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All Journal Jurnal Pendidikan Anak Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Jurnal Ilmiah Mandala Education (JIME) JURNAL PENDIDIKAN MIPA Bada'a: Jurnal Ilmiah Pendidikan Dasar PROGRES PENDIDIKAN Jurnal Inovatif Ilmu Pendidikan Renjana Pendidikan Dasar Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Bima Abdi: Jurnal Pengabdian Masyarakat JagoMIPA: Jurnal Pendidikan Matematika dan IPA ACADEMIA: Jurnal Inovasi Riset Akademik DIKSI: Jurnal Kajian Pendidikan dan Sosial Journal of Educational Management and Instruction (JEMIn) caXra: Jurnal Pendidikan Sekolah Dasar Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Edumatica: Jurnal Pendidikan Matematika Journal of Insan Mulia Education Jurnal Pengajaran Sekolah Dasar Jurnal Pendidikan Anak JURNAL PENDIDIKAN BAHASA JGSD : Jurnal Guru Sekolah Dasar Jurnal Pendidikan Progresif KAMBOTI Journal of Education Research and Development Jurnal Merah Putih Sekolah Dasar Mathematics, Informatics, Knowledge, And Information Research Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Adi Apriadi Adiansha
STKIP Taman Siswa Bima
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Exploring Polya's Problem-Solving Stages, Cognitive Components, and Role Change Dynamics in Mathematical Problem-Solving Discussions Abdul Haris; Muslim Muslim; Mutmainah Mutmainah; Adi Apriadi Adiansha
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp910-930

Abstract

This study aims to examine the effectiveness of integrating Polya's problem-solving stages with commognitive discourse practices in collaborative learning, and to describe the associations among Polya's stages, commognitive components, and the dynamics of role change in mathematical problem-solving discussions, as well as their contributions to the development of mathematical thinking quality. A quantitative approach with a quasi-experimental Non-Equivalent Control Group Design was employed. Participants were pre-service teacher students at STKIP Taman Siswa Bima, assigned to an experimental class (n = 30) and a control class (n = 30). Data were collected using a mathematics problem-solving test based on Polya's four stages and structured observation instruments that measured cognitive components and changes in discussion roles. Data analysis included Rasch-model-based instrument quality testing, normality and homogeneity prerequisite tests, a paired-samples t-test for each class separately to assess within-group pre-post differences (df = 29 per class), an independent-samples t-test on N-Gain scores to compare treatment effectiveness between classes (df = 58), and an N-Gain analysis to assess treatment effectiveness. Instruments demonstrated strong validity (PTMEA Corr. = 0.40–0.65) and high reliability (person reliability = 0.87–0.88). The experimental class showed significantly greater improvement in mathematical problem-solving ability than the control class (posttest means: 49.5 vs. 43.7). The paired t-test confirmed a significant pre–post improvement in the experimental class [t(29) = 2.435, p = 0.021] but not in the control class [t(29) = 1.295, p = 0.206]. Observational data indicated that activation of commognitive components:  consistent use of mathematical terms, visual mediators, and justification narratives, and the emergence of dynamic role changes during discussion were associated with improvements in problem-solving quality. Mathematical problem solving develops more effectively when Polya's heuristic stages are integrated with cognitive-discursive practices that foster epistemic role changes in collaborative discussions. This integration offers an innovative framework for designing meaningful, discussion-based mathematics learning. Keywords: mathematical problem solving, Polya’s stages, commognitive, collaborative discussion, role change.
Sikap Ilmiah Siswa Melalui Metode Inkuiri: Pembelajaran Sains di SD Negeri Kabupaten Bima Raden Sudarwo; Adi Apriadi Adiansha
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 31 No. 1 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v31i12022p26-35

Abstract

Preliminary studies indicate that the scientific attitude of students in one of the elementary schools in science learning is still relatively low, especially in carrying out science learning tasks. Based on this condition, this study aims to determine the scientific attitude of students in learning through the application of the inquiry method. The research was carried out in the Rada State Elementary Schools, Bima Regency for the fourth grade of 27 students. The research method used was classroom action research with two cycles consisting of planning, implementation, observation, and reflection stages. Research data were collected through test and observation techniques. The results showed that the inquiry method was very appropriate to be applied to science learning in grade IV to improve scientific attitudes. The scientific attitude includes curiosity, cooperation, not despair, not presumption, introspection, and responsibility. The results also show an increase in students' scientific attitudes in learning science so that they can make a positive contribution to science learning that needs to be applied sustainably in elementary schools. Studi pendahuluan menunjukkan bahwa sikap ilmiah siswa di salah satu sekolah dasar dalam pembelajaran sains masih tergolong rendah khususnya dalam pengerjaan tugas pembelajaran sains. Berpijak dari kondisi ini, penelitian ini bertujuan untuk mengetahui sikap ilmiah siswa dalam pembelajaran melalui penerapan metode inkuiri. Penelitian dilaksanakan di SD Negeri Rada, Kabupaten Bima untuk kelas IV sejumlah 27 siswa. Metode penelitian menggunakan penelitian tindakan kelas dengan dua siklus yang terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data penelitian dikumpulkan melalui teknik tes dan observasi. Hasil penelitian menunjukkan bahwa metode inkuiri sangat tepat diterapkan pada pembelajaran sains di kelas IV untuk meningkatkan sikap ilmiah. Sikap ilmiah tersebut meliputi rasa ingin tahu, kerjasama, tidak putus asa, tidak buruk sangka, mawas diri, dan bertanggung jawab. Hasil penelitian juga menunjukkan terjadinya peningkatan sikap ilmiah siswa dalam pembelajaran sains sehingga dapat memberikan kontribusi positif terhadap pembelajaran sains yang perlu diterapkan secara berkelanjutan di sekolah dasar.
Efektivitas Model Brain-Based Learning untuk Mengurangi Kebosanan Siswa dalam Pembelajaran Matematika di Sekolah Dasar Kartini Mulyati; Anggun Rahmaniar; Jumrani Jumrani; Adi Apriadi Adiansha
Jurnal Merah Putih Sekolah Dasar Vol. 3 No. 5 (2026): MEI 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ce7s1515

Abstract

Student boredom in elementary school mathematics learning constitutes a significant structural barrier to numeracy competency achievement. This study aimed: (1) to analyze the effectiveness of the Brain-Based Learning (BBL) model in reducing mathematics learning boredom among fifth-grade students; and (2) to measure the improvement of mathematics learning outcomes through BBL compared to conventional instruction. A quasi-experimental design with a Non-Equivalent Control Group was employed involving 60 students. Instruments included a mathematics achievement test and a validated learning boredom scale. Results demonstrated: (1) a significant difference in learning boredom (t = 8.74; p < 0.001); (2) N-Gain of the experimental class reached a high category (g = 0.72); and (3) effect size indicated a large category (d = 1.23). The study concludes that BBL effectively creates an adaptive and enjoyable mathematics learning environment in elementary schools.
PENINGKATAN PROSES PENALARAN DAN PEMBUKTIAN MATEMATIS SISWA KELAS RENDAH MELALUI PENDEKATAN KONKRIT-GAMBAR-ABSTRAK DI SEKOLAH DASAR Sarimah Sarimah; Rizalul Fiqry; Adi Apriadi Adiansha; Nanang Diana; Mariamah Mariamah
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.11005

Abstract

This study aims to: (1) analyze the effectiveness of the Concrete-Image-Abstract (KGA) approach in improving the mathematical reasoning and proof process of second-grade students of SDN 001 Bentiar Besar; and (2) measure the magnitude of the increase in mathematical reasoning through KGA compared to conventional learning. A quasi-experimental Non-Equivalent Control Group design was applied with 60 students (n = 30 per class). Data were collected using a validated mathematical reasoning and proof test (10 items, maximum score 100) and analyzed through the Shapiro-Wilk, Levene, independent t-test, N-Gain, and Cohen's tests. The results showed: (1) there was a significant difference in post-test scores between the experimental and control classes (t = 9.72; p < 0.001); (2) the N-Gain of the experimental class g = 0.62 (medium-high category) compared to the control g = 0.26 (low category); and (3) large effect size (d = 1.47). The conclusion of the study confirms that the KGA approach which integrates concrete manipulatives, pictorial representations, and symbolic abstractions substantially and fairly improves the mathematical reasoning and proof of lower grade students in elementary schools in remote areas. ABSTRAK Penelitian ini bertujuan: (1) menganalisis efektivitas pendekatan Konkrit-Gambar-Abstrak (KGA) dalam meningkatkan proses penalaran dan pembuktian matematis siswa kelas II SDN 001 Bentiar Besar; dan (2) mengukur besaran peningkatan penalaran matematis melalui KGA dibandingkan pembelajaran konvensional. Desain kuasi-eksperimen Non-Equivalent Control Group diterapkan dengan 60 siswa (n = 30 per kelas). Data dikumpulkan menggunakan tes penalaran dan pembuktian matematis tervalidasi (10 butir, skor maksimum 100) dan dianalisis melalui uji Shapiro-Wilk, Levene, uji-t independen, N-Gain, dan Cohen's. Hasil penelitian menunjukkan: (1) terdapat perbedaan signifikan skor postes antara kelas eksperimen dan kontrol (t = 9,72; p < 0,001); (2) N-Gain kelas eksperimen g = 0,62 (kategori sedang-tinggi) dibandingkan kontrol g = 0,26 (kategori rendah); dan (3) effect size besar (d = 1,47). Simpulan penelitian menegaskan bahwa pendekatan KGA yang mengintegrasikan manipulatif konkret, representasi piktoral, dan abstraksi simbolik secara substansial dan berkeadilan meningkatkan penalaran dan pembuktian matematis siswa kelas rendah di sekolah dasar daerah terpencil.    
Designing an Artificial Intelligence-Supported Research Project-Based Inquiry Model to Improve Scientific Reasoning in Academically Underprepared Students Asriyadin Asriyadin; Adi Apriadi Adiansha; Khairil Anwar; Syarifuddin Syarifuddin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19159

Abstract

This study aimed to (1) design and validate an artificial intelligence-assisted Research Project-Based Inquiry (RPBI) learning model and (2) examine its effectiveness in improving the scientific reasoning of academically underprepared students. A quantitative approach was employed using a non-equivalent control group quasi-experimental design involving 60 students assigned proportionally to experimental and control groups. The intervention was implemented over eight instructional sessions in a foundational science course. The AI component functioned to generate adaptive scaffolding questions, provide hypothesis-checking prompts, and deliver rubric-based formative feedback during project development. Scientific reasoning was measured using a test constructed around five indicators: Variable Identification, Hypothesis Formulation, Data Interpretation, Conclusion Drawing, and Procedure Evaluation. Rasch analysis indicated that the instrument demonstrated satisfactory measurement quality (Person Reliability = 0.82; Item Reliability = 0.91), with appropriate item-person alignment. The validity of the learning model itself was established through expert validation using a structured rubric, pilot implementation feedback, and monitoring of instructional fidelity. Independent sample t-tests revealed statistically significant differences between the experimental and control groups across all indicators (p < 0.001). Exploratory relationship analysis further indicated that Hypothesis Formulation showed the strongest association with other reasoning components, suggesting a hierarchical structure within students’ scientific reasoning processes. These findings indicate that the AI-assisted RPBI model is pedagogically feasible and effective in enhancing scientific reasoning, particularly among students with initial academic gaps.
Impact of Ethnomathematics-Based Learning on Mbojo Students’ Mathematical Communication Skills in Indonesia Mariamah Mariamah; Nanang Diana; Adi Apriadi Adiansha; Muslim Muslim; Khusnul Khatimah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19875

Abstract

Mathematical communication skills are essential for enabling students to express mathematical ideas, use representations, and explain reasoning clearly. However, elementary students often experience difficulties in using mathematical symbols, interpreting visual representations, and presenting problem-solving steps systematically. This study examined students’ mathematical communication skills after the implementation of ethnomathematics-based learning using Mbojo cultural contexts. A quasi-experimental method with a one-group posttest-only design was employed. The participants were 15 fourth-grade students selected through total sampling. Data were collected using a mathematical communication skills test and analyzed using a one-sample t-test with a benchmark score of 70, based on the Minimum Mastery Criteria. The results showed that students’ mean score was 73.87, which was significantly higher than the benchmark, t(14) = 2.822, p = .015. These findings indicate that ethnomathematics-based learning using Mbojo cultural contexts can support students’ mathematical communication skills. However, due to the absence of a pretest and control group, the findings should be interpreted as evidence of students’ achievement above the benchmark rather than strong causal evidence.
Pengaruh Model Braind-Based Deep Learning Berbantuan Wordwall terhadap Kemampuan Berpikir Evaluatif Siswa SD Jumiyati Jumiyati; Adi Apriadi Adiansha; Khairul Sani
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.4975

Abstract

Penelitian ini bertujuan mengevaluasi efektivitas model pembelajaran Brain-Based Deep Learning berbantuan Wordwall dalam meningkatkan kemampuan berpikir evaluatif siswa pada materi membandingkan ciri-ciri bangun datar segitiga dan segiempat. Penelitian menggunakan pendekatan kuantitatif dengan desain nonequivalent control group. Sampel berjumlah 38 siswa kelas V yang dipilih menggunakan teknik purposive sampling dan dibagi menjadi kelompok eksperimen (18 siswa) serta kelompok kontrol (20 siswa). Kelompok eksperimen memperoleh pembelajaran Brain-Based Deep Learning berbantuan Wordwall, sedangkan kelompok kontrol menggunakan Brain-Based Learning berbantuan Wordwall. Data dikumpulkan melalui tes kemampuan berpikir evaluatif yang telah memenuhi kriteria validitas dan reliabilitas, kemudian dianalisis menggunakan statistik deskriptif, uji prasyarat, uji independent samples t-test, N-Gain, dan ukuran efek. Hasil analisis menunjukkan bahwa kemampuan awal kedua kelompok tidak berbeda secara signifikan (p = 0,338). Setelah perlakuan, kelompok eksperimen memperoleh hasil yang lebih tinggi dibandingkan kelompok kontrol (t = 7,18; p < 0,001), dengan rata-rata skor posttest masing-masing 76,00 dan 59,40. Peningkatan kemampuan berpikir evaluatif pada kelompok eksperimen juga lebih baik (N-Gain = 0,546; kategori sedang) dibandingkan kelompok kontrol (N-Gain = 0,251; kategori rendah). Nilai Cohen's d sebesar 2,33 menunjukkan pengaruh yang sangat kuat. Temuan ini menunjukkan bahwa model Brain-Based Deep Learning berbantuan Wordwall efektif meningkatkan kemampuan berpikir evaluatif siswa sekolah dasar serta berpotensi mendukung pembelajaran matematika yang berorientasi pada keterampilan berpikir tingkat tinggi.
Reinterprestasi Brain-Based Learning Berbantuan GeoGebra terhadap Keterampilan Berpikir Kreatif Siswa SMP Sakinah Mawadah Warahmah; Adi Apriadi Adiansha; Nanang Diana; Muhammad Fuadi
MIKIR : Mathematics, Informatics, Knowledge And Information Research Vol. 2 No. 2 (2026): JUNE
Publisher : PT Mekar Research and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65475/m3vp4002

Abstract

Creative thinking skills constitute a fundamental competency that students must master to meet the challenges of 21st-century mathematics learning. This study aimed to analyze the effectiveness of the Brain-Based Learning (BBL) model assisted by GeoGebra in improving the creative thinking skills of junior high school students in geometry. A quantitative approach with a quasi-experimental Non-Equivalent Control Group Design was employed, involving 64 seventh-grade students divided into an experimental class (n = 32) and a control class (n = 32). Data analysis included the Shapiro–Wilk normality test, Levene homogeneity test, paired and independent t-tests, N-Gain analysis, and Cohen's d effect size calculation. Results revealed that the experimental group's mean pretest score of 53.78 increased significantly to 70.16 in the posttest, while the control group improved from 51.03 to 61.31. The independent t-test yielded t = 4.2198 with p = 0.0001 (p < 0.05). The experimental group's N-Gain of 0.37 (moderate) exceeded the control group's 0.22 (low). Cohen's d = 1.055 confirmed a large effect of BBL assisted by GeoGebra.
Pengaruh Model Pembelajaran Kontekstual Berbasis Mpa'a Kajoji terhadap Penguasaan Keterampilan Menulis Deskripsi Siswa Sekolah Dasar  Nur Halizsah Andini; Nurhikmah; Adi Apriadi Adiansha; Ady Irawan; Anita Nurgufriani
Jurnal Guru Sekolah Dasar Vol 2 No 5 (2026): Jurnal Guru Sekolah Dasar Bulan Februari 2026
Publisher : Jurnal Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70277/

Abstract

Penelitian ini bertujuan untuk menguji pengaruh model pembelajaran kontekstual berbasis Mpa'a Kajoji terhadap keterampilan menulis deskripsi siswa kelas IV SDN Inpres Kananga 1. Penelitian menggunakan desain quasi-eksperimen one group pretest-posttest dengan sampel sebanyak 15 siswa. Instrumen penelitian berupa tes keterampilan menulis deskripsi, dianalisis menggunakan uji-t berpasangan. Hasil penelitian menunjukkan adanya peningkatan yang signifikan, dengan nilai rata-rata pretest 57,27 meningkat menjadi 81,13 pada posttest (p < 0,05). Temuan ini membuktikan bahwa integrasi budaya lokal Mpa'a Kajoji secara efektif meningkatkan kemampuan siswa dalam menyusun teks deskriptif yang koheren dan bermakna. Model pembelajaran ini tidak hanya meningkatkan keterampilan teknis menulis, tetapi juga memperkaya pengalaman kognitif dan afektif siswa dalam konteks budaya lokal.
Pengaruh Penggunaan E-Storybook Dongeng Sastra Berbasis Kearifan Lokal terhadap Karakter Anak di Sekolah Dasar Fitriana; Indah; Adi Apriadi Adiansha
Jurnal Guru Sekolah Dasar Vol 2 No 3 (2025): Jurnal Guru Sekolah Dasar Bulan Oktober 2025
Publisher : Jurnal Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70277/jgsd.v2i3.3

Abstract

The character crisis in elementary school students is still a fundamental problem in the world of education, characterized by low attitudes of responsibility, honesty, and empathy. This requires learning innovations that are able to instill character values in a contextual and interesting way. This study aims to determine the effect of using local wisdom-based literary fairy tales E-Storybook on the character of grade IV students at SDN Talabiu. The research used quantitative methods with a pseudo-experimental design (one group pretest-posttest). The research subjects amounted to 15 students. The instruments used include observation, questionnaire, and character assessment scale. The results showed that the average character score increased from 61.3 (pretest) to 80.1 (posttest). The paired samples t-test showed a significance value of p < 0.001. This finding confirms that E-Storybook is effective in strengthening students' character through a local culture-based digital literature approach.
Co-Authors Abdul Haris Ady Irawan Agustina, Sri Rezeki Agustinasari Agustinasari Alfani Wulandari Amrin Amrin Anggun Rahmaniar Anita Nurgufriani Asriyadin Asriyadin Ayudia Pratiwi Borolla, Vridolin Vrosansen Bulqis, Ratu Dani, Rahmat Deysti Trifena Tarusu Eka Kurniati Fadlilatul Hikmah Fatmah Fatmah Febriana Utami Fiqry, Rizalul Fitriana Furkan Furkan Furkan, Nuril Halmatuzzuhrotulaini1, Baiq Hardianty, Ruri Hendrawansyah, Hendrawansyah Husnul Khatimah Husnul Khatimah Ibnu Khaldun Ihsan Ihsan Indah Indah Indah Intan Nuraini Irawan, Ady Irnesari, Ella Jumaidin, Jumaidin Jumiyati Jumiyati Jumrani Jumrani Kartini Mulyati Khaerul Anam Khairil Anwar Khairil Anwar Khairul Sani Khairul Sani, Khairul Khusnul Khatimah L. Lisnawati Lia Fahrunnisa M. Ibnusaputra M. Syafii Makmuri Mariamah Mariamah Mawardin Mawardin Mega Fatimah Rosana Muhamad Syarif Sumantri Muhammad Fazryn Muhammad Fuadi Muhammad Fuadi Muhammad Yusuf Muhammad Yusuf MULYADI Mulyadi Mulyadi Mulyadi Mulyadi Mulyadin Mulyadin Muslim Muslim Muslim Muslim Muslim Mutmainah Mutmainah Nanang Diana Nandita, Nur Nasution Nasution Novita Ningsih Nur Halizsah Andini Nur Intan, Nur Nur Rizkiyah Nurgufrini, Anita Nurhairunisah, Nurhairunisah Nurhikmah Nurhikmah Nurhikmah Nurhikmah Nurhikmah Nurjumiati Nurjumiati Nurul Uyun Putri Raden Sudarwo rahhman, nur Rahmawati, Rahmawati Ramli Rendy Permana Sabrina Sabrina Sakinah Mawadah Warahmah Sarimah Sarimah Sri Yanti Suciyati Suciyati Sudarwo, Raden Sudarwo, Raden Suhartyaningsih Suhartyaningsih, Suhartyaningsih Suriya Ningsyih Suryani Suryati Suryati Syahriani Yulianci Syamsiar, Syamsiar Syarifuddin Syarifuddin Syarifuddin Syarifuddin Syarifuddin Syarifuddin Syarifudin Syarifudin Syarifudin Syarifudin Tunnisa, Faiqa Umul Aiman Widyanti Nafisah Yanti, Erni Yusriati, Yusriati Z Misykah Zulela Ms Zulharman Zulharman