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All Journal JPsd ( Jurnal Pendidikan Sekolah Dasar ) Jurnal Elemen JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Pendas : Jurnah Ilmiah Pendidikan Dasar FONDATIA Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Riset Pembelajaran Matematika Sekolah Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Jurnal PEKA (Pendidikan Matematika) IJORER : International Journal of Recent Educational Research SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA ANTHOR: Education and Learning Journal International Journal of Trends in Mathematics Education Research (IJTMER) International Journal of Educational Narratives
Moh Nurhadi
Universitas Pasundan
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Pengaruh Pendekatan Realistic Mathematics Education Berbantuan Media Scratch untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SD Violina Resty Lavayette; Siti Maryam Rohimah; Moh. Nurhadi
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6315

Abstract

Mathematics teaching at the elementary education level still faces challenges in improving students’ understanding of mathematical concepts, mainly because learning practices tend to be teacher-centered and have not optimally utilized interactive media. This study aims to analyze differences in the improvement of students’ mathematical concept understanding and evaluate the effectiveness of the Realistic Mathematics Education approach supported by Scratch media on elementary school students’ mathematical concept understanding. This study used a quantitative approach with a quasi-experimental nonequivalent groups design involving an experimental class and a control class. Data were collected through tests and observation, then analyzed using the N-Gain test, normality test, homogeneity test, independent samples t-test, and effect size calculation. The results show that the experimental class obtained an average N-Gain of 0.53 or 53.56%, while the control class obtained an average N-Gain of 0.32 or 32.41%. The hypothesis test results showed a significance value below 0.001, with Cohen’s d effect size of 1.005, which falls into the large effect category. These findings indicate that the Realistic Mathematics Education approach assisted by Scratch media is effective in improving elementary school students’ mathematical concept understanding. This study contributes to the development of mathematics learning strategies based on context and interactive media and provides practical implications for elementary school teachers in designing mathematics learning that is more relevant, engaging, and meaningful.
Enhancing mathematical literacy among prospective teachers: Effectiveness of an RME-based learning design Taufiqulloh Dahlan; Dadang Iskandar; Siti Maryam Rohimah; Moh. Nurhadi; Acep Roni Hamdani
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.31971

Abstract

Textbooks exert minimal influence on learning outcomes, underscoring the urgent need to develop high-quality, context-responsive teaching materials for prospective educators. This study designed, validated, and evaluated Realistic Mathematics Education (RME)-based instructional materials using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework. Participants included 60 prospective teachers from Pasundan University, randomly assigned to experimental (RME-based materials) and control (conventional textbook) groups. Data were collected through observations, questionnaires, and achievement tests, with ANOVA used for analysis. Expert validation scores were high: material experts (91.86%), learning model experts (92.58%), and peers (92.40%), confirming strong validity. Practicality was similarly high, with small-group and large-group student assessments scoring 92.40% and 92.03%, respectively. Post-intervention, the experimental group outperformed the control group significantly (mean scores: 91.8 vs. 69.5; Δ = 22.3), supported by robust statistical evidence: F(1,47) = 45.07, p < 0.001, η² = 0.49, Cohen’s d = 1.39—indicating a large effect size. Findings confirm the RME-based materials are valid, practical, and highly effective in improving prospective teachers’ learning outcomes. Broader implementation and adaptation to other mathematics topics are strongly recommended.
Perbedaan Model Think Pair Share Berbantuan Learning Apps dengan Model Pembelajaran Konvensional terhadap Kemampuan Pemahaman Perkalian Bisma Muhammad Subarman; Jaka Permana; Moh. Nurhadi
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.734

Abstract

Penelitian ini dilatar belakangi oleh rendahnya kemampuan pemahaman perkalian pada siswa sekolah dasar kelas III di SD Negeri 194 Sukajadi. Penelitian ini bertujuan untuk mengetahui perbedaan dari model Think Pair Share berbantuan Learning Apps dengan model pembelajaran konvensional terhadap Pemahaman Perkalian pada mata pelajaran matematika. Metode penelitian yang digunakan adalah kuantitatif dengan desain quasi eksperimen berupa Noneuqivalent Control Group Design. Sampel penelitian terdiri dari dua kelas, yaitu kelas ekperimen  dengan perlakuan model Think Pair Share berbantuan Learning Apps dan kelas kontrol dengan perlakuan model pembelajan konvensional. Pengumpulan data dilakukan melalui hasil pretest dan posttest, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas dan uji hipotesis menggunakan uji non parametrik yaitu Mann-Whitney. Hasil penelitian menunjukkan bahwa terdapat perbedaan pada kemampuan pemahaman perkalian siswa di kelas eksperimen dengan rata-rata nilai posttest sebesar 85,43 yang dimana ini memiliki nilai yang lebih tinggi dibandingkan posttest kelas kontrol yang sebesar 80,27. Hasil uji hipotesis menunjukkan nilai signifikasi sebesar 0,016(<0,05) yang berarti tedapat perbedaan yang signifikan antara kedua kelompok . Dengan demikian, dapat disimpulkan bahwa model Think Pair Share berbantuan Learning Apps memiliki perbedaan yang signifikan dengan model pembelajaran konvensional terhadap Pemahaman Perkalian pada mata pelajaran matematika di kelas III siswa sekolah dasar.
Pengaruh Model Problem Based Learning (PBL) Berbantuan Media Wayground Terhadap Kemampuan Pemahaman Konsep Matematis Murid Sekolah Dasar Nuraeni, Ukeu; Almujab, Saiful; Nurhadi, Moh
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/khbztp94

Abstract

: Interpreting and representing data remains difficult for a number of elementary pupils because the task requires more than computation. This research examined a learning sequence in which Problem Based Learning (PBL) was supported by Wayground and assessed its contribution to mathematical conceptual understanding. A quantitative quasi-experiment employing a nonequivalent pretest-posttest control-group design was conducted with third-grade pupils of SD Negeri 033 Asmi Bandung. From a population of 134 pupils, class III A and class III B were selected purposively as the experimental and comparison groups; each group contained 28 pupils. Evidence was gathered through essay-based tests, classroom observations, interviews, and documentation, and was processed with IBM SPSS Statistics 29.0. Observation scores for teacher and pupil participation were 87% and 86% in the experimental group, while the comparison group reached 82% and 77%. The experimental group recorded a mean N-Gain of 0.6489, compared with 0.5025 in the comparison group. An independent-samples t-test returned a two-tailed probability of 0.010, which was below 0.05. The findings indicate that integrating Wayground into the PBL sequence contributed significantly to pupils' mathematical conceptual understanding.
Enhancing Pre-Service Teachers’ Literacy and Numeracy through Deep Learning Pedagogy: Evidence from a Quasi-Experimental Study Arifin Ahmad; Moh. Nurhadi; Dahlia Rineva Puspitasari
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3478

Abstract

Background. Literacy and numeracy are fundamental epistemic competencies required for professional teachers to analyze educational data and make evidence-based decisions. Despite their importance, many teacher education programs still rely on conventional instructional methods that promote surface learning rather than deep conceptual understanding. Purpose. This study examined the effectiveness of deep learning pedagogy in enhancing the literacy and numeracy competencies of pre-service teachers in the Teacher Professional Education (PPG) program. It further sought to identify the impact of this approach on students' analytical and reflective capacities compared to conventional methods. Method. A quantitative quasi-experimental design with a nonequivalent control group was employed. Participants were divided into an experimental group (deep learning pedagogy) and a control group (conventional methods). Data were gathered through pre-tests and post-tests and analyzed using independent sample t-tests and N-Gain analysis. Results. Baseline scores showed no significant differences between groups (p > 0.05). Post-intervention, the experimental group’s mean score rose to 87.50 (a 34.62% increase), significantly outperforming the control group’s 75.00 (a 15.38% increase). The t-test confirmed a significant difference (t = 3.678, p = 0.001, d = 0.92). Furthermore, N-Gain analysis revealed moderate improvement for the experimental group (g = 0.64) versus low improvement for the control group (g = 0.29). Conclusion. Deep learning pedagogy significantly enhances literacy and numeracy competencies within the Indonesian PPG context. Theoretically, these findings extend Fullan’s framework to professional teacher education. Practically, the study provides a replicable model for institutions aiming to foster data-informed teaching and metacognitive reflection among future educators.
The Effect of The Baamboozle-Assisted Group Investigation (GI) Learning Model on Elementary School Students' Mathematical Understanding Indriani, Rina; Yusliani, Hany; Nurhadi, Moh
IJORER : International Journal of Recent Educational Research Vol. 7 No. 4 (2026): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i4.1116

Abstract

Objective: This research was motivated by the problem of the low mathematical understanding skills in elementary school students. The study aimed to analyze the influence and the effect of implementing the Group Investigation (GI) cooperative learning model assisted by baamboozle media on elementary school students' mathematical understanding abilities of elementary school students, specifically concerning the topic of standard unit volume. Method: The research targeted fourth-grade students at SDN 066 Halimun, Bandung City, as the research population. Class IV D was the experimental group and Class IV A the control, chosen by purposive sampling. A quasi-experimental research method with a nonequivalent control group design was employed. Data were collected through tests, observations, interviews, and documentation. For data analysis, IBM SPSS Statistics 29.0 software was used to conduct normality tests, homogeneity tests, hypothesis tests and and manually calculated effect size tests. Results: Based on the research findings, the mathematical understanding ability profile of students in the experimental group was better than that of the control group, and the experimental group's data was more consistent around the mean. The results of the Mann–Whitney U test showed a significance value (2-tailed) of < 0.001 (p < 0.05), indicating that the Baamboozle-assisted Group Investigation (GI) cooperative learning model had a significant effect on elementary school students' mathematical understanding ability. Furthermore, the effect size test yielded a value of 2.424 (> 0.5), indicating a large effect of the use of the GI learning model and Baamboozle media in improving students' mathematical understanding ability. Novelty: The novelty of this research lies in the strategic integration of the Group Investigation (GI) Cooperative Model with the Baamboozle gamification platform to enhance students' mathematical conceptual understanding.
Co-Authors Almujab, Saiful Arifin Ahmad Arifin Ahmad Bisma Muhammad Subarman Dadang Iskandar, Dadang Dahlia Rineva Puspitasari Hamdani, Acep Roni Ida Yayu N Hazqiyah Ida Yayu Nurul Hizqiyah Jaka Permana Novalia Nur Asysyfa Nuraeni, Ukeu Putri, Sarah Anida Rina Indriani Rohimah, Siti Maryam Saraswati, Aas Septi Nurul Hasanah Taufiqulloh Dahlan Taufiqulloh Dahlan Tia Irawan Uus Toharudin Violina Resty Lavayette Yusliani, Hany