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All Journal International Journal of Evaluation and Research in Education (IJERE) Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) REFLEKSI EDUKATIKA Jurnal Tadris Matematika PeTeKa EDUPEDIA Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Ethnomathematics Journal International Journal of Learning Reformation in Elementary Education Jurnal Tadris Matematika
Sintawati, Mukti
Universitas Ahmad Dahlan
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Problem-Based Learning: Model Pembelajaran Untuk Meningkatkan Hasil Belajar Matematika Siswa Emida Fidyareni; Mukti Sintawati
EDUPEDIA Vol 5, No 2 (2021): Oktober
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v5i2.708

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan hasil belajar matematika siswa melalui model problem-based learning (PBL). Jenis penelitian ini adalah penelitian tindakan kelas (PTK). Design penelitian yang digunakan adalah model Kemmis dan Mc Taggart.  Subjek penelitian adalah siswa kelas IV SD Negeri Salam I Magelang. Objek penelitian adalah hasil belajar matematika siswa. Penelitian tindakan kelas ini dilakukan dalam 2 siklus. Setiap siklus terdiri dari 2 kali pertemuan. Penelitian dilaksanakan di masa pandemi pada bulan Oktober-November 2020. Pelaksanaan pembelajaran dilakukan secara online menggunakan bantuan aplikasi Whatsapp. Guru memberikan instruksi dan berdiskusi dengan siswa melalui whatsapp group. Rancangan pelaksanaan pembelajaran (RPP) dan lembar kerja siswa (LKS) dikembangkan dengan tahapan model PBL.  Instrumen pengumpulan data yang digunakan adalah tes hasil belajar matematika, dan lembar observasi pembelajaran. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan adanya peningkatan hasil belajar matematika dari siklus I ke siklus II sebanyak 15,79%.  Pada siklus I, hasil belajar siswa yang tuntas mencapai KKM ada sebanyak 68,42%. Pada siklus II meningkat menjadi 84,21%. Penelitian ini memberikan kesimpulan bahwa pembelajaran menggunakan model PBL dapat meningkatkan hasil belajar matematika siswa kelas IV SD pada materi KPK dan FPB. Masalah yang diberikan dalam  LKS membuat siswa untuk lebih berpikir dan memahami soal daripada menghafal rumus sehingga dapat meningkatkan pemahaman dan berdampak pada hasil belajar siswa.
Pedagogical content knowledge of mathematics student-teachers in developing ethnomathematics-based lesson plans Meita Fitrianawati; Mukti Sintawati; Marsigit Marsigit; Endah Retnowati
Ethnomathematics Journal Vol 1, No 1 (2020): March
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1528.285 KB) | DOI: 10.21831/ej.v1i1.27759

Abstract

This study aims to describe the pedagogical content knowledge (PCK) of mathematics student-teachers of Yogyakarta State University (YSU). The population is mathematics student-teachers of YSU in their seventh semester of the academic year 2017/2018 who undertook ethnomathematics. A sample of 31 students was established using the cluster random sampling technique. The research instrument is in the form of ethnomathematics lesson plans developed by the students. The result of the study shows that the students’ PCK in developing ethnomathematics lesson plans is generally at the level of growing PCK. Viewed from the material and pedagogical aspects, the students’ PCK falls at the level of growing PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Prambanan Temple is at the level of growing PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Yogyakarta Palace is at the level of pre-PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Borobudur Temple is at the level of growing PCK.
The Application of Contextual Teaching and Learning for Increasing Learning Outcomes and Reducing Anxiety in Elementary School Mathematics Farida Yunitasari; Mukti Sintawati; Al-Rashiff Hamjilani Mastul
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 02 (2023): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v2i02.283

Abstract

The study aimed to determine the effectiveness of Contextual Teaching and Learning (CTL) in reducing and improving learning outcomes and math anxiety among students at a private elementary school in Indonesia. The research utilized a one-group control pre-posttest design with a sample of 51 4th-grade  students. The study used a combination of pre-test and post-test and a closed-ended questionnaire as the data collection instruments. The independent variable in the study was CTL, while the dependent variables were learning outcomes and math anxiety. The paired t-test showed a significant increase in the students' average learning outcomes and a decrease in the average math anxiety levels. The findings suggest that implementing CTL is a practical approach to reducing math anxiety and improving student learning outcomes.
Pengembangan Media Magic Geometry pada Materi Bangun Ruang Kelas IV Sekolah Dasar Mukti Sintawati; Mifta Rudiyanta; Muhammad Nuryanto
Jurnal Tadris Matematika Vol. 3 No. 1 (2020)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2020.3.1.77-88

Abstract

Learning mathematics in elementary school is expected to adjust to the cognitive development of students. Abstract mathematical concepts make students need help to understand them. This study aims to develop mathematics learning media geometry for 4th grade elementary school students. This development research uses the Borg & Gall research model which was carried out to the seventh stage, namely research and information collecting, planning, developing preliminary form a product, preliminary field testing, main product revision, main field testing, and operational product revision. Product trials were conducted at Ngablak Public Elementary School. Data collection instruments were using a questionnaire. The questionnaire used to assess the appropriateness of the media was an expert validation assessment sheet, while the teachers’ assessment sheet and students’ response questionnaire were used to determine the practicality of the product. The validation results from the experts obtained that the Magic Geometry media was declared very appropriate to be used in learning mathematics with an average score of 4.45. The results of the teacher practicality assessment were stated to be very practical with a score of 4.9 and the student’s response questionnaire received an average score of 4.2 with a practical category. The results of the student response questionnaire also showed that Magic Geometry made learning becomes more interesting and materials easier to understand.
Validity and reliability: teachers’ pedagogical instrument for identifying sensory-motor abilities in handwriting readiness Hanum Hanifa Sukma; Muhammad Ragil Kurniawan; Mukti Sintawati; Sadiki Moshi Feruzi; Satrianawati Satrianawati
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32902

Abstract

The teacher’s ability to identify students’ sensory motor skills is very important. Sensory motor skills are the foundation for children’s handwriting skills. However, there is no instrument to measure teachers’ abilities in this regard. This study aims to test the validity and reliability of the instrument measuring teachers’ pedagogical knowledge in identifying students’ sensory-motor abilities. The data was collected using a questionnaire. A total of 552 teachers responded to the survey. The data were analyzed using exploratory factor analysis (EFA). The study results have developed a questionnaire with four construct components with 39 items. All four constructs have a high-reliability index. The EFA analysis indicated that all items were accepted with high agreement. The results prove that the instrument is highly valid and reliable. Based on the test results, this instrument is recommended for measuring pedagogical knowledge teachers in identifying sensory-motor abilities for elementary school students’ handwriting readiness. The measurement results can be used to determine appropriate training for teachers in developing the sensory-motor abilities of elementary school students. The innovation of this research is the development and validation of an instrument that can measure teachers’ pedagogical knowledge in identifying the sensorimotor abilities of elementary school students.
The Combined Approach of Teaching at the Right Level and Problem-Based Learning to Foster Mathematical Critical Thinking Skills Mukti Sintawati; Anisa Nurrohmah; Sadiki Moshi Feruzi; Ginanjar Abdurrahman
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i03.1302

Abstract

Mathematical critical thinking is an essential skill that helps students analyze information, evaluate arguments, and solve complex problems systematically. However, many elementary students still struggle to attain higher-order thinking skills, mainly due to learning gaps in the classroom. This study aims to examine the effect of the integrated Teaching at the Right Level (TaRL) and Problem-Based Learning (PBL) approach on improving students' mathematical critical thinking skills. This research used a quasi-experimental method involving 34 fourth-grade students divided into experimental and control groups. The experimental group received TaRL–PBL instruction, while the control group used PBL only. Critical thinking skills were measured using pretest and posttest essay questions based on five indicators: interpretation, analysis, inference, evaluation, and explanation. The results showed a significant improvement in the experimental group (t = 2.462, p < 0.05) with a large effect size (Cohen’s d = 0.846), indicating that the TaRL–PBL approach had a strong impact on enhancing critical thinking. These findings suggest that integrating level-based instruction and problem-solving is effective in supporting differentiated learning and strengthening critical thinking in mathematics. The study also indicates that this integrated approach has strong potential to be further developed in mathematics education, particularly to enhance other skills such as creative thinking and mathematical connections.
Co-Authors Al-Rashiff Hamjilani Mastul Anisa Nurrohmah Asih Mardati Dian Aprinda Putri Emida Fidyareni Endah Retnowati F Adeliana Farida Yunitasari Fitri Indriani Fitria Desi Nurhadiyani Ginanjar Abdurrahman Ginanjar Abdurrahman Lina Berliana Marsigit Marsigit Meita Fitrianawati Mifta Rudiyanta Muhammad Nuryanto Muhammad Ragil Kurniawan Nuryanto, Muhammad Rihlatis Sa&#039;idah Rizki Anggara Rudiyanta, Mifta Sadiki Moshi Feruzi Satrianawati Satrianawati, Satrianawati Sigit Supriyanto Silvya Nugrahwati Siwi Aminah Sukma, Hanum Hanifa