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All Journal JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Didaktik : Jurnal Ilmiah PGSD STKIP Subang caXra: Jurnal Pendidikan Sekolah Dasar
Rayi Siti Fitriani
STKIP PURWAKARTA
Education Environmental Science Mathematics Social Sciences Other

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Penerapan Model Realistic Mathematics Education (RME) untuk Meningkatkan Kemampuan Pemecahan Masalah pada Operasi Pengurangan Bilangan Cacah Siswa Kelas I Madrasah Ibtidaiyah Dwi Serin Handarini; Rayi Siti Fitriani
caXra: Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Maret 2026
Publisher : IPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/caxra.v6i1.3012

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui aktivitas guru dan siswa selama proses pembelajaran dengan penerapan model Realistic Mathematic Education (RME), Penelitian ini merupakan Penelitian Tindakan Kelas (PTK)  yang mengacu pada model kemmis dan Taggart, dan dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tahapan perencanaan, pelaksanaan, observasi dan refleksi. Subjek dalam penelitian ini adalah siswa kelas I MI Al-Ittifaq yang berjumlah 9 orang. Hasil penelitian menunjukan adanya peningkatan aktivitas pembelajaran guru dari 84% pada siklus I menjadi 100% pada siklus II. Aktivitas siswa mengalami peningkatan dari 56% pada siklus I menjadi 93% pada siklus II. Selain itu kemampuan pemecahan masalah siswa meningkat secara ignitifkan, dari rata-rata skor 10% pra-siklus menjadi 33% pada siklus I dan meningkat lagi menjadi 88% pada siklus II. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan model Realistic Mathematic Education (RME) efektif dalam meningkatkan kemampuan pemecahan masalah kelass I pada materi operasi hitung pengurangan bilangan cacah.
PENGARUH MODEL PEMBELAJARAN KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR MATERI PECAHAN KELAS III SEKOLAH DASAR Fifi Dwi Jayanti; Rayi Siti Fitriani; Wina Mustikaati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Released
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17740

Abstract

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) model on the learning outcomes of third-grade elementary school students in fraction material, covering differences in learning outcomes before and after the implementation of the model, as well as differences in the improvement of learning outcomes between the experimental and control classes. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research sample consisted of 47 third-grade students of SDN 1 Cianting Utara in the 2025/2026 academic year, comprising 25 students in the experimental class who received learning using the CTL model and 22 students in the control class who received conventional learning. The research instrument was a fraction learning outcome test consisting of 9 valid and reliable items (reliability coefficient of 0.77) selected from 20 trial items. Data were analyzed using the Shapiro-Wilk normality test and the nonparametric Mann-Whitney U hypothesis test with the assistance of SPSS 27. The results showed that prior to treatment, there was no significant difference in learning outcomes between the two classes (Sig. = 0.459 > 0.05), with pretest averages of 19.80 (experimental) and 18.00 (control). After treatment, the posttest average of the experimental class increased to 98.24 and the control class to 69.55, showing a significant difference (Sig. = 0.001 < 0.05). The gain in learning outcomes of the experimental class (78.44) was also significantly higher than that of the control class (51.50) (Sig. = 0.000 < 0.05). Thus, the contextual teaching and learning model was proven to have a significant effect and to be more effective in improving students' learning outcomes on fraction material compared to conventional learning. Keywords: contextual teaching and learning model, learning outcomes, fractions, elementary school
Dampak Model Project Based Learning terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar di Pasirjambu Anwar Jamil Rohmutiyah; Rayi Siti Fitriani; Ety Sukaetini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17865

Abstract

Critical thinking is an essential 21st-century skill that needs to be developed from elementary school, in line with the critical reasoning dimension of the Pancasila Student Profile in the Merdeka Curriculum. Observations at SDN Astakrama revealed that Natural and Social Sciences (IPAS) learning on the Life Cycle of Living Things topic in third grade was still dominated by teacher-centered lecture methods, resulting in passive students and low critical thinking skills. This study aims to determine students' critical thinking skills before and after the implementation of the Project Based Learning (PjBL) model, to analyze the improvement, and to measure the magnitude of the model's effect. The research employed a quantitative approach with a Quasi-Experimental method using a Nonequivalent Control Group Design. The population consisted of all third-grade students at SDN Astakrama in the 2025/2026 academic year, with a saturated sampling technique resulting in class III-A as the experimental group (27 students) and class III-B as the control group (28 students). Data were collected through tests, observation, and documentation, then analyzed using the Mann-Whitney U test, N-Gain test, and effect size test. The results showed that before treatment, the critical thinking skills of both groups were relatively equivalent (0.059 > 0.05). After treatment, the experimental group obtained a posttest mean of 56.78, higher than the control group's 40.29. The improvement fell into the moderate category (N-Gain 0.4209), with an effect size of r = 0.33, also moderate. It is concluded that Project Based Learning has a positive and significant impact on improving the critical thinking skills of third-grade elementary school students in IPAS learning.
PROFIL KOMUNIKASI MATEMATIS SISWA LAKI-LAKI DAN PEREMPUAN PADA MATERI GEOMETRI BIDANG DATAR DI GUGUS II KECAMATAN MAJALAYA Yekti Bella Pertiwi; Rayi Siti Fitriani; Wina Mustikaati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18038

Abstract

Mathematical communication ability is a crucial skill for elementary school students, enabling them to express mathematical ideas through writing, drawings, and symbols. However, in practice, this ability remains low; for instance, midterm exam results at a school in Karawang Regency fell far short of the ideal score. This study aimed to examine the mathematical communication ability profile of fifth-grade elementary school students in Gugus II Kecamatan Majalaya and to compare the performance of male and female students in solving mathematical communication tasks related to plane geometry. A quantitative descriptive research design was employed, involving 78 fifth-grade students (41 boys and 37 girls). Data were collected using a descriptive test designed to measure mathematical communication skills across three aspects—written text, drawings, and mathematical expressions—after the instrument had undergone testing for validity, reliability, discriminating power, and difficulty level. Data analysis involved descriptive statistics, specifically calculating the mean achievement scores based on a holistic scoring rubric. The results showed that male students achieved a higher average score (11.93) on the third measured indicator compared to female students (10.05). Nevertheless, both groups performed well below the study's ideal average score of 40 Keywords: gender, geometry, mathematical communication, primary school
DAMPAK REALISTIC MATHEMATICS EDUCATION TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MATERI BANGUN DATAR KELAS V DI SDN LEBAKMUNCANG 1 Lisna Susilawati; Rayi Siti Fitriani; Syarif Hendriana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18045

Abstract

This study aims to analyze the impact of implementing the Realistic Mathematics Education (RME) approach on elementary school fifth-grade students' mathematical problem-solving skills in geometry concepts. The research employed a quantitative quasi-experimental method with a Nonequivalent Control Group Design. The population comprised all fifth-grade students at SDN Lebakmuncang 1. Using a purposive sampling technique, the sample consisted of class V A (25 students) as the experimental group and class V B (25 students) as the control group. The experimental group received instruction using the RME model, whereas the control group was taught using the Contextual Teaching and Learning (CTL) model. Data were collected using a 20-item essay test measuring Polya's four problem-solving indicators, supplemented by observation and documentation. Instrument testing included validity, KR-20 reliability, difficulty level, and discrimination power analyses. Pretest and posttest data were analyzed descriptively and inferentially using prerequisite tests (Shapiro-Wilk normality and Levene's homogeneity) and hypothesis tests (Independent Samples t-Test or Mann-Whitney U-Test). Intervention effectiveness was calculated through N-Gain and Effect Size analyses using Cohen's d. The findings are expected to provide empirical evidence regarding the effectiveness of the RME approach in improving mathematical problem-solving ability in elementary geometry education.
DAMPAK PENGGUNAAN DIVIGO TERHADAP HASIL BELAJAR MATEMATIKA PADA MATERI PEMBAGIAN BILANGAN CACAH SISWA KELAS III SEKOLAH DASAR Silvia Fitriani; Rayi Siti Fitriani; Wina Mustikaati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18326

Abstract

Elementary schools continue to struggle with poor whole number division learning outcomes, primarily as a result of teacher-centered education and pupils' inability to grasp the abstract idea of division. In order to solve this problem, the researcher created DIVIGO, an instructional board game that uses a game-based learning methodology to help third-grade pupils grasp whole number division. The objectives of this study were to: (1) compare pretest scores between the experimental and control groups prior to DIVIGO implementation, (2) compare posttest scores following DIVIGO implementation, (3) compare learning improvement between the two groups, and (4) determine the impact of DIVIGO on learning outcomes in mathematics. The sample consisted of 64 third-grade students from SDN Pasawahan Kidul, Purwakarta, divided into an experimental class and a control class (32 students receiving conventional instruction). Pretests and posttests were used to gather data, and descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, the Mann-Whitney U test, the Independent Samples t-test, and Cohen's d effect size were used for analysis. The findings showed: (1) a significant difference in pretest scores (Mann–Whitney U, p = 0.003), with the control class showing higher initial ability; (2) a significant difference in posttest scores (p = 0.010), with the experimental class attaining a higher mean score (72.06) than the control class (56.19); (3) a significant difference in learning improvement (p = 0.025); and (4) a moderate effect, as indicated by a Cohen's d value of 0.666. These results show that DIVIGO enhances third-grade pupils' whole number division learning outcomes.
DAMPAK MODEL TGT BERBASIS AFIFEDU TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS PADA MATERI PENJUMLAHAN DI KELAS II SEKOLAH DASAR Siti Jubaedah; Rayi Siti Fitriani; Ety Sukaetini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18373

Abstract

This study aims to determine the impact of the Teams Games Tournament (TGT) model based on the Afifedu game on students' mathematical understanding ability in addition for second-grade elementary school students. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. Data were collected through pretests and posttests of mathematical understanding ability. The results showed that the mean score of the experimental class increased from 61.25 to 80.30, while the control class increased from 51.80 to 59.85. The independent samples t-test yielded a significance value of 0.001 < 0.05, indicating a significant difference between the two classes. The effect size analysis showed that the Teams Games Tournament (TGT) model based on the Afifedu game had a high effect on students' mathematical understanding ability. Therefore, the model can improve students' mathematical understanding ability in addition.
Co-Authors Acep Ruswan Agus Muharam Anwar Jamil Rohmutiyah Atep Lesmana Dea Ilma Nurjanah Dina Mardiana Dwi Serin Handarini Ety Sukaetini Fifi Dwi Jayanti Hany Handayani Ihsan Rizali Indah Septi Andini Lisna Susilawati Rita Solihah Silvia Fitriani Siti Jubaedah Syarif Hendriana Tuti Kurniati Rahayu Wina Mustikaati Yekti Bella Pertiwi Yudi Bachtiar Yudi Bachtiar