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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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Pengembangan bahan ajar persiapan PPL untuk mahasiswa PGSD yang mengakomodasi diverse learners Rahayu Condro Murti; Unik Ambarwati; Safitri Yosita Ratri
Jurnal Penelitian Ilmu Pendidikan Vol. 10 No. 1 (2017): January–June
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.
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.
Efektivitas Model Problem Based Learning (PBL), Project Based Learning (PjBL), dan Pembelajaran Konvensional Terhadap Hasil Belajar Peserta Didik Kelas III SD Negeri 007 Bengkong Lili Muardeti; Rahayu Condro Murti; Yoppy Wahyu Purnomo
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 5 No. 7: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v5i7.17807

Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan hasil belajar siswa yang mengikuti pembelajaran dengan model Problem Based Learning (PBL), Project Based Learning (PjBL), dan pembelajaran konvensional. Hasil penelitian menunjukkan adanya perbedaan yang signifikan pada hasil belajar siswa di antara ketiga kelompok pembelajaran. Model PBL dan PjBL terbukti lebih efektif dibandingkan pembelajaran konvensional dalam meningkatkan hasil belajar siswa. Di antara ketiga model yang diuji, kelompok yang menerapkan PBL memperoleh rata-rata hasil belajar tertinggi, yang menunjukkan bahwa model tersebut memberikan kontribusi paling besar terhadap peningkatan capaian belajar. Temuan ini mengindikasikan bahwa pendekatan pembelajaran yang berpusat pada siswa, khususnya PBL dan PjBL, merupakan alternatif yang lebih efektif dibandingkan pembelajaran konvensional dalam mendukung pencapaian akademik. Penelitian ini memperkuat bukti empiris mengenai efektivitas pembelajaran aktif serta memberikan landasan bagi pengembangan penelitian selanjutnya pada populasi dan konteks pendidikan yang lebih beragam.
Game-Based STEM Learning for Enhanced Engagement: A Collaborative Program Involving Teachers, Students, and Parents Woro Sri Hastuti; Fery Muhamad Firdaus; Yeni Rakhmawati; Rahayu Condro Murti; Dewi Agus Damayanti; Sefta Andrea Putri Hutauruk
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol. 10 No. 1 (2026): February 2026
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/engagement.v10i1.2154

Abstract

Background: Limited access to educational technology at Sekolah Indonesia Yangon (SIY), Myanmar, created challenges in implementing engaging STEM learning. This community service program addressed these issues by supporting teachers, students, and parents in adopting creative, low-cost STEM activities. Purpose of the Study: The program aimed to enhance teachers’ competence in game-based STEM learning, improve students’ STEM concept mastery, and strengthen parental involvement in home-based learning within a three-month period. Methods: A participatory mentoring model was used, integrating game-based learning, collaborative workshops, and hands-on experimentation through the activity “Ice Cream without a Freezer.” Pre- and post-evaluations assessed changes in teacher skills, student understanding, and parental engagement. Results: The program increased students’ STEM understanding by 33%, improved teachers’ creativity in designing learning games, and encouraged stronger parental support. The activity effectively fostered collaboration, communication, creativity, and problem-solving skills using simple, low-cost materials.
Domino Math to Improve Elementary School Students' Understanding of Mathematical Measurement Concepts Mar’atu Zahra; Rahayu Condro Murti; Firmansyah
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.104255

Abstract

Indonesian students' mathematics learning outcomes remain unsatisfactory. Students still experience difficulties understanding basic mathematical concepts, especially in connecting abstract material to everyday life. This study aims to analyze the effectiveness of Domino Math media in improving elementary school students' understanding of measurement concepts through a group-comparison meta-analysis. This study uses a quantitative, meta-analytic approach. Data were collected through the PRISMA method from the Google Scholar database in the period 2015-2025. Of the 500 articles searched, 7 met the inclusion criteria and were analyzed using JASP to calculate effect sizes and levels of heterogeneity. The results showed an effect size of 1.478 (p = 0.009) in the high category, indicating that Domino Math significantly improves understanding of measurement concepts. Although there is high heterogeneity (I² = 91.426%), the effect direction remains consistent. The conclusion of this study is that domino math learning has a positive, significant effect on students' understanding of mathematical concepts in elementary school. This research implies that Domino Math is an effective and innovative medium for improving conceptual understanding while creating a fun learning atmosphere in elementary schools.
OPTIMIZING STUDENTS"™ MATHEMATICAL COMMUNICATION SKILLS AND LEARNING OUTCOMES USED PROBLEM-BASED LEARNING MODEL Winata, Rocky; Murti, Rahayu Condro
Jurnal Visi Ilmu Pendidikan Vol. 18 No. 2 (2026): Mei 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mathematical communication skills and learning outcomes are essential aspects of mathematics instruction in elementary schools. However, the low level of students"™ mathematical communication skills remains a major obstacle that affects their overall academic achievement. This study aims to improve students"™ mathematical communication skills and learning outcomes through the implementation of the Problem-Based Learning (PBL) model. This classroom action research adopted the Kemmis & McTaggart model and was conducted in two cycles, involving 20 students as research subjects. Data were collected using observation, tests, and documentation, and analyzed using descriptive quantitative methods. The results showed a significant improvement following the implementation of PBL. The percentage of learning achievement increased from 69.64% in the first cycle to 89.58% in the second cycle. Students achieving mastery in mathematical communication skills rose from 65% to 90%, while mastery of learning outcomes increased from 55% to 85%. These findings indicate that the PBL model is effective in strengthening students"™ mathematical communication skills and enhancing their learning outcomes.
PENGARUH MODEL PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV PADA MATA PELAJARAN IPAS DI SD MUHAMMADIYAH KARANGPLOSO Kafi Sahara Tri Nanda; Devi Cyndiyana Putri; Yoppy Wahyu Purnomo; Rahayu Condro Murti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49381

Abstract

Critical thinking is an essential skill at all levels of education, especially in elementary school. Students at SD Muhammadiyah Karangploso still show low critical thinking abilities, as indicated by the limited mastery of critical thinking indicators and the use of monotonous learning methods. To address this issue, this study applied the Project Based Learning (PjBL) model to improve students’ critical thinking skills in IPAS subjects. The purpose of this research was to determine whether the Project Based Learning model could significantly improve the critical thinking skills of fourth-grade students. This study used a quantitative approach with a Quasi-Experimental design, specifically the Nonequivalent Control Group Design. The sample consisted of two classes: an experimental class taught using the Project Based Learning model and a control class taught using the Problem Based Learning model. Research instruments included pretest and posttest questions as well as observation sheets for learning implementation. The collected data were aalyzed using normality, homogeneity, and hypothesis tests. The results showed that the Project Based Learning model was effective in improving students’ critical thinking skills. The average score in the experimental class increased from 60.5 on the pretest to 85.2 on the posttest, while the control class improved from 58.3 to 71.8. The data were normally distributed and homogeneous (p > 0.05). Hypothesis testing using an independent sample t-test produced a significance value of 0.000 (p < 0.05), indicating a significant difference between the two classes. Therefore, the Project Based Learning model significantly influences students’ critical thinking skills through collaborative and active learning activities.
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