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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 Jurnal Visi Ilmu 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) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Sekolah Dasar Jurnal Ilmiah Pendidikan Profesi Guru AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Didaktika Dwija Indria 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 Ulil Albab Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif 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 Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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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.
Teachers' perspectives on implementing microlearning in numeracy literacy in elementary schools Haliem, Theresa Dwita; Murti, Rahayu Condro; Wibowo, Setiawan Edi; Suryani, Lilis
Jurnal Prima Edukasia Vol. 14 No. 1 (2026): January 2026
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v14i1.86071

Abstract

This study aims to describe the current conditions of numeracy literacy learning in elementary schools and analyze the needs for developing microlearning-based e-modules as an innovative solution to support the implementation of the Merdeka Curriculum. The study was motivated by the fact that numeracy instruction in schools remains dominated by traditional approaches, with limited integration of contextual digital media and minimal innovation in teaching practices. A descriptive qualitative approach was applied, involving five elementary schools in the Moyudan District, Sleman Regency, Yogyakarta Special Region. Participants consisted of five fifth-grade teachers and 83 students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The findings revealed that while teachers recognize the importance of strengthening numeracy literacy as a 21st-century competence, they face various challenges, including limited time, insufficient digital pedagogical training, and the unavailability of relevant learning materials. The results highlight that the microlearning approach is pedagogically relevant because it provides concise, contextual, and interactive learning experiences that enhance students’ conceptual understanding and engagement. The study concludes that developing microlearning-based e-modules has significant potential to improve the quality of numeracy literacy learning in elementary schools, supporting a more adaptive, participatory, and technology-integrated learning environment.
A Narrative Review of Elementary Students' Difficulties in Identifying Main Ideas and Supporting Ideas in Indonesian Reading Instruction Sindra Kirani; Rahayu Condro Murti; Fery Muhamad Firdaus; Cepi Safruddin Abdul Jabar
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2880

Abstract

The ability to identify main ideas and supporting ideas in paragraphs is a foundational reading comprehension competency in elementary education; however, Indonesian students consistently demonstrate low mastery of this skill, as reflected in national and international literacy assessments. This study employed a narrative literature review design, systematically searching the Google Scholar database and screening a final corpus of 22 peer-reviewed studies published between 2020 and 2025. Data were analyzed through a three-stage qualitative process comprising extraction, comparative analysis, and interpretive synthesis. The review identified three principal themes: (1) difficulties were pervasive across Grades 4–6, with 64.3% of studies documenting a persistent positional misconception about paragraph structure; (2) contributing factors were classified as internal (limited conceptual mastery, low reading motivation, metacognitive deficits) and external (low teacher instructional creativity, absence of engaging media); and (3) supporting idea difficulties were explicitly addressed in only 22.7% of reviewed studies, revealing a significant research asymmetry. These findings indicate that paragraph comprehension must be reconceptualized as a dual and interdependent competency. Problem-Based Learning, mind mapping, and multimodal media demonstrated consistent effectiveness in improving outcomes. This study contributes a holistic literacy framework that integrates main idea and supporting idea instruction, addressing a gap that prior reviews have not adequately theorized.
Efektivitas Model Inkuiri Terbimbing dalam Meningkatkan Critical Thinking Skills Peserta Didik Sekolah Dasar pada Pembelajaran IPA Widianingsih, Diah; Lailatussyifa, Lailatussyifa; Murti, Rahayu Condro; Purnomo, Yoppy Wahyu
Didaktika Dwija Indria Vol 14, No 3 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i3.119284

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis peserta didik sekolah dasar pada pembelajaran IPA. Penelitian ini bertujuan untuk mengkaji efektivitas model inkuiri terbimbing dalam meningkatkan keterampilan berpikir kritis peserta didik kelas IV sekolah dasar berdasarkan indikator basic clarification, basic support, inference, dan advanced clarification . Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimental design melalui non-equivalent control group design. Sampel dalam penelitian ini diambil menggunakan purposive sampling sebanyak dua kelas yaitu kelas IVA dengan jumlah 26 peserta didik diberi perlakuan menggunakan model inkuiri terbimbing sebagai kelas eksperimen, sedangkan kelas IVB dengan jumlah 28 peserta didik diberi perlakuan menggunakan pembelajaran konvensional sebagai kelas kontrol. Analisis data dilakukan melalui uji normalitas, homogenitas, uji N-Gain, dan regresi linier sederhana dengan bantuan SPSS 25. Hasil analisis data menunjukkan bahwa nilai signifikansi sebesar 0,000 < 0,05 dan nilai F hitung sebesar 29,964 > F tabel 4,26 sehingga Ho ditolak dan Ha diterima. Hal ini menunjukkan bahwa, model inkuiri terbimbing berpengaruh signifikan terhadap kemampuan berpikir peserta didik. Dengan demikian, model inkuiri terbimbing efektif digunakan untuk meningkatkan keterampilan berpikir kritis peserta didik pada pembelajaran IPA kelas IV di SD Negeri 1 Triharjo.
MENINGKATKAN KEMAMPUAN MATEMATIKA DI SEKOLAH DASAR DENGAN MENGGUNAKAN MODEL PEMBELAJARAN SOSIOKULTUR Rahayu Condro Murti
Jurnal Penelitian Ilmu Pendidikan Vol. 2 No. 2 (2009): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (921.168 KB) | DOI: 10.21831/jpipfip.v0i0.4616

Abstract

Key word: Matematic's competence, sociocultural learning model
Evaluasi penerapan program manajemen berbasis sekolah pada sekolah dasar di propinsi Daerah Istimewa Yogyakarta Ali Mustadi; Unik Ambarwati; Rahayu Condro Murti; Supartinah Supartinah
Jurnal Penelitian Ilmu Pendidikan Vol. 8 No. 1 (2015): January–June
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)
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 Devi Cyndiyana Putri Dewi Agus Damayanti Dita Afianti Erma Fitri Astuti Firdaus, Fery Muhamad Firmansyah Gregorius Paulus Tahu Gunarti, Nur Septia Isma Hakiki, Muhammad Haliem, Theresa Dwita Iis Prasetyo Intan Jamilah Irfan Wahyu Prananto Irni Rachmawati Putri Irul Khotijah Ivan Luthfi Ihwani, Ivan Luthfi Jarmi . Julianto Saputra Kafi Sahara Tri Nanda Kania Puspa Dewi Kintan Limiansih Kurnaedi, Eko Pradipta Kusumaningtyas, Arum Lailatussyifa, Lailatussyifa Lili Muardeti Lilis Suryani Marwan Marwan Mar’atu Zahra Meyyana Andriyani Muhammad Afif Nendi Niati Nopitasari Nurudin Nurudin Octavian Muning Sayekti 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 Sefta Andrea Putri Hutauruk Sekar Purbarini Kawuryan Setiana Setiana Setiawan Edi Wibowo Setyawan, Siti Luzviminda Harum Pratiwi Setyowati, Safitri Sigit Wibowo Sindra Kirani 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 Widianingsih, Diah Winata, Rocky Woro Sri Hastuti Wuri Wuryandani Yeni Rakhmawati, Yeni Yeyen Febrilia Yoppy Wahyu Purnomo Yoppy Wahyu Purnomo Yulinda Dwi Saputri* Yuniar Ayu Pratiwi Yuniawatika Zikra, Nafa'atiz