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Mohammad Archi Maulyda

Prodi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Author-ID : 2715796

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Identification of Students' Online Learning Readiness (KBO) in the Post-Pandemic Period Darmiany Darmiany; Muhammad Erfan; Mohammad Archi Maulyda
Jurnal Penelitian Pendidikan IPA Vol 9 No 6 (2023): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i6.3987

Â This study aims to identify online learning readiness (KBO) students of FKIP University of Mataram. This type of research is quantitative with a descriptive approach. The study used a KBO questionnaire instrument which was compiled with a scoring system. Analysis of the data used is the Pearson product moment correlation to see the correlation between KBO scores and academic abilities possessed by students. The results showed that students' online learning readiness (KBO) was at a score of less than 80, meaning that students' online learning readiness was still not very good. Meanwhile, according to the Pearson product moment correlation data analysis, it shows that the student correlation value from JIP is 0.815. For students from JMIPA it is 0.10. Meanwhile, students from JPBI and JIPS got a correlation value of 0.386 and 0.59. Based on these data, it can be concluded that JIP and JIPS students have a strong correlation between academic ability and students' KBO scores. While JMIPA and JPBI, students' academic ability and KBO scores have a low level of correlation.

Does Reward Affect the Accuracy of Pupil Perception? Lalu Hamdian Affandi; Mohammad Archi Maulyda; Muhammad Erfan; Vivi Rachmatul Hidayati
Jurnal Educative: Journal of Educational Studies Vol. 5 No. 2 (2020): Desember 2020
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v5i2.3169

Accuracy of perception is the ability of individuals to recognize, organize, and interpret input from the environment and it is influenced by the level of individualsâ€™ concentration on observing an object. When we can find out the causes of individual perceptual accuracy, we can design a learning instrument to enhance this ability. The purpose of this study is to examine the effect of r`eward on the accuracy of pupils' perceptions. The study employs a comparative experimental approach, in which 20 subjects are divided into two groups: 10 subjects were promised rewards and 10 subjects were not. The accuracy of perception is measured by the length of time used by subjects when completing two different levels of tests. The more time required by subjects to complete the test, the more inaccurate perceptions of research subjects. To test hypotheses, the researcher performed the Split-Plot Anova technique on the subject's length of time completing the tests. The result shows that the p-value is 0.115, greater than 0.05 which means that there was no influence of giving rewards on the accuracy of perception.Kecermatan persepsi merupakan kemampuan individu dalam mengenali, mengorganisasikan, serta memaknai hal-hal yang berada di lingkungan sekitar dan dipengaruhi oleh tingkat konsentrasi individu dalam mengamati suatu objek. Ketika kita dapat mengetahui penyebab kecermatan persepsi yang dimiliki individu, kita dapat merancang sebuah instrumen pembelajaran untuk meningkatkan kemampuan ini. Oleh karena itu penelitian ini bertujuan untuk menguji pengaruh pemberian penghargaan terhadap kecermatan persepsi peserta didik. Penelitian yang menggunakan kaidah kuantitatif dengan pendekatan eksperimen komparasi ini membagi 20 subyek ke dalam dua kelompok yaitu 10 subyek yang dijanjikan reward dan 10 subyek tidak dijanjikan reward. Kecermatan persepsi subyek diukur dengan tes yang diberikan sebanyak dua kali menggunakan instrumen yang berbeda dengan memperhatikan lama waktu subyek menyelesaikan tes. Semakin banyak waktu yang dibutuhkan oleh subyek dalam menyelesaikan tes, semakin tidak cermat persepsi subyek penelitian. Data rentang waktu subyek dalam mengerjakan tes dianalisis dengan teknik Split-Plot Anova. Hasil penelitian menunjukkan bahwa nilai signifikansi yang diperoleh adalah 0,115 lebih besar dari 0,05 sehingga dapat disimpulkan bahwa tidak ada pengaruh antara pemberian penghargaan dengan kecermatan persepsi yang dimiliki subyek.

Desain Didaktis Berpendekatan TaRL Berbantuan Media Flashcard untuk Menjembatani Kemampuan Perkalian Konkret dan Simbolik Siswa Kelas 3 di SDN 2 Labuapi Asri Nadiatullah; Mohammad Archi Maulyda; Ni Made Yeni Suranti
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1823

This study aims to describe how a didactical design based on the Teaching at the Right Level (TaRL) approach, supported by flashcard media, can bridge third-grade students’ concrete and symbolic multiplication abilities at SDN 2 Labuapi. This research employed a qualitative method using a didactical scenario research design. The subjects of this study consisted of one third-grade teacher and 24 third-grade students at SDN 2 Labuapi. Data were collected through observation, interviews, and tests. The findings showed that in the first meeting, all levels achieved an average score of 100. In the second meeting, differences in average scores began to emerge across each level. The average score of the low level was 80, the medium level was 92.5, and the high level was 97.5. In the third meeting, students’ average scores showed further improvement. The average score of the low level increased to 95, while both the medium and high levels once again achieved a score of 100. In the fourth meeting, the average scores of the medium and high levels remained at 100, while the low level showed another improvement, reaching approximately 97.5. This study contributes significantly as a source of ideas and scientific literature for other researchers regarding the TaRL approach, conceptual representation, students’ cognitive processes, and the role of learning media.

Peran Kemampuan Berpikir Kritis terhadap Partisipasi dan Hasil Belajar Matematika Siswa Sekolah Dasar: Analisis Mediasi dan Moderasi Nurlaili; Mohammad Archi Maulyda; Nurkhaerat Alimuddin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1882

Mathematics learning in elementary school requires not only active participation but also higher-order thinking skills to achieve meaningful learning outcomes. Critical thinking skills are considered essential in helping students analyze problems and construct logical solutions. This study aimed to analyze the role of critical thinking skills on students’ participation and mathematics learning outcomes through mediation and moderation analysis. The study employed a quantitative explanatory design involving 141 students from grades IV, V, and VI at SDN 27 Cakranegara. Data were collected using questionnaires, tests, and documentation techniques. The data were analyzed using direct effect, indirect effect, moderation, and ANCOVA analyses. The direct effect analysis showed that participation did not significantly affect mathematics learning outcomes (0.051 > 0.05), indicating that participation alone was insufficient to improve students’ achievement. In contrast, critical thinking skills had a positive and significant effect on mathematics learning outcomes (0.002 < 0.05), showing that students with higher critical thinking abilities achieved better learning outcomes. The mediation analysis revealed that critical thinking skills significantly mediated the relationship between participation and mathematics learning outcomes (0.02 < 0.05). However, the moderation analysis indicated that critical thinking skills did not significantly moderate the relationship between participation and learning outcomes (0.696 > 0.05).

Fenomena Bentuk dan Dampak Bullying Verbal terhadap Siswa Kelas V di SDN 31 Mataram: Studi Kasus pada Anak Berkebutuhan Khusus Mauliana Gusfian; Darmiany; Mohammad Archi Maulyda
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1909

This study aims to analyze the forms of verbal bullying and their impact on students with special needs in grade V of SDN 31 Mataram. Verbal bullying is still a problem in the world of education, but research that focuses on its forms and impacts at the inclusive elementary school level is still limited. This study uses a qualitative descriptive approach with a phenomenological design type involving 3 students with special needs, class teachers, and parents of special needs as research subjects. Data were collected through observation, interviews, and documentation. The results showed that the forms of verbal bullying experienced by students with special needs include teasing, harsh words and imitation of speech. The impacts include emotional impacts such as sadness, fear, and crying; social impacts such as withdrawal from social environments, difficulty adapting to social situations and avoiding interactions with friends; and academic impacts including lack of focus, decreased participation in class and obstacles to learning outcomes. These findings indicate that verbal bullying negatively impacts the emotional, social, and academic development of students with special needs. Therefore, schools and teachers need to strengthen supervision and implement preventive measures to create a safe and inclusive learning environment for all students.

Pengaruh Motivasi terhadap Interaksi Persepsi dan Partisipasi Siswa Sekolah Dasar yang Berstatus Broken Home di SDN Gugus 4 Kecamatan Ampenan Laili Mutmainnah; Husniati; Mohammad Archi Maulyda
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1933

This study aims to analyze the influence of learning perception on the learning participation of elementary school students from Broken Home backgrounds, while also examining the role of learning motivation as both a mediating and moderating variable. A quantitative approach with explanatory research design was employed. The research subjects consisted of 167 students at SDN Gugus 4 Ampenan District, selected through a purposive sampling technique. Data were collected using questionnaires that had been tested for validity and reliability, and subsequently analyzed using regression, mediation analysis, moderation analysis, and ANCOVA. The results indicated that learning perception had no significant direct effect on learning participation (Sig. = 0.704 > 0.05). However, learning perception had a significant effect on learning motivation, and learning motivation had a significant effect on learning participation (Sig. < 0.001). Learning motivation was proven to function as a full mediator but did not serve as a moderating variable (Sig. = 0.358 > 0.05). The ANCOVA test results showed that gender and age variables had a significant influence on learning participation (Sig. < 0.05), whereas the type of Broken Home background did not show a significant effect (Sig. = 0.639 > 0.05).

Pengembangan Mathematical Task Berbasis TaRL (Teaching at the Right Level) pada Materi Bangun Ruang Kelas V Sekolah Dasar: Desain Skenario Didaktis Nur Aulia Hidayatni; Abdul Kadir Jaelani; Mohammad Archi Maulyda
JURNAL PENDIDIKAN MIPA Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i3.4406

Penelitian ini bertujuan untuk mengembangkan Mathematical Task berbasis Teaching at the Right Level (TaRL) pada materi bangun ruang kelas V sekolah dasar yang valid, praktis, dan efektif digunakan dalam pembelajaran matematika. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Penelitian dilaksanakan di SDN 11 Cakranegara dengan subjek sebanyak 29 siswa kelas V. Teknik pengumpulan data menggunakan tes, observasi, wawancara, dan angket. Hasil penelitian menunjukkan bahwa Mathematical Task berbasis TaRL memperoleh kategori sangat valid berdasarkan hasil validasi ahli instrumen, ahli materi, dan ahli bahasa dengan persentase antara 90% hingga 100%. Tingkat kepraktisan diperoleh dari respon siswa sebesar 96,15% dan respon guru sebesar 100% dengan kategori sangat praktis. Tingkat efektivitas ditunjukkan oleh peningkatan rata-rata hasil belajar siswa dari 62,73 menjadi 82,69 dengan peningkatan sebesar 19,96 poin, serta peningkatan jumlah siswa pada level tinggi dari 13 siswa menjadi 19 siswa. Selain itu, siswa menjadi lebih aktif, antusias, dan mudah memahami konsep bangun ruang melalui pembelajaran yang disesuaikan dengan tingkat kemampuan mereka. Dengan demikian, penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan desain Mathematical Task berbasis TaRL sebagai alternatif pembelajaran matematika yang mampu mengakomodasi perbedaan kemampuan siswa serta mendukung peningkatan hasil belajar siswa pada materi bangun ruang di sekolah dasar.

Measurement Invariance and Latent Mean Differences in Computational Thinking, Cultural Insight, and Numeracy Skills among Thai and Indonesian University Students Afifi Lateh; Yeni Rakhmawati; Meechai Wongdaeng; Chatthida Yukong; Tawatchai Sritep; Mohammad Archi Maulyda
JISAE: Journal of Indonesian Student Assessment and Evaluation Vol. 12 No. 1 (2026): JISAE: Journal of Indonesian Student Assessment and Evaluation (on progress)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jisae.v12i1.67400

This study examines the measurement structure and cross-national differences of university students' computational thinking, cultural insight, and numeracy skills in Thailand and Indonesia. It has 624 respondents including 338 Thai and 286 Indonesian undergraduate students. Data were analysed using the multi-group confirmatory factor analysis to test for measurement invariance between both national groups prior to latent means comparison. The results showed that the three-factor measurement model yielded an acceptable fit to the data. Tests of measurement invariance supported configural and metric invariance, with partial scalar invariance found between the two groups. Cross-national differences were significant according to latent mean comparisons. Thai students showed more computational thinking and cultural insight, while Indonesian students displayed better numeracy skills. The results show the need for analytical, intercultural and quantitative skills in higher education educational systems to channel the development of future generations into effective solutions

RESEARCH TRENDS COMPUTATIONAL-ETHNOPEDOLOGY IN ELEMENTARY SCHOOL SCIENCE LEARNING: BIBLIOMETRIC ANALYSIS AND FIELD NEEDS EXPLORATION Ibrahim Ibrahim; Muhammad Erfan; Mohammad Archi Maulyda; Nurkhaerat Alimuddin
BIOCHEPHY: Journal of Science Education Vol. 5 No. 2 (2025)
Publisher : MO.RI Publishing

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

This study aims to identify the current state of elementary school students' critical and creative thinking skills in science learning and to explore the need for technology-based learning media and local wisdom as a basis for developing interactive e-modules based on computational ethnopedology. The study used a mixed-methods exploratory method through observation, questionnaires, and interviews and was supplemented by bibliometric analysis of global publications related to computational thinking, HOTS, and culture-based learning. Observational data showed that students' critical and creative thinking skills were still low, with scores of 54.5 and 58.2, respectively, in line with interview findings that learning was still dominated by lectures and textual materials. The questionnaire results showed that 87% of students needed visual teaching materials in the form of animation, while 90% of teachers considered the importance of integrating local wisdom in science learning. Bibliometric analysis showed a significant increase in computational thinking research from 2020 to 2022, but integration with local wisdom was still limited. These findings confirm the gap between learning needs in the field and global research trends. Therefore, the development of interactive e-modules based on computational ethnopedology has the potential to be a relevant innovation to support the development of critical and creative thinking skills in elementary school students. This research provides an empirical and theoretical foundation for the development of culture- and technology-based learning media in subsequent research phases.

Evaluasi Penggunaan Modul Ajar Bahasa Indonesia Siswa di SD Negeri 29 Ampenan dengan Metode Didactical Suitability Muhammad Hafsil; Asrin; Mohammad Archi Maulyda
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2659

This study aims to evaluate the feasibility of an Indonesian language teaching module based on six didactic components: epistemic, cognitive, interactional, mediational, affective, and ecological at State Elementary School 29 Ampenan. This study is an evaluative study with a qualitative approach using the Didactical Suitability model . Most previous studies have focused on the effectiveness of teaching modules in improving learning outcomes, whereas studies evaluating the quality of teaching modules using the Didactical Suitability framework remain very limited. Data were collected through structured observations, in-depth interviews, and module documentation, then analyzed descriptively qualitatively using the Miles and Huberman method. The results show that the teaching module generally fully meets the epistemic and interactional components, but there are still shortcomings in several cognitive, mediational, affective, and ecological indicators. For example, some students are less active in reading the module, and in one class the learning atmosphere is not fully conducive. Interviews with teachers indicate that the module is easy to use and relevant to students' needs, but module evaluation has not been carried out optimally. This study contributes to the development of Didactical Suitability-based evaluation of teaching materials in Indonesian language learning in elementary schools and serves as a basis for teachers and schools to improve the quality of teaching modules to better suit the needs and characteristics of students.

Co-Authors A. A. Sukarso A. Hari Witono A.A. Ketut Agung Cahyawan W Abdul Kadir Jaelani Abdul Rasyid Aeko Fria Utama FR Afifi Lateh Agus Budi P, Agus Agus Ramdhani Aisa Nikmah Rahmatih Aisa Nikmah Rahmatih Aisa Nikmah Rahmatih Anar, Ashar Pajarungi Anas Ma'ruf Annizar Anas Ma'ruf Annizar Anas Ma'ruf Annizar Annizar, Anas Ma'ruf Anton Budiharjo Anton Budiharjo Anton Budiharjo Arif Widodo Arif Widodo Arif Widodo Arifuddin Arifuddin Arjudin Arjudin Ashar Pajarungi Anar Ashar Pajarungi Anar Asri Fauzi Asri Nadiatullah Asrin Asrin Asrin Asrin Asrin Asrin Asrin Astria, Fitri Puji Awal Nur Khalifatur Rosyidah Awal Nur Khalifatur Rosyidah Awal Nur Kholifatur Rosyidah Awal Nur Kholifatur Rosyidah Awal Nur Kholifatur Rosyidah Awal Nur Kholifatur Rosyidah Awal Nur Kholifatur Rosyidah Awal Nur Kholifatur Rosyidah Awal Nur Kholifatur Rosyidah Awal Nur Kholifatur Rosyidah Ayu Chinintya Lestari Ayu Rosanti Baidowi Baidowi Baiq Niswatul Khair Baiq Yuni Wahyuningsih Budiharjo, Anton Chatthida Yukong Chuthamar Suwanmani Asian Darmiany Darmiany Darmiany Darmiany Darmiany Darmiany Deni Sutisna Dina Anika Marhayani Dudi Septiadi Dyah Indraswasti Dyah Indraswati Dyah Indraswati Edy Kurniawansyah Erfan, Muhammad Erry Hidayanto Fachry Abda El Rahman Faishal Wahiduddin, Faishal Falistya Roisatul Maratin Nuro Fauzi, Asri Fitri Puji Astria Gusti Firda Khairunnisa Hamdani, Iwan Hidayati, Vivi Rachmatul Hidayati, Vivi Rahmatul Hidayatih, Fira Faizah Hijriani, Lailin Hikmah Ramdhani Putri Husniati Husniati Husniati HUSNIATI HUSNIATI Husniati Husniati, Husniati I Ketut Widiada Ibrahim Ida Bagus Kade Gunayasa Ida Ermiana Ilham Syahrul Jiwandono Indraswati, Dyah Indraswati, Dyah Inggriani, Keke Itsna Oktaviyanti Iwan Hamdani Iwan Hamdani Jamaluddin Jamaluddin Jiwandono, Ilham Syahrul Ketut Sri Kusuma Wardani Ketut Sri Kusuma Wardani Khair, Muhammad Sa'duddien Khair, Muhammad Sa’duddin Khairun Nisa Laili Mutmainnah Lalu Hamdian Affandi Lalu Muhaimi Lalu Wira Zain Amrullah Linda Feni Haryati Linda Feni Haryati Linda Feni Haryati Linda Feni Haryati M Iqbal M Iqbal Marhayani, Dina Anika Martayadi, Uwi Masrukin Masrukin Mauliana Gusfian Meechai Wongdaeng Muhamad Yusuf Muhammad Erfan Muhammad Erfan Muhammad Erfan Muhammad Erfan Muhammad Erfan Muhammad Erfan Muhammad Erfan Muhammad Erfan Muhammad Erfan Muhammad Erfan Muhammad Erfan Muhammad Erfan, Muhammad Muhammad Hafsil Muhammad Sobri Muhammad Sobri Muhammad Sobri Muhammad Syazali Muhammad Syazali Muhammad Syazali Muhammad Syazali Muhammad Tahir Muhammad Tahir Muhammad Tahir Nanda Nur Sabrina Nani Suarni Nawang Sulistyani Ni Made Yeni Suranti Nikmah Rahmatih, Aisa Nur Aulia Hidayatni Nurhasanah Nurhasanah Nurhasanah Nurhasanah Nurkhaerat Alimuddin Nurlaili Nurmawanti, Iva Nursaptini Nursaptini Nurul Kemala Dewi Nurwahidah Nurwahidah Nurwahidah Pipit Rusmandani, Pipit Prihma Sinta Utami R Radha R Radha Radiusman Radiusman Rahmatih, Aisa Nikmah Ratih Ayu Apsari Ratih Ayu Apsari Ratih Ayu Apsari Rosyidah, Awal Nur Khalifatur Rosyidah, Awal Nur Kholifatur RR. Ella Evrita Hestiandari Salsabila, Nilza Humaira Sari, Nursina Sariyasa . Setiani Novitasari Siti Istiningsih Siti Istiningsih Siti Istiningsih, Siti Sofiah Sofiah Sovia Rahmaniah Sripatmi Sripatmi Sripatmi, Sripatmi Sugiman Sugiman Sukardi Sukardi Sukardi Sukardi Sukardi Sukardi Sukoriyanto Sunarsih Sunarsih Supriadi Supriadi Sutisna, Deni Sutisna, Deni Swasono Rahardjo Syazali, Muhammad Tawatchai Sritep Tito Satrio Tursina Ratu Tyas Deviana Ulfa Lu’luilmaknun Umar Umar Umar Umar Umar Umar Umar Umar Umar Umar Umar Umar Umar Umar Umar Umar Umar Umar Uwi Martayadi Uwi Martayadi Vivi Rachmatul Hidayati Vivi Rachmatul Hidayati Vivi Rachmatul HIdayati Vivi Rachmatul Hidayati Vivi Rachmatul Hidayati Vivi Rachmatul Hidayati Vivi Rachmatul Hidayati Vivi Rachmatul Hidayati Vivi Rachmatul Hidayati Vivi Rahmatul Hidayati Widodo, Arif Wulandari, Nourma Pramesti Wulandari, Nourma Pramestie Wuri Wuryandani Yeni Rakhmawati, Yeni Yulis Tyaningsih, Ratna Yundari, Yundari Yuni Wahyuningsih Baiq

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