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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Journal of Research and Advances in Mathematics Education JURNAL IQRA´ Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal SOLMA Beta: Jurnal Tadris Matematika Martabe : Jurnal Pengabdian Kepada Masyarakat Didaktika: Jurnal Kependidikan Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal of Learning Improvement and Lesson Study Eduvest - Journal of Universal Studies JPLED Ta'dib Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Journal of Research in Instructional
Sri Rahayuningsih
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Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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The Implementation of Metacognitive Strategies in Elementary Mathematics Learning: A Systematic Literature Review Jauharul Hakim Rizqullah Yeza; Toto Nusantara; Sri Rahayuningsih; Radeni Sukma Indra Dewi; Ratna Ekawati
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 34 No. 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v34i22025p217-233

Abstract

Abstract: Metacognitive strategies play a critical role in elementary mathematics education by enabling students to plan, monitor, and evaluate their thinking processes. This study conducts a Systematic Literature Review (SLR) to examine the effectiveness of these strategies in enhancing students’ conceptual understanding, motivation, and problem-solving abilities. Using the Publish or Perish application, 432 articles were initially identified from Scopus, Semantic Scholar, and Google Scholar. Based on established inclusion criteria such as publication type, indexing, language, and relevance, 16 studies were selected for in-depth analysis. The findings reveal that metacognitive strategies significantly improve students’ self-regulation, learning independence, and academic performance. However, their effectiveness varies depending on factors such as gender, self-efficacy, classroom environment, and access to technology. The study also highlights the essential role of teachers in modeling cognitive processes, offering feedback, and facilitating reflective learning. Compared to traditional memorization-based instruction, metacognitive approaches foster deeper understanding and cognitive flexibility. This review underscores the need for sustained teacher training and thoughtful technology integration to support effective implementation of metacognitive strategies in primary mathematics learning. Abstrak: Strategi metakognitif memainkan peran penting dalam pendidikan matematika dasar dengan memungkinkan siswa untuk merencanakan, memantau, dan mengevaluasi proses berpikir mereka. Studi ini melakukan tinjauan literatur sistematis (SLR) untuk mengkaji efektivitas strategi-strategi tersebut dalam meningkatkan pemahaman konseptual, motivasi, dan kemampuan pemecahan masalah siswa. Menggunakan aplikasi Publish or Perish, sejumlah 432 artikel diidentifikasi dari Scopus, Semantic Scholar, dan Google Scholar. Berdasarkan kriteria inklusi yang telah ditetapkan, seperti jenis publikasi, pengindeksan, bahasa, dan relevansi, 16 studi dipilih untuk analisis mendalam. Temuan menunjukkan bahwa strategi metakognitif secara signifikan meningkatkan kemampuan regulasi diri, kemandirian belajar, dan prestasi akademik siswa. Namun, efektivitasnya bervariasi tergantung pada faktor-faktor seperti jenis kelamin, kepercayaan diri, lingkungan kelas, dan akses terhadap teknologi. Studi ini juga menyoroti peran penting guru dalam mendemonstrasikan proses kognitif, memberikan umpan balik, dan memfasilitasi pembelajaran reflektif. Dibandingkan dengan pengajaran berbasis hafalan tradisional, pendekatan metakognitif mendorong pemahaman yang lebih dalam dan fleksibilitas kognitif. Tinjauan ini menekankan perlunya pelatihan guru yang berkelanjutan dan integrasi teknologi yang terencana untuk mendukung implementasi efektif strategi metakognitif dalam pembelajaran matematika di tingkat dasar.
INOVASI PEMBELAJARAN BERBASIS PROYEK UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KOLABORATIF GURU BERBASIS MULTIMEDIA ARTICULATE STORYLINE Siti Faizah; Aynin Mashfufah; Sri Rahayuningsih; Slamet Arifin; Sudirman Sudirman; Sijah Mariani; Kaisra Alfikri Islami
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 8, No 9 (2025): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v8i9.3490-3495

Abstract

Kemampuan berpikir kritis dan kolaboratif menjadi hal utama dalam setiap pembelajaran. Kegiatan pengabdian ini bertujuan untuk menumbuhkan keterampilan berpikir kritis dan kolaboratif bagi guru dan siswa. Kegiatan ini dilakukan melalui pelatihan dan pendampingan kepada para guru-guru di Sekolah Dasar. Kegiatan dilakukan melalui beberapa tahapan yakni observasi, pelatihan dan pendampingan, diskusi, dan evaluasi. Dari hasil kegiatan menunjukkan bahwa lebih dari 95% guru memberikan respon positif terkait kegiatan ini, kemudian para dewan guru juga mampu menyusun bahan ajar maupun worksheet yang terintegrasi pada penggunaan media pembelajaran berbasis digital seperti articulate storyline yang bisa digunakan untuk semua mata pelajaran. Para dewan guru mengaku belum pernah mendapatkan materi pelatihan sepert ini karena kegiatan ini tidak hanya fokus pada pemberian materi pelatihan saja tetapi juga pemberian pendampingan kepada guru yang masih mengalami kesulitan untuk mengoperasikan articulate storyline.
Analisis Pembelajaran IPAS Kelas IV Sekolah Dasar Berdasarkan Asas Trikon Zulia Nurul Faizah; Supriyono; Sri Rahayuningsih; Hayuni Retno Widarti
ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Vol. 14 No. 4 (2024): ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED
Publisher : FIP Unimed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/esjpgsd.v15i4.67519

Abstract

Kurikulum Merdeka menekankan pada pemanfaatan potensi lingkungan sekitar sekolah dan belajar murid dan Asas trikon menjadi pedoman dalam memanfaatkan potensi tersebut. Penelitian ini bertujuan untuk mendeskripsikan (1) pembelajaran IPAS berdasarkan Asas Trikon (Kontinyu, Konvergen, dan Konsentris) di SDN Banaran 2 Kandangan (2) Faktor pendukung dan penghambat yang dihadapi guru dalam melakukan pembelajaran IPAS di SDN Banaran 2 Kandangan beserta upaya perbaikan berdasarkan Asas Trikon. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif. Data penelitian ini diperoleh dari wawancara, observasi, dan dokumentasi kepada guru kelas IV. Analisis data menggunakan model Miles dan Huberman yaitu reduksi data, display data, dan penarikan kesimpulan. Uji validitas data menggunakan triangulasi. Hasil penelitian yang diperoleh yaitu: (1) Pembelajaran IPAS berdasarkan Trikon (Kontinyu, Konvergen, dan Konsentris) di SDN Banaran 2 Kandangan berjalan dengan baik naum ada beberapa hal yang perlu diperbaiki (2) Faktor pendukung dan penghambat dalam melaksanakan pembelajaran IPAS yaitu platform merdeka mengajar, kelompok gugus sekolah, dan buku guru. Sedangkan upaya yang bisa dilakukan dalam rangka perbaikan pembelajaran berdasarkan asas trikon adalah melakukan rancangan pembelajaran dengan aktivitas yang berpusat pada siswa, memanfaatkan paltform digital pendidikan, dan melaksanakan pembelajaran yang menekankan pada nilai-nilai budaya lokal.
Critical Thinking and the Construction of Scientific Literacy in the Problem-Based Learning (PBL) Model at Elementary Schools: An Integrative Literature Review Asih Wulansari; Ratna Ekawati; Sri Rahayuningsih; Riska Pristiani; Slamet Arifin
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.214

Abstract

International assessments show that Indonesian elementary students’ scientific literacy remains low, while classroom practices still emphasize rote learning. This integrative literature review synthesizes the theoretical relationship among Problem-based Learning (PbL), critical thinking, and scientific literacy at the elementary level. Searches in Google Scholar, ERIC, and ScienceDirect identified 127 articles, of which ten peer-reviewed studies met the inclusion criteria. Content analysis revealed three main findings. First, PbL improves critical thinking and scientific literacy, with score gains of 15–25 points and N-gain values of 0.20–0.55. Second, PbL functions as the pedagogical vehicle, critical thinking as the cognitive engine, and scientific literacy as the learning outcome. Third, successful implementation depends on worksheet quality, teacher facilitation, group effectiveness, problem relevance, and time allocation. The study proposes a conceptual framework linking PbL’s five stages with Ennis’s sixteen critical-thinking indicators, providing a theoretical foundation for educators, researchers, and curriculum developers in practice
The Effectiveness of the STAD Type Cooperative Learning Model on Student Learning Outcomes: Systematic Literature Review (SLR) with the PRISMA Protocol Dhea Ayu Anggraini; Aynin Mashfufah; Sri Rahayuningsih; Dedi Kuswandi; M. Ramli
Eduvest - Journal of Universal Studies Vol. 5 No. 4 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i4.50011

Abstract

This systematic literature review (SLR) examines the effectiveness of the Student Teams Achievement Divisions (STAD) cooperative learning model in enhancing student learning outcomes, motivation, and social skills across various educational levels and subjects. Guided by the PRISMA protocol, the study analyzed 35 peer-reviewed articles published between 2019 and 2024. Findings reveal that STAD significantly improves academic performance, collaboration, and engagement, particularly for lower-achieving students, by fostering interactive, student-centered learning environments. The integration of supplementary media (e.g., videos, games) further amplifies these benefits. Compared to conventional methods, STAD demonstrates superior outcomes in promoting critical thinking and active participation. The study highlights STAD’s alignment with 21st-century educational demands, emphasizing its adaptability to diverse subjects, including mathematics, science, and social studies. However, gaps remain in understanding its long-term efficacy, cross-cultural applicability, and integration with emerging technologies like AI and VR. The research underscores the need for future studies to explore these dimensions, ensuring STAD’s relevance in modern, technology-driven classrooms. Implications suggest that educators and policymakers should consider STAD as a viable strategy to enhance collaborative learning, inclusivity, and skill development, ultimately contributing to higher-quality education systems.
The influence of family environment on learning outcomes of grade 5 Students at SDN 002 Tana Tidung Suhartini Suhartini; Yusuf Hanafi; Sri Rahayuningsih
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.13

Abstract

This study aims to determine the influence of the family environment on the learning outcomes of fifth-grade students at SDN 002 Tana Tidung. The family environment plays a crucial role in students' academic development, both in terms of learning motivation, parental involvement, and the family's socio-economic conditions. This study used a qualitative approach with a case study method. Data were collected through semi-structured interviews, participant observation, and documentation studies, involving students, parents, and teachers at SDN 002 Tana Tidung. The results showed that parental attention, communication patterns between parents and children, and support for learning facilities at home played a substantial and observable role in shaping student motivation and learning outcomes. Students from families with democratic parenting styles and open communication tended to have higher motivation and better academic achievement. In addition, families with adequate economic conditions could provide facilities that support the learning process at home, which also improved learning outcomes. This study recommends that schools be more active in exploring the role of families in supporting student learning processes and encouraging parents to be more involved in their children's education. By strengthening collaboration between schools and families, it is hoped that optimal learning outcomes can be achieved for students.
Desain joyful deep learning dan penguatan pemecahan masalah matematis siswa sekolah dasar Siti Mas’ula; M. Luthfi Oktarianto; Sri Rahayuningsih; Herlina Herlina; Rangga Budiyono; Nur Cahya Sugiana
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.110820

Abstract

Pembelajaran matematika di sekolah dasar sering belum mampu menumbuhkan keterlibatan dan kedalaman berpikir siswa. Penelitian ini bertujuan mendeskripsikan peran guru sebagai desainer pembelajaran Joyful Deep Learning (JDL) dalam menciptakan pengalaman belajar matematika yang bermakna dan menantang. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus eksploratif. Subjek terdiri atas enam guru matematika di SD Laboratorium UM. Data dikumpulkan melalui wawancara mendalam, observasi kelas, studi dokumentasi, dan tes pemecahan masalah, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru berperan penting sebagai learning designer yang mampu mengintegrasikan aspek afektif dan kognitif dalam pembelajaran. Implementasi JDL mendorong siswa lebih aktif, reflektif, dan kreatif dalam memecahkan masalah matematis. Penelitian menyimpulkan perlunya penguatan kompetensi desain pembelajaran guru melalui pelatihan reflektif dan inovasi pedagogis agar JDL dapat menjadi paradigma baru pembelajaran matematika di sekolah dasar. Joyful deep learning design and its role in enhancing mathematical problem-solving in elementary schools Abstract: Elementary mathematics learning often fails to foster student engagement and deep thinking, highlighting the need for an approach that balances joy and conceptual understanding. This study aims to describe the teacher’s role as a learning designer in implementing Joyful Deep Learning (JDL) to create meaningful and challenging mathematics learning experiences. Using a descriptive qualitative approach with an exploratory case study design, the research involved six mathematics teachers at the UM Laboratory Elementary School. Data were collected through in-depth interviews, classroom observations, document analysis, and problem-solving tests, then analyzed through data reduction, data display, and conclusion drawing. The findings indicate that teachers play a crucial role as learning designers who integrate affective and cognitive dimensions in instruction. JDL implementation encourages students to be more active, reflective, and creative in solving mathematical problems. The study underscores the need to strengthen teachers’ learning design competencies through reflective training and pedagogical innovation.
Penguatan Literasi dan Numerasi melalui Asesmen Multiliterasi: Studi Kuasi Eksperimen di SDN Baureno Mojokerto Fauziyah Fauziyah; Intan Sari Rufiana; Sri Rahayuningsih; Riska Pristiani; Slamet Arifin
Jurnal SOLMA Vol. 15 No. 2 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i2.23306

Abstract

Background: Rendahnya kemampuan literasi dan numerasi murid sekolah dasar menunjukkan perlunya inovasi dalam sistem asesmen yang lebih kontekstual dan sesuai dengan tuntutan pembelajaran abad ke-21. Asesmen multiliterasi hadir sebagai pendekatan integratif yang mengakomodasi berbagai bentuk teks dan representasi pengetahuan. Tujuan: Kegiatan ini bertujuan untuk memberikan pemahaman kepada guru terkait pembelajaran dengan pendekatan asesmen multiliterasi guna meningkatkan kemampuan literasi dan numerasi murid kelas V SDN Baureno Kabupaten Mojokerto. Metode: Metode yang digunakan adalah pendidikan masyarakat melalui pelatihan dan pendampingan guru dalam mengimplementasikan asesmen multiliterasi yang dilaksankaan selama 3 bulan. Untuk mengukur keberhasilan kegiatan, dilakukan pengambilan data kuantitatif dengan pendekatan quasi experiment menggunakan model one group pretest-posttest design. Subjek kegiatan berjumlah 18 murid kelas V. Data dikumpulkan melalui tes literasi dan numerasi yang diberikan sebelum (pretest) dan sesudah (posttest) intervensi, kemudian dianalisis menggunakan uji paired sample t-test. Hasil: Hasil menunjukkan adanya peningkatan signifikan kemampuan literasi dan numerasi murid setelah penerapan asesmen multiliterasi yaitu sebesar 24,67 yang semula nilai mean pretest adalah 56,78 meningkat menjadi 81,44 mean posttestnya. Kesimpulan: Asesmen multiliterasi efektif dalam meningkatkan pemahaman guru dan berdampak positif terhadap peningkatan kemampuan literasi dan numerasi murid, sehingga relevan sebagai strategi evaluasi pembelajaran abad ke-21.
Kesenjangan Praktik Asesmen Multiliterasi (Baca-Tulis, Numerasi, Sains, dan Digital): Studi Kasus di Kelas IV SD Negeri Tapakrejo 01 Blitar Nunik Setyowati; Intan Sari Rufiana; Sri Rahayuningsih
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1282

Abstract

21st-century learning demands the development of multiliteracy that encompasses reading-writing, numeracy, science, and digital literacy in a balanced manner. This study aims to: (1) describe multiliteracy assessment practices across each dimension; (2) identify the gaps between ideal assessment practices and actual field practices; and (3) analyze the contributing factors to these gaps. This research employed a qualitative approach with a case study design. The subjects were the fourth-grade teacher and representatives of fourth-grade students at SD Negeri Tapakrejo 01 Blitar. Data collection techniques included passive participant observation, semi-structured in-depth interviews, and documentation. The results indicate that multiliteracy assessment practices are highly uneven across dimensions. In reading-writing and numeracy literacy, assessments have been conducted but remain simplistic, portfolios are not yet used, and feedback is not individualized. In science literacy, assessments are conducted informally without rubrics or anecdotal records. In digital literacy, assessments are almost never explicitly performed due to limited facilities and teacher unpreparedness. The contributing factors include internal factors (limited knowledge, belief in the efficiency of written tests, and inadequate technical skills) and external factors (limited digital facilities, unsupportive school policies, and a lack of ongoing mentoring and training). Thus, it can be concluded that a significant gap exists between ideal multiliteracy assessment practices and actual practices at SD Negeri Tapakrejo 01 Blitar, particularly in science and digital literacy.
Urgensi Pengembangan Rubrik Asesmen Multiliterasi untuk Mendukung Pembelajaran STEAM pada Mata Pelajaran IPAS: Studi Kasus di Kelas V SD Negeri Kemirisewu II Pasuruan Ratna Sari Dewi; Intan Sari Rufiana; Sri Rahayuningsih
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1283

Abstract

Assessment practices in STEAM-based science learning (IPAS) in grade V of elementary schools are still dominated by conventional written tests that focus on final cognitive outcomes. This study aims to analyze the urgency of developing a multiliteracy assessment rubric in the context of STEAM-based IPAS learning in grade V of SD Negeri Kemirisewu II Pasuruan. This research employs a qualitative approach with a case study type. Data sources include primary data (fifth-grade teacher and two student representatives) and secondary data (teaching modules, evaluation sheets, and documentation). Data collection techniques included non-participant observation, semi-structured interviews, and documentary study. The findings reveal three main points. First, there is a gap between STEAM-oriented learning design and assessment practices that still rely on written tests. Second, aspects of collaboration, critical thinking, and creativity have not been systematically measured due to the teacher's lack of assessment rubrics. Third, the challenges faced by the teacher include time constraints, a large number of students, a lack of assessment instrument examples, and the absence of multiliteracy assessment training. The development of a multiliteracy assessment rubric is an urgent necessity at the research site. The rubric developed must be valid, practical, and aligned with the characteristics of the STEAM approach to assess students' collaboration, critical thinking, creativity, and communication processes objectively, systematically, and sustainably.
Co-Authors Ade Eka Anggraini Ade Eka Anggraini Adi Atmoko Adyatma Wicaksono Ali Shodikin Asih Wulansari Aynin Mashfufah Aynin Mashfufah Cholis Sa’dijah Dedi Kuswandi Dhea Ayu Anggraini Eddy Sutadji Endang Purwaningsih Erni Ekafitria Bahar Fathimah Az.Zahrah Nasiruddin Fauziyah Fauziyah Haerul Syam Hayuni Retno Widarti Herlina Herlina I Made Sulandra I Wayan Dasna Imam Rofiki Imam Suyitno Indah Sukowati Intan Sari Rufiana Irene Milenia Siki Jauharul Hakim Rizqullah Yeza Kaisra Alfikri Islami Kaisra Alfikri Islami Kiki Niken Saputri M. Luthfi Oktarianto M. Ramli Mardhatillah Mardhatillah Mardhatillah Mohammad Yusuf Randy Muhammad Hasbi Muhammad Muzaini Muhammad Nurhusain Mulyati Nasrun Nasrun Nunik Setyowati Nur Asrawati Nur Cahya Sugiana Nurasrawati Nurasrawati Nurul Zikri Filina Nurzatulshima Kamaruddin Radeni Sukma Indra Dewi Rahmat Kamaruddin Rangga Budiyono Ratna Ekawati Ratna Sari Dewi Riska Pristiani Rusdial Marta Setianingsih Setianingsih Shirly Rizki Kusumaningrum Sijah Mariani Sijah Mariani Sirajuddin Sirajuddin Siti Faizah Siti Faizah Siti Mas’ula Slamet Arifin Slamet Arifin Sudirman Sudirman Sudirman Sudirman Suhartini Suhartini Sukoriyanto Supriyono Supriyono Syaiful Hadi Toto Nusantara Wan Marzuki Wan Jaafar Yusuf Hanafi Zulia Nurul Faizah