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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar JURNAL PENELITIAN ILMU PENDIDIKAN INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Mimbar PGSD Undiksha Jurnal Penelitian dan Pengembangan Pendidikan Journal of Education and Learning (EduLearn) Dinamika Pendidikan Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Kajian Informasi & Perpustakaan JURNAL IQRA´ Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Sekolah Dasar AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Educatif: Journal of Education Research Jurnal Eduscience (JES) Journal of Innovation in Educational and Cultural Research IJPD (International Journal Of Public Devotion) Mosharafa: Jurnal Pendidikan Matematika Indonesian Journal Of Educational Research and Review Journal of Innovation and Research in Primary Education Educatif: Journal of Education Research Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Engagement: Jurnal Pengabdian Kepada Masyarakat Ludi Litterarri Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Jurnal Pengabdian Masyarakat Inovasi Indonesia Ludi Litterarri
Rahayu Condro Murti
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Evaluasi penerapan program manajemen berbasis sekolah pada sekolah dasar di propinsi Daerah Istimewa Yogyakarta Mustadi, Ali; Ambarwati, Unik; Murti, Rahayu Condro; Supartinah, Supartinah
Jurnal Penelitian Ilmu Pendidikan Vol. 8 No. 1 (2015): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (873.122 KB) | DOI: 10.21831/jpipfip.v8i1.4925

Abstract

Tujuan dari penelitian ini adalah untuk mengevaluasi sejauh mana keterlaksanaanimplementasi program Manajemen Berbasis Sekolah (MBS) Sekolah Dasar (SD) di DaerahIstimewa Yogyakarta (DIY). Subjek penelitian adalah kepala sekolah, guru, dan siswaSD di DIY. Penelitian ini adalah penelitian evaluasi (Evaluative Research). Pengumpulandata menggunakan teknik angket, observasi, dokumentasi. Pendekatan evaluasi yangdigunakan dalam penelitian ini yaitu evaluasi model Stake (Stake's Countenance Model) yangmembandingkan antara proses pembelajaran yang terjadi dengan proses pembelajaranyang seharusnya. Hasil penelitian ini menunjukkan bahwa implementasi programManajemen Berbasis Sekolah (MBS) Sekolah Dasar (SD) di Daerah Istimewa Yogyakarta(DIY) berjalan dengan kategori cukup baik. Hal ini didasarkan pada penggunaan desainevaluasi model Stake's Countenance Model yang menekankan adanya pelaksanaan duahal pokok yakni deskripsi (description) dan pertimbangan keputusan (judgements). Dalamproses implementasi, program MBS mencakup 3 pilar utama yaitu: 1) input (antecedent),2) proses (transaction), 3) hasil (outcomes)
Pengembangan bahan ajar persiapan PPL untuk mahasiswa PGSD yang mengakomodasi diverse learners Murti, Rahayu Condro; Ambarwati, Unik; Ratri, Safitri Yosita
Jurnal Penelitian Ilmu Pendidikan Vol. 10 No. 1 (2017): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (650.305 KB) | DOI: 10.21831/jpipfip.v10i1.16797

Abstract

Tujuan penelitian ini adalah mengembangkan bahan ajar pembelajaran Sekolah Dasar yang mengakomodasi Diverse Learners yang layak untuk dosen Pendidikan Guru Sekolah Dasar. Subyek dalam penelitian ini adalah dosen Pendidikan Guru Sekolah Dasar (PGSD) yang terdiri dari 2 dosen pembelajaran IPS, 2 dosen Pembelajaran Matematika, dan 1 dosen Pendidikan. Penelitian ini dilaksanakan di PGSD UNY dengan menggunakan metode penelitian dan pengembangan (R&D). Tahapan dalam penelitian ini terdiri dari: 1) analisis kebutuhan, 2) pengembangan desain produk, 3) evaluasi formatif produk awal. Proses validasi dilakukan oleh 1 orang ahli materi dan 1 orang ahli media. Subyek uji coba yang terdiri dari 2 dosen pembelajaran IPS, 2 dosen Pembelajaran Matematika, dan 1 dosen Pendidikan. Pengumpulan data evaluasi formatif dilakukaan dengan menggunakan lembar penilaian untuk aspek kualitas tampilan, penyajian materi, dan proses belajar. Hasil penelitian menunjukkan bahwa: Pengembangan bahan ajar ini melalui uji validasi materi, uji validasi media, dan focus group discussion (FGD) layak untuk digunakan. Pada validasi materi diperoleh skor rata-rata 2,35 (cukup) pada uji pertama dan rata-rata menjadi 2,6 (baik) pada uji kedua, sedangkan pada uji validasi oleh ahli media diperoleh skor rata-rata 2,6 (kategori baik) pada uji pertama dan 3,6 (kategori sangat baik) pada uji validasi kedua. Adapun rata-rata hasil penilaian keterbacaan pengguna, dalam hal ini, dosen PGSD yang terkait dengan isi bahan ajar, yaitu dosen tentang konsep diverse learners (3,0–baik), pendidikan matematika SD (3,53-kategori sangat baik), dan Pembelajaran IPS di SD (3,0–baik). Dengan demikian diharapkan bahan ajar ini menunjang pelaksanaan PPL mahasiswa PGSD dalam mempersiapkan mereka melaksanakan pembelajaran yang mengakomodasi diverse learners di sekolahnya masing-masing.
Penguatan Resiliensi bagi Siswa Sekolah Dasar Indonesia di Luar Negeri Herwin, Herwin; Kurniawati, Kurniawati; Murti, Rahayu Condro; Haryani, Haryani; Pramesti , Selviana Dewi
Jurnal Pengabdian Masyarakat Inovasi Indonesia Vol 3 No 6 (2025): JPMII - Desember 2025
Publisher : CV Firmos

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54082/jpmii.1002

Abstract

Siswa Indonesia yang tinggal di luar negeri dihadapkan pada berbagai tantangan adaptasi sosial dan budaya yang berpotensi memengaruhi kesejahteraan emosional dan identitas diri mereka. Perbedaan lingkungan sosial, sistem pendidikan, serta nilai-nilai budaya di negara tempat tinggal dapat menimbulkan tekanan psikologis yang memerlukan kemampuan daya lenting atau resiliensi untuk mengatasinya. Kegiatan pengabdian masyarakat ini bertujuan memperkuat resiliensi siswa Sekolah Indonesia Bangkok melalui pendekatan workshop berbasis permainan edukatif. Kegiatan dilaksanakan dengan melibatkan 64 siswa dan 9 guru sekolah dasar Indonesia di Bangkok melalui sesi interaktif yang terdiri atas diskusi, aktivitas kelompok, dan refleksi diri. Data dianalisis dengan analisis deskriptif. Temuan menunjukkan bahwa resiliensi bukanlah sifat bawaan semata, melainkan keterampilan yang dapat dikembangkan melalui pengalaman langsung dan pembiasaan. Dengan pendekatan yang menyenangkan, siswa lebih mudah memahami makna daya lenting dan mampu mempraktikkannya dalam situasi sederhana, seperti permainan menyusun menara kartu. Hal ini menegaskan pentingnya program pelatihan resiliensi sebagai bagian dari upaya meningkatkan keterampilan sosial-emosional anak Indonesia di luar negeri.
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): March-May
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.
Exploring Number Concept Mastery: A RASCH Analysis of Flipped Classroom Learning for Future Elementary Teachers Irni Rachmawati Putri; Rahayu Condro Murti; Fery Muhamad Firdaus
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6411

Abstract

Mastering the concept of numbers is a critical competency for prospective elementary school teachers, as it forms the foundation of early mathematics instruction. This study explores the effectiveness of the flipped classroom model in enhancing number concept understanding, supported by RASCH analysis to measure and interpret student performance. A quantitative descriptive design was employed involving 39 first-semester students from Class D of the Elementary Teacher Education (PGSD) Program at Yogyakarta State University (Class of 2024). Data were collected using a multiple-choice test on number concepts, covering topics such as types of numbers, arithmetic operations, and number properties. The results were analyzed using the RASCH Model through WINSTEPS software, focusing on Wright Map, item fit, student ability, scalogram analysis, and test reliability. The RASCH analysis revealed that the flipped classroom model supported diverse levels of student understanding. The Wright Map indicated varied ability levels across students, while item fit statistics confirmed that most items functioned as expected. Scalogram analysis identified response patterns indicating careless mistakes, lucky guessing, and potential cheating. The test demonstrated high reliability in distinguishing between ability levels. Findings suggest that the flipped classroom model contributes positively to the conceptual understanding of number concepts, though learning gaps remain. The RASCH Model provided in-depth diagnostic insights, allowing for more targeted instructional improvements. The integration of flipped learning with RASCH-based assessment offers a robust framework for improving and evaluating mathematics instruction among prospective teachers.
Evaluating Mathematical Problem-Solving Skills in Primary School Students: Challenges and Insights from Polya’s Framework Rahmayati Nur Hidayah; Rahayu Condro Murti
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6534

Abstract

Mathematical problem-solving skills are fundamental for fostering critical thinking, creativity, and the ability to address real-life challenges. However, many primary school students struggle with applying these skills effectively. This study aims to analyze the mathematical problem-solving abilities of Grade V elementary students using Polya’s four-stage problem-solving model. This qualitative descriptive research involved 56 Grade V students from a primary school. Data were collected using a mathematical problem-solving test focused on numerical material. Students' responses were analyzed based on Polya’s stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The data analysis included data collection, reduction, presentation, and verification. The findings revealed that students showed the highest proficiency in understanding the problem (37%), followed by planning the solution (30%), solving the problem (23%), and rechecking their work (17%). These results indicate a declining trend in performance as students progress through each problem-solving stage. The study highlights students’ limited abilities in applying strategic and reflective thinking, particularly in later stages of the problem-solving process. This suggests a need for instructional approaches that promote active engagement, systematic thinking, and creative problem-solving. Educators are encouraged to adopt learning models that support student-centered learning and facilitate the development of higher-order thinking skills.
The Effectiveness of Differentiated Learning on Critical Thinking Skills and Student Activeness in Mathematics Learning Suparni Suparni; Rahayu Condro Murti
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6879

Abstract

This study aimed to examine the effectiveness of differentiated learning in enhancing critical thinking skills and student activeness in mathematics among fourth-grade students in public elementary schools in the Trucuk District, Klaten. Differentiated learning is designed to address diverse student needs, interests, and abilities through tailored content, process, and assessment strategies. A quasi-experimental design was employed, involving 70 students from four randomly selected schools. Two schools were assigned as experimental groups implementing differentiated learning, while the remaining two served as control groups using conventional teaching methods. Data were collected through critical thinking tests and observation sheets measuring student activeness. Statistical analyses included descriptive statistics, classical assumption tests, and hypothesis testing using paired t-tests. The findings revealed a statistically significant difference between the experimental and control groups. Students in the experimental group demonstrated higher critical thinking scores (mean = 54.20) than those in the control group (mean = 42.83), with a t-value of 17.717 and a p-value of 0.000 (p 0.05). Similarly, student activeness improved significantly in the experimental group (mean = 53.34) compared to the control group (mean = 43.51), supported by a t-value of 6.254 and a p-value of 0.000. The results suggest that differentiated learning effectively enhances both critical thinking and student activeness in mathematics. Individualized instruction provides meaningful engagement and supports cognitive development, particularly in elementary education. This study highlights the importance of responsive teaching strategies in fostering student-centered learning environments.
Enhancing Fourth-Grade Students' Learning Outcomes Using Rabdology Board Media in Elementary Mathematics Education Andriana Rosda; Rahayu Condro Murti; Marwan Marwan; Agus Herwanto; Agustian Agustian; Sigit Wibowo
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6544

Abstract

Improving students' learning outcomes in mathematics, particularly multiplication, remains a challenge in elementary education. This study investigates the effectiveness of the rabdology board as a visual and interactive learning tool to enhance the multiplication skills of fourth-grade students at SD Negeri 16 Panjak, West Kalimantan. A combination of quantitative and qualitative approaches was used. The intervention included introducing the rabdology board, demonstrating its use, providing directed practice, facilitating group discussions, and evaluating student learning outcomes. Data were collected through learning outcome tests and classroom observations. Findings indicate a significant improvement in students' multiplication learning outcomes, increasing from 58% to 80% after using the Rabdology Board. Additionally, students demonstrated higher motivation and active engagement in learning. The study highlights the effectiveness of interactive and visual teaching aids in enhancing students’ comprehension and engagement in mathematics. The rabdology board provided a structured approach that facilitated faster multiplication calculations and improved conceptual understanding. The rabdology board is an effective tool for improving multiplication learning outcomes in elementary students. Its integration into mathematics education can serve as an alternative strategy to enhance student performance and engagement. Further research could explore its application in other mathematical concepts and educational settings.
Analysis of Factors Affecting Student Interest in Studying in a Pandemic Period in Basic Social Sciences Elementary School Concepts Sarah Azhari Pohan; Rahayu Condro Murti
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2247

Abstract

Online learning is alternative learning that can be used so that teaching and learning activities can still be carried out during the COVID-19 pandemic. However, online learning activities have several obstacles that cause a decrease in interest in learning from some students. Interest in learning is the interest and willingness of one's soul to carry out activities happily to affect changes in knowledge, skills, and behavior. The problem related to this research is the decline in interest in learning for Elementary School Teacher Education students in online learning for the Basic Social Sciences Elementary Concepts course. This study aimed to analyze the factors that influence student interest in learning in the Basic Social Sciences Elementary School Concepts during online learning. This article uses descriptive qualitative data collection techniques, namely interviews and observations of 2nd-semester students of class 2D Primary School Teacher Education study program. The data analysis technique used the Milles and Huberman model with data reduction, data presentation, and conclusion drawing stages. The results showed that out of 10 students, 2 students' interest in learning was stable, while the other 8 students' interest in learning decreased. The factors that influence student learning interest are 1) Internet networks, 2) Media and Learning Resources, 3) Communication between Lecturers and Students, and 4) Environment. This study concludes that online learning affects student interest in learning, especially in the Basic Social Sciences Basic Concepts subject for Elementary School.
Analisis Kendala Guru dalam Penerapan Kurikulum Merdeka di Sekolah Dasar Dita Afianti; Rahayu Condro Murti
Ludi Litterarri Vol. 1 No. 1 (2024): Ludi Litterarri-Mei
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/9n777s17

Abstract

This study aims to find out how the inhibiting factors become obstacles for teachers in implementing the independent learning program at SDN 2 Sanden. This research is descriptive qualitative research with the determination of informants using a purposive sampling technique. The sources of information for this research consisted of four class teachers and the school principal. Data collection techniques using interviews and observation. Test the validity of the data using the credibility test of the source triangulation technique. The data obtained was then analyzed using the Miles and Hurbermen technique or model which consists of data reduction, data presentation, drawing conclusions and verification. The results showed that there were many problems implementing the independent curriculum, one of which was the teacher's constraints in implementing the independent curriculum. The obstacles included difficulties in preparing learning tools according to the independent curriculum guidelines, lack of facilities and infrastructure, and teachers have difficulty adapting to the Independent Curriculum. Change cannot be obtained instantly, good cooperation is needed between all parties, both teachers, school principals, agencies, parents, and other related parties. The independent curriculum is expected so that students can develop according to their potential and abilities.
Co-Authors Adawiya, Robiatul Agus Herwanto Agustian Agustian Ali Mustadi Andriana Rosda Aninditya Sri Nugraheni Ardiyaningrum, Martalia Ariyadi Wijaya Arta Mulya Budi Harsono Aryani, Anggi Erna Asih Mardati Asri Widia Ningrum Astiti, Ayu Dewi Bambang Saptono Banu Setyo Adi Bayan, Umar Budiharti Budiharti Cepi Safruddin Abdul Jabar Christina Ismaniati Cici Oktaviani Damayanti, Dewi Agus Dita Afianti Erma Fitri Astuti Firdaus, Fery Muhamad Gregorius Paulus Tahu Gunarti, Nur Septia Isma Hakiki, Muhammad Haliem, Theresa Dwita Haryani Haryani Herwin Herwin, Herwin Hutauruk, Sefta Andrea Putri Iis Prasetyo Intan Jamilah Irfan Wahyu Prananto Irni Rachmawati Putri Irul Khotijah Ivan Luthfi Ihwani, Ivan Luthfi Jarmi . Julianto Saputra Kania Puspa Dewi Kintan Limiansih Kirani, Sindra Kurnaedi, Eko Pradipta Kurniawati Kurniawati Kusumaningtyas, Arum Lilis Suryani Marwan Marwan Meyyana Andriyani Muhammad Afif Nendi Niati Nopitasari Nurudin Nurudin Octavian Muning Sayekti Pramesti , Selviana Dewi Putri Nuraini Sari Quriana, Intan Maulida Rahmayati Nur Hidayah Rino Richardo Risky Dwi Cahya Rukiyati Rukiyati Safitri Yosita Ratri Santos, Belmira Sagrada Ferrao Saputra, Adik Rian Sarah Azhari Pohan Sekar Purbarini Kawuryan Setiana Setiana, Setiana Setiawan Edi Wibowo Setyawan, Siti Luzviminda Harum Pratiwi Setyowati, Safitri Sigit Wibowo Siti Irene Astuti D Sri Rochadi Sri Wulandari Sugeng Riyanto Sukma, Hanum Hanifa Suparni Suparni Supartinah Supartinah Syaidi, Azzumardin Triana Sekti Unik Ambarwati Utami, Anindita Ayu Nisa Viscal Oktari Woro Sri Hastuti Wuri Wuryandani Yeni Rakhmawati, Yeni Yeyen Febrilia Yoppy Wahyu Purnomo Yulinda Dwi Saputri* Yuniar Ayu Pratiwi Yuniawatika Zikra, Nafa'atiz