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All Journal Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar Al-Bidayah: Jurnal Pendidikan Dasar Islam Cokroaminoto Journal of Primary Education EDUCARE: Jurnal Pendidikan dan Kesehatan
Inne Marthyane Pratiwi
Universitas Islam Negeri Sunan Gunung Djati Bandung
Humanities Dentistry Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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MENGEMBANGKAN PEMAHAMAN MATEMATIS SISWA MADRASAH IBTIDAIYAH MELALUI LEMBAR KEGIATAN SISWA BERBASIS KEARIFAN LOKAL Yayan Carlian; Inne Marthyane Pratiwi
Tarbiyah al-Awlad Vol 8, No 2 (2018)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (635.502 KB) | DOI: 10.15548/alawlad.v8i2.1604

Abstract

Pemahaman matematis adalah proses yang dikuasai dan dipelajari oleh siswa Madrasah Ibtidaiyah dalam proses pembelajaran matematika. Prosesnya ditingkatkan melalui berbagai kegiatan di kelas. Oleh karena itu, guru perlu memfasilitasi peningkatan pemahaman matematika siswa. Salah satu cara untuk memfasilitasi peningkatan pemahaman matematika siswa adalah melalui penggunaan lembar kerja kegiatan siswa berdasarkan kearifan lokal. Ini adalah bahan ajar yang berisi tugas-tugas matematika yang menggabungkan nilai-nilai budaya. Dengan integrasi kearifan lokal, siswa akan menyadari nilai-nilai budaya yang mulia dari daerah dan meningkatkan kecintaan siswa terhadap budaya. Hasil pengembangan lembar kerja kegiatan siswa berdasarkan kearifan lokal adalah untuk membuat siswa memiliki kemampuan yang baik dalam pemahaman matematika dan prinsip-prinsip budaya kehidupan. 
MATHEMATICAL CRITICAL THINKING SKILL OF MADRASAH IBTIDAIYAH STUDENTS ON CUBES AND BEAM VOLUMES MATERIAL Anas Salahudin; Inne Marthyane Pratiwi; Syaeful Hidayat
Al-Bidayah : jurnal pendidikan dasar Islam Vol 12, No 1 (2020): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v12i1.349

Abstract

This research-based on the findings that elementary school students already have mathematical critical thinking skills but have not reached the whole stage of the skills. Critical thinking skills of mathematics is essential for students because critical mathematical thinking can solve the problems and as a consideration to make decisions. This research aims to: (1) explore the critical thinking skills of mathematics of the subject of the volume of cubes and beams; (2) to determine student's difficulties in solving mathematical critical thinking skills test questions on the subject of the volume of cubes and beams. The research used a case study method of 28 students in one of the Islamic elementary schools in Bandung Regency. The data collected in the form of qualitative data obtained through tests of mathematical critical thinking skills, interviews, and document analysis. Data analysis techniques used thematic analysis by analyzing students' learning trajectory. The results showed that most students were still in the low category in the ability of critical thinking. As for the difficulties experienced by students, namely in providing simple explanations and working on problems that are not systematic. For this reason, the improving of students' mathematical critical thinking skills need further research.
Pengembangan Instrumen Three Tier Test Berbasis Digital Untuk Menganalisis Miskonsepsi IPAS Pada Materi Rantai Makanan Kelas V SD Siti Nurhamidah; Yayan Carlian; Inne Marthyane Pratiwi
EDUCARE: Jurnal Pendidikan dan Kesehatan Vol. 4 No. 1 (2026): EDUCARE: Jurnal Pendidikan dan Kesehatan (Desember)
Publisher : Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/jedu.v4i1.66

Abstract

Penelitian ini dilatarbelakangi oleh adanya miskonsepsi peserta didik pada materi IPAS, yang didukung oleh hasil wawancara guru dan rekapitulasi nilai kelas V SDN Neglasari 4 dengan rata-rata hasil belajar materi rantai makanan sebesar 47,5. Selain itu, evaluasi yang digunakan masih berfokus pada hasil belajar sehingga belum mampu mengidentifikasi pemahaman konsep dan miskonsepsi peserta didik secara mendalam. Oleh karena itu, diperlukan instrumen evaluasi berbasis digital untuk membantu guru menganalisis pemahaman konsep peserta didik. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan instrumen Three Tier Test berbasis digital pada materi rantai makanan kelas V sekolah dasar, mengetahui kelayakan instrumen berdasarkan validasi ahli, menganalisis tingkat miskonsepsi peserta didik, serta mengetahui respons guru dan peserta didik terhadap penggunaan instrumen. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Teknik pengumpulan data meliputi wawancara, observasi, angket, tes, dan dokumentasi. Hasil penelitian menunjukkan bahwa instrumen Three Tier Test berbasis digital berhasil dikembangkan melalui lima tahapan ADDIE. Instrumen memperoleh kategori sangat layak berdasarkan validasi ahli materi sebesar 92,5%, ahli evaluasi sebesar 87,5%, dan ahli teknologi sebesar 94,4%. Hasil identifikasi menunjukkan bahwa peserta didik masih mengalami miskonsepsi pada materi rantai makanan, dengan persentase tertinggi pada soal nomor 7 sebesar 73,9%, diikuti soal nomor 9 sebesar 65,2%, dan soal nomor 10 sebesar 61%. Respons guru memperoleh persentase rata-rata 86% dan respons peserta didik sebesar 81% dengan kategori sangat baik. Dengan demikian, instrumen Three Tier Test berbasis digital yang dikembangkan layak digunakan sebagai instrumen diagnostik untuk menganalisis miskonsepsi materi rantai makanan.
Personal Experience-Based Direct Writing Activity And Elementary Students’ Descriptive Writing: A Quasi-Experimental Study Restia Khoerunisa; Hilman Mangkuwibawa; Inne Marthyane Pratiwi
Cokroaminoto Journal of Primary Education Vol. 9 No. 4 (2026): Oktober - Desember 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.4.2026.9669

Abstract

Abstract. The urgency of this study lies in the need for personal experience-based writing activities to improve elementary students’ descriptive writing skills. This study compared the development of descriptive writing skills among students who received a personal experience-based Direct Writing Activity (DWA) and those who received Guided Writing. A quasi-experimental non-equivalent control-group pretest–posttest design was used. Thirty fifth-grade students from two intact classes were included in the analysis, with 15 students in each condition. The intervention group completed prewriting, drafting, draft exchange, revision, and sharing stages, whereas the comparison group received teacher guidance through models, keywords, and guiding questions. Writing performance was assessed using an analytic rubric covering content, organization, grammar, word and sentence choice, and writing mechanics. The intervention group’s mean score increased from 61 to 80, with a normalized gain of 0.49, whereas the comparison group’s mean increased from 55 to 67, with a normalized gain of 0.18. Posttest scores differed significantly between groups (Z = −3.206, p = .001, r = .585), and the normalized gains also differed significantly, Welch’s t(16.033) = 6.318, p < .001. Teacher and student activities were rated very good in both groups. These findings provide preliminary evidence that students in the personal experience-based DWA class demonstrated greater growth in descriptive writing performance than those in the Guided Writing class. Interpretation is limited by the use of two classes from one school, a small sample, a short intervention, and the absence of interrater reliability evidence.
Co-Authors Carlian, Yayan Mangkuwibawa, Hilman Restia Khoerunisa Salahudin, Anas Siti Nurhamidah Syaeful Hidayat