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All Journal Jurnal Pendidikan Karakter Jurnal Ilmiah Pendidikan Dasar AKSIOMA: Jurnal Program Studi Pendidikan Matematika Syntax Literate: Jurnal Ilmiah Indonesia Pendas : Jurnah Ilmiah Pendidikan Dasar Theorems (The Original Research of Mathematics) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Jurnal Educatio FKIP UNMA BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Kontekstual Jurnal Dharma Bhakti Ekuitas Jurnal Jendela Pendidikan STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Kalam Cendekia: Jurnal Ilmiah Kependidikan International Journal of Educational Innovation and Research Jurnal Cakrawala Pendas Edukasiana: Jurnal Inovasi Pendidikan Journal of Innovation and Research in Primary Education Jurnal Ilmiah Pendidik Indonesia Polinomial : Jurnal Pendidikan Matematika Al-Irsyad: Journal of Education Science Innovative: Journal Of Social Science Research Buletin Ilmiah Pendidikan JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Journal of Education For Sustainable Innovation Journal of Multidisciplinary Research and Development Ijarme Papanda Journal of Community Service Eduma : Mathematics Education Learning and Teaching
Ujiati Cahyaningsih
Universitas Majalengka
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Pengaruh Model RADEC Berbantuan Media Kahoot Terhadap Pemahaman Konsep Siswa Afila, Nurul; Cahyaningsih, Ujiati; Asteka, Pipik
Buletin Ilmiah Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/bip.v3i2.975

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep siswa kelas V di SDN Cigasong I tahun ajaran 2024/2025. Tujuan dari penelitian ini yaitu untuk mengetahui pengaruh model RADEC berbantuan media kahoot terhadap pemahaman konsep siswa di kelas V. Metode yang digunakan adalah kuasi eksperimen, dengan sampel siswa kelas VA sebanyak 22 siswa sebagai kelas eksperimen dan siswa kelas VB sebanyak 22 siswa sebagai kelas kontrol. Teknik pengumpulan data pada penelitian melalui tes pemahaman konsep siswa. Penelitian ini menggunakan teknik analisis data pretest dan posttest kelas eksperimen. Hasil analisis dengan Uji Independent Sample T-test menunjukan nilai signifikansi sebesar 0.001 yang lebih kecil dari batas nilai signifikansi yaitu 0.05. Kesimpulan dari hasil analisis bahwa pemahaman konsep siswa lebih baik dengan menggunakan model RADEC berbantuan media kahoot.
The Impact of Principals' Human Resource Management Competencies on Elementary School Teachers' Performance in Majalengka Regency Bajuri, Diding; Nahdi, Dede Salim; Cahyaningsih, Ujiati
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1492

Abstract

This study explores the impact of principals’ human resource management (HRM) competencies on elementary school teachers’ performance in Majalengka Regency, Indonesia. Given the strategic role of school principals in managing educational resources, especially teachers, this study aims to examine how specific dimensions of HRM competencies contribute to teacher performance. A quantitative, correlational research design with a cross-sectional survey approach was used. The study involved 400 teachers from 80 public elementary schools selected through proportionate stratified random sampling. Data were collected using validated questionnaires measuring HRM competencies (six dimensions) and teacher performance (four dimensions). Statistical analyses included descriptive statistics, Pearson correlations, simple and multiple linear regressions, and Structural Equation Modeling (SEM). The findings revealed that principals’ HRM competencies significantly influenced teacher performance (R² = 0.615, p < 0.001). Among the HRM dimensions, human resource development had the strongest effect (β = 0.402), followed by performance appraisal (β = 0.234) and HR planning (β = 0.203). Teacher performance was generally high, particularly in personality and pedagogical competencies. All regression assumptions were met, confirming the robustness of the analysis.The results suggest that effective HRM by school principals, especially in continuous professional development and fair performance evaluations, plays a pivotal role in enhancing teacher performance. However, compensation and work relationship dimensions showed room for improvement, indicating potential policy gaps. Principals’ HRM competencies are vital for improving teacher performance. Educational policymakers should prioritize leadership development programs focusing on HRM strategies to strengthen teacher quality and educational outcomes at the elementary level.
Improving Understanding of Fraction Concepts Through Problem-Based Learning in Elementary Schools Cahyaningsih, Ujiati; Salimi, Moh; Nahdi, Dede Salim; Jatisunda, Mohamad Gilar; Rasyid, Abdur
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1497

Abstract

Fraction concepts represent one of the most challenging mathematical domains in elementary education, with persistent international difficulties in student comprehension despite their fundamental importance for advanced mathematical proficiency. Traditional instructional methods emphasizing rote memorization have consistently demonstrated limitations in fostering deep conceptual understanding. This study investigated the effectiveness of Problem-Based Learning (PBL) in enhancing elementary students' fraction understanding compared to conventional teaching approaches. A quasi-experimental design with non-equivalent control groups was employed, involving 38 elementary students from nine schools. The experimental group (n=16) received PBL instruction featuring authentic, real-world fraction problems requiring collaborative solution strategies, while the control group (n=22) participated in traditional direct instruction. Data collection utilized pre-test and post-test assessments measuring conceptual and procedural fraction understanding, structured classroom observations documenting engagement and learning behaviors, and student feedback questionnaires capturing motivation and confidence levels. The experimental group demonstrated substantial improvement with a mean increase of 33.25 points (Cohen's d = 3.47), while the control group showed minimal gains (7.78 points, Cohen's d = 0.91). Paired-sample t-tests confirmed statistically significant differences (p < 0.001) favoring the experimental group. Qualitative analysis revealed enhanced collaborative learning, mathematical discourse, and problem-solving confidence among PBL participants. Student motivation scores were significantly higher in the experimental group (M = 4.31 vs. 3.18). Results provide robust empirical evidence supporting PBL's superiority over traditional methods for fraction instruction. The findings validate constructivist learning principles and demonstrate that authentic problem-solving contexts facilitate deeper conceptual understanding, multiple representational thinking, and sustained student engagement, addressing persistent challenges in elementary mathematics education.
PENGARUH MODEL PROBLEM BASED LEARNING DENGAN PHET COLORADO TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA Nurfajriah, Riska; Cahyaningsih, Ujiati; Nahdi, Dede Salim
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Juli 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.393

Abstract

Studi ini memiliki tujuan supaya mengetahui sejauh mana implementasi model pembelajaran Problem-Based Learning yang dipadukan dengan media PhET Colorado mampu memengaruhi kemampuan berpikir kritis siswa kelas V pada mata pelajaran Matematika di sekolah dasar. Studi ini mengimplementasikan pendekatan kuantitatif berdesain quasi experiment yang membawa keterlibatan dua kelompok berbeda untuk dibandingkan hasilnya. Subjek penelitian mencakup dua kelompok, yaitu kelompok eksperimen yang mendapat perlakuan memakai model Problem Based Learning dengan Phet, serta kelompok kontrol yang mengikuti pembelajaran dengan metode konvensional. Alat ukur pada studi ini berupa tes berpikir kritis yang diberikan sebelum (pretest) serta setelah (posttest) perlakuan. Hasil analisis data memperlihatkan bahwa ada peningkatan keterampilan berpikir kritis secara signifikan pada kelompok eksperimen sesudah penerapan model pembelajaran. Nilai signifikansi peningkatan ini diperoleh melalui hasil uji Paired Sample t-test serta Independent Sample t-test. Nilai signifikansi uji t sebesar <0,001 < 0,05 yang menunjukan peningkatan yang signifikan. Temuan ini mengindikasikan bahwa implementasi model Problem-Based Learning yang dipadukan dengan media PhET Colorado mempunyai pengaruh secara signifikan terhadap peningkatan keterampilan berpikir kritis siswa dalam pembelajaran Matematika di Sekolah Dasar.
Development of an interactive e-module based on pbl to enhance elementary students' critical thinking Cahyaningsih, Ujiati; Nahdi, Dede Salim
Jurnal Ilmiah Pendidikan Dasar Vol 12, No 2 (2025): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.12.2.251-270

Abstract

The development of critical thinking skills at the elementary school level is a foundational component in preparing students to navigate complex, real-world problems that demand analytical reasoning, evaluative judgment, and effective problem-solving. This study investigates the efficacy of an interactive e-module grounded in Problem-Based Learning (PBL) principles in enhancing the critical thinking abilities of fourth-grade students, with a particular focus on mathematics and science instruction. A quasi-experimental design was implemented, comprising an experimental group that utilized the PBL-based e-module and a control group that received conventional instruction. Data collection methods encompassed pre- and post-tests measuring critical thinking performance, observational protocols documenting student interaction with the module, student perception questionnaires, and semi-structured interviews with both students and teachers to elicit qualitative insights. The findings indicate that students in the experimental group exhibited significantly greater gains in critical thinking skills, as evidenced by a substantial improvement between pre- and post-test scores. Moreover, these students engaged more actively in collaborative discussions and problem-solving tasks relative to their peers in the control group. The results underscore the effectiveness of PBL-based e-modules as pedagogical tools for fostering critical thinking at the elementary level. The study's implications point to the transformative potential of integrating PBL frameworks into digital learning environments to enhance educational quality and student engagement in primary education settings
Efektivitas RME Berbantuan Assembler Edu Dalam Meningkatkan Critical Thinking Matematis Pada Materi Bangun Ruang Ramadan, Candra Sapta; Cahyaningsih, Ujiati
Buletin Ilmiah Pendidikan Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/bip.v4i1.2115

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan RME (Realistic Mathematics Education) berbantuan Assembler Edu dalam meningkatkan kemampuan berpikir kritis matematis siswa pada materi bangun ruang. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen jenis one-group pretest-posttest. Subjek penelitian adalah siswa kelas V SDN Tajur 2 sebanyak 19 orang. Instrumen yang digunakan adalah tes berpikir kritis matematis yang diberikan sebelum (pretest) dan sesudah (posttest) perlakuan. Analisis data dilakukan menggunakan uji paired sample t-test. Hasil analisis menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pretest dan posttest dengan nilai signifikansi < 0,001. Rata-rata peningkatan sebesar 40 poin menunjukkan bahwa RME berbantuan Assembler Edu efektif dalam meningkatkan kemampuan berpikir kritis matematis siswa.
Pengaruh Model Project Based Learning Berbantuan Media Pop Up terhadap Keterampilan Berpikir Kreatif pada Siswa Sekolah Dasar Rohani, Putri Ariffa; Puspitasari, Wina Dwi; Cahyaningsih, Ujiati
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 10, No 3 (2025): Social, Cultural and Historical Studies
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jimps.v10i3.35547

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Project Based Learning (PjBL) berbantuan media Pop Up terhadap keterampilan berpikir kreatif siswa kelas V pada mata pelajaran IPAS. Latar belakang penelitian ini adalah rendahnya kemampuan berpikir kreatif siswa yang disebabkan oleh kurangnya variasi model pembelajaran dan minimnya penggunaan media pembelajaran yang menarik. Metode yang digunakan adalah kuantitatif dengan desain quasi eksperimen dengan nonequivalent control group design. Subjek penelitian adalah siswa kelas V SDN Cipinang III sebagai kelas eksperimen dan SDN Cipinang I sebagai kelas kontrol. Teknik pengumpulan data dilakukan melalui tes, observasi, dan dokumentasi. Instrumen tes berpikir kreatif disusun berdasarkan empat indikator menurut Torrance: fluency, flexibility, originality, dan elaboration. Hasil analisis menggunakan uji independent sample t-test menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai posttest kelas eksperimen dan kelas kontrol dengan nilai sig. (2-tailed) = 0,000 0,05. Selain itu, hasil uji paired sample t-test juga menunjukkan perbedaan yang signifikan antara pretest dan posttest kelas eksperimen dengan nilai sig. = 0,000 0,05. Dengan demikian, model pembelajaran Project Based Learning berbantuan media Pop Up berpengaruh positif terhadap peningkatan kemampuan berpikir kreatif siswa.
Pengaruh Model Project Based Learning Berbantuan Video Interaktif Terhadap Keterampilan Berpikir Kreatif Pada Mata Pelajaran IPAS Nurwidianti, Sinta; Yuliati, Yuyu; Cahyaningsih, Ujiati
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/syntax-literate.v10i10.61593

Abstract

Penelitian ini dilakuakan untuk melihat apakah ada pengaruh dari penggunaan model Project Based Learning berbantuan video interaktif terhadap keterampilan berpikir kreatif pada mata pelajaran IPAS. Penelitian ini menggunakan metode kuantitatif dengan pendekatan quasi eksperimen dengan desain nonequivalent control group design. Sample penilitian sebanyak 22 siswa pada kelas eksperimen dan 22 siswa pada kelas kontrol. Pengumpulan data menggunkan pretest dan posttest. Hasil dari penelitian dikatakan bahwa pada hasil nilai pretetst dan posttest pada kelas ekperimen maupun kelas kontrol, uji paired sample t-test nilai sig. (2- tailed) sebesar 0,000 < 0,05, maka Ho ditolak, Ha diterima. Adanya perbedaan antara hasil nilai pretest dan posttest yang mana nilai posttest jauh lebih meningkat di bandingkan sebelum treatment. Artinya Model Project Based Learning berbantuan video interaktif dapat meningkatkan keterampilan berpikir kreatif siswa pada mata pelajaran IPAS. Hasil uji N-Gain memperoleh skor rata –rata pada kelas eksperimen mencapai 56,18 lebih tingi dibandingkan kelas kontrol yang hanya sebesar 23,63. Hal ini membuktikan bahwa model Project Based Learning berbantuan video interaktif lebih efektif meningkatkan keterampilan berpikir kreatif dibandingkan pembelajran Direct Instruction.
The Mathematical Problem-Solving Processes Of Primary Students Cahyaningsih, Ujiati; Pangestika, Rintis Rizkia; Mumpuni, Atikah; Prasetyo, Teguh
Al-Mufid Vol 1 No 1 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v1i1.456

Abstract

The purpose of this study is to assess the mathematical problem-solving skills of students. Up to three fifth-grade students were selected to represent high, medium, and low mathematical problem-solving skills. This study uses a qualitative approach based on a case study methodology. Data collection methods included examinations, interviews, questionnaires, and records. Triangulation tests were carried out using triangulation procedures, analyzing informants, and designing member checks. The data analysis technique included data collection, reduction, presentation, inference, and verification. The results showed that students with above-average abilities can deal effectively with challenges. Pupils of average ability can only reach the planning stage, and when it comes to carrying out the plan, they often make mistakes in entering numbers and performing calculations.  
An analysis of students’ learning difficulties in solving plane geometry problems among seventh-grade students Andini, Ina; Cahyaningsih, Ujiati
Al-Mufid Vol 2 No 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v2i2.2657

Abstract

This study aims to analyze the types and causes of learning difficulties among seventh-grade students in solving problems related to plane geometry. The research specifically focuses on identifying challenges in three major dimensions of mathematical learning: conceptual understanding, application of mathematical principles, and problem-solving skills. A descriptive qualitative method was employed to explore students’ learning behaviors and errors in depth. The participants consisted of three seventh-grade students from SMP Negeri 3 Sungai Ambawang, selected through purposive sampling to represent high, medium, and low academic ability groups. Data were collected through open-ended written tests on plane geometry (covering perimeter, area, and real-life applications of two-dimensional shapes) and semi-structured interviews designed to probe students’ reasoning and sources of error. The collected data were analyzed using Miles and Huberman’s model, which includes data reduction, data display, and conclusion drawing, supported by data triangulation to enhance validity. The results reveal three dominant categories of learning difficulties: (1) conceptual misunderstanding, such as misinterpreting formulas for area and perimeter; (2) procedural inaccuracy, including misapplication of principles and arithmetic errors; and (3) problem-solving challenges, particularly in multi-step reasoning and contextual interpretation. These findings demonstrate that students’ errors are interconnected—conceptual weaknesses often trigger procedural and strategic failures. The study concludes that improving students’ geometry achievement requires integrated instructional strategies emphasizing conceptual clarity, contextualized learning, and guided problem-solving practice. Such approaches can enhance students’ reasoning, visualization, and confidence in mathematics learning.
Co-Authors Abdillah, Sayyid Abdur Rasyid Abdur Rasyid, Abdur Ade Rianto Afila, Nurul Agus Rofi’i Ahmad, Uswatun Hasanah Alif, Hafiz Ananda, Dhea Syfa Andini, Ina Andreani, Putri Anggi, Muhamad Anik Ghufron Anjelika, Shilpana Ansori, Yoyo Zakaria Apriana, Citra Arum Ratnaningsih Asteka, Pipik Atikah Mumpuni Ayu Herlina Dadang Sudirno Damayanti, Ervina Dede Salim Nahdi Dela Rohimatunnisa Diding Bajuri, Diding Dimas Kusuma Wardhani Erika Noviana Febriyanto, Budi Handayani, Neng Siti Hilda Hani Sri Mulyani Hariri, Dewi Damayanti Hartanto, Ahmad Iqbal Hartoyo, Seika Reyina Haryanti, Yuyun Dwi Heni Herawati Herviani , Silvi Salsabila Ikbal, Mohamad Nasir Ipang Muhammad Sofyan Ipin Aripin Ira Nurlatifah Jatisunda, Gilar Julia, Shintia Hanif Kamilah, Nalisa Rifqi Khoerunnisa, Tiara Khofiyya, Luthfa Nur Linggakusuma, Ayib Sunandi Lita Lita Mahmudah, Hilda Mahpudin Mahpudin Mahpudin Maulana, Iran Moh Salimi Mohamad Gilar Jatisunda Muhammad Sofyan, Ipang Mumpuni, Atikah Nina Nuraeni Nirmala, Vivi Nur Annisa, Syfa Nuraeni, Euis Nurfadilah, Aisah Nurfajriah, Riska Nurfalah, Eni Nurmeidha, Bella Nurudin Araniri Nurul Fazriah, Anisa Nurwidianti, Sinta Padilah, Putri Isna Rahmah Pangestika, Rintis Rizkia Puspitasari, Wina Dwi Rahma, Irma Aulia Rahmah Nurjanah, Sri Ramadan, Candra Sapta Ramadhan, Naufal Fadhli Ratna Hidayah Rintis Rizkia Pangestika Rohani, Putri Ariffa Rohimatunisa, Dela Rosidah, Ani Royan Fakhrurozi Salamah Anisa Amalia, Neng seka ayu wardani Wardani Setiawan , Yusup Silfi Audina Silvia, Della Siti Amallyah Hasanah Sopiyah, Evi Sri Wulan Anggraeni Sudirno, Dadang Suparman, Tarpan Susandi, Ari Sutisna, Kana Syaharani, Ainun Fitria Syahbani, Rozik Akbar Teguh Prasetyo Tika Nurjanah Ubaedillah Utaminingtyas, Siwi Vici Suciawati Wahyuningsih, Asih Wardani, Tiara Kusuma Wulandari, Siti Awah Yanto, Ari Yayan Yeni dwi Kurino Yuliati, Yuyu