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All Journal International Journal of Artificial Intelligence Research Renjana Pendidikan Dasar Paidea : Jurnal Pendidikan dan Pembelajaran Indonesia Jurnal Pendidikan IPA Indonesia
Rina Dyah Rahmawati
SD Muh Kleco Yogyakarta
Computer Science & IT Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Motivasi dan Minat Belajar Siswa Berprestasi Siswa Matematika Wicaksono, Yosi Eko; Rahmawati, Rina Dyah
Paidea : Jurnal Pendidikan dan Pembelajaran Indonesia Vol. 1 No. 1 (2021): Februari
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/paidea.v1i1.94

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh motivasi belajar terhadap prestasi belajar siswa mata pelajaran matematika siswa kelas V SD Se Gugus Ahmad Yani Kabupaten Purworejo tahun ajaran 2019/2020. Penelitian ini merupakan penelitian ex-post facto. Instrumen yang digunakan adalah angket, dalam penelitian ini menggunakan metode kuantitatif survei. Hasil penelitian ini menunjukkan: (1) terdapat pengaruh positif dan signifikan motivasi belajar terhadap prestasi belajar mata pelajaran matematika siswa kelas V SD dengan sebesar 3,6% dan diperoleh nilai signifikansi sebesar 0,019 < 0,05 dengan Fhitung sebesar 5,585; (2) terdapat pengaruh positif dan signifikan inat belajar terhadap prestasi belajar mata pelajaran matematika siswa kelas V SD dengan sebesar 5,4% dan diperoleh nilai signifikansinya sebesar 0,004 < 0,05 dengan Fhitung sebesar 8,558; (3) terdapat pengaruh positif dan signifikan motivasi belajar dan minat belajar secara bersama-sama terhadap prestasi belajar mata pelajaran matematika siswa kelas V SD dengan sebesar 6,1% dan diperoleh nilai signifikansinya sebesar 0,009 < 0,05 dengan Fhitung sebesar 4,834.
DISEMINASI DIDAKTIS NUMERASI BERBANTUAN AUGMENTED REALITY DI SEKOLAH WILAYAH YOGYAKARTA Sugiman, Sugiman; Rahmawati, Rina Dyah; Tuntunan, Githa Stien; Fitriana, Silfi Nisa; Izza, Tsabita Nurul; Shalihah, Hanifah Mar'atush
Renjana Pendidikan Dasar Vol 4 No 4 (2024): Edisi November 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

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Abstract

Kemampuan numerasi adalah keterampilan dalam menerapkan konsep bilangan dan operasi hitung dalam kehidupan sehari-hari. Namun, tingkat numerasi siswa SD di Indonesia, khususnya di kelas tinggi, masih rendah, yang kemungkinan disebabkan oleh kurang optimalnya pembelajaran operasi bilangan di kelas rendah. Penelitian di sekolah dasar di Yogyakarta pada tahun 2023 menunjukkan bahwa guru mengalami kesulitan dalam menyusun perangkat pembelajaran yang kontekstual, sehingga berdampak pada rendahnya partisipasi belajar dan kemampuan numerasi siswa. Untuk mengatasi hal ini, model pembelajaran berbasis masalah dan pembelajaran kooperatif dapat digunakan untuk memperdalam pemahaman matematika siswa. Penelitian juga menunjukkan bahwa penggunaan media Augmented Reality (AR) dalam pembelajaran dapat meningkatkan keterlibatan siswa, seiring dengan meningkatnya keterbiasaan siswa menggunakan gadget sejak pandemi Covid-19. Untuk meningkatkan efektivitas pembelajaran, penting juga bagi guru untuk mendapatkan pelatihan terkait variasi model pembelajaran matematika dan penggunaan media berbasis teknologi seperti AR agar pembelajaran menjadi lebih menarik dan relevan dengan kehidupan siswa.
Cultural Change of Mathematics Teachers' Views on Technology: Navigating the Artificial Intelligence Revolution Utami, Niken Wahyu; Sagita, Laela; Rahmawati, Rina Dyah; Nurdianto, Heri
International Journal of Artificial Intelligence Research Vol 8, No 2 (2024): December 2024
Publisher : Universitas Dharma Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29099/ijair.v8i2.1232

Abstract

The development of technology related to Artificial Intelligence is growing rapidly, and one of its implications is the teaching of mathematics in the classroom. Therefore, it is necessary to conduct research on the perspective of mathematics teachers in addressing the development of artificial intelligence (AI) used in mathematics learning. This study examines the role of AI technology in facilitating pedagogical reform in mathematics education from the perspective of teachers. Through a questionnaire distributed to mathematics teachers, this paper identifies teachers' perspectives on the development of AI and its use in their classrooms. A total of 56 mathematics teachers participated in this study. In addition to the five-item questionnaire, an open-ended questionnaire was also provided. A number of AI that teachers use in their teaching are also mentioned in this paper. The paper also discusses the challenges that mathematics teachers face when using AI in mathematics lesson planning in their classrooms. It concludes that mathematics learning using AI has significant potential to improve students' competencies by equipping them with essential skills for the digital age
Bridging STEM and Culture: The Role of Ethnoscience in Developing Critical Thinking and Cultural Literacy Atmojo, Setyo Eko; Anggriani, Mitha Dwi; Rahmawati, Rina Dyah; Skotnicka, Michalina; Wardana, Ari Kusuma; Anindya, Agista Putri
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.23505

Abstract

The lack of integration between science and local wisdom in science education remains a challenge in developing students' critical thinking skills and cultural literacy. This study aims to analyze the effect of STEM-based science learning integrated with ethnoscience on critical thinking skills and cultural literacy of elementary school students. This research is a quantitative study with a quasi-experimental method using a nonequivalent control group design. Samples were selected purposively and consisted of experimental and control groups. The instruments used include a critical thinking skills test and a cultural literacy questionnaire. Data analysis was performed using a paired sample t-test. The results showed a significant difference in posttest scores between the experimental and control groups, with a significance value of 0.000 <0.005. The average difference was 19.78 points for critical thinking skills (81.14 - 61.36) and 16.86 points for cultural literacy (82.50 - 65.64). This finding suggests that integrating STEM-based science learning with ethnoscience can significantly enhance students' critical thinking skills and cultural literacy. The novelty of this study lies in the learning approach that combines the STEM framework with local ethnoscience values, providing an innovative alternative for shaping students who think reflectively while developing cultural awareness from an early age.
Co-Authors Anggriani, Mitha Dwi Anindya, Agista Putri Ari Kusuma Wardana Fitriana, Silfi Nisa Izza, Tsabita Nurul Laela Sagita Niken Wahyu Utami Nurdianto, Heri Setyo Eko Atmojo Shalihah, Hanifah Mar'atush Skotnicka, Michalina Sugiman Sugiman Tuntunan, Githa Stien Wicaksono, Yosi Eko