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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN MAJALAH ILMIAH PEMBELAJARAN Mimbar PGSD Undiksha Jurnal Inovasi Teknologi Pendidikan Jurnal Prima Edukasia JINOP (Jurnal Inovasi Pembelajaran) Mimbar Sekolah Dasar Al Ishlah Jurnal Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan DWIJA CENDEKIA: Jurnal Riset Pedagogik Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Journal of Educational Research and Evaluation International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mandalika Mathematics and Educations Journal Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal for Lesson and Learning Studies ACADEMIA: Jurnal Inovasi Riset Akademik International Journal of Learning Reformation in Elementary Education Jurnal Jaringan Penelitian Pengembangan Penerapan Inovasi Pendidikan (Jarlitbang) Information Technology Education Journal Jurnal Pendidikan Siber Nusantara

Unik Ambarwati

Universitas Negeri Yogyakarta

Author-ID : 2903436

Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Bridging Culture and Mathematics: Exploring Teachers’ Needs for Culturally Relevant Digital Resources in Primary Schools Rahayu Condro Murti; Yeni Rakhmawati; Unik Ambarwati; Tiara Harsono; Salman Rashid
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.19939

This study aims to evaluate the feasibility and user acceptance of the Matematika Berbudaya e-book as a culturally responsive digital resource for primary mathematics learning in the Special Region of Yogyakarta, Indonesia. This study used a design and development research method with a field trial evaluation to assess the feasibility, acceptability, and perceived pedagogical value. A field trial involved 10 teachers and school leaders who completed a 26-item five-point questionnaire with an open-ended comment, and 89 students who completed a 20-item four-point questionnaire after using the e-book. Descriptive statistics were used to summarize item-level means and response distributions, and internal consistency was examined with Cronbach’s alpha. Teachers reported strong endorsement of value integration and meaningful learning (M = 4.80 and 4.70), contextual and cultural integration (highest M = 4.90), and perceived usefulness and access (M from 4.50 to 4.60). Students also responded positively, with an overall mean of 3.3494 and responses concentrated in the upper categories (scores 3 and 4). The combined results indicate that the e-book is perceived as culturally meaningful, practically usable, and supportive of engaging learning experiences. These findings provide an empirical basis for refining instructional wording, layout cues, and navigation, and for informing the development of culturally grounded digital materials that align with Kurikulum Merdeka and principles of culturally responsive teaching.

Pengembangan Media Pembelajaran BARA (Bangun Ruang Augmented Reality) Mata Pelajaran Matematika Kelas V SD Nur Akhmad Fauzi; Unik Ambar Wati; Mely Agustin Rahma Sari; Wiwik Wahidah; Nofian Nur Romadhon
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.10825

This study aims to develop, determine the quality, and practicality of BARA (Building Augmented Reality Space) learning media in Mathematics for fifth-grade elementary school students. The background of the study is the difficulty of students in understanding abstract mathematical concepts, resulting in low motivation and learning activity. This study uses the Research and Development (R&D) research type with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The developed media utilizes the Assemblr Edu platform to present interactive 3D objects, so that abstract concepts become more concrete and visual. The quality of the media is assessed by material experts and media experts, while practicality is measured through student responses. The validation results from material experts obtained a score of 98.3% (Very Good) and media experts 86.6% (Very Good). Furthermore, the practicality test conducted on 19 fifth-grade students of SDN Wirosaban resulted in a score of 93.1% (Very Practical). These findings indicate that BARA media is a quality and practical learning media. It is concluded that this Augmented Reality spatial media is suitable for use and can be an effective innovative solution to increase students' motivation and understanding of spatial material in Elementary Schools, in line with the demands of 21st century learning

Pengembangan Media Pembelajaran Interaktif Melalui Pendekatan Contextual Teaching Learning (CTL) Pelajaran Matematika Kelas IV SD Dzaky Kosandi; Unik Ambar Wati; Evy Nur Rochmah
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12195

Mathematics is a discipline that studies forms, structure, and interrelated concepts. Visual aids serve as concrete representations that facilitate learning experiences. The rapid advancement of technology has fostered the development of innovative and creative interactive learning media. This study aims to develop interactive learning media through the Contextual Teacing Learning (CTL) approach for teaching whole number multiplication operations in fourth-grade elementary school mathematics. The subject of this study were the students of Class IV B at SD Kanisius Demangan Baru I. This research was motivated by the limited use of interactive learning media in mathematics learning. This study employed the R&D method using the ADDIE model, which consits of the stages of analysis, design, development, implementation, and evaluation. The validity test results score of 93% in the material aspect, categorized as “highly qvalid” and 82% in the media aspect, categorized as “valid”. Furthermore, the practicality test results scores 92% based on teachers respons and 89% based on students respons, both categorized as “highly practical”. Therefore, the interactive learning media develop in this study are considered valid, practical, and suitable for use in the leraning process.

DEVELOPING A CTL-BASED MANIPULATIVE WORKSHEET FOR FRACTION LEARNING IN GRADE 4 Nuba Sanzania; Unik Ambar Wati
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i1.p88-95

Mathematics learning in elementary schools requires instructional materials that can connect abstract concepts with students’ real-life experiences. One of the common difficulties faced by students in learning fractions is understanding the part–whole relationship, which is often caused by limited use of manipulative media and teacher-centered instructional practices. This study aims to develop a Contextual Teaching and Learning (CTL)-based manipulative worksheet and to examine its effectiveness in improving elementary school students’ fraction learning outcomes. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects were 23 fourth-grade elementary school students. Data were collected through observations, documentation, and learning outcome tests in the form of pretest and posttest, which were administered at the evaluation stage to measure students’ learning improvement after the implementation of the worksheet. The results of the study indicate that the CTL-based manipulative worksheet was effective in improving students’ fraction learning outcomes. The average pretest score was 61.85, which increased to 81.70 in the posttest. The difference between pretest and posttest scores was 19.85 points, representing an improvement of 32.09%. In addition to improved learning outcomes, students demonstrated higher engagement during the learning process through manipulative activities and contextual discussions. In conclusion, the developed CTL-based manipulative worksheet is feasible and effective as an instructional material to support meaningful fraction learning in elementary schools.

ETOS BELAJAR SISWA SEKOLAH DI DAERAH PINGGIRAN S. Bayu Wahyono, Deni Hardianto; Unik Ambarwati
Jurnal Penelitian Ilmu Pendidikan Vol. 6 No. 1 (2013): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Penelitian ini bertujuan ingin mengetahui dan menganalisis penyebab rendahnya etos belajar siswa dari perspektif sosial budaya, dan menawarkan solusi yang efektif bagi upaya meningkatkan etos belajar siswa di daerah pinggiran. Pilihan metode penelitian adalah metode survei dan penelitian kancah (field research). Hasil penelitian menunjukan bahwa etos belajar siswa Sekolah Menengah Atas/Kejuruan (SMA/SMK) di daerah pinggiran ternyata masih dalam kategori sedang cenderung rendah. Indikatornya adalah bahwa dikalangan siswa sekolah pinggiran ditandai rendahnya minat baca, kurang menyukai tantangan atau rendahnya watak kompetitif, rendahnya kemandirian, tanggung jawab belajar yang tidak tinggi. Letak teritorial cenderung memiliki hubungan signifikan terhadap rendahnya etos belajar siswa di sekolah pinggiran dan terdapat hubungan yang tidak linier antara persepsi positif terhadap belajar dengan praksis belajar di kalangan siswa sekolah daerah pinggiran. Kata kunci: etos belajar, daerah pinggiran

Etos belajar siswa sekolah di daerah pinggiran Sugeng Bayu Wahyono; Deni Hardianto; Unik Ambarwati
Jurnal Penelitian Ilmu Pendidikan Vol. 8 No. 1 (2015): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Penelitian ini bertujuan ingin mengetahui dan menganalisis penyebab rendahnya etosbelajar siswa dari perspektif sosial budaya, dan menawarkan solusi yang efektif bagi upayameningkatkan etos belajar siswa di daerah pinggiran. Pilihan metode penelitian adalahmetode survei dan penelitian kancah (field research). Hasil penelitian menunjukan bahwaetos belajar siswa Sekolah Menengah Atas/Kejuruan (SMA/SMK) di daerah pinggiranternyata masih dalam kategori sedang cenderung rendah. Indikatornya adalah bahwadikalangan siswa sekolah pinggiran ditandai rendahnya minat baca, kurang menyukaitantangan atau rendahnya watak kompetitif, rendahnya kemandirian, tanggung jawabbelajar yang tidak tinggi. Letak teritorial cenderung memiliki hubungan signifikanterhadap rendahnya etos belajar siswa di sekolah pinggiran dan terdapat hubungan yangtidak linier antara persepsi positif terhadap belajar dengan praksis belajar di kalangansiswa sekolah daerah pinggiran

Evaluasi penerapan program manajemen berbasis sekolah pada sekolah dasar di propinsi Daerah Istimewa Yogyakarta Ali Mustadi; Unik Ambarwati; Rahayu Condro Murti; Supartinah Supartinah
Jurnal Penelitian Ilmu Pendidikan Vol. 8 No. 1 (2015): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Tujuan dari penelitian ini adalah untuk mengevaluasi sejauh mana keterlaksanaanimplementasi program Manajemen Berbasis Sekolah (MBS) Sekolah Dasar (SD) di DaerahIstimewa Yogyakarta (DIY). Subjek penelitian adalah kepala sekolah, guru, dan siswaSD di DIY. Penelitian ini adalah penelitian evaluasi (Evaluative Research). Pengumpulandata menggunakan teknik angket, observasi, dokumentasi. Pendekatan evaluasi yangdigunakan dalam penelitian ini yaitu evaluasi model Stake (Stake's Countenance Model) yangmembandingkan antara proses pembelajaran yang terjadi dengan proses pembelajaranyang seharusnya. Hasil penelitian ini menunjukkan bahwa implementasi programManajemen Berbasis Sekolah (MBS) Sekolah Dasar (SD) di Daerah Istimewa Yogyakarta(DIY) berjalan dengan kategori cukup baik. Hal ini didasarkan pada penggunaan desainevaluasi model Stake's Countenance Model yang menekankan adanya pelaksanaan duahal pokok yakni deskripsi (description) dan pertimbangan keputusan (judgements). Dalamproses implementasi, program MBS mencakup 3 pilar utama yaitu: 1) input (antecedent),2) proses (transaction), 3) hasil (outcomes)

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

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.

Model pembelajaran blended partisipatif kemitraan sekolah dan orangtua Deni Hardianto; Yi Ying Chang; Unik Ambar Wati
Jurnal Penelitian Ilmu Pendidikan Vol. 16 No. 1 (2023): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v16i1.54619

Partisipasi orangtua dalam menyusun program kemitraan dengan sekolah masih belum optimal, sehingga seringkali orangtua hanya menjadi objek dalam program pendidikan di sekolah. Untuk mengatasi hal ini, dilakukan penelitian untuk mengembangkan model pembelajaran blended partisipatif kemitraan sekolah dan orangtua siswa. Penelitian ini menggunakan metode penelitian pengembangan dengan model ADDIE, dan teknik pengumpulan data meliputi observasi, wawancara, dan angket. Analisis data menggunakan analisis deskriptif. Hasil penelitian menunjukkan terciptanya model pembelajaran blended partisipatif kemitraan sekolah dan orangtua siswa dengan tahapan (1) Analisis, meliputi analisis kebutuhan dan situasi, analisis tujuan umum dan materi, analisis karakteristik orangtua siswa, analisis lingkungan/perangkat teknologi, dan analisis waktu pembelajaran blended. (2) Desain dengan dua mode yaitu face to face (synchronous) dan online (asynchronous). (3) Pengembangan yaitu mengembangkan tujuan dan materi pembelajaran, merancang strategi pembelajaran blended, mengembangkan learning resource dan validasi ahli. (4) Implementasi pembelajaran blended meliputi tahap uji coba satu-satu dan uji lapangan terbatas. (5) Evaluasi meliputi pengembangan evaluasi formatif dan sumatif serta revisi model. Model ini dinilai layak oleh ahli, yang dinyatakan layak dengan skor 3.58, dan praktis untuk digunakan dengan skor 3,65. Penilaian ahli materi kemitraan sekolah dan orangtua yaitu 3,76 (layak), sementara penilaian ahli pembelajaran terhadap desain model pembelajaran blended dengan skor 3.76 (layak). Implikasi dari hasil kelayakan dan kepraktisan model ini dapat digunakan dalam lingkup yang lebih luas. Blended participatory learning model with school-parent partnership for studentParents' participation in compiling and developing partnership programs is still not optimal; parents tend to become objects in educational programs at schools This research aimed to develop a participatory blended learning model for school partnerships and parents. The research method used was development research with the ADDIE model. Data collection techniques at the model development stage used observation, interviews, and questionnaires, additionally, for data analysis using descriptive analysis. The results of the study have compiled a participatory blended learning model for school partnerships and parents of students with stages (1) Analysis which includes analysis of needs and situations, analysis of general objectives and materials, analysis of parents' characteristics, analysis of the environment/technological devices, and analysis of blended learning time. (2) Design with two modes, namely face-to-face (synchronous) and online (asynchronous). (3) Development by developing learning objectives and materials, designing blended learning strategies, developing learning resources, and expert validation. (4) Implementing blended learning includes one-on-one trials and limited field trials. (5) Evaluation includes the development of formative and summative evaluations and model revisions. Expert validation on the participatory blended learning model was generally stated to be feasible with a score of 3.58 (decent). The expert's assessment of school partnerships and parents was 3.76 (appropriate), while the learning expert's assessment of the blended learning model design scored 3.76 (decent). Ultimately, the results of the practicality test obtained a score of 3.65 (practical). The implications of the results of the feasibility and practicality of this model can be used in a wider scope

Development of Mathflip-Pad E-modules based on PBL and Muhammadiyah values to facilitate student engagement and mathematical communication Tiara Friaesa Harsono; Unik Ambar Wati
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.91610

Student engagement and mathematical communication are essential 21st-century competencies; however, many students still struggle to actively participate and express mathematical ideas in conventional classrooms. This study aimed to develop a MathFlip-Pad electronic module (e-module) based on Problem-Based Learning (PBL) and Muhammadiyah values and to examine its validity, practicality, and effectiveness in enhancing student engagement and mathematical communication skills. This study employed a Research and Development (R&D) method using the ADDIE model. The e-module was designed as a flipbook-style interactive learning media integrating PBL stages and Islamic values. Validation involved subject matter, media, and pedagogy experts, followed by a limited trial with eighth-grade students at a Muhammadiyah junior high school. Data was collected through expert validation, response questionnaires, and classroom observation. Expert validation scores for the material and media were 90.63% and 92.2% (highly valid), while student and teacher responses were 89.5% and 90.6% (very good). Observations showed that 92% of students actively participated in discussions, 95% engaged in Polypad exploration, and 87% used appropriate mathematical language. The study concludes that the MathFlip Pad e-module is feasible and effective in enhancing engagement and mathematical communication.

Co-Authors A.S Almunawwarah Agus Herwanto Agustang Agustang Ali Mustadi Ambarwati, Aniza Anisa Ilma Wardhani Anwar Senen Ariefa Efianingrum Ayu Restianingrum Celine Widyaningrum Kusumawardani D, Siti Irine Astuti David Lailelleru Deana Indah Haimima Deni Hardianto Devi Anggi Friani Dian Tri Rahayu Diana Peggy Putinella Dinar Mahardhika Pratiwi Dzaky Kosandi Edy Mawardi ELIANA, NENENG Ella Kusuma Wardani Fathurrohman Fathurrohman, Fathurrohman Febrina Siska Widyaningtyas Fery Muhammad Firdaus Fery Muhammad Firdaus Firdaus, Fery Muhamad Hermanto Hermanto Herwanto, Agus Ika Damayanti Ikhlasul Ardi Nugroho Intan Purnama Dewi Ita Tri Lestari Kinanti Pangestu Komalasari, Mahilda Dea Kurniawan, Hendra Listya Kusumah, Sandy Abdi Lia Nur Kartika Lutfiana Nurohmah Marisa Monika Marsini Marsini Marwan Marwan Marwan Marwan Mely Agustin Rahma Sari Muammar Murrti, Rahayu Condro Mu’alimah, Siti Nofian Nur Romadhon Nuba Sanzania Nur Akhmad Fauzi Nurhayati Nurhayati Nurhayati Nurlayli, Akhsin Nurlita Andayani Paulina Reta Paulina Pratama, Kukuh Wahyudin Pratiwi Pujiastuti Pujaningsih Pujaningsih Puji Lestari Pujiastuti, Lita Rahayu Condro Murti Rahayu Condro Murti Ramadhani, Deasy Rashika Ardafa Sahila Rosidah, Ulfa Khoirotul Safitri Yosita Ratri Safril Haskin Salman Rashid Sandy Abdi Kusumah Sekar Purbarini Kawuryan Setiawan Edi Wibowo Shely Cathrin Shofie Putriningtyas Sigit Wibowo Sisca Rahmadonna Srihartati, Nanik Sugeng Bayu Wahyono Supartinah Supartinah Tiara Friaesa Harsono Tiara Harsono Tri Asih Wayan Pudma Febby Mandalika Widyaningtyas, Febrina Siska Wijayati, Ida Wahyu Wiwik Wahidah Woro Sri Hastuti Wuri Wuryandani Yanuar Puji Rahayu YENI FITRIYA Yeni Rakhmawati, Yeni Yi Ying Chang Yoppy Wahyu Purnomo

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