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All Journal Jurnal Nalar Pendidikan Jendela Olahraga Syntax Literate: Jurnal Ilmiah Indonesia JPMI (Jurnal Pendidikan Matematika Indonesia) Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Jurnal Pendidikan Matematika (JPM) JURNAL PENDIDIKAN MIPA Budimas : Jurnal Pengabdian Masyarakat Community Development Journal: Jurnal Pengabdian Masyarakat Al-Qalam: Jurnal Kajian Islam dan Pendidikan Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Didaktika: Jurnal Kependidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Ilmu Pendidikan Dasar Indonesia Jurnal Pendidikan Indonesia (Japendi)
Sukriadi Sukriadi
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Mulawarman, Samarinda, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Implementasi Pembelajaran Daring dalam Mata Pelajaran Matematika Materi Pengukuran Sudut Muhlis; Umi Isroul Mahmudah; Sukriadi
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 1 No 1 (2021): DESEMBER
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v1i1.161

Abstract

This research is motivated by the mathematics learning of angle measurement material which is carried out online due to the covid-19 pandemic so that mathematics learning which should be studied intensively with face-to-face learning so that students more easily understand this material cannot be carried out due to the covid-19 pandemic which resulted in learning mathematics is not optimal. This study aims to determine the preparation of teachers in implementing online learning, to determine the implementation of online learning on angle measurement material, and to determine the supporting and inhibiting factors in applying online learning to angle measurement material in class IV SDN 007 Sungai Kunjang. The results showed that the teacher had carried out online learning of angle measurement material with good preparation. The application of online learning of angle measurement material went well with obstacles that the teacher could overcome. The supporting factors for online learning are devices and adequate internet quotas and the inhibiting factor for online learning is not having a device and internet quota. Based on the results of the research above, it can be concluded that teacher preparation in carrying out online learning plays a major role in achieving learning objectives and adequate learning facilities will make it easier for students to carry out online learning of this angle measurement material.
Pengembangan Media Pembelajaran Smart Apps Creator Terintegrasi Genially pada Materi Penjumlahan Bilangan Cacah Kelas IV Sekolah Dasar Amelia Safitri; Andi Asrafiani Arafah; Hety Diana Septika; Makmun Makmun; Taufik Hidayat; Sukriadi Sukriadi
JURNAL PENDIDIKAN MIPA Vol. 14 No. 4 (2024): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v14i4.1972

Abstract

Penelitian ini mengkaji pengembangan media pembelajaran berbasis SAC (Smart Apps Creator) terintegrasi Genially guna menghasilkan peningkatan pada proses belajar di sekolah dasar. Penelitian ini dimaksudkan guna mengetahui proses pengembangan media, menilai kelayakan media, serta mengetahui respon peserta didik terhadap media tersebut. Metode yang dimanfaatkan ialah R&D (Research and Development) bermodel ADDIE, yang mencakup lima tahapan, yakni Analysis, Design, Development, Implementation, hingga Evaluation. Materi yang difokuskan adalah operasi hitung penjumlahan bilangan cacah. Pelaksanaan penelitian bertempat di SD Negeri 007 Samarinda Ilir dengan melibatkan 28 siswa. Penghimpunan data dilaksanakan dengan wawancara, observasi, serta angket, kemudian dianalisis menggunakan uji validasi oleh ahli media maupun materi. Hasil penelitian memperlihatkan bahwa pengembangan media mengikuti tahapan model ADDIE, kelayakan media oleh validator ahli media mencapai 90% beserta ahli materi 84%, sehingga dinyatakan sangat layak, dan respon peserta didik pada kelompok kecil memperoleh 93,75% dan kelompok besar 88,93%, keduanya dalam kategori sangat layak. Kesimpulannya, media pembelajaran berbasis SAC terintegrasi Genially layak digunakan. Disarankan untuk mengembangkan lebih lanjut media ini dengan variasi materi dan aplikasi lain untuk meningkatkan pengalaman belajar.
Pengaruh kecemasan dan motivasi belajar terhadap hasil belajar matematika siswa Sekolah Dasar Ardelia Wardana; Fitri Aida Sari; Sukriadi Sukriadi; Fara Virgianita Pangadongan; Maria Donata Mariani Priyambodo
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28420

Abstract

This study aims to analyse the influence of mathematics anxiety and learning motivation on the mathematics learning outcomes of sixth-grade students at an elementary school in Samarinda City. The research employed a quantitative, correlational design. A total of 56 students participated as research subjects using a total sampling technique. Data were collected through a mathematics anxiety questionnaire, a learning motivation questionnaire, interviews, and documentation of the final exam scores. Data analysis was conducted using multiple linear regression after confirming the assumptions of normality, multicollinearity, and heteroscedasticity. The results showed that mathematics anxiety did not have a significant effect on learning outcomes (Sig. = 0.118 ≥ 0.05), whereas learning motivation did (Sig. = 0.004 ≤ 0.05). Simultaneously, both variables had a significant effect, contributing 23.1% to mathematics learning outcomes. Learning motivation was found to be the most dominant factor. From the interviews, other factors influencing learning outcomes were identified, including family and school environments, teaching methods, and students’ study habits. The findings imply that teachers should analyse students’ characteristics to design adaptive instruction that optimises learning outcomes
Hubungan kecerdasan emosional dengan kemampuan pemecahan masalah matematis peserta didik di Sekolah Dasar Dhea Puspita Kusmandari; Fitri Aida Sari; Sukriadi Sukriadi; Fara Virgianita Pangadongan; Wa Pain
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28421

Abstract

Mathematical problem-solving skills are an important aspect of mathematics education and are influenced by various factors, including emotional intelligence. This study examined the relationship between emotional intelligence and mathematical problem-solving skills among elementary school students. This study employed a quantitative correlational design. The participants consisted of 26 fifth-grade elementary school students. Data were collected using an emotional intelligence questionnaire and a mathematical problem-solving test, and analyzed using the Spearman rank correlation test. The results showed a positive correlation between emotional intelligence and mathematical problem-solving skills; however, the relationship was not statistically significant. This may be attributed to the small sample size, the relatively homogeneous distribution of test scores, and the uniform learning environment. These findings suggest that emotional intelligence is not the sole factor influencing students' mathematical problem-solving skills. Other contributing factors include cognitive abilities, learning motivation, student engagement, teachers' roles, instructional strategies, and family support
Penerapan model pembelajaran SAVI dalam meningkatkan kemampuan berpikir kritis siswa di sekolah dasar Sefri Setiyamara; Fitri Aida Sari; Fara Virgianita Pangadongan; Sukriadi Sukriadi; Maria Gaudensia Aldince
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28623

Abstract

Critical thinking skills are important competencies that need to be developed, especially at the elementary school level. However, developing these skills remains a challenge in mathematics learning. The purpose of this study is to examine the effect of the SAVI learning model on the development of primary school students' critical thinking skills. The SAVI (Somatic, Auditory, Visual, Intellectual) learning model is an approach that involves physical activity, listening, visual observation, and intellectual engagement in the learning process. This study used a quantitative approach with a quasi-experimental nonequivalent control group design. The subjects consisted of two classes: an experimental class treated with the SAVI model and a control class using conventional learning. The instruments were a pretest and a posttest. Data were analyzed using the Shapiro-Wilk normality test, Levene's test for homogeneity, and hypothesis testing. Improvement in students' critical thinking skills was measured using n-Gain to determine improvement categories in each class. The results showed that improvements in students' critical thinking skills in both groups were in the moderate range, with n-Gain scores of 0.68 in the experimental class and 0.70 in the control class. Statistical analysis using the Mann–Whitney test indicated no significant difference between the two groups (p > 0.05), with a very small effect size (r = 0.003). This finding indicates that implementing the SAVI learning model did not yield a greater impact than conventional learning. This result is influenced by several factors, including limited learning time, low student participation, decreased concentration, classroom environment, and students' readiness for higher-order thinking
Pengaruh Model Pembelajaran Teams Games Tournament (TGT) terhadap Minat dan Motivasi Belajar Siswa pada Materi Pengukuran Panjang dan Berat Siti Nahdiyah; Fitri Aida Sari; Fara Virgianita Pangadongan; Sukriadi Sukriadi; Diastin Anis Sugiri
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.5175

Abstract

Pembelajaran matematika yang masih didominasi oleh metode konvensional menyebabkan minat dan motivasi belajar siswa pada materi pengukuran panjang dan berat belum optimal. Penelitian ini bertujuan untuk mengetahui perbedaan minat dan motivasi belajar antara siswa yang menggunakan model Teams Games Tournament (TGT) dan pembelajaran konvensional. Penelitian menggunakan pendekatan kuantitatif dengan desain nonequivalent control group. Sampel terdiri dari 25 siswa kelas eksperimen (III A) dan 25 siswa kelas kontrol (III D) yang dipilih melalui teknik purposive sampling. Instrumen berupa angket minat dan motivasi belajar yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan melalui uji normalitas, homogenitas, dan uji hipotesis menggunakan Independent Samples t-test pada data minat belajar dan Mann-Whitney U Test pada data motivasi belajar. Hasil penelitian menunjukkan nilai signifikansi minat belajar sebesar 0,411 dan motivasi belajar sebesar 0,322 yang keduanya lebih besar dari 0,05, sehingga tidak terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model TGT dan pembelajaran konvensional. Ketidaksignifikanan hasil ini dipengaruhi oleh kebaruan model bagi siswa, keterbatasan waktu pembelajaran, perbedaan karakteristik siswa, dan peran guru dalam merancang dan mengelola pembelajaran. Disarankan bagi peneliti selanjutnya untuk menerapkan model pembelajaran TGT dengan durasi perlakuan yang lebih panjang dan pengelolaan pembelajaran yang lebih optimal sesuai karakteristik siswa.
Co-Authors . Muhammad Ramli Buhari Amelia Safitri Andi Asrafiani Arafah Ardelia Wardana Aulia Rachma Auliaul Fitrah Samsuddin Dhea Puspita Kusmandari Diastin Anis Sugiri Dwiyono, H. Yudo Dyna Febiola Eva Shofiriyanti Fara Virgianita Pangadongan Fauzi, Muhammad Sukron Felya Oktaviyanti Fitri Aida Sari Hety Diana Septika Iksam Iksam Iksam Iksam Iksam julianur julianur Kurniawan Kurniawan Kusdar Kusdar Kusdar Kusdar Kusdar Kusdar La Djangka La Djangka Lilis Angreani Astuti Makmun Makmun Maria Donata Mariani Priyambodo Maria Gaudensia Aldince Melisa Melisa Mohammad Siddik Muhlis Muhlis Mustamiroh Mustamiroh Mustamiroh Nabila Anastasia Salsabila Nabilah Az-zahrah Nurdiyah Kurniati Raina Melati Rehana Emilia Maulida Rika Ayu Lestari Rika Tri Kurnia Aprianti Rizki Ramalia Rosita Putri Rahmi Sefri Setiyamara Siti Nahdiyah Taufik Hidayat Tri Wahyuningsih Umi Isroul Mahmudah Utami Wa Pain Warsinah Warsinah Wulan Karmila Wuland Suryaningsih Yoga Afrizal Rifai