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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Jurnal Basicedu Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar EduBasic Journal: Jurnal Pendidikan Dasar Jurnal Didaktika Pendidikan Dasar Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Ethnomathematics Journal Jurnal Pengabdian Masyarakat PGSD Didaktis: Proseding Seminar Nasional Pendidikan Dasar Jurnal Basicedu Journal of Indonesian Primary School Indonesian Journal of Education and Social Humanities
Andika Arisetyawan
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Didactic Design of Cube Nets based on Ethnomathematics of Engklek Game in Elementary School : An Educational Innovation Andika Arisetyawan; Rika Asterina Ariadi; Irfan Fauzi
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.12838

Abstract

The purpose of this research is to develop a didactic design for cube nets based on the ethnomathematics of the Engklek game in elementary schools. This study uses a design research approach using the Didactical Design Research (DDR) method. The participants in this research are 5th and 6th grade students at an elementary school in Serang-Banten. The research goes through three stages: 1) prospective analysis, 2) metapedadidactic analysis, and 3) retrospective analysis. Data collection techniques included tests, observations, interviews, and documentation. Data analysis techniques employed qualitative descriptive analysis based on Miles & Huberman's data triangulation model. The results of this research show that: 1) In the retrospective stage, obstacles such as conceptual errors, principle errors, and verbal errors were identified, which became the basis for creating the hypothetical didactic design, 2) In the metapedadidactic stage, the initial didactic design was developed by integrating the cultural elements of the Engklek game and resulted in a new 2-2-2 pattern, and 3) In the retrospective analysis, the revised didactic design based on the ethnomathematics of the Engklek game with the new 2-2-2 pattern can be used to teach the concept of cube nets in mathematics education. This research aims to develop a meaningful didactic design by incorporating local cultural contexts into mathematics learning in elementary schools. This research has significant implications for education, especially in improving the quality of mathematics learning with didactic designs that utilize cultural context in teaching materials.
Effectivity of the Problem-Based Learning Model on Elementary School Students' Critical Thinking Skills in Mathematics Learning Arif Munandar; Supriadi; Andika Arisetyawan
Journal of Indonesian Primary School Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v3i2.862

Abstract

Developing critical thinking skills in primary mathematics remains a significant pedagogical challenge, as traditional teacher-centered instruction often fails to stimulate higher-order cognitive processing. While various methodologies have been proposed, empirical confirmation of structured problem-solving frameworks in early mathematics education warrants deeper exploration. This study aims to examine the effect of the Problem-Based Learning (PBL) model on the critical thinking skills of elementary school students in mathematics. Utilizing a quantitative approach with a quasi-experimental design, this research involved fifth-grade students from SKD State Elementary School, divided into an experimental class (grade Va, n = 30, utilizing the PBL model) and a control class (grade Vb, n = 30, utilizing conventional learning). Data were gathered through a dedicated critical thinking ability test and analyzed using descriptive statistics (mean, standard deviation, and percentage of completeness) alongside inferential parametric statistics (independent and paired-sample t-tests). The findings demonstrated that the PBL model exerts a highly positive and statistically significant effect on students' critical thinking skills. The experimental class achieved a substantially higher post-test mean score (M = 90.33) compared to the control class (M = 72.15). Additionally, the experimental group exhibited a smaller standard deviation, indicating a more homogenous and evenly distributed acquisition of critical thinking skills among students. In terms of academic mastery, the experimental class achieved a 92.12% completeness rate, significantly outperforming the control class at 68.43% (p < 0.000). These results suggest that PBL effectively fosters analytical capabilities by immersing students in real-world mathematical inquiry. Consequently, this study underscores the PBL model as a potent pedagogical alternative to mitigate low mathematical reasoning in primary education.
The Effect of Social Emotional Learning on Elementary School Students' Social Skills: A Quantitative Approach Maria Ulfah; Supriadi; Andika Arisetyawan
Indonesian Journal of Education and Social Humanities Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/ijesh.v3i2.866

Abstract

Developing robust social skills in early childhood is foundational to academic success and lifelong emotional well-being. Despite its importance, conventional elementary curricula predominantly focus on cognitive metrics, often leaving teachers unequipped to address rising behavioral challenges and social deficits in the modern classroom. This study aims to examine the effect of Social Emotional Learning (SEL) on the social skills of elementary school students. Employing a quantitative quasi-experimental framework, this study involved 67 fifth-grade students, assigned to an experimental class (n = 32, receiving SEL intervention) and a control class (n = 35, receiving conventional instruction). Data on students' social skills were systematically gathered using a validated questionnaire and analyzed through descriptive metrics alongside paired and independent sample t-tests. The empirical findings indicate that SEL implementation exerts a profoundly positive and statistically significant effect on students' social skills. The experimental group demonstrated an exponential increase in mean social skill scores, rising from a pre-treatment baseline of 65.07 (low category) to an impressive 94.28 (very high category) post-treatment. Conversely, the control group’s post-test mean stagnated at 63.19 (low category), establishing the definitive superiority of the SEL framework over traditional teaching methods (p < 0.05). Consequently, SEL serves as a potent and scalable pedagogical alternative to address contemporary deficits in elementary students' social skills. These results provide vital empirical backing for educational policymakers to systematically integrate emotional intelligence and social-framework modeling into primary school curricula.
Co-Authors Alfini Rahmayanti Anisa Agustiana Arif Munandar Diana Rosa Nuraisha Dwi Kurniasih Irfan Fauzi Krittika Anusaen Maria Ulfah Rifyan Firdaus Rika Asterina Ariadi Rika Sahdian Putri Siti Zahra Supriadi Supriadi Supriadi Supriadi Supriadi Supriadi Tiurlina Tiurlina Udin Syaefudin Sa&#039;ud