factor, that is the diversity of learners' initial ability, so that the teachers have a role to make learning design that can fulfill all those diversities. The using of learning media also have a role in the successful of the learning. Because of that reason, this research is aim to improve learning outcome of mathematics subjects of 1st class by using Teaching at the Right Level (TaRL) approach and concrete object for length measurement lesson material. This kind of research is classroom action research. The subject of this research is the learners in 1st A class which contain 27 learners, consist of 15 male learners and 12 female learners. The design of this research uses spiral cycle by Kemmis and Mc. Taggart. It is begun with planning, action, observation, and reflection. The technique of data analysis is by descriptive qualitative and the submitting of data is by formative assessment quiz. This research outcome can increase learners outcomes too. It is proved by the increasing of average value of cycle I, that 8,5 (X̅ = 74,1) from pra cycle, that is 65,6 with 74,1% percentage of passing grade learning. The passing grade learning in cycle I is increase about 11,1 % from pra cycle, that is 63%. The average value in cycle II is increase to 80,7 with 88,9% from 27 learners which raise KKM (Minimum Passed Criteria) in 75 ≥ KKM. In cycle II, the learners have raised successful indicator, that is more than 75% learners raise the KKM.
Implementation of culturally responsive teaching based digital media to enhance reading skills of elementary school students Afrilia Bayu Ivanka; Cerianing Putri Pratiwi; Ivayuni Listiani
BAHASTRA Vol. 45 No. 2 (2025): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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

Abstract

This research aims to (1) Describe the implementation of digital media with culturally responsive perceptions to improve the reading skills of fourth-grade elementary school students and (2) describe the supporting and inhibiting factors in the application of digital media with culturally responsive perceptions in reading instruction in fourth-grade elementary school. This research uses a classroom action research design conducted in two cycles. The subjects of the study are 15 fourth-grade elementary school students. The research procedures include planning, action implementation, observation, and reflection stages. Data collection techniques are observation, interviews, tests, and documentation. Data is analyzed descriptively quantitatively and qualitatively based on the improvement of scores and student engagement.  The research results show that the application of digital media based on Culturally Responsive Teaching improves students' reading skills from the pre-cycle to cycle I and cycle II. The improvement is evident in students' literal, interpretive, and evaluative understanding aspects. Media that connects the reading content with the students' culture has been shown to enhance interest and active participation in the learning process. The conclusion of this study states that the Culturally Responsive Teaching-based learning approach supported by digital media can create a more meaningful, contextual, and inclusive learning experience. This research contributes to the development of pedagogical practices in elementary schools by integrating digital technology and culturally responsive learning approaches. These results can serve as a reference for teachers, media developers, and education policy makers in designing literacy strategies that are relevant to the social and cultural contexts of students.
Co-Authors Achfama, Durarin Nuha Ady Fatchu Rahmadi Afifah Nur Candradewi Afrilia Bayu Ivanka Agustina, Evita Dwi Agustiningrum, Indah Auliya Alfionita Nurul Wahidah Alifahtul Moharromah Anisa Zuraida Eka Yanti Bella Septyaningrum Cahyani, Novi Candra Dewi Cerianing Putri Pratiwi Dandung, Vrisca Bhetris Deasy Nur Fitriani Devina Karunia Supriyadi Dewi Arofatul Mahmudah Dewi Arofatul Mahmudah Dian Novitasari Dian Novitasari Diyan Marlina Dwi Setiyadi Eka Rahayu Nurmaningsih Elly’s Mersina Mursidik Endang Sri Maruti Erma Yulitasari Ervitasari Setya Mistrika Erwan Hari Nurcahyo Evi Setyoning Khotima FADHILA, RULLY Fauzatul Ma'rufah Rohmanurmeta Fauzatul Ma’rufah Rohmanurmeta Fera Yunitasari Ferry Anandika Akbar Fhindy Mega Utami Ganes Wara Mahardina Gupi Rohman Nurmansyah Hartini Hartini Hayati, Fiina Nur Hendra Erik Rudiyanto Hendra Erik Rudyanto Heny Kusuma Widiyaningrum Herawati Susilo Hesti Sasmitaningrum Hidayat, Taufiq Syamsu Ika Pratiwi Ilham Hadiwinata Indah Auliya Agustiningrum Intan Kusumawardani Iska Anggi Rahmawati Ivanka, Afrilia Bayu Jeffry Handhika Kaseni Kaseni Khoirul Rahmawati Krismayana Megariyani Kurotul Uyun Lady Alfina Lingga Nico Pradana Lisa Susanti Lutfia Kusumaningrum Maya Kartika Sari Maya Kartikasari Mayay Kartika Sari Mazaela Choiroh Meilina, Shinta Melik Budiarti Melya Wahyu Handayani Milenia Muji Rahmawati Mufida Sabita Ihsan Muh. Waskito Ardi Nahar Fakhtur Rohman Naniek Kusumawati Nasikhun Amin Ni'mah, Shofiatun Nike Eprilia Niken Anjarsari Noventi Budiarti Novia Rofiqoh Rahmayanti Nurmaningsih, Eka Rahayu Nursiami, Salsa Siti Octarina Hidayatus Sholihah Pinkan Amita Tri Pasasti Pinkan Amita Tri Prasasti Primadani, Rafita Eka Purnomo Indra Saputra Putri Regina Ameliya Rajab, Taqiyyah Arifah Rika Dwi Lestari Ririen Dwi Puspitaningrum Risa Kholud Andriana Rissa Prima Kurniawati Rista Kurniawati Riyantri Ayu Stiya Rini Sabrina Budi Safitri, Dela Afianti Saputra, Purnomo Indra Sela Jihan Monica Shelviana Shelviana Shelviana, Shelviana Sinta Dwi Rahayu Siswanto Dwi Antoro Siti Hartinah Sri Lestari SRI RAHAYU Sri Retno Widya Safitri Sueb Sugiarti Sulistyowati Sulistyowati SUNARTO Supri Wahyudi Utomo, Supri Suprihatin Suprihatin Sutiani Sutiani Taqiyyah Arifah Rajab Tatik Setyana Ningrum Titis Dwi Irawati Vrisca Bhetris Dandung Wasilatul Murtafiah Wibowo, Prastika Ari Widiyaningrum, Heny Kusuma Yola Fernanda Aditya