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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Prima Edukasia JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) AKSIOMA: Jurnal Program Studi Pendidikan Matematika REFLEKSI EDUKATIKA Al Ishlah Jurnal Pendidikan Jurnal Pengabdian Dharma Laksana Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Journal of Educational Review and Research Warta LPM
Asih Mardati
Universitas Ahmad Dahlan
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrasi Kemampuan TPACK untuk Penguatan Kompetensi Pedagogi Guru SD Muhammadiyah se-Kecamatan Moyudan Sleman Asih Mardati; Hanum Hanifa Sukma; Muhamad Fakhrur Saifudin
Warta LPM WARTA LPM, Vol. 25, No. 1, Januari 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1299.593 KB) | DOI: 10.23917/warta.v25i1.595

Abstract

Based on the results of interviews conducted with teachers at SD Muhammadiyah Moyudan, it is known that there are obstacles in the implementation of online learning, including difficulties in providing learning so that two-way interaction does not occur, developing IT-based teaching materials, developing online learning evaluations, and teacher limitations. in using online applications and platforms. Therefore, there is a need for self-development for elementary school teachers in improving the ability of Technological Pedagogical Content Knowledge (TPACK). The purpose of this service is so that teachers can create and develop teaching materials with Kinemaster and evaluate learning using Google Form and Kahoot. This activity is carried out with a limited number of direct mentoring methods and integrated practice while still complying with the health protocol. The training implementation technique is carried out by demonstration, practice, discussion, mentoring. At the initial stage, it was done by demonstrating the introduction of various applications that can be used in online learning. Furthermore, the direct practice of making teaching materials and evaluation of online learning is carried out. The results of this activity are being able to develop TPACK-based learning tools, including the preparation of teaching materials using Kinemaster, Google forms, and Kahoot. The achievement of the results of this activity is 87.5% based on the results of the evaluation of the achievement of activities.
EFEKTIVITAS TEAMS GAMES TOURNAMENT DENGAN POWER POINT INTERAKTIF TERHADAP HASIL BELAJAR MATEMATIKA KELAS V SD Candra Tri Utami; Kelana Gusti Arwan Fernando; Asih Mardati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 3 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i3.7297

Abstract

Abstrak Tujuan pada penelitian ini yaitu untuk menganalisis keefektivan model pembelajaran kooperatif tipe TGT terhadap hasil belajar siswa. Quasi Experimental Design dipilih sebagai jenis penelitian pada studi ini, dengan populasi berjumlah 124 siswa SD Muhamadiyah Condongcatur. Subjek penelitian ini mengambil 31 siswa kelas 5A sebagai kelas eksperimen dan 31 siswa 5C sebagai kelas kontrol. Teknik sampling yang digunakan yaitu purposive sampling. Instrumen penelitian ini berupa observasi, pemberian soal tes pilihan ganda, dan dokumentasi.  Analisis data yang digunakan pada penelitian ini adalah uji prasyarat dengan rincian yaitu uji normalitas, uji liniearitas, dan uji homogenitas serta uji hipotesis (Uji T).  Hasil penelitian menunjukkan penggunaan model TGT efektif untuk meningkatkan hasil belajar matematika. Hal tersebut terbukti dari hasil uji hipotesis (Uji T) yang menunjukkan nilai mean pada kelas eksperimen lebih besar dari pada kelas kontrol (57,50 > 53,25) dengan nilai standar deviasi (21,78 > 15,06). Selain itu, terdapat perbedaan signifikansi pada nilai kelas eksperimen dan kelas kontrol (Sig. 0,0436 < 0,05). This study aims to determine the effectiveness of the TGT cooperative model on student learning outcomes. The type of this research is a Quasi-Experimental Design with a population of 124 students at SD Muhamadiyah Condongcatur. The subjects of this study took 31 students from class 5A as the experimental class and 31 people from 5C as the control class. The sampling technique used is purposive sampling. The research instruments were in the form of observation, giving multiple-choice test questions, and documentation. Analysis of the data used in this study with a prerequisite test using the normality test, linearity test, and homogeneity test as well as hypothesis testing (T-test). The results showed that the use of the TGT learning model was effective in improving mathematics learning outcomes. This is evident from the results of the hypothesis test (T-test) which shows the mean value in the experimental class is greater than in the control class (57.50 > 53.25) with a standard deviation value (21.78 > 15.06). In addition, there is a significant difference in the values of the experimental class and the control class (Sig. 0.0436 <0.05).
Written mathematical communication skills in solving set theory problems: A descriptive study of preservice elementary teachers Najwa Mahadini; Octavian Muning Sayekti; Asih Mardati
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.92422

Abstract

This study examined the written mathematical communication skills of preservice elementary teacher education students in solving problems related to set theory. A descriptive qualitative approach was employed with 28 first-semester students at a private university in Yogyakarta as subjects. Using a written essay test, with three set theory questions, data were gathered. These questions were designed to cover four aspects of mathematical communication: figuring out the problem, turning it into a mathematical model, working it out, and coming to a conclusion. The results showed clear variations in student performance. The majority of students were in the high-skill category (43%), followed by the moderate category (36%) and the low category (21%). Students in the high category fulfilled almost all indicators well, whereas those in the moderate category often made mistakes in mathematical modeling and conclusion writing. Meanwhile, students in the low category struggled from the initial problem comprehension stage through to formulating a conclusion. Overall, although a considerable number of students exhibited high-level skills, the findings suggest that written mathematical communication skills among preservice elementary teachers are not yet evenly developed. More than half of the students fell into the moderate and low categories, indicating a need for improvement, particularly in careful problem interpretation, accurate mathematical modeling, and the organization of solution steps into a clear and coherent written form.
EVALUATING THE IMPACT OF PROBLEM-BASED LEARNING ON MATHEMATICS ACHIEVEMENT Rifdatul Zahra; Asih Mardati; Yeyen Febrilia
Journal of Educational Review and Research Vol 9, No 1 (2026): VOLUME 9 NUMBER 1 JULY 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jerr.v9i1.9549

Abstract

Mathematics is often perceived as a challenging subject by many elementary school students due to its abstract nature and the limited use of contextual learning approaches. This study aimed to investigate the effect of Problem-Based Learning (PBL) on students' mathematics achievement in fraction topics. A quasi-experimental design with a non-equivalent control group was employed involving 36 fifth-grade students at SD Muhammadiyah Noyokerten. The participants were assigned to an experimental group receiving PBL instruction and a control group receiving conventional instruction. Data were collected using pretests and posttests and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test. The results indicated significant improvements in mathematics achievement in both groups, with the experimental group demonstrating a substantially greater increase in mean scores (from 53.33 to 82.22) than the control group (from 62.78 to 72.78). These findings suggest that Problem-Based Learning is associated with greater improvements in elementary students' mathematics achievement, particularly in learning fractions
Co-Authors Alyshia Herny Purwaningtyas Candra Tri Utami Eryand Ryan Lamas Febby Karmila Ginanjar Abdurrahman Jarmi . Julianto Saputra Kelana Gusti Arwan Fernando Muhamad Fakhrur Saifudin Muhammad Nur Wangid Mukti Sintawati Najwa Mahadini Octavian Muning Sayekti Pratiwi Pujiastuti Rahayu Condro Murti Retnasari, Lisa Rifdatul Zahra Sholeha, Herisa Hardiyanti Sintawati, Mukti Sukma, Hanum Hanifa Yeyen Febrilia Yeyen Febrilia Yeyen Febrilia