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All Journal PAEDAGOGIA COLLASE (Creative of Learning Students Elementary Education)
Syifa Salsabila
Universitas Pendidikan Indonesia
Education

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Pengembangan Perangkat Pembelajaran Menggunakan Pendekatan Gamification Berbasis Marczewski’s Framework Di Sekolah Dasar Syifa Salsabila; Epon Nur'aeni L; Muhammad Rijal Wahid Muharram
COLLASE (Creative of Learning Students Elementary Education) Vol 5, No 4 (2022)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v5i4.11630

Abstract

Penelitian ini bertujuan untuk mengembangkan gamification berbasis framework Marczewski sehingga menghasilkan perangkat pembelajaran gamification berbasis Marczewski framework yang layak digunakan pada pembelajaran matematika materi kelas IV sekolah dasar. Penelitian ini menggunkan metode R&D dengan model desain EDR (Educational Design Research) karya Mc Kenney & Reeves. Subjek penelitian terdiri dari tim validator perangkat pembelajaran yakni satu orang dosen dan guru SD sebagai validator RPP, dua orang dosen sebagai tim validator LKPD, serta satu orang dosen sebagai validator media pembelajaran.Sedangkan objek penelitian yakni perangkat pembelajaran RPP, LKPD, dan media pembelajaran (lembar mission achievement dan badge/trofi ). Instrumen pengumpulan data berupa validasi perangkat pembelajaran dan angket respons siswa. Teknik analisis data yang digunakan adalah teknik analisis data kuantitatif deskriptif dan deskriptif kualitatif. Berdasarkan analisis data dapat dikatakan bahwa pengembangan perangkat pembelajaran pendekatan gamifikasi berbasis kerangka kerja marczewskypada pembelajaran matematika materi kelas IV sekolah dasar yang dapat digunakan berdasarkan hasil validasi dan respons siswa telah mencapai rata-rata maksimal yaitu dengan Kriteria Baik hingga baik sekali pengembangan pendekatan gamifikasi berbasis kerangka kerja marczewsky sesuai dengan yang diharapkan. Sehingga bentuk produk akhir rancangan yang dihasilkan berupa perangkat pembelajaran antara lain, RPP, LKPD, media pembelajaran (lembar mission achievement dan badge/trofi ) di Sekolah Dasar.
A Lakatosian Systematic Review of Realistic Mathematics Education Research (2020–2024) Syifa Salsabila; Al Jupri; Prana Dwija Iswara; Anggi Umayrah; Syifa Fauziah
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.103033

Abstract

This literature review analyzes the historical development and theoretical frameworks proposed by key philosophers in Realistic Mathematics Education (RME). This study is important because recent RME research has largely focused on empirical implementation, leaving a theoretical gap in understanding how RME evolves as a scientific programme. A Scopus database search using the keyword “Realistic Mathematics Education” (conducted in March 2024) yielded 130 documents, from which 17 met the inclusion criteria for review. Using a descriptive and Lakatosian coding approach, each article was categorized into hard core, protective belt, theoretically progressive, and empirically progressive classifications, with double-coding applied to ensure reliability. The analysis results show that (1) most RME studies between 2020 and 2024 remain within the protective-belt category of Lakatos’ framework, focusing on confirming existing models; (2) a smaller number of studies demonstrate empirically progressive characteristics by introducing new context-based designs; and (3) two emerging topics—RME in Indonesian cultural contexts and RME based on Islamic values—represent the most progressive theoretical contributions. These findings imply that future RME research should move toward theoretical innovation and broaden its epistemological foundation beyond classroom implementation to strengthen its position as a developing scientific programme.
Elementary School Students' Problem Solving Strategies in Adding and Subtracting Whole Numbers Through Open Ended Problems Anggi Umayrah; Tatang Herman; Al Jupri; Syifa Salsabila
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.103035

Abstract

Problem-solving skills are an important aspect of mathematics learning that needs to be developed from elementary school. One way to stimulate this ability is through open-ended problems that allow students to express a variety of solution strategies. This study aims to analyze problem-solving strategies and difficulties experienced by grade IV elementary school students in solving story problems of addition and subtraction of whole number with an open approach. The research method used is qualitative with a case study design. The research subjects were grade IV students who were given validated open-ended story questions. Data were collected through learning observation and analyzed descriptively. The results showed that students used different strategies, such as gradually summing, reducing the remaining capacity, and combining the total number with the bus capacity. However, errors in place values, procedural errors, and lack of thoroughness were also found. These findings confirm that open-ended questions are effective in practicing problem-solving as well as exposing students' misconceptions
Co-Authors Anggi Umayrah Epon Nur'aeni L Muhammad Rijal Wahid Muharram Prana Dwija Iswara, Prana Dwija Syifa Fauziah Tatang Herman, Tatang