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All Journal Jurnal Pendidikan Dasar JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan JURNAL TARBIYAH M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria Kalam Cendekia: Jurnal Ilmiah Kependidikan Hakim: Jurnal Ilmu Hukum dan Sosial
Riyadi Riyadi
Department Of Primary Education, Faculty Of Teacher Training And Education, Universitas Sebelas Maret, Jalan Insinyur Sutami No.36 A Kentingan, Jebres, Surakarta, Central Java, 57126
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Implementasi model pembelajaran team assisted individualization (TAI) untuk meningkatkan keterampilan pemecahan masalah perkalian bilangan cacah peserta didik kelas V sekolah dasar Dewi Istikomah Hidayatullah; Riyadi Riyadi; Idam Ragil Widianto Atmojo
Didaktika Dwija Indria Vol 8, No 4 (2020): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v8i04.42705

Abstract

The purpose of this research is to improve problem solving skills multiplication whole numbers by Team Assisted individualization (TAI) learning model. This research is Classroom Action Research two cycles with 4 meetings. The subjects research were students of III clas at SDN Karangasem I Surakarta in the 2019/2020 academic years. This research uses observation, interviews, tests and documentation to collected the data. The validity of the data uses source triangulation and technique triangulation. The analysis of the data used Miles and Huberman model. Result of research on pre-action shows conditions of problem solving skills 3,23% classically. The first cycle increase to 54,84% in classical. The research continued with the second cycle, increase to 93,55% in classical. Based on the result of research TAI learning model can improve problem solving skills multiplication whole number students of III class at SDN Karangasem I Surakarta in the 2019/2020 academic years.
Pengaruh Model Pembelajaran Realistic Mathematics Education dan Motivasi Belajar Terhadap Hasil Belajar Peserta Didik pada Materi Pecahan Khusnul Khotimah; Riyadi Riyadi; Supianto Supianto
Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.107698

Abstract

This research has three objectives: (1) to determine the effect of the application of the Realistic Mathematics Education (RME) learning model and the application of conventional learning models on students' mathematics learning outcomes on fraction materials, (2) to determine the effect of students with high learning motivation and low learning motivation on students' mathematics learning outcomes on fraction materials, and (3) to determine the interaction between the Realistic Mathematics Education (RME) learning model and learning motivation on students' learning outcomes on fraction materials. The research conducted was quantitative research with a quasi-experimental method. Fourth grade students of SD Negeri se-Dabin V Tawangsari District became the population of this study. There are two elementary schools that became the research sample taken by cluster sampling technique. Data collection was carried out using a learning outcome test and a learning motivation questionnaire. The data in this study were analyzed using the two-way anava technique with unequal cells, which was preceded by prerequisite analysis tests such as normality, homogeneity, and balance tests. The results of the study obtained that: F(A) count = 82.61 > 4.28 = F(A) table, then H0 is rejected. Furthermore, F(B) count = 13.92 > 4.28 = F(B) table, then H0 is rejected. Meanwhile, F(AB) calculated = 2.47 > 4.28 = F(AB) table, then H0 is accepted.  Referring to the data that has been analyzed, it can be concluded that: 1) there are differences in the mathematics learning outcomes of students who are given learning with the Realistic Mathematics Education model with students who are given learning with conventional learning models; 2) there are differences in mathematics learning outcomes in students who have high learning motivation with students who have low learning motivation; 3) shows no interaction between learning models and learning motivation on students' mathematics learning outcomes.
Penggunaan multimedia interaktif untuk meningkatkan keterampilan pemecahan masalah geometri peserta didik kelas v sekolah dasar Rohmat Nur Udin; Riyadi Riyadi; Sukarno Sukarno
Didaktika Dwija Indria Vol 11, No 1 (2023): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v11i1.58796

Abstract

The purpose of the research is to remind the problem solving skills of geometry task using interactive multimedia. Interactive multimedia presented as an alternative to boosting learners' understanding  from abstract to concrete. Class action research consists of 2 cycles. The implementation of class action research are 4 stages including: 1) planning; 2) implementation; 3) observation; 4) reflection. The research subject of grade V students at SDN Soropadan in the 2019/2020 school year. Data collection techniques in this research is form of interviews, observations, and tests. The result of pre-act problem solving skills showed 0%. Cycle 1 at meeting 1 68%, at meeting 2 54% classically. The next research in cycle 2 at meetings 1 86%, at meetings 2 100% classically. The actions of each meeting in the cycle increase the percentage of problem solving skills achievment. The implementation of interactive multimedia can improve the problem solving skills about geometry tasks.
Urgensi Literasi Digital Terhadap Keterampilan Numerasi dan Literasi Sains Anesa Surya; Riyadi Riyadi; Sandra Bayu Kurniawan; Peduk Rintayati
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 1 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i1.94884

Abstract

Pendidikan abad ke-21 menghadapi tantangan dan peluang kompleks seiring pesatnya perkembangan teknologi digital. Penelitian ini bertujuan untuk mendeskripsikan peran literasi digital dalam mendukung penguatan literasi numerasi dan literasi sains. Metode yang digunakan adalah studi kepustakaan (literature review) dengan menelaah berbagai sumber ilmiah terkait keterkaitan antara literasi digital, numerasi, dan sains. Data dianalisis secara deskriptif-kualitatif untuk mengungkap hubungan fungsional di antara ketiganya. Hasil penelitian menunjukkan bahwa literasi digital berkontribusi signifikan terhadap peningkatan kemampuan numerasi dan pemahaman konsep-konsep sains. Kemampuan untuk mengakses, mengevaluasi, dan memanfaatkan informasi digital mendukung keterampilan berpikir kritis dan analisis data dalam konteks berhitung dan penalaran ilmiah. Selain itu, akses terhadap sumber belajar digital memperkuat penguasaan konsep sains dan numerik secara interaktif dan kontekstual. Dengan demikian, literasi digital memainkan peran strategis dalam mengintegrasikan literasi sains dan numerasi pada pembelajaran abad ke-21. 
Development of Differentiated Teaching Materials Based on Prior Knowledge to Improve Mathematics Learning Outcomes of Junior High School Students Dwi Maryani; Mardiyana Mardiyana; Riyadi Riyadi
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 2 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i2.1171

Abstract

Classrooms in Indonesian junior secondary schools increasingly comprise students with diverse levels of prior mathematical knowledge, creating challenges for teachers in providing instruction that accommodates different learning needs. The availability of differentiated teaching materials is therefore essential for supporting effective implementation of differentiated instruction within the Merdeka Curriculum. This study aimed to develop differentiated teaching materials based on students' prior mathematical knowledge and to evaluate their validity, practicality, and effectiveness in improving mathematics learning outcomes on the topic of Flat-Sided Solid Figures. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model. Three series of teaching materials were developed to accommodate students with low, moderate, and high levels of prior mathematical knowledge while maintaining common learning objectives. The validity of the materials was evaluated by three experts in mathematics content, language, and educational media. Practicality was assessed through teacher and student response questionnaires, whereas effectiveness was examined using a quasi-experimental Nonequivalent Control Group Design involving 63 Grade 8 students (experimental group, n = 31; control group, n = 32). The differentiated teaching materials achieved an overall validity score of 4.23 (Very Valid). Practicality evaluation indicated positive responses from students (79.92%; Practical) and teachers (85.27%; Very Practical). The effectiveness test showed that students in the experimental group achieved significantly higher mathematics learning outcomes than those in the control group (t = 2.976 > tcritical = 1.670, α = 0.05). The findings indicate that differentiated teaching materials based on students' prior mathematical knowledge provide a valid, practical, and effective instructional resource for supporting differentiated mathematics instruction in Indonesian junior secondary schools.
ONLINE LEARNING BASED ON HIGHER ORDER THINKING SKILLS IN ELEMENTARY SCHOOL: A CASE STUDY Peduk Rintayati; Riyadi Riyadi; Ahmad Syawaludin
JURNAL TARBIYAH Vol 31, No 2 (2024)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v31i2.3856

Abstract

21st century learning is ideally designed with learning categorized as higher order thinking skills (HOTS). This study specifically aims to describe the implementation of online learning in the HOTS category in elementary schools. This research will be conducted on fifth grade students in elementary school in Surakarta. This research uses a qualitative approach with a case study method. Analysis of learning implementation is carried out at the stages of learning planning, learning implementation, and learning assessment. The results showed that at the planning stage, the teacher analyzed the syllabus and content as well as selecting materials, developing teaching materials. At the implementation stage, the teacher uses a whatsapp group and google meet. The technique used is a mixture of synchronous and asynchronous. Students document learning activities such as presentations or simple experiments and upload them via the google classroom link with the design referring to levels C4, C5, and C6. The teacher's analysis and responses are given after the students have collected their exam answers. The results of this study are expected to be a reference source for teachers to make adjustments to the implementation of online learning that allows for stimulating HOTS of students in elementary schools.21st century learning is ideally designed with learning categorized as higher order thinking skills (HOTS). This study specifically aims to describe the implementation of online learning in the HOTS category in elementary schools. This research will be conducted on fifth grade students in elementary school in Surakarta. This research uses a qualitative approach with a case study method. Analysis of learning implementation is carried out at the stages of learning planning, learning implementation, and learning assessment. The results showed that at the planning stage, the teacher analyzed the syllabus and content as well as selecting materials, developing teaching materials. At the implementation stage, the teacher uses a whatsapp group and google meet. The technique used is a mixture of synchronous and asynchronous. Students document learning activities such as presentations or simple experiments and upload them via the google classroom link with the design referring to levels C4, C5, and C6. The teacher's analysis and responses are given after the students have collected their exam answers. The results of this study are expected to be a reference source for teachers to make adjustments to the implementation of online learning that allows for stimulating HOTS of students in elementary schools.
Co-Authors Ahmad Syawaludin Anesa Surya Asna Mu'afatika Khoirul Nikmah Asrowi Asrowi Aulia Musla Mustika Budiyono Budiyono Choirul Anwar Dewi Istikomah Hidayatullah Dwi Maryani Hadi Mulyono Halimah Halimah Hanik Khusnul Khotimah Hasan Mahfud Heru Dwi Wahyuni Idam Ragil Widianto Atmojo Iis Dian Veramita Khusnul Khotimah Kusniyah Ningrum Mardiyana Mardiyana Maya Novita Sari Mayra Robby Mauliona Melinda Ekawati Naelufar Indy Khamroh Niswatun Ngafifah Novi Puspita Sari Novia Retno Setiowati Nur Ainsah Saleh Nur Insani Peduk Rintayati Radhita Tika Sari Raihana Aisyah Rati Rati Reny Harpiyani Rifka Paulina Tambunan Rifki Ardianto Rosita Candrakirana Sandra Bayu Kurniawan Saputri, Dwi Yuniasih Septi Triyani Sisna Marvilia Ayuningrum Siti Istiyati Siti Kamsiyati Siti Nureini Siti Wahyuningsih Sri Nurrohmah Sudiyanto Sudiyanto Sukarmin Sukarno Sukarno Supianto Wafi Anikmah Waluyo Waluyo Yulianti Yulianti