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All Journal Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Didaktika: Jurnal Kependidikan Edumaspul: Jurnal Pendidikan
Sigit Prasetyo
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Issues of Soft skill-Based Mathematics Learning Innovation Fahmi Rohim; Sigit Prasetyo
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Inovasi dalam pembelajaran matematika menjadi hal yang krusial untuk meningkatkan kualitas pendidikan di era globalisasi. Pendekatan berbasis softskill menawarkan potensi besar dalam meningkatkan kemampuan peserta didik tidak hanya secara akademik tetapi juga dalam aspek keterampilan sosial, komunikasi, dan pemecahan masalah. Penelitian ini bertujuan untuk mengeksplorasi isu-isu inovasi dalam pembelajaran matematika berbasis softskill melalui metode kualitatif dengan pendekatan studi pustaka. Hasil penelitian menunjukkan bahwa pembelajaran berbasis softskill memerlukan desain yang holistik, pelatihan untuk pendidik, dan integrasi yang efektif dengan kurikulum yang ada. Implikasinya adalah perlunya dukungan kebijakan, penyediaan sumber daya, dan program pelatihan untuk mendorong implementasi inovasi ini di sekolah.
Enhancing Elementary Students’ Numeracy through the GASING Method: A Quasi-Experimental Study Yessika Destiana Lahabu; Wadan Y Anuli; Shilfany Putri; Mahmud Arif; Sigit Prasetyo; Abroto Abroto
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7985

Abstract

Numeracy competence is a foundational skill for elementary students, essential for success in 21st-century learning. However, many Indonesian students continue to face difficulties in understanding mathematical concepts and performing calculations effectively. This study investigates the effectiveness of the GASING (Gampang, Asyik, Menyenangkan) method in enhancing numeracy skills among fourth-grade students. A quasi-experimental one-group pre-test and post-test design was employed with a mixed-methods approach. Thirty fourth-grade students at MIN 1 Manado participated in the study over two months. Quantitative data were gathered through numeracy tests, while qualitative data were collected via observations, interviews, and open-ended questionnaires. Data were analyzed using paired sample t-tests and thematic coding. Students’ numeracy scores improved significantly from a mean of 45.6 (pre-test) to 78.3 (post-test), with a large effect size (Cohen’s d = 2.63). Observations showed increased engagement and participation, while qualitative feedback revealed reduced math anxiety and increased motivation. Both students and teachers expressed positive perceptions of the method’s interactive and enjoyable approach. The findings suggest that the GASING method effectively improves both computational fluency and conceptual understanding in mathematics. Its emphasis on progressive learning, visual tools, and enjoyable activities fosters a positive learning environment. While the absence of a control group limits generalizability, the results indicate that GASING holds promise as an instructional strategy in elementary numeracy education.
Implications of Science Learning Models for Enhancing Students’ Science Process Skills in Elementary Schools in the Digital Era Hairunnisa; Naimah; Sigit Prasetyo; Sholeh
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12669

Abstract

This study investigates the implications of science learning models for strengthening elementary students’ Science Process Skills (SPS) in the digital era. The research addresses the problem of uneven development of SPS indicators, particularly higher-order and language-intensive skills, in primary science classrooms. The study aims to describe the implementation of science learning models, the profile of students’ SPS, the integration of digital technology, and assessment practices in Grade V science learning. A qualitative case study was conducted in two public elementary schools in Tanjung pinang Timur using purposive sampling. Data were collected through classroom observations, semi-structured interviews with two teachers and four students, and documentation, and were analyzed using an interactive model of data reduction, data display, and conclusion drawing. The findings reveal that science instruction is dominated by group discussions and hands-on experiments, with the emerging use of project-based learning. Students demonstrate strong foundational SPS (observing, classifying, measuring) but show weaknesses in predicting, hypothesizing, concluding, and communicating due to confidence and language barriers. Digital media support conceptual understanding and engagement but are limited by device availability and preparation time. Assessment practices remain largely product-oriented and group-based. The study concludes that strengthening SPS requires pedagogy-led technology integration, targeted scaffolding for scientific reasoning and communication, and indicator-based assessment aligned with the Kurikulum Merdeka.
Strategi Guru dalam Memilih Model Pembelajaran bagi Siswa Slow Learner di Sekolah Dasar Inklusif Muhammad Rizky Pratama; Sigit Prasetyo
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3735

Abstract

Pendidikan inklusif di Indonesia masih menghadapi tantangan dalam memastikan layanan pembelajaran yang adaptif bagi siswa dengan kebutuhan khusus, termasuk mereka yang tergolong slow learner. Penelitian ini bertujuan untuk mensintesis temuan empiris dan konseptual mengenai strategi guru dalam memilih model pembelajaran bagi siswa slow learner di sekolah dasar inklusif, guna mengidentifikasi kecenderungan praktik, pertimbangan pedagogis, dan efektivitas strategi pembelajaran yang digunakan. Kajian ini menggunakan pendekatan Systematic Literature Review (SLR) berdasarkan pedoman PRISMA 2020, dengan menganalisis 28 artikel ilmiah nasional dan internasional yang dipilih melalui tahapan identifikasi, penyaringan, penilaian kelayakan, dan inklusi. Analisis data dilakukan menggunakan pendekatan sintesis tematik (thematic synthesis) untuk mengelompokkan temuan ke dalam tiga tema utama: (1) model pembelajaran yang paling banyak diterapkan, (2) pertimbangan guru dalam pemilihan model, dan (3) efektivitas strategi terhadap hasil belajar dan keterlibatan siswa slow learner. Hasil sintesis menunjukkan bahwa guru paling sering menerapkan pendekatan Differentiated Instruction (DI) dan Universal Design for Learning (UDL), disertai strategi pendukung seperti scaffolding bertahap, pembelajaran multisensori, dan remedial adaptif. Pendekatan ini terbukti meningkatkan keterlibatan, pemahaman konsep, dan kemandirian belajar siswa slow learner. Kontribusi penelitian ini terletak pada penyajian sintesis komprehensif berbasis bukti terkini mengenai strategi instruksional guru dalam konteks inklusif di Indonesia, yang sebelumnya belum banyak dilakukan. Temuan ini dapat menjadi landasan teoretis bagi pengembangan model pembelajaran inklusif dan panduan praktis bagi guru serta pembuat kebijakan pendidikan dasar.
Co-Authors Abroto Fahmi Rohim Hairunnisa Mahmud Arif Muhammad Rizky Pratama Naimah Shilfany Putri Sholeh Wadan Y Anuli Yessika Destiana Lahabu