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All Journal Al Ishlah Jurnal Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pedagogik Pendidikan Dasar Journal of Professional Elementary Education
Wahyudi Wahyudi
Universitas Sebelas Maret
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Kemandirian Belajar Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar Yanti Riyanti; Wahyudi Wahyudi; Suhartono Suhartono
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 4 (2021): August Pages 1101-2382
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (43.738 KB) | DOI: 10.31004/edukatif.v3i4.554

Abstract

Kemandirian belajar merupakan salah satu faktor internal yang dapat memengaruhi tinggi rendahnya hasil belajar matematika siswa. Penelitian ini bertujuan untuk (1) mengetahui adanya pengaruh kemandirian belajar terhadap hasil belajar matematika siswa kelas IV di SDN se-Kecamatan Kebumen Tahun Ajaran 2020/2021 dan (2) mengukur besarnya sumbangan efektif kemandirian belajar terhadap hasil belajar matematika siswa kelas IV di SDN se-Kecamatan Kebumen Tahun Ajaran 2020/2021. Penelitian ini menggunakan pendekatan kuantitatif dengan metode regresi. Populasi dalam penelitian ini berjumlah 1.400 siswa dengan jumlah sampel 318 siswa kelas IV SDN se-Kecamatan Kebumen. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah angket dan tes, data dianalisis menggunakan bantuan aplikasi SPSS versi 21. Hasil penelitian ini menunjukkan bahwa (1) terdapat pengaruh positif dan signifikan kemandirian belajar terhadap hasil belajar matematika siswa kelas IV SDN se-Kecamatan Kebumen sebesar 15,60% dengan nilai Sig. 0,000 < 0,05, yang artinya semakin tinggi kemandirian belajar siswa, maka akan semakin tinggi pula hasil belajar matematika siswa, dan begitupun sebaliknya, (2) Sumbangan efektif variabel kemandirian belajar terhadap hasil belajar matematika yaitu sebesar 15,60% dan sisanya sebesar 84,40% dipengaruhi oleh faktor lain.
PENGEMBANGAN MODEL REALISTIC MATHEMATICS EDUCATION (RME) DALAM PENINGKATAN PEMBELAJARAN MATEMATIKA BAGI MAHASISWA PEDIDIKAN GURU SEKOLAH DASAR Wahyudi Wahyudi
JURNAL PEDAGOGIK PENDIDIKAN DASAR Vol 4, No 1 (2016)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (429.846 KB) | DOI: 10.17509/jppd.v4i1.21294

Abstract

Model Development Realistic Mathematics Education (RME) inImproving Student Learning Mathematics for Elementary School Teacher.The purpose of this study are to describe: (1) Realistic Mathematics Education (RME) in improving Mathematics learning to the students in Department of Primary Schools Teacher Education, Faculty of Teacher Training and Education, Sebelas Maret University (PGSD FKIP UNS) campus of Kebumen, (2) reconstruction the curriculum of Mathematics Educationsubject in the Department of PGSD FKIP UNS campus of Kebumen based on Realistic Mathematics Education (RME), and (3) the construction of teaching material books of Mathematics Education subject in the Department of PGSD FKIP UNS campus of Kebumen based on Realistic Mathematics Education (RME). The research method is Classroom Action Research (CAR) with cyclical model, involving four steps simultaneously as follows: (1) planning, (2) action, (3) observation, and (4) reflection. Subject of this research was all students at the fourth semester in Department of PGSD FKIP UNS Campus of Kebumen in the academic year 2014/2015, totaling 71 students. Techniques of collecting data used by the researcher were observation, interview, and test. Validity of data used in this research was the techniques of triangulation of source, method, and theory. Techniques of analyzing data was descriptivequalitative data analysis, including data reduction, data display, and drawing conclusion or verification. The results of this research are: (1) the Realistic Mathematics Education (RME) model can improve Mathematics learning to the students in the Department of PGSD FKIP UNS campus of Kebumen, (2) reconstruction the curriculum of Mathematics Education subject in the Department of PGSD FKIP UNS campus of Kebumen, and (3) the teaching material books of Mathematics Education subject in the Department of PGSD FKIP UNS campus of Kebumen based on Realistic Mathematics Education (RME). Pengembangan Model Realistic Mathematics Education (RME)dalam Peningkatan Pembelajaran Matematika bagi Mahasiswa PendidikanGuru Sekolah Dasar. Penelitian ini bertujuan untuk mendeskripsikan: (1)Model Realistic Mathematics Education (RME) dalam PeningkatanPembelajaran Matematika bagi Mahasiswa Prodi PGSD FKIP UNS KampusKebumen, (2) Rekonstruksi kurikulum Mata Kuliah Pendidikan Matematikapada Program studi PGSD FKIP UNS Kampus Kebumen berbasis RealisticMathematics Education (RME), (3) Penyusunan Buku Ajar Mata KuliahPendidikan Matematika pada Program Studi PGSD FKIP UNS KampusKebumen berbasis Realistic Mathematics Education (RME). Penelitian ini menggunakan jenis Penelitian Tindakan Kelas (PTK) model Siklus yangmelibatkan 4 langkah dalam setiap siklusnya, yaitu (1) perencanaan, (2)pelaksanaan, (3) observasi, dan (4) refleksi. Penelitian ini melibatkan subjek penelitian sebanyak 71 mahasiswa Semester IV Prodi PGSD FKIP UNS Kampus Kebumen Tahun Akademik 2014/2015. Teknik pengumpulan data yang digunakan adalah: (a) observasi, (b) wawancara, dan (c) tes. Validitas data yang digunakan pada penelitian ini adalah dengan teknik Triangulasi sumber, metode, dan teori. Adapun Teknik analisis data yang digunakan adalah deskriptif kualitatif yang terdiri dari tiga alur secara berkelanjutan yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini adalah: (1) Model Realistic Mathematics Education (RME) dalam Peningkatan Pembelajaran Matematika bagi Mahasiswa Prodi PGSD FKIP UNS Kampus Kebumen, (2) Rekonstruksi kurikulum Mata Kuliah Pendidikan Matematika pada Program studi PGSD FKIP UNS Kampus Kebumen berbasis Realistic Mathematics Education (RME), (3) Buku Ajar Mata Kuliah Pendidikan Matematika pada Program studi PGSD FKIP UNS Kampus Kebumen berbasis Realistic Mathematics Education (RME).
HUBUNGAN ANTARA KEMAMPUAN KOMUNIKASI MATEMATIS DAN HASIL BELAJAR MATEMATIKA SISWA KELAS V SDN SEKECAMATAN ALIAN Usvah Istikomah; Wahyudi Wahyudi; Moh. Salimi
Journal of Professional Elementary Education Vol. 1 No. 1 (2022): Journal of Professional Elementary Education
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jpee.v1i1.1

Abstract

The background of this research is the weak ability of students in communicating their ideas or thoughts into mathematical language with the aim of research (1) to determine the correlation between mathematical communication skills and mathematics learning outcomes about solid figures to fifth grade students of public elementary schools in Alian Sub-district and (2) to measure the contribution of mathematical communication skills on mathematics learning outcomes about solid figures to fifth grade students of public elementary schools in Alian Sub-district in academic year of 2020/2021. The research was correlational quantitative method. The samples were 297 fifth grade students in 11 public elementary schools throughout Alian Sub-district. Data analysis used a simple correlation test with a significance level of 5% and the determination coefficient. The results showed that: (1) there was a correlation between mathematical communication skills and mathematics learning outcomes about solid figures to fifth grade students of public elementary schools in Alian Sub-district. It indicated strong correlation which was the value of r arithmetic (0.538) > r table (0.114). It meant that the higher student’s mathematical communication skills, the higher student’s mathematics learning outcomes, and vice versa; (2) the determination coefficient of mathematical communication skills was 28.9% on mathematics learning outcomes and the remaining 61.1% was influenced by other factors
Enhancing Critical Thinking Skills of Prospective Elementary School Teachers: A Study on Problem-Based Learning Approach Dewi Indrapangastuti; Wahyudi Wahyudi; Rokhmaniyah Rokhmaniyah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4476

Abstract

Critical thinking is a higher-order thinking skill that must be fostered during learning. This study aims to provide insights into the achievement of critical thinking skills among students through the implementation of the problem-based learning model in the geometry course. The research methodology employed in this study is descriptive in nature. The participants consisted of 40 Primary School Teacher Education students, who were divided into high, medium, and low-ability groups. Data were collected through written tests and observations. Twelve indicators of critical thinking skills were measured, with ten indicators assessed through written tests and two indicators through observations. The data were analyzed using quantitative descriptive analysis techniques. The study's findings indicate that students' critical thinking skills, as assessed through tests and observations, are considered good in the high, medium, and low groups. This is evident from the average percentages of 83.16% for the high group, 76.40% for the medium group, and 72.08% for the low group, respectively. Students in the high-ability group demonstrated a significantly excellent level of critical thinking skills. In conclusion, applying the PBL model significantly enhances students' critical thinking abilities.
Perspectives of Students and Teachers Form Continuing Professional Development: Challenge And Obstacle Kartika Chrysti Suryandari; Rokhmaniyah Rokhmaniyah; Wahyudi Wahyudi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4572

Abstract

Continuous professional development (CPD) for teachers is crucial for enhancing their professional capabilities, particularly in pedagogical skills. Despite its importance, several barriers and challenges impede the effective development of the teaching profession. This study aims to investigate these obstacles through the perceptions of elementary school students and teachers, providing insights into the current state of CPD in education. A survey method was used to gather data from 150 participants, including students and teachers, to explore their perceptions of CPD. The survey focused on various aspects of CPD, including educational practices, learning processes, professional development activities, and supporting mechanisms. The findings revealed significant differences in perceptions between students and teachers across the examined aspects. Teachers predominantly prioritized the learning process in their professional development efforts. Major obstacles identified included a lack of motivation and insufficient intervention for practicing teachers. Additionally, a critical challenge for teachers was the deficiency of high-quality resources necessary to conduct effective research in learning methodologies. The disparity in perceptions between students and teachers highlights the need for more targeted CPD programs that address the specific needs of educators. Enhancing motivation and providing adequate support and resources are essential for overcoming these barriers. Addressing these challenges can lead to more effective teaching practices and ultimately improve the quality of education. This study underscores the importance of understanding the barriers and challenges to CPD from both students' and teachers' perspectives. By prioritizing the learning process and addressing motivational and resource-related issues, stakeholders can better support the professional development of teachers, leading to improved pedagogical outcomes.
Exploring Students' Mathematical Creative Thinking in the Context of Social Arithmetic Dewi Indrapangastuti; Rokhmaniyah Rokhmaniyah; Wahyudi Wahyudi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.5980

Abstract

Mathematics education aims to develop students' logical and creative thinking skills, which are essential for solving complex and non-routine problems. Creativity in mathematics is particularly important for problem-solving and critical reasoning. This study analyzes students' mathematical creative thinking abilities in social arithmetic, focusing on fluency, flexibility, originality, and elaboration. This study employed a descriptive qualitative method with a case study approach to explore the complexity of mathematical creative thinking. The research involved 40 second-semester students from the Elementary School Teacher Education program at the Faculty of Teacher Education and Educational Sciences, UNS. Participants were categorized into high, medium, and low academic ability groups. Data collection techniques included a validated test instrument (assessed using the Aiken index), with reliability determined by Cronbach’s Alpha coefficient. Interviews were conducted to supplement the test results. Data analysis followed a process of data reduction, presentation, interpretation, and verification. The findings revealed that students’ mathematical creative thinking abilities varied by indicator: fluency (57.5%, moderately creative), flexibility (75%, creative), originality (60%, moderately creative), and elaboration (52.5%, moderately creative). The overall average score was 61.25%, categorizing students as creative. The dominant indicator was flexibility, which fell into the creative category. These results suggest that students demonstrate adaptability in problem-solving but may require further development in originality and elaboration. Students' mathematical creative thinking abilities are strongest in flexibility. It is recommended that mathematics educators implement innovative learning models to enhance technological, pedagogical, content knowledge (TPCK) and scientific reasoning.
Co-Authors Adelia Ayu Pertiwi Agustin Kharisma Dewi Alfina Tri Buanawati Atikah Sofiana Cla Risa Amelia Dewi Indrapangastuti Dinna Rosiana Dwi Indah Suryani Dwi Puji Lestari Elfrida Restuana Janti Eliya Dwi Rahmasari Fakhrul Sani Fatimah Zahro Fera Indriyansyah Fitri Kartika Sari Fitriyani Nurkhotijah Gita Anggraeni Kartika Chrysti Suryandari Moh Salimi Muh Chamdani Muhamad Chamdani Muhammad Chamdani Murwani Dewi Wijayanti Muthi&#039;ah Salma Ngatman, Ngatman Rahayu Fitriyani Ratna Hidayah Ridha Zulvana Riyadhotul Mukaromah Robbi Rizqi Nugroho Rokhmaniyah Rokhmaniyah, Rokhmaniyah Rumiati Rumiati Salma Oktavia Hening Puspita Shinta Aulia Suhartono, Suhartono Tri Saptuti Susiani Uchti Fitriyaningsih Uli Fathurrizqoh Usvah Istikomah Yanti Riyanti Yoyan Ega Pradana Zahara Nur Oktaviani Zati Hulwani Mindandi