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All Journal Jurnal Basicedu Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research Jurnal Basicedu
Sugeng Sutiarso
Universitas Lampung, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Pengembangan LKPD Matematika Berbasis Problem Based Learning di Sekolah Dasar Refki Effendi; Herpratiwi Herpratiwi; Sugeng Sutiarso
Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i2.846

Abstract

Tujuan penelitian untuk mengembangkan LKPD Matematika berbasis Problem Based Learning Materi FPB dan KPK kelas V Sekolah Dasar. Pengembangan LKPD Matematika dilatarbelakangi oleh kebutuhan pembelajaran yang dapat meningkatkan kemampuan peserta didik dalam pemecahan masalah, kemampuan dalam berfikir kritis serta menumbuhkan rasa ingin tahu. Jenis penelitian ini adalah penelitian pengembangan (research and development/R&D). Tahapan utama dalam penelitian dan pengembangan ini adalah (1) pengumpulan informasi dan penelitian pendahuluan; (2) perencanaan; (3) pengembangan produk; (4) pengujian terbatas, dan (5) revisi produk akhir. Populasi dalam penelitian ini adalah pendidik kelas V SD Negeri kecamatan Tegineneng. Teknik pengambilan sampel yang digunakan adalah teknik purposive sampling. Sampel penelitian adalah 3 (tiga) guru kelas V SDN 28 Tegineneng, SDN 20 Tegineneng, dan SDN 1 Tegineneng. Teknik pengumpulan data menggunakan observasi dan angket. Teknik analisis data dalam penelitian ini menggunakan teknik analisis deskriptif kualitatif. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa pengembangan materi LKPD berbasis PBL di Sekolah Dasar sangat layak untuk digunakan dalam pembelajaran. Hal tersebut berdasarkan hasil validasi ahli materi sebesar 92,17%, hasil validasi ahli desain sebesar 86,67%, hasil validasi ahli media sebesar 89,56% dan hasil tes kepada guru sebesar 92,13%.
Pengembangan LKPD Matematika Berbasis Problem Based Learning di Sekolah Dasar Refki Effendi; Herpratiwi Herpratiwi; Sugeng Sutiarso
Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i2.846

Abstract

Tujuan penelitian untuk mengembangkan LKPD Matematika berbasis Problem Based Learning Materi FPB dan KPK kelas V Sekolah Dasar. Pengembangan LKPD Matematika dilatarbelakangi oleh kebutuhan pembelajaran yang dapat meningkatkan kemampuan peserta didik dalam pemecahan masalah, kemampuan dalam berfikir kritis serta menumbuhkan rasa ingin tahu. Jenis penelitian ini adalah penelitian pengembangan (research and development/R&D). Tahapan utama dalam penelitian dan pengembangan ini adalah (1) pengumpulan informasi dan penelitian pendahuluan; (2) perencanaan; (3) pengembangan produk; (4) pengujian terbatas, dan (5) revisi produk akhir. Populasi dalam penelitian ini adalah pendidik kelas V SD Negeri kecamatan Tegineneng. Teknik pengambilan sampel yang digunakan adalah teknik purposive sampling. Sampel penelitian adalah 3 (tiga) guru kelas V SDN 28 Tegineneng, SDN 20 Tegineneng, dan SDN 1 Tegineneng. Teknik pengumpulan data menggunakan observasi dan angket. Teknik analisis data dalam penelitian ini menggunakan teknik analisis deskriptif kualitatif. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa pengembangan materi LKPD berbasis PBL di Sekolah Dasar sangat layak untuk digunakan dalam pembelajaran. Hal tersebut berdasarkan hasil validasi ahli materi sebesar 92,17%, hasil validasi ahli desain sebesar 86,67%, hasil validasi ahli media sebesar 89,56% dan hasil tes kepada guru sebesar 92,13%.
Exploring how augmented reality enriches realistic mathematics education to strengthen students’ understanding of curved-sided geometric ideas Tri Suranti; Sugeng Sutiarso; Rangga Firdaus
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.979

Abstract

Background: Students often find curved-sided geometric shapes difficult to grasp because the material is usually introduced in a highly symbolic way. This condition creates a clear need for learning materials that can present ideas more visually and in contexts that feel relevant to students. Aim: The study seeks to design and examine a learning module that blends Augmented Reality with the principles of Realistic Mathematics Education to support stronger conceptual understanding. Method: Using a Research and Development approach, the study followed the ADDIE sequence from early analysis to final evaluation. The module was reviewed by subject and media experts, tested in a small group to gauge usability, and later implemented in larger classes. Its effectiveness was assessed by comparing posttest scores from a class using the AR–RME module and another class taught with standard materials. Results: Expert feedback showed that both the content and media components reached valid to very valid levels. Students and teachers also reported that the module was easy to use and fit well within classroom activities. The experimental class recorded higher posttest scores than the control group, indicating meaningful gains in conceptual understanding. Conclusion: Augmented Reality, when embedded in a Realistic Mathematics Education setting, offers a learning experience that helps students connect abstract geometric ideas with clearer mental models. The module developed in this study meets the criteria for validity, practicality, and effectiveness, and can serve as a valuable learning resource for geometry instruction.
Etnolamp: Integrating Lampung Ethnomathematics into Articulate Storyline for Contextual SPLDV Learning Selvi Loviana; Sugeng Sutiarso; Farida Ariyani; Sowiyah Sowiyah; Nurhanurawati Nurhanurawati
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1097

Abstract

Integrating local cultural knowledge into digital mathematics learning remains underexplored despite growing interest in culturally responsive education. This study developed and evaluated **Etnolamp**, an interactive ethnomathematics learning environment that combines Lampung cultural contexts with Articulate Storyline to support contextual learning of Systems of Linear Equations in Two Variables (SPLDV). The study employed a research and development approach adapted from the Borg and Gall model, encompassing needs analysis, product design, expert validation, revision, and limited classroom implementation involving 16 ninth-grade students in Indonesia. Data were collected through interviews, expert validation instruments, and student response questionnaires to evaluate the product’s validity and practicality. The findings indicate that Etnolamp achieved high expert validation and was perceived by students as a practical and engaging learning resource. By integrating instructional materials, interactive videos, contextual exercises, educational games, and culturally relevant mathematical problems into a single digital platform, the media promoted meaningful connections between abstract algebraic concepts and students’ everyday cultural experiences. This study contributes a culturally responsive multimedia design framework that demonstrates how ethnomathematics and interactive digital technologies can be integrated to support contextual mathematics learning, providing a foundation for future investigations into its effectiveness in improving mathematical understanding and problem-solving
Co-Authors Farida Ariyani Nurhanurawati Nurhanurawati Rangga Firdaus Refki Effendi Selvi Loviana Sowiyah Sowiyah Tri Suranti