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Endang Wahyuningrum
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PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN HASIL BELAJAR MATEMATIKA SISWA KELAS V SD Rita Dewi; Endang Wahyuningrum; Siti Aisyah
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i1.9206

Abstract

This study aims to analyze the improvement of fifth-grade students’ mathematical critical thinking skills and mathematics learning outcomes through the implementation of the Problem Based Learning (PBL) model at SD Peradaban Serang. The research employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The population consisted of all fifth-grade students in the 2024/2025 academic year, with two classes selected as the experimental and control groups, each comprising 21 students. The research instruments included an essay-based mathematical critical thinking test developed according to Facione’s indicators (interpretation, analysis, evaluation, and inference) and a multiple-choice mathematics achievement test, all of which met validity and reliability requirements. Data were analyzed using an independent samples t-test and N-Gain analysis. The results indicated that the implementation of PBL had a significant effect on mathematical critical thinking skills (t = −3.317; p = 0.002) and mathematics learning outcomes (t = −2.241; p = 0.031). Mathematically, the mean N-Gain score for mathematical critical thinking in the experimental class was 0.5236 (52.36%), which was higher than that of the control class at 0.4966 (49.66%), with a difference of 2.70%; both were categorized as moderate. Meanwhile, the mean N-Gain score for mathematics learning outcomes in the experimental class was 0.3715 (37.15%), classified as moderate, and higher than that of the control class at 0.2352 (23.52%), which was categorized as low. These findings indicate that the Problem Based Learning model is more effective in improving students’ mathematical critical thinking skills and mathematics learning outcomes at the elementary school level. ABSTRAK Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan berpikir kritis matematis dan hasil belajar matematika siswa kelas V SD Peradaban Serang melalui penerapan model Problem Based Learning (PBL). Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain pretest–posttest control group. Populasi penelitian meliputi seluruh siswa kelas V tahun ajaran 2024/2025, dengan dua kelas yang dipilih sebagai kelas eksperimen dan kelas kontrol, masing-masing berjumlah 21 siswa. Instrumen penelitian terdiri atas tes uraian kemampuan berpikir kritis matematis berdasarkan indikator Facione (interpretasi, analisis, evaluasi, dan inferensi) serta tes hasil belajar matematika berbentuk pilihan ganda, yang telah memenuhi kriteria validitas dan reliabilitas. Analisis data dilakukan menggunakan independent samples t-test dan perhitungan N-Gain. Hasil penelitian menunjukkan bahwa penerapan PBL berpengaruh signifikan terhadap kemampuan berpikir kritis matematis (t = −3,317; p = 0,002) dan hasil belajar matematika (t = −2,241; p = 0,031). Secara matematis, nilai rata-rata N-Gain kemampuan berpikir kritis matematis pada kelas eksperimen sebesar 0,5236 (52,36%) lebih tinggi dibandingkan kelas kontrol sebesar 0,4966 (49,66%), dengan selisih peningkatan sebesar 2,70% dan keduanya berada pada kategori sedang. Sementara itu, nilai N-Gain hasil belajar matematika pada kelas eksperimen sebesar 0,3715 (37,15%) termasuk kategori sedang dan lebih tinggi dibandingkan kelas kontrol sebesar 0,2352 (23,52%) yang berada pada kategori rendah. Temuan ini menunjukkan bahwa model Problem Based Learning lebih efektif dalam meningkatkan kemampuan berpikir kritis matematis dan hasil belajar matematika siswa sekolah dasar.
PELATIHAN PEMBELAJARAN BERBASIS PRINSIP UNDERSTANDING BY DESIGN UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SMK Yumiati Yumiati; Endang Wahyuningrum; Saleh Haji; Sapti Nur Hidayati
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i2.38397

Abstract

Abstrak: Kompetensi pedagogik guru dalam merancang pembelajaran yang efektif menjadi tantangan utama implementasi kurikulum di SMK. Tujuan pengabdian ini adalah meningkatkan kompetensi pedagogik guru SMK melalui pelatihan prinsip Understanding by Design (UbD). Metode pelaksanaan meliputi pelatihan interaktif dua tahap, lokakarya penyusunan unit pembelajaran UbD, dan pendampingan implementasi di kelas terhadap 13 guru SMK. Evaluasi menggunakan pretes-postes dan angket kepuasan. Hasil menunjukkan peningkatan signifikan dengan rata-rata nilai pretes 64,62 meningkat menjadi 84,10 pada postes (peningkatan 30,14%), ketuntasan meningkat dari 23,1% menjadi 76,9% (peningkatan 233%), dan N-Gain 0,49 kategori sedang. Angket kepuasan menunjukkan rata-rata 4,42/5,00 dengan 100% peserta merekomendasikan pelatihan. Pelatihan UbD efektif meningkatkan kemampuan guru merancang pembelajaran berorientasi hasil, berpusat pada tujuan, dan relevan dengan kebutuhan siswa. Program ini berpotensi direplikasi untuk meningkatkan kualitas pendidikan vokasi.Abstract: Pedagogical competence of teachers in designing effective learning is a major challenge in curriculum implementation in vocational schools. The purpose of this community service is to improve the pedagogical competence of vocational school teachers through Understanding by Design (UbD) principles training. Implementation methods include two-stage interactive training, UbD unit development workshops, and classroom implementation mentoring for 13 vocational school teachers. Evaluation used pretest-posttest and satisfaction questionnaires. Results showed significant improvement with pretest average of 64.62 increased to 84.10 in posttest (30.14% increase), completeness increased from 23.1% to 76.9% (233% increase), and N-Gain of 0.49 in moderate category. Satisfaction questionnaire showed an average of 4.42/5.00 with 100% of participants recommending the training. UbD training is effective in improving teachers' ability to design outcome-oriented learning, goal-centered, and relevant to students' needs. This program has the potential to be replicated to improve the quality of vocational education.
Contextual teaching and learning assisted by E-modules: Enhancing mathematical communication ability and learning motivation on the Pythagorean Theorem Meri Meri; Endang Wahyuningrum; Sudirman Sudirman; Ebenezer Bonyah
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.313

Abstract

This study examined the effect of Contextual Teaching and Learning (CTL) assisted by an electronic module (e-module) on Grade VIII students’ mathematical communication ability and learning motivation in the Pythagorean Theorem. A quantitative quasi-experimental approach with a Nonequivalent Control Group Design involved 64 students at SMP Negeri 08 Tanjung Jabung Barat, Indonesia, divided equally into experimental and control classes (n = 32 each). The experimental class received e-module-assisted CTL across eight meetings, while the control class received conventional instruction. Data were collected using a mathematical communication essay test and a 32-item motivation questionnaire, both demonstrating high reliability (Cronbach’s alpha = 0.917 and 0.881). Baseline testing indicated no significant differences between groups in communication ability or motivation. After treatment, the experimental class achieved a significantly higher mathematical communication mean (82.42) than the control class (70.31), t(62) = 6.16, p < 0.0001, with a large effect (d = 1.54). A Mann–Whitney U test also showed significantly higher motivation in the experimental class (median = 88.00) than the control class (median = 78.00), Z = 6.87, p < 0.0001, r = 0.86. The experimental class also demonstrated substantially greater gains in both outcomes across the intervention period overall. These findings indicate that e-module-assisted CTL effectively enhances students’ mathematical communication ability and learning motivation, providing a practical technology-integrated alternative for junior secondary mathematics instruction.
PENGARUH MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) DAN ALAT PERAGA ALAM BATU KERIKIL KALI TERHADAP HASIL BELAJAR MATEMATIKA SISWA SEKOLAH DASAR KELAS 3 GUGUS 2 KECAMATAN TANJUNG MUTIARA Erna Fitri Yenti; Jamaris Jamna; Endang Wahyuningrum
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.46063

Abstract

Mathematics learning outcomes in Indonesian elementary schools remain a persistent challenge, with national assessments revealing that many third-grade students have not yet achieved minimum competency thresholds. Conventional instruction-dominated classrooms, combined with limited use of concrete learning media, contribute significantly to low conceptual understanding among early-grade learners. This study aimed to examine the effect of the Teams Games Tournament (TGT) cooperative learning model assisted by natural gravel manipulatives on the mathematics learning outcomes of third-grade elementary school students in Cluster 2, Tanjung Mutiara District, Agam Regency, West Sumatra. A quantitative approach with a quasi-experimental pretest-posttest control group design was employed. The experimental group comprised 9 students from SDN 17 Bukik Malintang, while the control group consisted of 12 students from SDN 06 Bukik Malintang, selected through purposive sampling based on the highest inter-school homogeneity. Data were collected through mathematics achievement tests and analyzed using Normalized Gain (N-Gain) scores, Independent Sample t-test, Mann-Whitney U test as a robustness check, and Cohen’s d effect size. Results indicated a statistically significant difference in learning improvement between the two groups (t = 2.609; p = 0.017). The experimental group achieved a mean N-Gain score of 67.58%, compared to 37.18% in the control group. The effect size analysis yielded Cohen’s d = 1.150 and Hedges' g = 1.104, both categorized as large effects. These findings demonstrate that the integration of TGT with natural gravel manipulatives represents a promising, resource-efficient pedagogical intervention for enhancing mathematics learning outcomes in concrete operational stage learners.
Realistic mathematics education and junior high school students' mathematical reasoning, communication, and self-efficacy: A quasi-experimental study Amrullah Amrullah; Jarnawi Afgani Dahlan; Endang Wahyuningrum
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.327

Abstract

Mathematical reasoning, mathematical communication, and self-efficacy are three interrelated competencies in mathematics learning, yet they are frequently neglected in conventional instruction that emphasizes rote procedural memorization. This study examined the effect of the Realistic Mathematics Education (RME) approach on eighth-grade students’ mathematical reasoning ability, mathematical communication ability, and self-efficacy on the topic of circles. A quantitative approach with a nonequivalent control group quasi-experimental design was employed, involving 25 students in an experimental group who received RME-based instruction and 24 students in a control group who received conventional instruction, selected through purposive sampling at a private junior high school in Batam, Indonesia. Data were collected using essay-type tests of reasoning and communication ability together with a Likert-scale self-efficacy questionnaire, and were analyzed using one-sample and independent-samples t-tests after normality and homogeneity assumptions were confirmed. The results showed that the RME approach did not produce a statistically significant effect on mathematical reasoning ability (p = 0.419), but produced a significant effect on mathematical communication ability (p = 0.028) and self-efficacy (p = 0.002) compared with conventional instruction. These findings suggest that students’ engagement in contextual problems, group discussion, and presentation of solutions within the RME stages was more effective in fostering the ability to communicate mathematical ideas and self-confidence than in advancing formal reasoning within a relatively short intervention period. This study contributes to the RME literature by demonstrating that the effectiveness of an instructional approach is multidimensional and uneven across mathematical competencies, implying that teachers need to design additional reinforcement for reasoning when implementing RME over a short duration.
Co-Authors Abdul Mujib Alfiah Dian Pratiwi Ali Mahmudi Ali Rosyidi Ali, Sahri Amrullah Amrullah Antonius Situmorang Ardi Dwi Susandi Ardiansyah Ardiansyah Ardiansyah Ari Yunita Ningsih Ayi Darmana Ayi Darmana, Ayi Aziza Khairu Rokhis Bahrul Ilmi Bahrul Ilmi Bonyah, Ebenezer Budi Pratikno Budi Pratikno, Budi Camilo Andrés Rodríguez-Nieto Cecep Anwar Hadi Firdos Santosa D. Dafik Danial, T Ahmad Dede Sulaeman, Dede Dewi Fatimah Didi Suhendi Disti Pratiwi Dwi Utami Ebenezer Bonyah Edi Harapan Efendi Napitupulu Erna Fitri Yenti Erni Erni Fanni Zulaiha Happy Karlina Marjo Hasan Basri Hertono, Gatot Fatwanto Hobri I Made Sulandra Idha Novianti Indah Lutfiatul Mursyidah Indria Yulizarti Irawan, Sam Rizky Istiqomah Jackson Pasini Mairing Jamaris Jamaris Japar Japar Japar, Japar Jarnawi Afgani Dahlan Jusniani, Nia Kartika Chrysti Suryandari Kartono Kartono , Laurensiana Elvi Balu Maman Rumanta Mardiawati Maximus Gorky Sembiring Meri Meri Merry Merry Moh. Fikri Bungel MUCHSINAN, KUN Muhammad Alif Syibli Muhammad Fakhri Azhari Murni, Fitri mustikaningsih, Dian Nia Jusniani Ningsih, Ari Yunita Novi Paryanti Nurmiati Nurmiati Okti Anis Safiati Pradestya, Rakha Pratiwi, Alfiah Dian Pratiwi, Disti Rahayu, Fitriya Dwi Ratih Sugiyanti Retno Winarni Retno Winarni Retno Winarni Riska Septian Rita Dewi Rita Dewi Riyan Hidayat Rodríguez-Nieto, Camilo Andrés Rohmah, Fatkur Rosyidi, Ali Saleh Haji Sandra Sukmaning Adji Sapti Nur Hidayati Saputra, Dimas Septian Sari Muliawanti Sari, Vini Kartika Selly Anastassia Amellia Kharis Setiyo, Setiyo Siti Aisyah Siti Aisyah Siti Julaeha Siti Munawaroh Sucipto Sucipto Sudirman Sudirman Sudirman Sukestiyarno, YL. Sukmaningadji, Sandra Sulastri Sulastri Sulastri Sulastri Susandi, Ardi Susilowati, Erlina Tán Lì Nà Tasrip Rudiono Tri Dyah Prastiti Tri Dyah Prastiti Vivi Rindastri Wijayanti, Nina Yaya S. Kusumah YL. Sukestiyarno Yuli Kurniyawati Yumiati Yumiati Yumiati Zaenuri Mastur Zaenuri Mastur Zainur Rasyid Ridlo Zulkifli .