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All Journal Pedagogi : Jurnal Penelitian Pendidikan Jurnal Ilmiah Pendidikan Dasar Profesi Pendidikan Dasar Phenomenon : Jurnal Pendidikan MIPA JIPMat (Jurnal Ilmiah Pendidikan Matematika) Jurnal Pendidikan (Teori dan Praktik) Pendas : Jurnah Ilmiah Pendidikan Dasar Indonesian Journal of Primary Education Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran CARADDE: Jurnal Pengabdian Kepada Masyarakat Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Jurnal Ilmiah Sekolah Dasar JMIE (Journal of Madrasah Ibtidaiyah Education) Indonesian Journal of Community Services Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Jurnal Pengembangan Pembelajaran Matematika Square : Journal of Mathematics and Mathematics Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Ilmiah Kontekstual Jurnal Riset Pendidikan Dasar (JRPD) Jurnal Cakrawala Pendas JP (Jurnal Pendidikan) : Teori dan Praktik JANACITTA: Journal of Primary and Children's Education Inisiatif: Jurnal Dedikasi Pengabdian Masyarakat Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Pengembangan Pembelajaran Matematika Indonesian Journal of Primary Education Al Ibtida: Jurnal Pendidikan Guru MI
Rida Fironika Kusumadewi
Fakultas Keguruan Dan Ilmu Pendidikan, Jurusan Pendidikan Guru Sekolah Dasar Universitas Islam Sultan Agung Semarang
Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Improving the Ability of Understanding Mathematical Concepts through Digital-based Comics for Elementary School Students Rida Fironika Kusumadewi; Amos Neolaka; Mahmuddin Yasin
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 7 No. 2 (2020): October 2020
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v7i2.7024

Abstract

AbstractThis study was intended to improve the ability in understanding mathematical concepts through digital-based comics. The population in this study were the fifth grade elementary school students in the Genuksari area, Semarang, Indonesia, totaling 120 students, with sample of 58 students. The instrument used in this study was a test of the ability to understand mathematical concepts. Meanwhile, the research data were analyzed using different test (t-test) and normalized gain test. The results showed that the t test results showed t-count = 39.74 > t-table = 1.98 at the significance level α = 0.05. This means that the use of digital-based comic teaching materials is better than conventional books. Meanwhile, the results of the n-gain test showed that the pretest value was 61.17 and the posttest value was 90.96 with an average value of 0.73 increase in the high category. So, it can be concluded that the teaching materials developed could increase students' ability to understand mathematical concepts. Therefore, the use of teaching materials digital-based comics is very effective and becomes an alternative in increasing the ability to understand mathematical concepts in elementary school students.Keywords: teaching materials, digital comics, ability to understand mathematical concepts. AbstrakPenelitian ini bertujuan untuk meningkatkan kemampuan pemahaman konsep matematika melalui komik berbasis digital. Populasi dalam penelitian ini adalah siswa kelas lima sekolah dasar di wilayah Genuksari, Semarang, Indonesia yang berjumlah 120 siswa, dengan sampel 58 siswa. Instrumen yang digunakan dalam penelitian ini berupa tes kemampuan pemahaman konsep matematika. Sementara itu, data hasil penelitian dianalisis menggunakan uji beda (t-tes) dan uji gain ternormalisasi. Hasil penelitian menunjukkan bahwa hasil uji t menunjukkan t-hitung = 39,74 > t-tabel = 1,98 pada taraf signifikansi  α = 0,05. Artinya penggunaan bahan ajar komik berbasis digital lebih baik dari buku konvensional. Sedangkan hasil uji n-gain diperoleh bahwa nilai pretest sebesar 61,17 dan nilai posttest sebesar 90,96 dengan nilai rata-rata peningkatan sebesar 0,73 dengan kategori tinggi. Sehingga dapat disimpulkan bahan ajar yang dikembangkan dapat meningkatkan kemampuan pemahaman konsep matematika siswa. Oleh karena itu, penggunaan bahan ajar komik berbasis digital sangat efektif dan menjadi alternatif dalam meningkatkan kemampuan pemahaman konsep matematika pada siswa sekolah dasar.Kata kunci: bahan ajar, komik digital, kemampuan pemahaman konsep matematika.
Developing Ancermat (Anthology of Mathematics Story) Digital Learning Media to Improve Students’ Problem-Solving Ability Nuhyal Ulia; Mohamad Hariyono; Imam Kusmaryono; Rida Fironika Kusumadewi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.8072

Abstract

AbstractThe use of digital-based learning media is very necessary for teachers.  The existing limited media becomes the main reason why Ancermat (anthology of mathematical stories) learning media is developed and expected to be able to improve elementary school students’ problem solving skills. This study aims to describe the stages of the development of Ancermat learning media and find out whether it meets valid, practical criteria, and its effectiveness. The method used was the development research. The data analysis comprised of validity test analysis, practicality test analysis, and analysis of Ancermat media effectiveness using descriptive statistics and gain normalization test. The results showed that Ancermat learning media met the valid score of 4.53 with very high criteria and fulfilled the practicality test based on the students’ responses reaching an average score of 4.41 with very good criteria. Based on the gain test, it reached 0.580 with moderate criteria and met the minimum criteria of mastery learning with t count = 27.33> t table = 2.042, meaning that the average score of the problem-solving skill tests met the minimum criteria of mastery learning. So, it can be concluded that the Ancermat learning media meets the criteria of being valid, practical, and effective in improving the mathematical problem solving abilities of elementary school students.Keywords: ancermat, learning media digital, problem solving skills, elementary school students. AbstrakPenggunaan media pembelajaran berbasis digital sangat diperlukan bagi para guru. Keterbatasan media yang ada menjadi alasan utama dikembangkannya media pembelajaran Ancermat (antologi cerita matematika) dan diharapkan dapat meningkatkan kemampuan pemecahan masalah siswa sekolah dasar. Penelitian ini bertujuan untuk mendeskripsikan tahapan pengembangan media pembelajaran Ancermat dan mengetahui apakah memenuhi kriteria valid, praktis, dan efektif. Metode yang digunakan adalah penelitian pengembangan. Analisis data meliputi analisis uji validitas, analisis uji kepraktisan, dan analisis efektivitas media Ancermat menggunakan statistik deskriptif dan uji normalisasi Gain. Hasil penelitian menunjukkan bahwa media pembelajaran Ancermat memenuhi skor valid sebesar 4,53 dengan kriteria sangat tinggi dan memenuhi uji kepraktisan berdasarkan respon siswa mencapai skor rata-rata 4,41 dengan kriteria sangat baik. Berdasarkan hasil uji n-gain mencapai 0,580 dengan kriteria sedang dan memenuhi kriteria ketuntasan minimal dengan t hitung = 27,33 > t tabel = 2,042, artinya skor rata-rata tes keterampilan pemecahan masalah matematika siswa memenuhi kriteria ketuntasan minimal. Sehingga dapat disimpulkan bahwa media pembelajaran Ancermat memenuhi kriteria valid, praktis, dan efektif meningkatkan kemampuan pemecahan masalah matematika siswa sekolah dasar.Kata kunci: ancermat, media pembelajaran digital, keterampilan pemecahan masalah, siswa sekolah dasar.
Efektifitas Game Edukatif Digital untuk Meningkatkan Literasi dan Numerasi Siswa Sekolah Dasar: SLR Trijoko Bagus Setyawan; Rida Fironika Kusumadewi; Imam Kusmaryono
JANACITTA Vol. 9 No. 1 (2026): JANACITTA (Journal of Primary and Children’s Education)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/janacitta.v9i1.5020

Abstract

This research is motivated by the urgent need for innovative interventions to improve literacy and numeracy in elementary school students. This study aims to (1) synthesize empirical evidence regarding the effectiveness of Game-Based Learning (GBL) on improving literacy and numeracy skills; (2) identify current research trends; and (3) formulate evidence-based instructional Design principles for the development of digital educational games. The method used is a Systematic Literature Review (SLR). The literature tracking process was carried out online using an indexed database with specific inclusion criteria (GBL, Literacy/Numeracy, Elementary School Students) in the publication period 2019–2023. After a rigorous screening process, 35 relevant articles were reviewed in depth. The data analysis technique was data extraction followed by thematic narrative synthesis. The results of the review indicate that GBL consistently produces significant positive impacts on the cognitive domain (mastery of procedural and conceptual knowledge in Literacy and Numeracy) and the affective domain (increased motivation, flow, and persistence). Specifically, GBL is efficacious in improving phonemic awareness (Literacy) and conceptual understanding of fractions (Numeracy). However, the most crucial finding is that GBL’s effectiveness depends heavily on the teacher’s pedagogical integration, not just on the game’s technical quality. The conclusion confirms that Digital Educational Games are a credible intervention to improve Literacy and Numeracy. However, the success of knowledge transfer from the game environment to the formal curriculum is highly dependent. The focus is on the teacher’s role as a facilitator (guide on the side) through a post-game reflective discussion (debriefing) session. The main recommendation is the need to develop educational games integrated with the Teacher Implementation Module to facilitate a meaningful debriefing phase. Abstrak Penelitian ini dilatarbelakangi oleh kebutuhan mendesak akan intervensi inovatif untuk meningkatkan literasi dan numerasi pada siswa sekolah dasar (SD). Penelitian ini bertujuan untuk (1) mensintesis bukti empiris mengenai efektivitas Pembelajaran Berbasis Game (Game-Based Learning atau GBL) terhadap peningkatan kemampuan literasi dan numerasi; (2) mengidentifikasi tren penelitian terkini; serta (3) merumuskan prinsip-prinsip desain instruksional berbasis bukti untuk pengembangan game edukatif digital. Metode yang digunakan adalah Tinjauan Literatur Sistematis (Systematic Literature Review/SLR). Proses pelacakan literatur dilakukan secara daring menggunakan basis data terindeks dengan kriteria inklusi spesifik (GBL, Literasi/Numerasi, Siswa SD) dalam rentang publikasi 2019-2023. Setelah proses penyaringan ketat, sebanyak 35 artikel relevan dikaji secara mendalam. Teknik analisis data adalah ekstraksi data yang dilanjutkan dengan sintesis naratif tematik. Hasil tinjauan menunjukkan bahwa GBL secara konsisten menghasilkan dampak positif yang signifikan pada ranah kognitif (penguasaan pengetahuan prosedural dan konseptual dalam Literasi dan Numerasi) dan ranah afektif (peningkatan motivasi, flow, dan ketekunan). Secara spesifik, GBL terbukti efektif dalam meningkatkan kesadaran fonemik (Literasi) dan pemahaman konseptual pecahan (Numerasi). Meskipun demikian, temuan paling krusial adalah bahwa efektivitas GBL sangat bergantung pada integrasi pedagogis guru, bukan hanya kualitas teknis game. Simpulan menegaskan bahwa Game Edukatif Digital adalah intervensi yang kredibel untuk meningkatkan Literasi dan Numerasi. Namun, keberhasilan alih pengetahuan (transfer) dari lingkungan game ke kurikulum formal sangat bergantung pada peran guru sebagai fasilitator (guide on the side) melalui sesi diskusi reflektif (debriefing) pasca-game. Rekomendasi utama adalah perlunya pengembangan game edukatif yang terintegrasi dengan Modul Implementasi Guru untuk memfasilitasi fase debriefing yang bermakna.
PENGEMBANGAN MEDIA PEMBELAJARAN MIMIMAT(MINIATUR MINIMARKET MATEMATIKA) UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA MATERI PENJUMLAHAN BERSUSUN KELAS III Faiza Mujtahida Noor; Rida Fironika Kusumadewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47953

Abstract

  This research is motivated by the low understanding of students towards the concept of compound addition and the lack of use of interesting and interactive learning media in the mathematics learning process in elementary schools. Therefore, MIMIMAT learning media was developed to help students understand the concept of compound addition more easily and enjoyably. This study aims to analyze the validity, practicality, and effectiveness of MIMIMAT media on the understanding of the concept of compound addition. This study aims to analyze the validity, practicality, and effectiveness of MIMIMAT media and its influence on the understanding of the concept of compound addition of grade III students. The study used the Research and Development (R&D) method with the ADDIE model. Data were collected through expert validation, questionnaires, tests, interviews, and observations, then analyzed descriptively and inferentially. The results of the study indicate that MIMIMAT media meets the valid criteria based on the assessment results of material experts and media experts. The media was also declared practical based on teacher and student responses that showed a good category. Statistical tests showed a significant increase in conceptual understanding (Sig. = 0.013) with an N-Gain value of 0.60 (moderate category). This finding confirms that the use of MIMIMAT media is in line with constructivism theory which states that students more easily understand concepts when directly involved in the learning process through concrete media and meaningful learning experiences. In addition, MIMIMAT media supports an active learning approach because it is able to help students build an understanding of the concept of compound addition gradually and systematically. Keywords: MIMIMAT, learning media, compound addition, conceptual understanding,
Optimalisasi Peningkatan Kompetensi Orang Tua Dalam Pendampingan Belajar Anak Melalui Parenting Learning Style Strategy Nuhyal Ulia; Rida Fironika Kusumadewi; Mohamad Haryono; Devi Suci Rahmawati
Inisiatif : Jurnal Dedikasi Pengabdian Masyarakat Vol 5 No 1 (2026): Inisiatif : Jurnal Dedikasi Pengabdian Masyarakat
Publisher : Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/inisiatif.v5i1.806

Abstract

Parental guidance plays a crucial role in helping students understand the material presented at school and in completing their assignments. However, parents often fail to understand their child's preferred learning style. They may even be unaware of whether their child is an auditory, visual, or kinesthetic learner. Consequently, the guidance provided to children is suboptimal, impacting student learning outcomes. Current learning styles, which increasingly facilitate students' learning styles in schools, have not been matched by parental guidance that aligns with their child's learning style. Based on this background, the purpose of this community service activity is to educate parents about learning style strategies, identify their child's preferred learning style, and improve student learning outcomes after receiving parental guidance through the Learning Style Strategy. The purpose of this community service activity is to increase parents' understanding of learning styles and to improve students' learning outcomes using the Learning Style Strategy. The community service method used is Participatory Action Research, which consists of five stages: initial socialization, social mapping, participatory planning, action implementation, and monitoring and evaluation. The results of the community service activities obtained the results of mapping student learning styles at kinesthetic by 23%, audio 37% and visual 40%. In addition, there was an increase in parental competence measured from before and after the community service activities by 84%, including in the high category. Increased parental competence affects learning assistance to their children and influences student learning outcomes.
Pendampingan Pembuatan E-LKPD Bermuatan Literasi Numerasi Untuk Meningkatkan Kompetensi Digital Calon Guru Sekolah Dasar Di FKIP UNISSULA Rida Fironika Kusumadewi; Nuhyal Ulia; Setyo Wuri Kartika Nugraheni; Trijoko Bagus Setyawan
Inisiatif : Jurnal Dedikasi Pengabdian Masyarakat Vol 5 No 1 (2026): Inisiatif : Jurnal Dedikasi Pengabdian Masyarakat
Publisher : Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/inisiatif.v5i1.814

Abstract

Strengthening numeracy literacy and digital competence is an essential requirement in preparing prospective elementary school teachers who are able to meet the challenges of 21st-century learning. However, the needs analysis revealed that students of the Elementary School Teacher Education Program (PGSD) still experience difficulties in developing digital teaching materials that integrate numeracy literacy in a contextual manner. This community service activity aims to improve the competence of PGSD students in designing and developing E-LKPD based on numeracy literacy. The method used is Asset-Based Community Development (ABCD), which includes needs analysis, training, workshops, mentoring, and product evaluation stages. The activity involved 30 PGSD students participating in the mentoring program for developing technology-based E-LKPD. The results showed an increase in participants’ understanding of numeracy literacy from 52.3% to 87.6%. While 93% of participants successfully produced E-LKPD categorized as good to very good. The developed products include contextual numeracy activities, interactive features, and are applicable in elementary school learning, contributing to the readiness of prospective teachers to develop innovative and contextual digital learning.
Co-Authors Adek Candra Nur Wijayanti Adi Wahyu Pratama Amos Neolaka Andarini Permata Cahyaningtyas Arie Rahman Bagus Ardi Saputro Dede Ainun Nisa Devi Suci Rahmawati Dianita Ayu Permatasari Permatasari Erna Zumrotun Erwin Winaryati Dyah Ristanti Ari Juari Fadhilah Cahyaningrum Fafa Emilia Rahmatul Haaf Faiza Mujtahida Noor Farihatun Nisa' Ibnu Jamalul Lail Ika Nur Janah Imam Kusmaryono Ina Riana Ina Riana Irfan Wahyu Prananto Khoirotun Nasihah Linda Nailil Muna Mahmuddin Yasin Mahmuddin Yasin Mohamad Hariyono Mohamad Haryono Muhamad Afandi Muhammad Imaduddin Nesti Ristanti Nuhyal Ulia Nuhyal ulia Nuhyal Ulia, Nuhyal Nulyah Ulia Nurul Inayah Puji Saputera Ridha Dwi Lestari Ristra Putri Ariesta Sari Yustiana Sari Yustiana Setyo Wuri Kartika Nugraheni Tri Mulyati Trijoko Bagus Setyawan Tubiyanto Tubiyanto Yonanda, Devi Afriyuni Yulina Ismiyanti Yunita Sari Yunita Sari Yunita Sari