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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Edu Sains: Jurnal Pendidikan Sains dan Matematika AKSIOMA Jurnal Gantang Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Indonesian Journal of Science and Mathematics Education Desimal: Jurnal Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Ibtida'iy : Jurnal Prodi PGMI Lentera: Jurnal Ilmiah Kependidikan Pedagogik Journal of Islamic Elementary School FONDATIA Didaktik : Jurnal Ilmiah PGSD STKIP Subang Mitra PGMI: Jurnal Kependidikan MI SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Indo-MathEdu Intellectuals Journal Indonesian Journal of Research and Educational Review (IJRER) Journal Of Human And Education (JAHE) Smart Society: Community Service and Empowerment Journal Jurnal Ilmu Sosial dan Humaniora SENTRI: Jurnal Riset Ilmiah At-Thullab : Jurnal Mahasiswa Studi Islam Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Riwayat: Educational Journal of History and Humanities Jurnal Armada Pendidikan
Hasan Sastra Negara
Universitas Islam Negeri Raden Intan
Religion Aerospace Engineering Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN SELF-DIRECTED LEARNING BERBASIS PLATFORM EDUCAPLAY TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA KELAS IV DI MIN 2 BANDAR LAMPUNG Tantri Aprillita; Chairul Anwar; hasan sastra negara
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.38879

Abstract

This study is motivated by the low level of students’ mathematical problem-solving abilities. One contributing factor is the use of learning models that do not adequately support the development of students’ learning independence. Therefore, a learning approach is needed that can enhance active engagement and provide opportunities for students to independently direct their learning processes. The Self-Directed Learning model integrated with the Educaplay platform was selected as an alternative, as it is considered capable of creating a varied, interactive, and student-centered learning experience. This study aims to examine the effect of the Educaplay-based Self-Directed Learning model on the mathematical problem-solving abilities of fourth-grade students. The research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The sampling technique used was purposive sampling. The research instrument was an essay test designed to measure mathematical problem-solving ability. The population consisted of all fourth-grade students, while the sample comprised 56 students, including 28 students in the experimental group and 28 students in the control group. Data analysis included the Shapiro–Wilk normality test, Levene’s test for homogeneity of variance, and hypothesis testing using the independent samples t-test. The results indicated that the significance value (2-tailed) was 0.000, which is less than 0.05. Therefore, H₀ was rejected and Hₐ was accepted, leading to the conclusion that the Educaplay-based Self-Directed Learning model has a significant effect on the mathematical problem-solving abilities of fourth-grade students at MIN 2 Bandar Lampung.
PENGARUH MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBANTUAN MEDIA KARTU SOAL TERHADAP PEMAHAMAN KONSEP MATEMATIKA KELAS IV DI MADRASAH IBTIDAIYAH Izzatul Ulya; Erlina Erlina; Hasan Sastra Negara
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.12318

Abstract

ABSTRACT Mathematics learning on plane geometry continues to face challenges in fostering students’ conceptual understanding, as learners are expected not only to obtain correct answers but also to explain the mathematical reasoning underlying their solutions. This study investigated the effectiveness of the Think Pair Share (TPS) learning model supported by question cards in improving the mathematical conceptual understanding of fourth-grade students at MIN 4 Bandar Lampung. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group design, involving 56 students, comprising 28 students in the experimental group and 28 students in the control group. Data were collected through validated and reliable essay tests and analyzed using the Shapiro–Wilk test, Levene’s test, and an independent samples t-test. The mean pretest scores were 60.46 for the experimental group and 55.29 for the control group. Following the intervention, the mean posttest score increased to 81.18 in the experimental group, whereas the control group achieved a mean score of 65.71. The analysis revealed a significance value of p < 0.001, indicating a statistically significant difference in students’ conceptual understanding between the two groups. These findings suggest that integrating the TPS model with question cards provides an effective instructional strategy for strengthening elementary students’ mathematical conceptual understanding by promoting individual thinking, collaborative discussion, and meaningful knowledge construction. ABSTRAK Pembelajaran matematika pada materi bangun datar masih menghadapi tantangan dalam membangun pemahaman konsep yang utuh sehingga peserta didik tidak hanya mampu memperoleh jawaban, tetapi juga menjelaskan alasan matematis yang mendasarinya. Kondisi tersebut mendorong pengujian efektivitas model Think Pair Share (TPS) berbantuan media kartu soal terhadap pemahaman konsep matematika peserta didik kelas IV MIN 4 Bandar Lampung. Penelitian menerapkan pendekatan kuantitatif dengan rancangan quasi-experimental tipe nonequivalent control group design yang melibatkan 56 peserta didik, terdiri atas 28 peserta didik pada kelas eksperimen dan 28 peserta didik pada kelas kontrol. Data diperoleh melalui tes uraian yang telah memenuhi persyaratan validitas dan reliabilitas, kemudian dianalisis menggunakan uji Shapiro–Wilk, uji Levene, dan independent samples t-test. Rata-rata pretest kelas eksperimen sebesar 60,46 dan kelas kontrol 55,29. Setelah perlakuan, rata-rata posttest meningkat menjadi 81,18 pada kelas eksperimen, sedangkan kelas kontrol mencapai 65,71. Hasil pengujian menunjukkan nilai signifikansi p < 0,001 yang mengindikasikan adanya perbedaan kemampuan pemahaman konsep secara signifikan antara kedua kelompok. Temuan ini memperlihatkan bahwa integrasi TPS dan media kartu soal merupakan strategi pembelajaran yang efektif untuk memperkuat pemahaman konsep matematika peserta didik sekolah dasar melalui keterlibatan berpikir, berdiskusi, dan mengonstruksi gagasan secara lebih bermakna.
Pengaruh Model Pembelajaran Cotextual Teaching And Learning(CTL) Berbantuan Pop Up Book Terhadap Pemahaman Konsep Peserta Didik Pada Mata Pelajaran IPA Kelas III Sekolah Dasar Fitria Khairunnisa; Guntur Cahaya Kesuma; Hasan Sastra Negara
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1126

Abstract

The low conceptual understanding of third-grade elementary students in science learning remains a critical issue because instruction is still often teacher-centered and lacks concrete learning media. This study aimed to examine the effect of the Contextual Teaching and Learning(CTL) model supported by Pop Up Book media on students’ conceptual understanding in science learning at MI Al-Islamiyah Kotabumi. This research employed a quantitative approach using a quasi-experimental method with a Non-Equivalent Control Group Design. The sample consisted of 45 students, including 23 students in the experimental class and 22 students in the control class. Data were collected through pretest and posttest and analyzed using normality test, homogeneity test, N-Gain, Independent Samples t-Test, and effect size. The results showed that the experimental class obtained a posttest mean score of 17.70, higher than the control class mean score of 11.67. The N-Gain score of the experimental class was 0.77, categorized as high, while the control class obtained 0.01, categorized as low. The t-test result showed a significance value of 0.000 < 0.05, with Cohen’s d of 4.31. Therefore, CTL supported by Pop Up Book had a significant and strong effect on students’ conceptual understanding in science learning. The implication is that teachers can use this model as an alternative strategy to create concrete, active, and contextual science learning.
Co-Authors Ahmad Sodiq, Ahmad Alifiana Bagas Putri Amirudin ana, susi Anggalia, Fransisca angraini, fitri Anjani, Desti Lara Chairul Amriyah Chairul Anwar Chairul Saleh Chatarina Umbul Wahyuni Deri Firmansah Diah Rizki Nur Kalifah Diansah, Irani Eko Purwo Bintoro Eprilia, Winda Erlina Erlina Evi Dwi Murti Febriyani, Uun Fitria Khairunnisa Frika Septiana gita silvia Guntur Cahaya Kesuma Harjoni Harjoni HIDAYATI, ARINI ULFAH Ira Ainun Zulfiah Istihana Istihana Izzatul Ulya Jamal Fakhri Khusnadin, Muhammad Hafidz Lakilaki, Eogenie Lina Fadilla Marisalia Marisalia Muhammad Rizky Mujib Mujib Mujib Mujib, Mujib Murti, Evi Dwi Nadella Lesmana Nasir Nasir Nasir Nasir Nur Asiah Nurlova, Fika NURUL HIDAYAH Nurul Hidayah Pancawani, Agustina - Pradita Dien Ayu Putri Zamil Roliasari, Desi Ruswanto, Ruswanto Sari, Nur Rita Septiana, Frika Septiana, Frika Septiyana, Septiyana Sri Latifah Suherman Suherman, Suherman Susanti Susanti Syofnidah Ifrianti Tania Inge Lodra Tantri Aprillita Teguh Yunianto Wandira, Rifa Yuli Wati, Netri Yunianto, Teguh Zulfiah, Ira Ainun