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All Journal Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Proceedings of the 1st UR International Conference on Educational Sciences Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal of Educational Research and Evaluation Journal of Education Technology International Journal of Social Science and Business Journal on Education International Journal of Educational Dynamics (IJEDS) JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Jurnal Pendidikan dan Konseling Jurnal Ilmiah Profesi Pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat Reswara: Jurnal Pengabdian Kepada Masyarakat Jurnal PEKA (Pendidikan Matematika) Griya Journal of Mathematics Education and Application Journal of English Language and Education Journal of Education Research Jurnal Basicedu Journal of Mathematics Science and Computer Education Jurnal Ilmiah Ilmu Terapan Universitas Jambi Open Community Service Journal Jurnal Riset Manajemen Indonesia Innovative: Journal Of Social Science Research MULTIPLE: Journal of Global and Multidisciplinary Jurnal Intelek Dan Cendikiawan Nusantara Journal of Development Education and Learning Pesona Nusantara Jurnal BOLA : Bersama Olahraga Laju Asia Edumaspul: Jurnal Pendidikan Jurnal Ilmu Ekonomi dan Bisnis
Molli Wahyuni
Universitas Pahlawan Tuanku Tambusai
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PENGARUH PENGGUNAAN PUZZLE TERHADAP PEMAHAMAN KONSEP SISWA UPT SD NEGERI 010 SIABU Muhayat, Badrul; Hidayat, Adityawarman; Wahyuni, Molli; Fadhilaturrahmi, Fadhilaturrahmi; Yandri Kusuma, Yanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41072

Abstract

This research was motivated by a problem encountered in the fifth grade of siabu state elementary school 010. Based on the results of written tests administered to fifth-grade students at siabu state elementary school 010 and interviews with the teacher, mrs. Elfitria, s.pd., it was found that the learning process had not utilized learning media optimally to support mathematics learning. So far, the learning process had been limited to explaining the material on the board, providing examples, and giving assignments. The learning process is quite good, but the use of learning media in mathematics is not yet optimal. This study aims to determine the efforts to describe the effect of using puzzles on students' conceptual understanding at the upt sd negeri 010 siabu. This study was conducted at the upt sd negeri 010 siabu in the 2025 academic year. The research method used was a quasi-experimental design in the form of a one-group pretest-posttest. Where the sample consisted of an experimental class of 21 students and a control class of 21 students. Data analysis with hypothesis testing in this study was carried out using a two-way independent t-test formula (independent sample t-test). The results of this study obtained a significance value (sig) in the independent test table of 0.000 <0.050, so it can be concluded that there is a significant difference in conceptual understanding between students who learn using puzzles and students who learn using the ctl method. Thus, the use of puzzle learning media has a significant effect on improving students' conceptual understanding compared to ctl learning.
PENGARUH METODE PEMBELAJARAN MIND MAPPING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA Aulya Fitri; Astuti; Zulfah; Zulhendri; Molli Wahyuni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42358

Abstract

The background of this research is the low ability of students to connect concepts with each other and to apply those concepts in problem-solving, as well as to use them in various contexts. This study aims to determine the effect of the Mind Mapping learning method on students' conceptual understanding abilities. This research is experimental, using a design consisting of a PreTest-PostTest Control Group Design. The population in this study is all seventh-grade students of MTs LKMD Giti for the 2025/2026 academic year. The sample in this study involved two classes, namely class VIIa (18 students), which was the experimental class given the Mind Mapping learning method treatment on Mathematical Concept abilities, and class VIIb (18 students), which was the control class that did not receive treatment. The sampling technique used in this study was total sampling. Data collection techniques used tests, observations, and documentation. Based on the research results, the Mind Mapping learning method affects the mathematical concept comprehension ability of seventh-grade students at MTs LKMD Giti. This is evident from the results of the Independent Sample T-Test, which showed a Sig. (2-tailed) value of 0.000 < 0.05. The effect size calculation using Cohen’s d of 1.774 indicates that the impact of the Mind Mapping method is in the large category.
Integration of the Ethno-Discovery Project and Ethno-Design Literacy: A Contextual Syntax Model in Quality Ornamental Learning Zamil, Ilham; Puspaneli; Putra, Hari Setia; Hamsidar; Wahyuni, Molli; Yusmerita; Yuliarma; Mulyani, Lili
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12807

Abstract

Creativity and plagiarism remain key challenges in learning Ragam Hias (Decorative Motif Design). Common problems include repetitive ideas, reliance on peers’ work, limited originality, and low self-confidence. Additionally, existing learning models often lack relevance to students’ needs, while assessment standards are not tailored to course characteristics. This study aimed to develop and evaluate the Ethno Discovery Project syntax integrated with Ethno-Design literacy. The development process involved validation, practicality, and effectiveness testing across three student groups. Expert validation showed good validity (0.71) and high reliability (ICC = 0.775). Practicality was rated very good by both observers (0.79) and students (0.77). Effectiveness testing revealed a significant increase in student scores from 5.45 to 9.77 (p < 0.001), with high learning activity (82.22%) and interest (81.58%). The results indicate that this syntax is effective, applicable, and culturally relevant for contextual learning in vocational design education.
Analisis Stabilitas Persediaan Pada Anggaran Produksi PT Unilever Tbk. Tahun 2024 Prasetyo, Julius Andhika; Pasaribu, Siska Dentina; Rizal, Muhammad; Putri, Librina Tria; Wahyuni, Molli; Nurlaila, Nurlaila
Jurnal Ilmu Ekonomi dan Bisnis Vol 2 No 2 (2024): Oktober, Jurnal Ilmu Bisnis dan Ekonomi Islam
Publisher : Perkumpulan Konsultan Manajemen Pendidikan Indonesia (PKMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65510/jieb.v2i2.38

Abstract

Penyusunan anggaran produksi merupakan aspek penting dalam manajemen keuangan suatu perusahaan. Salah satu strategi yang dapat diterapkan dalam perencanaan produksi adalah pendekatan stabilitas persediaan, yaitu menjaga jumlah persediaan tetap konstan dalam setiap periode. Penelitian ini bertujuan untuk menganalisis bagaimana penyusunan anggaran produksi PT Unilever Tbk tahun 2024 dengan menerapkan konsep stabilitas persediaan. Menggunakan metode kuantitatif dengan pendekatan deskriptif, penelitian ini mengolah data laporan keuangan PT Unilever Tbk, termasuk persediaan awal dan akhir barang jadi serta jumlah penjualan per kuartal. Hasil penelitian menunjukkan bahwa penerapan stabilitas persediaan membantu perusahaan menyeimbangkan kapasitas produksi dengan permintaan pasar. Perhitungan menunjukkan bahwa total produksi selama satu tahun adalah 91.733.952 unit, hampir setara dengan total penjualan sebesar 91.679.423 unit. Dengan demikian, penelitian ini diharapkan dapat menjadi referensi bagi perusahaan dalam mengelola anggaran produksi yang lebih efektif dan berkelanjutan.
Pengaruh Realistic Mathematics Education Berbantuan Media Augmented Reality Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Anisman, Mesa Aprilia; Luthfi, Amir; Wahyuni, Molli; Astuti, Astuti; Zulfah, Zulfah
Griya Journal of Mathematics Education and Application Vol. 6 No. 1 (2026): Maret 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i1.1068

Abstract

This study was motivated by the low level of students' mathematical concept comprehension. The objective of this study was to determine the effect of the Realistic Mathematics Education (RME) model assisted by Augmented Reality (AR) media on students' mathematical concept comprehension. This study employed a quantitative quasi-experimental method with a Non-Equivalent Control Group Design. The population consisted of all seventh-grade students at SMP Negeri 3 XIII Koto Kampar for the 2024/2025 academic year, with class VII B as the experimental class (RME-AR treatment) and class VII A as the control class (Expository Model). Data were collected through observation, tests, and documentation. The results indicated a significant effect of the AR-assisted RME model on students' mathematical concept comprehension (Sig. = 0.000 < 0.05). The average post-test score of the experimental group (76.87) was higher than that of the control group (64.29). Furthermore, the N-Gain test showed that the experimental group achieved an improvement of 71.13% (moderately effective), while the control group only achieved 55.38% (less effective). These findings demonstrate that the RME model assisted by AR media has a significant effect and is more effective in enhancing students' mathematical concept comprehension compared to expository learning.
Analysis of Students’ Mathematical Problem-Solving Ability in Statistics Viewed from Sociomathematical Norms Sumayyah Azzahro; Molli Wahyuni; Astuti Astuti
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8750

Abstract

The persistently low performance of Indonesian students in international assessments such as TIMSS and PISA indicates a critical gap in mathematical problem-solving skills. Beyond cognitive factors, sociomathematical norms—classroom-based standards for reasoning and discourse—may significantly influence how students approach and solve problems.This study employed a descriptive qualitative design. A sociomathematical norms questionnaire was administered to 27 tenth-grade students and categorized into high, medium, and low groups (Mean = 75.185; SD = 11.281). Six students (two from each group) were purposively selected for in-depth analysis. Data were collected through three statistical problem-solving tasks and clinical interviews. Students’ processes were analyzed using Polya’s four-stage framework: understanding the problem, devising a plan, carrying out the plan, and looking back.A strong positive relationship was found between sociomathematical norms and problem-solving proficiency. Students with high norms demonstrated mastery across all stages, including deep understanding, logical planning, systematic execution, and consistent reflective evaluation. Students with medium norms performed adequately in the first three stages for simpler problems but often omitted the “looking back” phase. Students with low norms exhibited fragmented understanding, ineffective planning, and difficulty executing and verifying solutions, often accompanied by low confidence.These findings highlight the importance of sociomathematical norms in fostering reflective and effective problem-solving practices.Strengthening sociomathematical norms can enhance students’ mathematical problem-solving abilities and support improved learning outcomes.
Penerapan Model Pembelajaran Think Pair Share (TPS) untuk Meningkatkan Keterampilan Berbicara Siswa Sekolah Dasar Hidayat, Delvi Zul; Hidayat, Adityawarman; Wahyuni, Molli; Marta, Rusdial; Kusuma, Yanti Yandri
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.v11i1.4407

Abstract

Keterampilan berbicara merupakan salah satu kemampuan berbahasa yang penting untuk dikembangkan pada siswa sekolah dasar melalui proses pembelajaran yang aktif dan kolaboratif. Model pembelajaran Think Pair Share (TPS) menjadi salah satu alternatif untuk meningkatkan partisipasi siswa dalam menyampaikan pendapat. Penelitian ini bertujuan untuk mengetahui efektivitas penerapan model pembelajaran Think Pair Share (TPS) dalam meningkatkan keterampilan berbicara siswa kelas V SDN 019 Lubuk Agung. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, setiap siklus terdiri dari dua pertemuan, dengan subjek penelitian seluruh siswa kelas V berjumlah 29 orang. Teknik pengumpulan data dilakukan melalui observasi keterampilan berbicara, catatan lapangan, dan dokumentasi menggunakan lembar observasi yang menilai keberanian berbicara, kelancaran, ketepatan menyampaikan pendapat, serta kemampuan bekerja sama. Hasil penelitian menunjukkan adanya peningkatan keterampilan berbicara siswa pada setiap pertemuan, yaitu pada Siklus I Pertemuan I sebanyak 10 siswa (34,48%) tuntas dengan kategori sangat kurang, meningkat pada Siklus I Pertemuan II menjadi 13 siswa (44,83%) tuntas dengan kategori kurang. Selanjutnya pada Siklus II Pertemuan I sebanyak 21 siswa (72,41%) tuntas dengan kategori cukup, dan pada Siklus II Pertemuan II meningkat menjadi 25 siswa (86,21%) tuntas dengan kategori baik. Kesimpulannya, penerapan model pembelajaran TPS efektif dalam meningkatkan keterampilan berbicara siswa sekolah dasar serta mendorong interaksi sosial dan kerja sama yang positif di kelas.
EXAMINING THE RELATIONSHIP AMONG BELIEFS, PEDAGOGICAL-MATHEMATICAL KNOWLEDGE, AND EARLY NUMERACY INSTRUCTION IN PRE-SERVICE TEACHERS: AN EXPLORATORY SEQUENTIAL MIXED-METHODS STUDY Widayati, Sri; Siswono, Tatag Eko Yuli; Wiryanto, Wiryanto; Mariana, neni; Wahyuni, Molli; Ekawati,, Rooselyna
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 2 (2026): Volume 10, Nomor 2, April 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i2.54107

Abstract

Early numeracy provides a foundation for later mathematical learning, yet early instruction often falls short of developmental expectations. This exploratory sequential mixed-methods study examined how pre-service early childhood teachers' belief orientations and pedagogical-mathematical knowledge jointly relate to instructional practice in early numeracy. In Phase I, six pre-service teachers were purposively selected and studied through interviews, lesson-plan analysis, and teaching observation. Cross-case thematic analysis identified three dominant belief orientations, namely instrumentalist, Platonist, and problem-solving, together with hybrid profiles that revealed uneven links between symbolic and contextual approaches. In Phase II, 182 pre-service teachers from three public universities in East Java completed an expert-reviewed and empirically screened 90-item questionnaire measuring belief orientation, pedagogical-mathematical knowledge, and self-reported instructional practice. The integrated regression model explained 73.4% of the variance in instructional practice (R2 = 0.734, p < .001). Both belief orientation (β = 0.328, p < .001) and pedagogical-mathematical knowledge (β = 0.568, p < .001) significantly predicted practice, with pedagogical-mathematical knowledge emerging as the stronger predictor. The integrated findings suggest that beliefs shape pedagogical direction, whereas pedagogical-mathematical knowledge determines how effectively that direction can be enacted. The study contributes to the literature by showing that the belief-practice relationship in early numeracy is best understood as an enactment issue: beliefs orient teaching, but knowledge enables meaningful classroom implementation. The findings imply that teacher education should move beyond efforts to reshape beliefs alone and invest more systematically in topic-specific pedagogical knowledge of number concepts, representations, misconceptions, and scaffolding
Co-Authors Aan Budiyono Aan Budiyono Abdul Rojak Adityawarman Hidayat Ahmad Fauzan Alfarez, Ferdi Alta Feros Angela Samosir Angela Samosir Anisman, Mesa Aprilia Ari Aprilia Dwiana Astuti Astuti Astuti - Aulya Fitri Awalia, Nur Bahasa Indonesia, Bahasa Indonesia Budiarti Budiarti Budiyono, Aan Cahaya Amergus Desvia Amanda Januarti Dinta, Aprina Effendi, Noverta Efriza, Ririn Eka Eka Budi Astuti Ekawati,, Rooselyna Ena Lidiawati Fadhilaturrahmi Fadhilaturrahmi Fannisa, Hani Febby Anggraini Fitri Fitri Fitri Yani Hafidza, Hikmah Hamsidar Handika Handika Hayatun Nupus Hidayat, Delvi Zul Iis Aprinawati Ika Juliana Ilham Zamil Indros Piliati Indros Piliati Iwan Putra Izurani, Izurani Jufrianis Juhadi, Moh. Juliardin, Juliardin Karyatin Karyatin, Karyatin Kasman Ediputra Kusuma, Yanti Yandri Librina Tria Putri Lira, Putri Erna Lusi Marleni, Lusi Lussy Midani Rizki Luthfi, Amir M. Rico Fahrul Maharani, Reni Mahendra, Kiki Mardin, Aznil Masrul Masrul Masrul Maydawati, Layli Melani Felantini Putri Melya Husna Merya Melly Sesa Mohammad Fauziddin Mora Fatma Mora Fatma Muhammad Rahmatullah, Muhammad MUHAMMAD RIZAL Muhayat, Badrul Mulyani, Lili Musmulyadi Musmulyadi Musnar Indra Daulay Narko Narko Narko, Narko Nauli Tama Sari Neftihana Neni Mariana Nini Aryani Nopa Wilyanita Nora, Desri Novi Sagita Arianti Nur Awalia Nuraisah Nurasiah Nurasiah Nurasiah Nurhamidah Nurhamidah Nurhaswinda Nurhizrah Gistituati Nurlaila Nurlaila Nurmalina Nurmalina Nurmalina Nurmalina Nurmalina Nurmalina Nurmalina, Nurmalina Pasaribu, Siska Dentina Prasetyo, Julius Andhika Purwono Purwono Puspaneli Putri Asilestari, Putri Putri, Librina Tria Ramdhan Witarsa Ramdhan Witarsa Ridha Mulyani Ririn Eka Efriza Rizki Ananda Romadhona Alfa Rusdial Marta Samosir, Angela Samsurijal Hasan Samsurijal, Samsurijal Sapuan Sapuan Sepriyanti, Nova Siswono, Tatag Eko Yuli Siti Masnun Diani Sitio, Satriana Sri Widayati Sriana Sriana, Sriana Sriyani Sriyani Sumayyah Azzahro Suryanti Suzila Syaiful Rohman, Syaiful Syam, Hidayani Wida Rianti Wijaya, Herlina Wijiati Wijiati Wiryanto Wiryanto Wita, Sepni Wiwid Satriyo Yandri Kusuma, Yanti Yuliarma, Yuliarma Yusmarita Yusmarita Yusmerita Zain, Bella Putri Zamil, Ilham ZULFAH Zulfah Zulfah Zulfah Zulfah Zulhendri Zulhendri Zulhendri Zulhendri