Garuda - Garba Rujukan Digital

p-Index From 2020 - 2025

13.464

P-Index

This Author published in this journals

Neni Mariana

Universitas Negeri Surabaya

Author-ID : 315598

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

Published : 134 Documents Claim Missing Document

Claim Missing Document

Articles

Title

1 2

Implementation of Social Emotional Learning In Elementary Schools Within the Merdeka Curriculum Agustina, Olida Diah; Nasution, Nasution; Gunansyah, Ganes; Mariana, Neni; Puspita, Ari Metalin Ika
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1216

Social Emotional Learning (SEL) in elementary schools has become a vital approach to enhancing students' holistic development, particularly within the framework of the Merdeka Curriculum. This study aims to identify the implementation strategies, outcomes, and key factors of successful SEL programs in elementary education. Using a systematic literature review of 20 selected articles out of 157, and following the PRISMA method, this study explores patterns and themes related to SEL integration. The findings reveal that SEL is effectively integrated across various subjects and supported by the development of specific SEL-based learning models. Teachers play a central role in the implementation process. The review highlights significant improvements in students’ self-awareness, self-management, and social awareness, along with academic achievements and reductions in negative behaviors. However, few studies reported specific quantitative outcomes, although one study noted a 15% increase in classroom engagement following SEL-based instruction. This study recommends strengthening supportive education policies, offering continuous professional development for teachers, and developing reliable assessment tools to measure SEL competencies effectively.

Integrating Ethnomathematics of Zero Waste Culture Based ESD to Enhance Students' Creative Thinking and Sustainability Consciousness Solihin, Annas; Mariana, Neni; Wiryanto, Wiryanto; Rahmawati, Ika; Suryanti, Suryanti
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1221

This study explores the integration of Ethnomathematics within the Zero Waste cultural framework, grounded in Education for Sustainable Development (ESD), to enhance students' creative thinking skills and sustainability awareness. Conducted in several elementary and middle schools in Surabaya, Indonesia, the research employed an Inquiry-Based Learning (IBL) model combined with cognitive, affective, and behavioral questionnaires and tests. The findings indicate that embedding local cultural elements in mathematics learning significantly improves students' understanding of sustainable practices, particularly in waste management, recycling, and resource planning. Observations revealed that students demonstrated greater enthusiasm, creativity, and critical thinking when engaging with mathematical concepts contextualized in real-world environmental issues. Additionally, the application of Zero Waste principles in traditional market settings allowed students to connect mathematical theories such as geometry, data analysis, and spatial planning to everyday sustainability challenges. The study concludes that the ethnomathematics approach not only fosters academic achievement but also cultivates responsible environmental behavior. However, the scope was limited to specific cultural and geographic contexts, suggesting the need for further research across diverse settings. This research contributes to the growing body of knowledge emphasizing the importance of culturally responsive pedagogy in sustainability education and recommends expanding such models to broader educational environments.

Exploring Ethnopedagogy Through The “Manten Tebu” Dance to Enhance Character Education in Elementary School Students Fitri, Hidayatul; Puspita, Ari Metalin Ika; Mariana, Neni
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1227

This study explores the implementation of ethnopedagogy through the traditional dance “Manten Tebu” as a medium for character education in elementary schools. Inspired by the local ritual “Buka Giling” from PG Lestari in Patianrowo, Nganjuk, the “Manten Tebu” dance represents cultural values that are deeply rooted in the local community’s traditions. Using a qualitative descriptive approach with ethnographic methods, this research involved cultural experts, dance trainers, teachers, and elementary students. Data were collected through participatory observation, in-depth interviews, and document analysis. The study reveals that the dance serves not only as a cultural expression but also as an effective learning tool for internalizing character values such as religiosity, discipline, cooperation, mutual assistance (gotong royong), and responsibility. These values are reflected in the symbolic movements of the dance and the collaborative learning process. Students engage actively and meaningfully while simultaneously developing a deeper understanding of their cultural identity. Furthermore, the integration of local wisdom into the curriculum supports the preservation of cultural heritage amidst the challenges of globalization. This research contributes to the discourse on culturally responsive education and highlights the importance of developing pedagogical strategies that are rooted in local culture. The findings suggest that ethnopedagogy can be a powerful approach to strengthening character education while maintaining the relevance of traditional values in modern educational contexts.

Augmented Reality-Based Ethnomathematics Learning Media to Enhance Spatial Ability in 3D Geometry for Fifth Grade Elementary Students Gustina, Devi Maya; Mariana, Neni; Wiryanto, Wiryanto
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1229

This study explores the potential of Augmented Reality (AR)-based learning media integrated with ethnomathematics to enhance students’ spatial ability in the context of teaching 3D geometry to fifth-grade elementary students. Spatial ability, which includes spatial perception, mental rotation, spatial visualization, spatial relations, and spatial orientation, is a critical cognitive skill for understanding geometric concepts. A Systematic Literature Review (SLR) method was employed to identify, evaluate, and synthesize findings from 15 studies related to the use of AR and ethnomathematics in mathematics education. The review reveals that AR offers significant advantages in presenting three-dimensional geometric objects interactively, visually, and concretely, which improves students' comprehension of abstract spatial relationships and enhances mental manipulation of objects. Additionally, the integration of ethnomathematics provides contextual learning experiences by linking mathematical content to students’ cultural backgrounds, thereby increasing engagement and motivation. These findings support the Van Hiele theory, emphasizing the importance of gradual stages in geometric understanding. The combination of AR and ethnomathematics not only deepens spatial reasoning but also promotes meaningful and culturally relevant learning experiences. Future studies should further explore the impact of AR-based ethnomathematical media through empirical classroom-based research and assess its long-term effects on students’ mathematical thinking and spatial abilities. The 21 students selected for the classroom trials were chosen through purposive sampling, ensuring the sample’s relevance to the study context.

Analysis of the Need for the Development of Ethnomathematics-Based Flipbook Media to Improve Understanding of Measurement Concepts in Elementary Schools Munawwaroh, Dinda Arofahtul; Mariana, Neni; Ekawati , Rooselyna
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1440

The purpose of this study is to analyze the need for the development of ethnomathematics-based flipbook media to improve students' understanding of measurement materials in grade III of elementary school. The research method used is qualitative with a descriptive approach. Data was collected through in-depth interviews with teachers, participatory observations in the classroom, and documentation studies of the curriculum and teaching materials used. The results of the study show that measurement learning is still dominated by lecture methods and the use of textbooks, so that students have difficulty in understanding abstract concepts. Teachers have also not integrated elements of local culture in learning, although the concept of traditional units of measurement such as cubits and depa is still used in daily life. Therefore, it is necessary to develop ethnomathematics-based digital flipbook media that can present interactive illustrations, visual simulations, and connect measurement concepts with local cultural practices. The conclusion of this study emphasizes that digital flipbooks can be an innovative solution in improving students' understanding of measurement materials while supporting an exploratory approach in the Independent Curriculum. The recommendation of this study is a trial of flipbook media to measure its effectiveness in increasing student engagement and understanding in mathematics learning.

Critical Thinking Skills in Mathematics Learning through a Differentiated Learning Approach in the Era of Independent Curriculum: Systematic Literature Review Noviyanti, Ririn; Mariana, Neni; Wiryanto, Wiryanto
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1453

This study aims to explore the integration of differentiated instruction and the development of students' critical thinking skills within the context of the Merdeka Curriculum (Independent Curriculum) in elementary mathematics education. Employing a Systematic Literature Review (SLR) method, this research analyzed 8 peer-reviewed journal articles published between [insert year range]. The findings reveal that differentiated instruction through content, process, product, and learning environment adjustments significantly contributes to enhancing students’ critical thinking skills, including analysis, evaluation, inference, and problem-solving abilities. Differentiation enables learning personalization based on students’ readiness, interests, and learning profiles, thereby creating equitable and inclusive learning environments. The implementation of differentiated learning media, such as digital worksheets and interactive e-modules, further supports student engagement and cognitive development. However, several challenges persist, including teachers’ limited competence in differentiation strategies, time constraints, and the demands of managing heterogeneous classrooms. Despite these challenges, differentiated instruction aligns with the principles of the Merdeka Curriculum, which emphasizes student agency, diversity, and the cultivation of 21st-century competencies. The review also highlights the crucial role of teacher training, curriculum support systems, and innovative teaching practices in optimizing the implementation of differentiation in mathematics instruction. This study recommends the institutionalization of professional development programs, the design of adaptive learning media, and further empirical research on the long-term impact of differentiation on students’ cognitive and character development. In addition, specific statistical results from the reviewed articles (e.g., effect sizes, sample characteristics) should be integrated where available to strengthen the synthesis. The integration of differentiated instruction and critical thinking within the Merdeka Curriculum represents a transformative shift toward inclusive, student-centered mathematics education in Indonesian elementary schools.

Integrating Ethnomathematics in Geometry Learning to Enhance Primary Students’ Numeracy Skills: A Systematic Literature Review Zainovi, Putri Sarah; Mariana, Neni; Istiq'faroh, Nurul; Wiryanto, Wiryanto; Muhimmah, Hitta Alfi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1467

This study presents a systematic literature review aiming to explore the integration of ethnomathematics in the teaching of plane geometry as a means to enhance numeracy skills among primary school students. Ethnomathematics, which connects mathematical concepts with local cultural practices, offers a contextual and meaningful learning experience that aligns with students’ everyday lives. The review was conducted by analyzing ten peer-reviewed studies published between 2021 and 2024, sourced from credible academic databases such as Google Scholar, DOAJ, ERIC, and Garuda. The findings indicate that embedding cultural elements into geometry instruction—such as traditional motifs, crafts, and architecture—not only improves students’ conceptual understanding but also promotes critical thinking, collaboration, and motivation to learn. Instructional tools developed using ethnomathematical approaches, including modules, multimedia, animated videos, and augmented reality, were reported to be valid, practical, and effective in classroom implementation. Moreover, this culturally responsive pedagogy supports the development of a more inclusive and identity-affirming mathematics education. The review highlights the pedagogical value of ethnomathematics and recommends its wider adoption in mathematics curricula, teacher training, and educational policy. Future research should focus on experimental designs and cross-cultural implementations to further validate the long-term impact of ethnomathematics on student learning outcomes.

Integrating Local Wisdom and Sustainable Development Goals: Contextual Learning Through Klepon Village in Indonesian Primary Education Sari, Yunita; Hendratno, Hendratno; Gunansyah, Ganes; Mariana, Neni; Suprapto , Nadi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1488

This study aims to explore the integration of local cultural practices and Sustainable Development Goals (SDGs) into contextual learning through the case of Klepon Village in Bulang, Sidoarjo, Indonesia. Klepon, a traditional Indonesian snack, is not only a culinary heritage but also a potential educational tool for primary school students. The main research questions of this study are: (1) How can local cultural practices, particularly the production of Klepon, be integrated into the primary school curriculum? (2) What impacts does this integration have on students’ literacy, numeracy, socio-cultural awareness, and character development? Using a qualitative descriptive approach with case study methods, the research involved 25 primary school students and 3 teachers over a period of three months to examine how Kampung Klepon serves as a contextual learning resource in various subjects, including language, mathematics, and science-social studies (IPAS). The findings reveal that integrating the cultural practice of klepon production enhances students’ literacy, numeracy, and socio-cultural awareness. It also fosters students’ character development, entrepreneurial mindset, and environmental consciousness aligned with SDGs. Specifically, students showed improvements in storytelling ability, basic arithmetic skills related to measuring ingredients, and environmental awareness through waste management practices. The study demonstrates that such a local-based approach supports the implementation of Indonesia’s Merdeka Curriculum and promotes transformative education rooted in ethnopedagogy. This research contributes to the discourse on contextual and sustainable education by offering an innovative model that links traditional knowledge, school curriculum, and global educational goals. It also highlights the importance of community-school collaboration in creating meaningful learning experiences.

Ethnomathematics in Traditional Culinary Practice: Mathematical Concepts in the Preparation and Sale of Nasi Pecel Tumpang in Kediri, Indonesia Fatmawati, Eka Nurviana; Mariana, Neni; Ekawati , Rooselyna
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1530

This study explores the presence of mathematical concepts embedded within the traditional culinary process of Nasi Pecel Tumpang, a renowned dish from Kediri, Indonesia. Utilizing an autoethnographic approach combined with semi-structured interviews, the researcher investigates personal childhood experiences and supports them with interviews conducted with local food vendors to uncover mathematical practices inherent in the preparation, processing, and sale of this cultural delicacy. The study involved five traditional food vendors selected through purposive sampling. The findings reveal that daily culinary activities — often seen as routine or informal — contain rich mathematical values, including counting, measurement, comparison, fractions, ratios, sequencing, geometry, and data representation. During the preparation stage, vendors engage in mathematical thinking through the use of standard units (grams, liters), whole number operations (addition, subtraction), and estimation (e.g., handfuls, pinches). The cooking process involves the use of ordinal numbers to sequence tasks, time measurement for boiling or frying ingredients, and length measurement when cutting vegetables. Moreover, elements of geometry are evident in the shapes of utensils and food arrangement, while proportional reasoning is applied in the formulation of spice blends. In the post-production stage, mathematical applications expand to pricing strategies, revenue calculation, and data tabulation using basic statistical tools such as means, frequency tables, and pictograms. The study underscores the value of integrating local cultural practices into mathematics education, offering a contextualized learning experience that is both meaningful and culturally relevant to students. Specific research questions guided the inquiry, focusing on how traditional culinary activities reflect mathematical thinking and how these insights can inform classroom practices. By leveraging familiar cultural artifacts like traditional foods, educators can foster greater student engagement, reduce math anxiety, and build stronger connections between academic content and everyday life. This research contributes to the broader field of ethnomathematics and highlights the importance of culturally responsive pedagogy in elementary education, particularly in areas rich with cultural heritage.

Ethnomathematics in Sidoarjo Batik Motifs: An Ethnographic Study of Mathematical Concepts in Local Cultural Artifacts Fitriyah, Nur; Wiryanto; Ekawati , Rooselyna; Mariana, Neni; Siswono, Tatag Yuli Eko
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1531

This study explores the integration of mathematical concepts within the traditional batik motifs of Sidoarjo, Indonesia, through a qualitative ethnographic approach. Focusing on three selected motifs—Beras Wutah, Kembang Tebu, and Udang Bandeng—the research aims to identify and describe inherent mathematical elements such as symmetry, geometry, patterns, and proportional reasoning embedded in the design and production process. Data were collected through direct observation, semi-structured interviews with local batik artisan Ir. Nurul Huda, and documentation analysis at the Batik Tulis Al-Huda Gallery in Sidokare, Sidoarjo. The data were analyzed using Spradley’s ethnographic method, which includes domain, taxonomic, and componential analysis. Findings reveal that Sidoarjo batik motifs are rich in mathematical structures. The Beras Wutah motif displays tessellation and reflective symmetry; Kembang Tebu illustrates rotational symmetry and repetitive geometric patterns; while the Udang Bandeng motif incorporates proportional scaling and spatial reasoning. These mathematical ideas, though traditionally unformalized, demonstrate deep-rooted local knowledge that aligns with formal mathematical principles. The integration of ethnomathematical perspectives into classroom instruction has the potential to contextualize learning, enhance students’ engagement, and foster cultural appreciation. This study concludes that batik, as a cultural artifact, holds significant educational value in mathematics education. Incorporating local cultural resources like batik into curriculum design not only supports culturally responsive teaching but also bridges abstract mathematical concepts with tangible real-world experiences. The findings advocate for the inclusion of ethnomathematics in primary education as a strategy to make mathematics more accessible, meaningful, and inclusive for diverse learners.

Co-Authors , JULAIKA Abdul Haris Rosyidi AF Suryaning Ati MZ Agnes Vivin Prismayadi AGUNG LUKITO Agung Lukito Agus nur fuad Agus Supriyanto Agustina, Olida Diah Aida Meilina Ainia, Vera Masrurotul AINURROHMAH, NOVITA Ajeng Rara Veronica Alfi Muhimmah, Hitta Amalia, Kaniati Ammelia, Deandra Rizka Amrozi Khamidi Ana Sofiya ANGGRAINI FIRMANDANI, FATIMAH ANIES SOLICHAH, LULI Anik Sri Wahyuni Ari Khusumadewi Ari Metalin Ika Puspita Ariani, Yuli Arizkylia Yoka Putri Ashari, Chasan Asyifa', Nurul AZIZAH FAHMI, NUR Azizah, Imarotul B. Tejero, Erhardie Priel Budi Purwoko Budiyono Budiyono Budiyono Budiyono Delia Indrawati Delia Indrawati Dian Aristya Dini Arianti Dr. Nurul Istiq'faroh, M.Pd. Dr.Endah Budi Rahaju, M.Pd. Duhwi Indartiningsih Dwi Purwanti, Mei Dyen Erni Lakapu Eka Novitandari EKA SASMITA, FEBRIARSITA Eka Setiawati Ekawati , Rooselyna Eko Prasetyo Endah Budi Rahaju Endilina, Euistika Erawan, Galih Majesty Erna Eka Indarwati ERNY ROESMININGSIH Faisal Fajar Witdanarko Farman, Farman Faroh, Nurul Istiq' Fasyah Alya Syabrina Fatimah Anggraini Firmandani Fatmawati, Eka Nurviana Fauziah, Amirotul Febriarsita Eka Sasmita FIRDAUS, ROSYELA Fiscetti, John Fitri, Hidayatul FITRIYAH, NUR Ganes Gunansyah Ganes Gunansyah Ganes Gunansyah Ganes Gunansyah Gustina, Devi Maya Hayu Eka Fadillah HENDRATNO Heru Subrata HERU SUBRATA Hitta Alfi Muhimmah Huda, Muhammad Nur Ika Rahmawati Ika Rahmawati Ikamaya Sridarma Dewi Indartiningsih, Duhwi Indrawati, Mamik Irma Ainur Fofiqoh Isa Suhada Iskandar, Rangga Bhakty Istiq'faroh, Nurul Istiqfaroh, Nurul Istiq’faroh, Nurul JATI PRATIWI, DIYANTI JENATI, MAESI John fiscetti Karwanto, Karwanto Khairiyah, Ummu KHOIRIDA, USIS Kurniawati, Reny Kustiyaningsih, Ira Dwi KUSWULAN DARIYANTO, DESI Ladin, Che Aleha Binti Lala, Sofia Godeliva Un Lamin Ledger, Susan Leli Nisfi Setiana, Leli Nisfi Lina Kamalin Lova, Stelly Martha Ludfi Arya Wardana Majid, Annis Annafik Mariati, Pance Mario Florentino MARITARIA, TRISYA MAULITA ZULIYAWATI, ERIKA Miftakhul Huda Mintohari Mintohari Mintohari, Mintohari Mochamad Nursalim Muhamad Alfian Efendi Muhamad Nukman Muhammad Afif Muhimmah, Hitta Alfi Munawwaroh, Dinda Arofahtul Nabila Hamzati Nadi Suprapto Nadia Luthfi Choirunnisa Najlatun Naqiyah Nasution Nasution natasha rappa Ni'matur Rochmah Nirmala Rahmatul Lailiya Noer Mahmudiyah Norairi, Santi Agustiara Nunuk Hariyati Nur Kumala Wardani Nur rachma Sastra pradita Nur Wahyuni Nurul Istiq’faroh Octaviani, anisa P. Lutog, Marevic Jean Pance Mariati Pangestuningtyas, Dwi Provitasari Purwanto Purwanto Puspita, Ari Metalin Ika PUTRI NUGRAHA, MALIYA Rahaju, Endah Budi Rappa, Natasha Anne Rinatul Khumaimah Ririn Noviyanti Riski, Yunia Tiara Rooselyna Ekawati Rosita, Hana Ruqoyyah Fitri SAADAH, LAILIS Santi Agustiara Norairi Sari, Erna Wulan Sasmita, Febriarsita Eka SEMBIRING, MASTA MARSELINA Setya Ristanto Sherly Krismonika Silvi Amaliatus Sholihah Siti Maghfirotun Amin Sofiah, Nur Solihin, Annas Sri Setyowati Stefanie Marla Laudia Suhartuti, Lia Indra Sunanto Sunanto Suprapto , Nadi Suryanti Suryanti SURYANTI Susan Ledger Syah Putri Endar Pramesta Tatag Yuli Eko Siswono Tatag Yuli Eko Siswono Tatag Yuli Eko Siswono Titik Mulyaningsih TRI WULANDARI, AGNES Ulhaq Zuhdi Umi Anugerah Izzati, Umi Anugerah Vivin, Meyta Wadinah, Ima Wahono Widodo Wahono Widodo Wahyu Sukartiningsih WAHYU SUKARTININGSIH Wahyudi, Mgs Ahmad Wahyuni, Anik Sri Widiasih Widiyanah, Ima WIDYA ANGGRAINI, IRMA Wirya, Deany Yasir Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Yeni Rahmawati, Yeni Yoyok Yermiandhoko Yunita Sari Yuslia Fendy, Livi Eka Zaenal Abidin Zainovi, Putri Sarah

Title Search

Found 16 Documents Search Journal : Journal of Innovation and Research in Primary Education

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 16 Documents
Search
Journal : Journal of Innovation and Research in Primary Education