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All Journal KADIKMA Primary: Jurnal Pendidikan Guru Sekolah Dasar Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar JURNAL LENTERA PIONIR: Jurnal Pendidikan Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Madura JPsd ( Jurnal Pendidikan Sekolah Dasar ) Jurnal Penelitian Pendidikan Hijri Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Edukasi Islami: Jurnal Pendidikan Islam International Journal of Educational Dynamics (IJEDS) Jurnal Pendidikan Almuslim Puteri Hijau : Jurnal Pendidikan Sejarah Jurnal Review Pendidikan dan Pengajaran (JRPP) EDUTEC : Journal of Education And Technology Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Indonesian Journal of Education and Mathematical Science Jurnal Prakarsa Paedagogia International Journal of Educational Review, Law And Social Sciences (IJERLAS) Edu Cendikia: Jurnal Ilmiah Kependidikan EduStream: Jurnal Pendidikan Dasar Genderang Asa: Journal of Primary Education Variasi : Majalah Ilmiah Universitas Almuslim Indonesian Research Journal on Education Jurnal PGSD Uniga AHDÃF: Jurnal Pendidikan Agama Islam
Riandi Marisa
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DEVELOPING COMMUNICATION AND PROBLEM SOLVING IN ELEMENTARY SCHOOL MATHEMATICS LEARNING THROUGH PROJECT-BASED LEARNING Marisa, Riandi; Firmansyah, Juli; Santi, Yulia; Fazilla, Sarah; Anisaturrahmi, Anisaturrahmi
PIONIR: JURNAL PENDIDIKAN Vol. 15 No. 1 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i1.34203

Abstract

The low levels of mathematical communication and problem-solving skills among elementary school students in Indonesia are a serious concern, as reflected in the 2019 TIMSS scores, which fell below the international average (397 out of 487), and the PISA report, which indicates that Indonesian students’ higher-order thinking skills still lag behind those of other Southeast Asian countries. The dominance of conventional, teacher-centered teaching methods is considered one of the main factors hindering the development of these two 21st-century competencies. This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model as an alternative instructional strategy for developing elementary students’ communication and problem-solving skills in mathematics. The study employed a quasi-experimental method with a pre-test and post-test control group design, involving 60 fifth-grade students from two elementary schools in South Jakarta. Data were collected through problem-solving ability tests, mathematical communication assessment rubrics, and learning observation sheets. The results showed that students who learned using PjBL demonstrated significant improvements in problem-solving skills (t = 4.523, p < 0.001, Cohen’s d = 1.12) and mathematical communication (t = 3.876, p < 0.001, Cohen’s d = 0.95) compared to the control group using conventional learning methods. The improvement in the experimental group reached 41% for problem-solving and 44% for mathematical communication, while the control group improved by only 16% and 15%, respectively. These findings indicate that PjBL proved effective in the context of this study and demonstrate its potential for continued use as a learning strategy to develop 21st-century skills in mathematics education at the elementary school level. Keywords: Project-Based Learning, Mathematical Communication, Problem Solving, Elementary School Mathematics Learning, 21st Century Skills
The Effect of the Deep Learning-Based Problem-Based Learning (PBL) Model on the Critical Thinking Skills and Mathematical Disposition of Elementary School Students Novita Martika Putri; Maria Goreti Rini Kristiantari; Riandi Marisa
Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Vol 19, No 1: January - April 2026
Publisher : Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/pamator.v19i1.33994

Abstract

This study aims to analyze the effect and effectiveness of the Deep Learning-based Problem-Based Learning (PBL) model on the critical thinking skills and mathematical dispositions of elementary school students. A quasi-experimental study with a non-equivalent control group design was employed. The population consisted of fifth-grade students in Gugus 3 Kuta, with a total sample of 168 students (84 in the experimental group and 84 in the control group) selected through purposive sampling. The experimental group was treated with the deep learning-based PBL model, while the control group followed conventional learning. Data were collected using a critical thinking skills essay test and a mathematical disposition questionnaire. Analysis included N-Gain tests, Mann-Whitney U tests, and correlation analysis using SPSS. The results indicated a significant difference in outcomes between the two groups. The experimental group achieved a significantly higher post-test average for critical thinking (83.85) compared to the control group (47.65). Statistical tests confirmed that the deep learning-based PBL model significantly improved both critical thinking skills and mathematical dispositions (Asymp. Sig. 0.001 less than 0.05). Furthermore, the model was found to be effective in enhancing both variables simultaneously. The integration of deep learning strategies into the PBL framework—emphasizing conceptual understanding, reflection, and knowledge transfer—creates a more interactive and reflective learning environment. This synergy effectively addresses students' difficulties with contextual problems and fosters a more persistent, confident attitude toward mathematics. In conclusion, the deep learning-based PBL model is a potent alternative for developing 21st-century skills at the elementary level.
Deep Learning sebagai Solusi Inovatif untuk Mengatasi Tantangan Literasi dan Numerasi di Sekolah Dasar Yulia Santi; Abdul Halim bin Masnan; Riandi Marisa
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p67-86

Abstract

Low literacy and numeracy achievement among Indonesian elementary school students remains a critical pedagogical challenge demanding systematic and contextual innovation. This study aims to analyze the implementation of the deep learning approach as an innovative solution to literacy and numeracy challenges. A qualitative methodology with a case study design was employed to enable in-depth exploration within real-life contexts. Participants consisted of one school principal, four teachers (Grades IV-VI), eight students, and three parents selected through purposive sampling. Data were collected through participatory observation, semi-structured in-depth interviews, and document analysis, and analyzed using Miles and Huberman's interactive model encompassing data reduction, data display, and iterative conclusion drawing. Trustworthiness was ensured through source and method triangulation alongside member checking. Findings reveal that the implementation of deep learning across three integrated stages mindful, meaningful, and joyful learning improved average literacy scores by 17 percentage points (from 62% to 79%) and numeracy by 16 percentage points (from 60% to 76%) over a three-month intervention period. Beyond quantitative gains, significant qualitative improvements were documented in student motivation, collaborative engagement, critical thinking, and academic self-confidence. Eighty-seven percent of teachers reported that this approach effectively facilitated the integration of digital technology in learning. This study concludes that deep learning constitutes a relevant, innovative, and replicable pedagogical strategy for addressing elementary-level literacy and numeracy challenges while simultaneously enhancing the quality of technology-integrated learning.
Pengaruh Supervisi Akademik Pengawas Sekolah terhadap Peningkatan Kompetensi Profesional dan Kinerja Guru: The Influence of School Supervisors' Academic Supervision on Improving Teachers' Professional Competence and Performance Sofia Amtaran; Maximus Gorky Sembiring; Riandi Marisa
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8515

Abstract

The low level of student literacy in Indonesia, particularly in East Nusa Tenggara Province, poses a challenge in improving the quality of education. This condition demands strengthening teacher quality through academic supervision by school supervisors. This study aims to examine the effect of academic supervision on teacher professional competence and performance, both partially and simultaneously. The study used a quantitative approach with a survey method of 328 respondents selected through the Simple Random Sampling technique. Data were collected using a questionnaire that had been tested for validity and reliability. Data analysis was carried out using descriptive analysis, simple linear regression, and Multivariate Analysis of Variance (MANOVA) using IBM SPSS version 27. The results of the study indicate that academic supervision has a positive and significant effect on teacher professional competence, with a significance value of 0.000 < 0.05 and a contribution of 58.4%. Academic supervision also has a positive and significant effect on teacher performance, with a significance value of 0.000 < 0.05 and a contribution of 60%. In addition, the results of the Pillai's Trace test indicate that academic supervision simultaneously has a significant effect on teacher professional competence and performance, with a contribution of 40.7%. Thus, academic supervision by school supervisors has a strategic role in improving teacher professionalism and performance as an effort to support improving the quality of education.
Co-Authors A., Rahmah Abdul Halim bin Masnan Alfi Syahrin, Alfi Amalia Sapriati Ana Maharani Keban Anisaturrahmi, Anisaturrahmi Artanti, Yuli Baharuddin, Muhtadin Bernada Materay Carvina, Mona Cut Khairani Damayanti, Gina Ety Mukhlesiyeni Fachrurrazi Fachrurrazi Fachrurrazi Fachrurrazi Firmansyah, Juli Fitria, Isna Fitriani Fitriani Gusti Yarmi Hartiningsih Hartiningsih HERI WAHYUDI Iis Marsithah Iskandar Iskandar Kartika, Yessy Khairani, Cut Mahdi Mahdi, Mahdi Maisura Maisura Maisura Maisura Maman Rumanta Maria Goreti Rini Kristiantari Marwan Marwan Matelda Alfonsina Ibo Mona Carvina Muhammad Iqbal Muhammad Iqbal Muharramsyah, Rambang Muhtadin Baharuddin Najmuddin MA, Najmuddin Nazariah Nazariah Nazariah, Nazariah Novita Martika Putri PUJI LESTARI Purnomo, Hendro Susilo Puryati Puryati, Puryati Puspitasari, Kristanti Ambar Rahmi Hayati Rahniar, Rita Rambang Muharramsyah Rasyid, Suparta Rasyid, Suparta Ratna Dewita Rita Rahniar Safrida Safrida Saifuddin Saifuddin Saiful Bahri Saiful Bahri Sarah Fazilla Sarah Fazilla, Sarah Sembiring, Gorky Sendi Ramdhani Siraj Siraj Siraj Siti Julaeha, Siti Sofia Amtaran Sri Dewi Nirmala Sumanti Sumanti, Sumanti Suparta Rasyid Tita Rosita Ulfa, Fitria Usman Usman Wakhudin Yessy Kartika Yulia Santi Yusnidar, Yusnidar Zulfa, Sufina Siti