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All Journal Cakrawala Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Pendidikan dan Pengajaran Jurnal Prima Edukasia Jurnal Varidika Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora TRIHAYU: Jurnal Pendidikan Ke-SD-an Jurnal Penelitian Pendidikan IPA (JPPIPA) Abdimas Dewantara JMM (Jurnal Masyarakat Mandiri) International Journal of Elementary Education JMIE (Journal of Madrasah Ibtidaiyah Education) Didaktika: Jurnal Kependidikan FOUNDASIA Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Widyaparwa JS (Jurnal Sekolah) Bengawan :Jurnal Pengabdian Masyarakat Jurnal Pendidikan Anak Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Ragam Pengabdian Jurnal Pengabdian Kepada Masyarakat Indonesia Kajang: Jurnal Teknopedagogi Nusantara
Octavian Muning Sayekti
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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The impact of the team games tournament cooperative learning model on students’ motivation and mathematics achievement in elementary schools Setiana Setiana; Rahayu Condro Murti; Setiawan Edi Wibowo; Octavian Muning Sayekti
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 1 (2025): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i1.86814

Abstract

This research investigates the positive influence of the Team Games Tournament (TGT) learning model on elementary school students' motivation and mathematics performance. Using a quantitative quasi-experimental design with a One Group Pre-test Post-test format, the study involved twenty-five students from class VB at Elementary School 006 Melayu Besar. Various data collection instruments were utilized, including observation sheets, motivation questionnaires, and evaluation tests for learning outcomes. Statistical analyses such as the Wilcoxon test, Paired Sample t-test, and MANOVA were conducted. Results revealed a significant Asymp.Sig (2-tailed) value below 0.001 in the Wilcoxon test, indicating that TGT significantly enhances learning motivation. The Paired Sample t-test also reported a p-value of <0.001, demonstrating a notable improvement in pre-test and post-test scores, affirming the effectiveness of the TGT model. Additionally, MANOVA analysis confirmed that the TGT model positively influences both motivation and mathematics learning outcomes simultaneously, highlighting its beneficial impact on elementary school students' academic achievements.
Improving social skills and learning outcomes of fifth-grade students through contextual learning Lenny Hanoatubun; Setiawan Edi Wibowo; Octavian Muning Sayekti
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 1 (2024): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i1.87112

Abstract

This study employs an action research method consisting of planning, implementation, observation, and reflection to enhance elementary students’ social skills and learning outcomes at Private Elementary School SYPPK Salib Suci Agats. The research follows a classroom action research model as outlined by Kemmis and McTaggart. Fifth-grade students (20 in total) at Private Elementary School YPPK Salib Suci Agats served as the subjects. Data was collected through both test and non-test techniques. Various assessment instruments, such as descriptive problem-solving tests, attitude rating scales, and learning implementation observation sheets, were used to gather data. The initial findings showed that only 5 out of 20 students (25%) achieved scores above the Minimum Mastery Criterion (MMC), indicating they met the required competency. After the first action cycle, the number of students scoring above the MMC increased to 11 students (55%), while 9 students (45%) remained below the MMC, necessitating a second cycle. Following reflections on the first cycle, certain shortcomings were identified (particularly the less-than-optimal use of learning media), which were addressed in the second cycle by incorporating concrete learning media. As a result, by the end of the second cycle, 17 students (85%) scored above the MMC. This improvement demonstrates the effectiveness of contextual learning in raising both the social skills and academic performance of the students.
Character moderation readiness: Analysis of elementary school students' viewing readiness Eva Musmala Dewi; Octavian Muning Sayekti; Setiawan Edi Wibowo
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.90618

Abstract

This study investigates the relationship between learning readiness, character moderation, and viewing comprehension skills in elementary school students. Viewing comprehension is increasingly recognized as a crucial language ability for addressing 21st-century challenges and adapting to digital media. The research used a quantitative approach and a descriptive-correlational design with multiple linear regression analyses. It looked at 76 teachers and 76 fifth-grade students from eight elementary schools in Sleman Regency, Yogyakarta. The research instruments included a questionnaire for assessing learning readiness, a questionnaire for character moderation, and a viewing comprehension test based on Minimum Competency Assessment items. Findings show that learning readiness and character moderation don't have a big effect on students' ability to understand what they're watching. An R² value of 0.006 and a significance level of p > 0.05 show that neither factor makes a significant difference. However, this does not rule out the potential for a relationship; thus, it implies the necessity to explore other internal and external variables that may affect viewing comprehension further.
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.
Pengembangan Buku Cerita Bergambar Berbasis Metakognitif untuk Meningkatkan Keterampilan Membaca Pemahaman Siswa Sekolah Dasar Gupurli, Putri; Muning Sayekti, Octavian; Iintri Oktriyanti, Dea
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/hvjahp84

Abstract

This study aimed to develop and evaluate a metacognitive picture storybook designed to improve the reading comprehension skills of fourth-grade elementary school students. Reading comprehension is an essential skill that requires engaging learning materials tailored to students’ developmental characteristics. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Participants consisted of one fourth-grade teacher, three students in the one-to-one trial, eight students in the small-group trial, twenty-three students in the large-group trial, and thirty-four students in the effectiveness test. The findings demonstrated that the metacognitive picture storybook was highly valid, practical, and effective. Validation results showed scores of 92.29% from the material expert and 92.50% from the media expert, indicating excellent validity. Teacher responses revealed practicality scores of 94.37% in the one-to-one trial and 100% in both the small- and large-group trials. Student responses reached 83.33%, 83.75%, and 94.78%, respectively, all categorized as highly practical. Furthermore, the paired-samples t-test produced a significance value of 0.000 (p < 0.05), indicating a significant improvement in students’ reading comprehension skills after using the storybook. These results confirm that the developed metacognitive picture storybook is suitable and effective for supporting reading comprehension learning in elementary schools.
Pengaruh Model Project Based Learning Terhadap Kreativitas dan Kemampuan Berpikir Kritis Mahasiswa Universitas PGRI Yogyakarta Putri Gupurli; Octavian Muning Sayekti; Ahmad Agung YP
Kajang: Jurnal Teknopedagogi Nusantara Vol. 1 No. 3 (2026): Kajang: Jurnal Teknopedagogi Nusantara
Publisher : Susilo Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67200/kajang.v1i3.31

Abstract

This study aims to determine the effect of the Project Based Learning (PjBL) model on students' creativity and critical thinking skills. The study was conducted at Universitas PGRI Yogyakarta using a quantitative approach through a quasi-experimental method. The research design used was a posttest-only control group design. The research sample consisted of two classes, namely the experimental class that implemented the Project Based Learning model and the control class that used conventional learning methods. The research instrument was a multiple-choice test whose validity and reliability had been tested. The results showed that the average posttest scores for creativity and critical thinking skills in the experimental class were higher than those in the control class. The t-test results showed a value of (t_{count} = 3.027) and (t_{table} = 1.666) at a significance level of 0.05, so that (t_{count} > t_{table}). This indicates that the Project Based Learning model has a significant effect on students' creativity and critical thinking skills. In addition, the application of the PjBL model can also increase students' active participation, analytical skills, evaluation, and problem-solving in geohistory learning.
Co-Authors . Haryanto Ahmad Agung YP Ali Mustadi Amalia Rizky Ardiansyah Anang Sudigdo Anwar Novianto, Anwar Aprilia Tina Lidyasari Asih Mardati Bambang Saptono Biya Ebi Praheto Chiang Yi Ying Desy Rufaidah Desy Rufaidah, Desy Dinar Mahardika Pratiwi Elliza Andhika Putri Enny Zubaidah Eva Musmala Dewi Fajar Wahyu Nugroho Firdaus, Fery Muhamad Gupurli, Putri Haeroni, Ranita Hidayat, Panji Iintri Oktriyanti, Dea Imam Khoirudin Irfan Wahyu Prananto Joko Kumoro Kordula Mechthild Schulze Kurniawati Kurniawati Lenny Hanoatubun Mita Saputri Najwa Mahadini Nawang Sulistyani Putri Gupurli Rahayu Condro Murti RAHMAD MAULANA Rangga Gustiawan Nazara Retno Utaminingsih Salisa Arina Haqi Sekar Purbarini Kawuryan Septia Sugiarsih Septinda Rima Dewanti Setiana Setiana Setiawan Edi Wibowo St. Kartono Sujarwo Supartinah Supartinah Supartinah Udik Budi Wibowo Waode Sitti Fatimah Wisataone, Voettie Wuri Wuryandani Yi Ying Chang Yoppy Wahyu Purnomo Yuricke Ayunda Priyani Zeni Dwi Adiningsih