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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Social, Humanities, and Educational Studies (SHEs): Conference Series Kalam Cendekia: Jurnal Ilmiah Kependidikan
Dewi Indrapangastuti
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PRAKTEK DAN PROBLEMATIK PENDIDIKAN MULTIKULTURAL DI SMK Dewi Indrapangastuti
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 2, No 1 (2014)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.226 KB) | DOI: 10.21831/jppfa.v2i1.2614

Abstract

Pendidikan multikultural adalah sebuah konsep yang dibuat dengan tujuan untuk menciptakan persamaan peluang pendidikan bagi semua siswa yang berbeda-beda ras, etnis, kelas sosial dan kelompok budaya, dan untuk membantu semua siswa agar memperoleh pengetahuan, sikap dan keterampilan yang diperlukan dalam menjalankan peran-peran seefektif mungkin pada masyarakat demokratik-pluralistik serta diperlukan untuk berinteraksi, negosiasi, dan komunikasi dengan warga dari kelompok beragam agar tercipta sebuah tatanan masyarakat bermoral yang berjalan untuk kebaikan bersama. Melalui pendidikan multikultural peserta didik diharapkan memiliki kompetensi yang baik, bersikap dan menerapkan nilai-nilai demokratis, humanisme dan pluralisme di sekolah dan di luar sekolah. Pendidikan multikultural diberikan kepada siswa SMK agar mereka memahami bahwa di dalam lingkungan mereka dan di lingkungan lain terdapat keragaman budaya yang berpengaruh terhadap tingkah laku, sikap, pola pikir manusia sehingga manusia tersebut memiliki cara-cara, kebiasaan, aturan-aturan bahkan adat istiadat yang berbeda satu sama lain. Bila perbedaan itu tidak dapat dipahami dengan baik dan diterima dengan bijaksana, maka konflik akan mudah terjadi baik di lingkungan sekolah maupun di lingkungan masyarakat. Penerapan konsep yang sistematis dalam mengatasi praktek dan problematik pembelajaran pendidikan multikultural yang bisa diterapkan di SMK, yaitu: a) meningkatkan peran seluruh warga sekolah, terutama guru dengan menggunakan panduan lima dimensi pendidikan multikultur dari Banks, b) mengintegrasikan materi pendidikan multikultural ke dalam kurikulum ataupun pembelajaran di sekolah dengan menggunakan panduan empat pendekatan pendidikan multikultural dari Banks, dan c) meningkatkan peran guru dalam pendidikan multikultural yaitu:1) membangun paradigma keberagamaan inklusif di lingkungan sekolah, 2) menghargai keragaman bahasa di sekolah, 3) membangun sikap sensitif gender di sekolah, 4) membangun pemahaman kritis dan empati terhadap ketidakadilan serta perbedaan sosial, 5) membangun sikap anti diskriminasi etnis, 6) menghargai perbedaan kemampuan, dan 7) menghargai perbedaan umur.Kata kunci: praktek dan problematik, pendidikan multikultural, SMK
Enhancing Students’ Geometry Learning Outcomes and Critical Thinking Skills through the Implementation of Problem Based Learning Model Dewi Indrapangastuti; Murwani Dewi Wijayanti; Achmad Basari Eko Wahyudi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4740

Abstract

To enhance students' critical thinking abilities, it is essential to adopt an interactive learning model where students actively participate, and the instructor acts as a facilitator. This can be achieved through the implementation of the Problem-Based Learning (PBL) model in the teaching and learning process. This study aimed to evaluate the improvement of learning outcomes and critical thinking skills through the application of the PBL model among students. Conducted as classroom action research, it involved 40 students from Yogyakarta State University. The research comprised two cycles, each consisting of two sessions. Instruments used included observation sheets for learning implementation, critical thinking assessment sheets, and tests. Data analysis was performed quantitatively using descriptive analysis methods. The findings revealed that (1) the learning process was effectively implemented, with observation data from both cycles rated as good, with a mode of 4 (good); (2) students' learning outcomes improved, with the average post-test scores increasing from 70.85 in Cycle 1 to 80.63 in Cycle 2; (3) students' critical thinking skills also enhanced, with the average score rising from 68.54 in Cycle 1 to 82.08 in Cycle 2. The conclusion of this study is that implementing PBL in the learning process can significantly enhance both critical thinking and learning outcomes. The research implies that teachers' professional competence can be developed through the application of PBL. It is recommended that teachers integrate the PBL model into their teaching practices to foster students' higher-order thinking skills, such as critical thinking, creativity, and scientific reasoning abilities.
Enhancing Critical Thinking Skills of Prospective Elementary School Teachers: A Study on Problem-Based Learning Approach Dewi Indrapangastuti; Wahyudi Wahyudi; Rokhmaniyah Rokhmaniyah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4476

Abstract

Critical thinking is a higher-order thinking skill that must be fostered during learning. This study aims to provide insights into the achievement of critical thinking skills among students through the implementation of the problem-based learning model in the geometry course. The research methodology employed in this study is descriptive in nature. The participants consisted of 40 Primary School Teacher Education students, who were divided into high, medium, and low-ability groups. Data were collected through written tests and observations. Twelve indicators of critical thinking skills were measured, with ten indicators assessed through written tests and two indicators through observations. The data were analyzed using quantitative descriptive analysis techniques. The study's findings indicate that students' critical thinking skills, as assessed through tests and observations, are considered good in the high, medium, and low groups. This is evident from the average percentages of 83.16% for the high group, 76.40% for the medium group, and 72.08% for the low group, respectively. Students in the high-ability group demonstrated a significantly excellent level of critical thinking skills. In conclusion, applying the PBL model significantly enhances students' critical thinking abilities.
Implementasi Pendekatan Realistic Mathematics Education dengan Media Puzzle Pecahan dalam Peningkatan Pemahaman Konsep Matematika Siswa Kelas VB SD Negeri 2 Pejagoan Reyska Fathonah; Tri Susiani; Dewi Indrapangastuti
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 12, No 3 (2024): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v12i3.85997

Abstract

Tujuan penelitian ini yaitu mendeskripsikan langkah-langkah pendekatan Realistic Mathematics Education (RME) dengan media puzzle pecahan, meningkatkan pemahaman konsep matematika, dan mengetahui kendala serta solusinya. Penelitian tindakan kelas kolaboratif dilaksanakan dalam tiga siklus. Subjek penelitian yaitu guru dan siswa kelas VB SD Negeri 2 Pejagoan. Jenis data yang digunakan dalam penelitian ini yaitu kuantitatif dan kualitatif. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, studi dokumen dan tes. Teknik uji validitas  data yang digunakan yaitu triangulasi teknik dan triangulasi sumber. Teknik analisis data dalam penelitian ini yaitu reduksi data, penyajian data, dan kesimpulan. Hasil penelitian terjadi peningkatan pemahaman konsep dengan menerapkan pendekatan RME dan media puzzle pecahan yaitu rata-rata siklus I sebesar 73,08%, siklus II sebesar 86,54%, siklus III sebesar 96,15%. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan pendekatan RME dengan media puzzle pecahan dapat meningkatkan pemahaman konsep matematika siswa kelas VB SD Negeri 2 Pejagoan tahun ajaran 2023/2024.
Pembelajaran penelitian tindakan kelas melalui model project-based learning pada calon guru sekolah dasar Wahyudi Wahyudi; Dewi Indrapangastuti; Rokhmaniyah Rokhmaniyah
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 3 (2024): December 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i3.90773

Abstract

Tujuan penelitian ini adalah (1) mendeskripsikan langkah penerapan Project-Based Learning (PjBL), (2) meningkatkan keterampilan menyusun proposal PTK, dan (3) meningkatkan hasil belajar metodologi PTK. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK), dengan subjek 116 mahasiswa PGSD FKIP UNS yang menempuh mata kuliah metodologi PTK Tahun 2023. Sumber data yang digunakan adalah mahasiswa teman sejawat dosen, dan dokumen. Teknik pengumpulan data dengan observasi, wawancara, dan tes. Validitas data menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa (1) langkah penerapan Project-Based Learning (PjBL) meliputi (a) penyajian masalah, (b) penyusunan rencana projek, (c) penyusunan jadwal projek, (d) monitoring pelaksanaan projek, (e) presentasi hasil projek, (f) evaluasi hasil projek; (2) penerapan PjBL dapat meningkatkan keterampilan menyusun proposal PTK, dan (3) penerapan model Project-Based Learning dapat meningkatkan hasil belajar metodologi PTK bagi mahasiswa PGSD. Learning classroom action research through project-based learning model for prospective elementary school teachers Abstract: The aims of this study were (1) to describe the steps for implementing Project-Based Learning (PjBL), (2) to improve skills in preparing Classroom Action Research (CAR) proposals, and (3) to improve learning outcomes of the CAR methodology. This study used a Classroom Action Research design, with 116 PGSD FKIP UNS students taking the CAR methodology course in 2023 as subjects. The data sources used were students, fellow lecturers, and documents. Data collection techniques with observation, interviews, and tests. Data validity uses source and technique triangulation. The results of the study show that (1) the steps for implementing Project-Based Learning (PjBL) include (a) presenting the problem, (b) preparing a project plan, (c) preparing a project schedule, (d) monitoring project implementation, (e) presenting project results, (f) evaluating results project; (2) the application of PjBL can improve the skills of preparing CAR proposals, and (3) the application of the PjBL model can improve the learning outcomes of the CAR methodology for PGSD students.
Exploring Students' Mathematical Creative Thinking in the Context of Social Arithmetic Dewi Indrapangastuti; Rokhmaniyah Rokhmaniyah; Wahyudi Wahyudi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.5980

Abstract

Mathematics education aims to develop students' logical and creative thinking skills, which are essential for solving complex and non-routine problems. Creativity in mathematics is particularly important for problem-solving and critical reasoning. This study analyzes students' mathematical creative thinking abilities in social arithmetic, focusing on fluency, flexibility, originality, and elaboration. This study employed a descriptive qualitative method with a case study approach to explore the complexity of mathematical creative thinking. The research involved 40 second-semester students from the Elementary School Teacher Education program at the Faculty of Teacher Education and Educational Sciences, UNS. Participants were categorized into high, medium, and low academic ability groups. Data collection techniques included a validated test instrument (assessed using the Aiken index), with reliability determined by Cronbach’s Alpha coefficient. Interviews were conducted to supplement the test results. Data analysis followed a process of data reduction, presentation, interpretation, and verification. The findings revealed that students’ mathematical creative thinking abilities varied by indicator: fluency (57.5%, moderately creative), flexibility (75%, creative), originality (60%, moderately creative), and elaboration (52.5%, moderately creative). The overall average score was 61.25%, categorizing students as creative. The dominant indicator was flexibility, which fell into the creative category. These results suggest that students demonstrate adaptability in problem-solving but may require further development in originality and elaboration. Students' mathematical creative thinking abilities are strongest in flexibility. It is recommended that mathematics educators implement innovative learning models to enhance technological, pedagogical, content knowledge (TPCK) and scientific reasoning.
Penerapan Metode Games Based Learning (GBL) dengan Media Spinning Wheel untuk Meningkatkan Motivasi dan Hasil Belajar IPAS Kelas V SD Negeri Jatimulyo Nila Sofyani; Dewi Indrapangastuti
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 3 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i3.104537

Abstract

Tujuan dari penelitian ini untuk mendeskripsikan langkah penerapan metode Games Based Learning (GBL) dengan media spinning wheel meningkatkan motivasi dan hasil belajar IPAS  kelas V SD Negeri Jatimulyo. Jenis penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) sebanyak 3 Siklus. Subjek penelitian ini dari guru, peserta didik kelas V SD Negeri Jatimulyo. Data yang digunakan yaitu data kualitatif dan data kuantitatif. Teknik pengumpulan data melalui observasi, wawancara, dan tes. Analisis data dilakukan dengan reduksi data, penyajian data dan penarikan kesimppulan. Hasil penerapan metode GBL dengan media spinning wheel melalui langkah-langkah metode GBLdengan media spinning wheel . Hasil motivasi belajar peserta didik pada siklus I = 77,09%, siklus II = 85,52%, siklus III = 89,43%. Ketuntasan hasil belajar IPAS kelas V pada siklus I = 79,31%. Pada siklus II = 86,21%. Pada siklus III = 89,66%. Disimpulkan bahwa metode GBL dengan media spinning wheel dapat meningkat motivasi dan hasil belajar IPAS kelas V SD Negeri Jatimulyo. Kendala yang ditemukan peserta didik tidak tertib. Solusinya guru dapat lebih tegas kepada peserta didik yang tidak tertibKata kunci: games based learning, spinning wheel, motivasi dan hasil belajar IPAS
Bahasa Inggris Kartika Chrysti Suryandari; Wahyudi; Rokhmaniyah; M. Chamdani; Dewi Indrapangastuti; Murwani Dewi Wijayanti
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13588

Abstract

The purpose of this research is: to describe the science learning experience in terms of creative thinking and to describe the level of students' ability to think creatively using the SRBP model. This study used Design-Based Research (DBR) to investigate the efficacy of hands-on experiments in science learning, combining qualitative and quantitative research methods. Participants were Elementary School Teacher Education students who had taken science lessons, with a total of 105 students. We have developed and examined how this approach might direct creative educational activities. This study uses the Scientific Reading-Based Project (SRBP) conceptual framework. Data collection techniques include questionnaires, observations, interviews, and student portfolios. The results showed that students' learning experience from the creativity aspect increased with each cycle. The learning participants' responses were enjoyable, stimulating students to think creatively. Students performed better because they learned and recalled information through practical experiences. This research recommends applying an innovative learning model that incorporates the principles of discovery and observation, which can stimulate students to think creatively.
Analisis Kebutuhan Bahan Ajar Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Kritis Matematika pada Mahasiswa PGSD Wahyudi, Wahyudi; Suryandari, Kartika Chrysti; Chamdani, Muhamad; Rokhmaniyah, Rokhmaniyah; Wijayanti, Murwani Dewi; Indrapangastuti, Dewi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107478

Abstract

One of the life skills in 21st century skills is critical thinking and problem solving. For this reason, innovative learning strategies are needed by developing problem-based teaching materials. The purpose of this study is to analyze the need for problem-based Geometry and Social Arithmetic teaching materials to improve the critical thinking skills of PGSD students. This qualitative design study involved 121 PGSD students of FKIP UNS Kebumen Campus in 2025. The instruments used were observation sheets, questionnaires, and document analysis. Data analysis used qualitative data analysis which included data reduction, data presentation, and drawing conclusions. The results of the study showed that the need for Geometry and Social Arithmetic teaching materials included: (a) flat geometry, (b) transformation geometry, (c) spatial geometry, (d) measurement, (e) social arithmetic, (f) mathematical problem solving. The conclusion of this study is that the analysis of teaching material needs is very necessary in the development of problem-based teaching materials. The results of this study can be used as recommendations for developing other types of teaching materials.Salah satu kecakapan hidup pada keterampilan abad 21 adalah critical thinking and problem solving. Untuk itu diperlukan strategi pembelajaran inovatif dengan mengembangkan bahan ajar berbasis masalah. Tujuan penelitian ini adalah menganalisis kebutuhan bahan ajar Geometri dan Aritmetika Sosial berbasis masalah untuk meningkatkan kemampuan berpikir kritis mahasiswa PGSD. Penelitian ini desain kualitatif melibatkan 121 mahasiswa PGSD FKIP UNS Kampus Kebumen tahun 2025.  Instrumen yang digunakanadalah lembar observasi, kuesioner, dan analisis dokumen. Analisis data menggunakan analisis data kualitatif yang meliputi reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa kebutuhan bahan ajar Geometri dan Aritmetika Sosial meliputi: (a) geometri datar, (b) geometri tranformasi, (c) geometri ruang, (d) pengukuran,  (e) aritmetika sosial, (f) pemecahan masalah matematika. Simpulan penelitian ini adalah analisis kebutuhan bahan ajar sangat diperlukan dalam pengembangan bahan ajar berbasis masalah. Hasil penelitian ini dapat digunakan sebagai rekomendai untuk mengembangkan jenis bahan ajar lainnya.
The effectiveness of the Cooperative Type Jigsaw Learning Models in Equal Materials Distribution and Time Efficiency at the Elementary School Learning Process Adibah, Shofia Muna; Anggriawan, Rifki; Pramudita, Widya Maharani; Indrapangastuti, Dewi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 6, No 1 (2023): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (543.344 KB) | DOI: 10.20961/shes.v6i1.71199

Abstract

Model kooperatif adalah model pembelajaran yang dapat dikembangkan dalam melatih siswa aktif, kreatif dan bekerja sama dalam menguasai sebuah materi pembelajaran. Tujuan penulisan artikel ini adalah membahas tentang efektivitas penggunaan model kooperatif tipe Jigsaw dalam pemerataan materi di setiap kompetensi dan efisiensi waktu pada saat pembelajaran di kelas. Metode yang digunakan dalam pengumpulan data yaitu menggunakan metode studi pustaka. Hasil penelitian ini menunjukkan bahwa penggunaan model Jigsaw dapat meningkatkan prestasi belajar peserta didik karena dinilai dapat melatih siswa untuk lebih aktif dan berpikir kreatif sehingga tercipta pemerataan materi di setiap kompetensi. Model ini menerapkan konsep kelompok asal dan kelompok ahli sehingga waktu yang digunakan dalam pembelajaran lebih efisien. Kesimpulan dari penulisan artikel ini adalah model pembelajaran kooperatif tipe Jigsaw cocok diterapkan pada pembelajaran sekolah dasar karena efektif dalam memeratakan materi dan mengefisiensikan waktu saat pembelajaran.
Co-Authors Achmad Basari Eko Wahyudi Adibah, Shofia Muna Anggriawan, Rifki Annisa Itsna Nur'aini Ariffudin, Nurul Arina Kurnia Putri Asna, Rosida Belia Elga Saputri Bima Priyamoko chamdani, muhamad Desta Puspa Aulia Dewi, Tira Sari Ditya, Ragil Anin Fathonah, Resyka Alifa Fauzi, Aditya Zaki Gemawan Handayani, Teni Okty Hartini, Kristina Aspri Hilmawan, Adiyatma Zaki Nabil Kartika Chrysti Suryandari M. Chamdani Milatun Hasanah Moh Salimi Muh Chamdani Murwani Dewi Wijayanti Murwani Dewi Wijayanti, Murwani Dewi Ngatman, Ngatman Nila Sofyani Nisatulloh, Ridha Assyifa Novita Riana Sari Pramudita, Widya Maharani Puji Asih, Puji PUTRI OKTAVIANI Putri, Sheila Yuliantono Ragil Anin Ditya Rahmadhani, Setiyawati Restiani, Ning Dainty Reyska Fathonah Rizal Talentiano Rokhmaniyah Rokhmaniyah, Rokhmaniyah Salsabilla M. W., Tiara Sari, Novita Riana Sheiyla Anggraeni Indayana Shofia Muna Adibah Tri Susiani Wahyono Wahyono Wahyono Wahyono Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Widiana, Wiwit Yosua Adven Theo Yulia Sari