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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN COPE Mimbar PGSD Undiksha Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Journal of Research and Advances in Mathematics Education JOIV : International Journal on Informatics Visualization Al Ishlah Jurnal Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) International Journal on Emerging Mathematics Education Beta: Jurnal Tadris Matematika Jurnal Inovasi Pendidikan Dasar Jurnal Didaktika Dwija Indria Jurnal Paedagogy Southeast Asian Mathematics Education Journal Jurnal Pengabdian UNDIKMA IJPD (International Journal Of Public Devotion) Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Infinity Jurnal Pendidikan Progresif Mathematics Education Journal Journal on Mathematics Education
Yoppy Wahyu Purnomo
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Exploring Fifth Graders’ Learning Obstacles in Multiplication and Division of Fractions Puji Lestari; Unik Ambarwati; Yoppy Wahyu Purnomo; Kinanti Pangestu
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6907

Abstract

Fractions serve as a critical foundation in mathematics education, preparing students for more advanced topics such as algebra and probability. Despite their importance, fractions are often difficult for elementary school students to grasp due to their abstract nature, especially when not taught within meaningful contexts. This study investigates the learning obstacles faced by fifth-grade students in understanding the multiplication and division of fractions. Utilizing a qualitative case study approach, data were collected through tests, interviews, classroom observations, and documentation at Lempuyangwangi Elementary School in Yogyakarta. The analysis revealed three primary categories of learning obstacles: (1) Ontogenic obstacles, including students’ inability to simplify fractions correctly, frequent computational errors, and low motivation in learning mathematics; (2) Didactical obstacles, such as difficulties in interpreting word problems and applying appropriate procedures; and (3) Epistemological obstacles, particularly in understanding and applying the inverse concept required for dividing fractions. These findings highlight the need for more contextually relevant and cognitively aligned instructional strategies. Addressing these obstacles can support the development of more effective teaching approaches to enhance students’ conceptual understanding of fraction operations.
PENDAMPINGAN PENYUSUNAN MILIEU PRAKTIK MENGAJAR GURU BERBASIS RISET UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA DI SEKOLAH DASAR Purnomo, Yoppy Wahyu; Prananto, Irfan Wahyu; Sayekti, Octavian Muning; Sulistyani, Nawang
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 5 (2024): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i5.26475

Abstract

Abstrak: Kemampuan numerasi siswa Sekolah Dasar di Kabupaten Bantul masih rendah, sebagaimana ditunjukkan data Asesmen Nasional yang mencatat hanya 46,67% siswa di atas batas minimum, serta hanya 20,5% dari 78 guru yang memiliki tingkat numerasi tinggi. Rendahnya kemampuan ini disebabkan oleh pembelajaran yang belum berbasis riset. Temuan ini menunjukkan bahwa kemampuan numerasi siswa dan guru masih di bawah rata-rata dan belum optimal sehingga diperlukan pendampingan untuk guru dalam penyusunan milieu praktik mengajar guna meningkatkan kualitas pembelajaran dan numerasi siswa. Kegiatan ini bertujuan untuk meningkatkan hardskill guru dalam merancang milieu praktik mengajar berbasis riset dan softskill guru dalam menerapkan strategi pengajaran dalam meningkatkan kemampuan numerasi ssiwa. Metode kegiatan meliputi praktik langsung dan FGD penyusunan milieu dengan melibatkan 25 guru SD serta kolaborasi bersama Dinas Pendidikan Pemuda dan Olahrag Kabupaten Bantul Yogyakarta. Evaluasi dilakukan melalui angket untuk menilai pemahaman konsep, observasi praktik penyusunan milieu, serta umpan balik terkait penerapan strategi. Kegiatan ini berhasil meningkatkan kompetensi guru dalam merancang pembelajaran efektif hingga 90%.Abstract: Elementary school students' numeracy skills in Bantul Regency still need to improve, as shown by National Assessment data, which recorded only 46.67% of students above the minimum limit and only 20.5% of 78 teachers had a high level of numeracy. This low ability is caused by learning that still needs to be research-based. This finding shows that the numeracy skills of students and teachers are still below average and not optimal, so mentoring is needed for teachers in compiling teaching practice milieu in order to improve the quality of student learning and numeracy. This activity aims to improve teachers' hard skills in designing research-based teaching practice milieu and teachers' soft skills in implementing teaching strategies to improve students' numeracy skills. The activity methods include direct practice and FGD on compiling a milieu involving 25 elementary school teachers and collaboration with the Bantul Regency Youth and Sports Education Office, Yogyakarta. Evaluation is carried out through questionnaires to assess understanding of concepts, observation of milieu compilation practices, and feedback related to strategy implementation. This activity has succeeded in increasing teacher competence in designing effective learning by up to 90%.
Pengaruh Project Based Learning Berbasis Guided Discovery Learning Terhadap Kemampuan Komunikasi Matematis ditinjau dari Gaya Kognitif Sahnas Amalia Rosita; Yoppy Wahyu Purnomo
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 2 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i2.p106-115

Abstract

This study aims to determine the differences between PjBL-based GDL and TCL learning models on students' mathematical communication abilities, examine differences in FI and FD cognitive styles on students' mathematical communication abilities, and investigate the interaction between PjBL-based GDL and TCL learning models and cognitive styles on students' mathematical communication abilities. This study employed a quantitative approach with a quasi-experimental design. The research subjects consisted of fourth-grade students from two elementary schools in Cluster III, Depok District, Sleman, Yogyakarta. Data analysis was conducted through an independent samples t-test and two-way ANCOVA. The results revealed that the PjBL–GDL model had a significant effect on students’ mathematical communication skills (F = 116.75; p < 0.05; η² = 0.522). Significant differences were also found between FI and FD students (F = 46.29; p < 0.05; η² = 0.302). However, no significant interaction was observed between learning models and cognitive styles (p > 0.05), indicating independent effects. These findings imply that the PjBL–GDL model can be implemented inclusively without the need to differentiate instruction based on students’ cognitive styles, making it a practical approach for heterogeneous classrooms. The novelty of this study lies in integrating PjBL and GDL to enhance mathematical communication across diverse learners. It is concluded that PjBL–GDL is effective regardless of cognitive style. Teachers are recommended to apply this model flexibly, while future studies should examine its impact on other skills such as motivation and critical thinking.
Efektivitas Model Inkuiri Terbimbing dalam Meningkatkan Critical Thinking Skills Peserta Didik Sekolah Dasar pada Pembelajaran IPA Widianingsih, Diah; Lailatussyifa, Lailatussyifa; Murti, Rahayu Condro; Purnomo, Yoppy Wahyu
Didaktika Dwija Indria Vol 14, No 3 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i3.119284

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis peserta didik sekolah dasar pada pembelajaran IPA. Penelitian ini bertujuan untuk mengkaji efektivitas model inkuiri terbimbing dalam meningkatkan keterampilan berpikir kritis peserta didik kelas IV sekolah dasar berdasarkan indikator basic clarification, basic support, inference, dan advanced clarification . Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimental design melalui non-equivalent control group design. Sampel dalam penelitian ini diambil menggunakan purposive sampling sebanyak dua kelas yaitu kelas IVA dengan jumlah 26 peserta didik diberi perlakuan menggunakan model inkuiri terbimbing sebagai kelas eksperimen, sedangkan kelas IVB dengan jumlah 28 peserta didik diberi perlakuan menggunakan pembelajaran konvensional sebagai kelas kontrol. Analisis data dilakukan melalui uji normalitas, homogenitas, uji N-Gain, dan regresi linier sederhana dengan bantuan SPSS 25. Hasil analisis data menunjukkan bahwa nilai signifikansi sebesar 0,000 < 0,05 dan nilai F hitung sebesar 29,964 > F tabel 4,26 sehingga Ho ditolak dan Ha diterima. Hal ini menunjukkan bahwa, model inkuiri terbimbing berpengaruh signifikan terhadap kemampuan berpikir peserta didik. Dengan demikian, model inkuiri terbimbing efektif digunakan untuk meningkatkan keterampilan berpikir kritis peserta didik pada pembelajaran IPA kelas IV di SD Negeri 1 Triharjo.
The effectiveness of problem-based teaching module training to increase elementary teacher motivation Aprilia Tina Lidyasari; Sekar Purbarini Kawuryan; Yoppy Wahyu Purnomo; Faturrohman Faturrohman; Setiawan Edi Wibowo; Albi Anggito; Poh Wanyi; Augusto da Comte
Jurnal Penelitian Ilmu Pendidikan Vol. 16 No. 2 (2023): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v16i2.64636

Abstract

Literacy Teaching modules are an essential learning element in the independent curriculum. However, many SD Negeri Percobaan 04 Wates teachers are less motivated to develop it because they lack assistance creating their teaching modules. Based on this, the purpose of this study is to see the effectiveness of problem-based teaching module training in the independent curriculum in increasing the motivation of elementary school teachers. The training participants were 25 elementary school teachers who were SDN Percobaan 4 Wates members. Theoretical material and practical assistance were carried out in the Kapanewon Kulonprogo area. The implementation of the activity will be reflected through an evaluation of the participant's understanding of the material in terms of performance, work results, and motivation scale of the training participants. The offline training was held at the UNY Wates Campus Hall offline and online through the Zoom meeting application. This study used a pre-experiment research design with a one-group pretest-posttest design model. Data collection was carried out using a teacher motivation scale. The data analysis technique used was the Wilcoxon Test to determine the effect of training on the motivation of primary school teachers. to assess the impact of exercise on elementary school teachers' motivation. Implementing this training based on the pre-post questionnaire increased pretest and post-test results. The Wilcoxon test results significantly affected teacher motivation before and after providing problem-based teaching module training for elementary school teachers in Kulonprogo Regency, Yogyakarta Special Region. Efektivitas pelatihan modul pengajaran berbasis masalah untuk meningkatkan motivasi guru sekolah dasar Modul ajar merupakan salah satu elemen penting dalam pembelajaran di kurikulum merdeka. Namun, masih banyak guru di SD Negeri Percobaan 04 Wates yang kurang termotivasi dalam mengembangkannya karena kurang mendapatkan pendampingan untuk membuat modul ajarnya sendiri. Berdasar pada hal tersebut maka tujuan dalam penelitian ini adalah melihat efektivitas pelatihan modul ajar berbasis masalah dalam kurikulum merdeka dalam meningkatkan motivasi guru sekolah dasar. Peserta pelatihan berjumlah 25 guru sekolah dasar yang tergabung pada SDN Percobaan 4 Wates. Materi teori dan pendampingan praktik dilaksanakan di wilayah Kapanewon Kulonprogo. Pelaksanaan kegiatan akan direfleksikan melalui evaluasi pemahaman peserta terhadap materi, ditinjau dari unjuk kerja, hasil karya, dan skala motivasi peserta pelatihan. Pelatihan secara luring dilaksanakan di Aula UNY Kampus Wates secara luring dan daring melalui aplikasi zoom meeting. Penelitian ini menggunakan desain penelitian pre-eksperimen dengan model one group pretest-posttest design. Pengumpulan data dilakukan dengan menggunakan skala motivasi guru. Teknik analisis data yang digunakan adalah Test Wilcoxon untuk mengetahui pengaruh pelatihan terhadap motivasi guru SD. Adapun hasil dari pelaksanaan pelatihan ini berdasarkan angket pre-post diperoleh hasil terjadi peningkatan hasil pretest dan posttest.  Sedangkan hasil uji Wilcoxon menunjukkkan bahwa terdapat pengaruh yang signifikan pada motivasi guru sebelum dan setelah pemberian pelatihan modul ajar berbasis masalah pada para guru SD di Kabupaten Kulonprogo, Daerah Istimewa Yogyakarta.
Values, Context, and Culture: The Implementation of Culturally Responsive Teaching (CRT) for Innovation in Elementary School Mathematics Teaching Materials Rahayu Condro Murti; Yeni Rakhmawati; Fery Muhamad Firdaus; Irfan Wahyu Prananto; Anwar Novianto; Yoppy Wahyu Purnomo
Jurnal Pengabdian UNDIKMA Vol. 7 No. 3 (2026): August
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i3.20008

Abstract

This community service program aims to improve the competence of elementary school teachers under the Bantul Education Office in implementing Culturally Responsive Teaching (CRT) in mathematics through training, mentoring, and the development of culture-based teaching materials to foster inclusive, engaging, and contextually relevant learning environments. The program was conducted through workshops and hands-on practice, during which teachers were trained to develop teaching modules, lesson plans, instructional media, and assessment instruments that integrate educational values, everyday contexts, and local cultural elements. Program evaluation was conducted using observations, interviews, questionnaires, and documentation, and the data were analyzed through descriptive statistics and thematic analysis to examine participants' engagement, understanding, and feedback. The evaluation results indicated that the integration of educational values received the highest average score (4.71), followed by contextual relevance (4.58) and the incorporation of cultural artifacts (4.22). Although teachers demonstrated a high level of consistency in implementing CRT principles, integrating local culture into mathematics instruction remained a major challenge. The greatest barrier identified was the limited availability of contextual and digital teaching materials, with an average difficulty score of 3.28. Nevertheless, teachers demonstrated a strong awareness of and perceived need for CRT in mathematics education, reflected in a high average score of 5.16. These findings suggest that Culturally Responsive Teaching extends beyond a pedagogical approach by providing a transformative framework that connects mathematics learning with students' lived experiences while preserving local cultural heritage. Continuous mentoring and the development of context-based digital teaching resources are therefore essential to support the sustainable implementation of CRT in elementary schools.
PENGARUH MODEL PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV PADA MATA PELAJARAN IPAS DI SD MUHAMMADIYAH KARANGPLOSO Kafi Sahara Tri Nanda; Devi Cyndiyana Putri; Yoppy Wahyu Purnomo; Rahayu Condro Murti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49381

Abstract

Critical thinking is an essential skill at all levels of education, especially in elementary school. Students at SD Muhammadiyah Karangploso still show low critical thinking abilities, as indicated by the limited mastery of critical thinking indicators and the use of monotonous learning methods. To address this issue, this study applied the Project Based Learning (PjBL) model to improve students’ critical thinking skills in IPAS subjects. The purpose of this research was to determine whether the Project Based Learning model could significantly improve the critical thinking skills of fourth-grade students. This study used a quantitative approach with a Quasi-Experimental design, specifically the Nonequivalent Control Group Design. The sample consisted of two classes: an experimental class taught using the Project Based Learning model and a control class taught using the Problem Based Learning model. Research instruments included pretest and posttest questions as well as observation sheets for learning implementation. The collected data were aalyzed using normality, homogeneity, and hypothesis tests. The results showed that the Project Based Learning model was effective in improving students’ critical thinking skills. The average score in the experimental class increased from 60.5 on the pretest to 85.2 on the posttest, while the control class improved from 58.3 to 71.8. The data were normally distributed and homogeneous (p > 0.05). Hypothesis testing using an independent sample t-test produced a significance value of 0.000 (p < 0.05), indicating a significant difference between the two classes. Therefore, the Project Based Learning model significantly influences students’ critical thinking skills through collaborative and active learning activities.
Co-Authors Adinda Fuadillah Oktafiani Ainun Nafisah Albi Anggito Ali Mustadi Amrita Kaur Anwar Novianto, Anwar Aprilia Tina Lidyasari Ardiyana Hartanti Augusto da Comte Chairunnisa Widowati Danuri Devi Cyndiyana Putri Didi Suryadi Dionisius Okky Pratama Putra Edi Purwanta Farida Agus Setiawati Faturrohman Faturrohman Fauzi Yuberta Fidariya Mawaddah Firdaus, Fery Muhamad Firmanti, Pipit Hanipah, Iip Ripati Herning Tyas Sarwastuti Herra Aprillia Sabrina iip Ripati Hanipah ika rihayati Irfan Wahyu Prananto Jihan Luthfi Salsabila Jumar Jumar Kadir Kadir Kadir Kafi Sahara Tri Nanda Kana Hidayati Kinanti Pangestu Lailatussyifa, Lailatussyifa Lucia Ambarwati Masitah Shahrill Masitah Shahrill, Masitah Meta Salma Pamenan Mohd Norakmar Omar Mu'minin, Nurul Muhamad Dzahir Kasa Muhammad Supian Sauri Nabilla Namira Permata Putri Nabillah, Rokhmatun Nawang Sulistyani Nurlaela Rahmawati Octavian Muning Sayekti Oktafiani, Adinda Fuadillah Olivia Pandansari Pasri Poh Wanyi Pramudiani, Puri Puji Lestari Puri Pramudiani Puri Pramudiani Puri Pramudiani Puri Pramudiani Purwanti Purwanti Puspitaningrum, Rifky Putrawangsa, Susilahudin Putri Anggoro Kasih Putri Anggoro Kasih, Putri Anggoro Putriani, Fini May Rahayu Condro Murti Rahayu Condro Murti Rahmawati, Nurlaela Rika Susanti Rizki Dwi Rahmawati Rokhmatun Nabillah rosella aranda ayu wibowo Sahnas Amalia Rosita Sekar Purbarini Kawuryan Serafin Wisni Septiarti Setiawan Edi Wibowo Sigit Wibowo Siti Noor Binti Ismail Siti Noor Ismail Sri Adi Widodo Sri Adi Widodo Sri Rochadi Suparjan . Sutawanir Darwis Syafika Ulfah Syukrul Hamdi Tian Abdul Aziz Unik Ambarwati Uswatun Hasanah Veny Wulan Suci Viscal Oktari Widianingsih, Diah Winarni Winarni Wuri Wuryandani Yahya Don Yeni Rakhmawati, Yeni Yuniawatika