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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Tekno - Pedagogi : Jurnal Teknologi Pendidikan Publikasi Pendidikan Jurnal Pendidikan Indonesia Primary: Jurnal Pendidikan Guru Sekolah Dasar JPsd ( Jurnal Pendidikan Sekolah Dasar ) Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Universitas Batanghari Jambi Jurnal Penelitian Pendidikan IPA (JPPIPA) MODELING: Jurnal Program Studi PGMI Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogik Journal of Islamic Elementary School International Journal of Elementary Education Journal on Education JETL (Journal Of Education, Teaching and Learning) Jurnal Pendidikan dan Konseling Jurnal Eduscience (JES) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Ilmiah Profesi Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan Dasar Perkhasa Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Ilmiah Wahana Pendidikan Journal La Edusci Jurnal Sinestesia EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Didaktis: Proseding Seminar Nasional Pendidikan Dasar Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) Journal Of Human And Education (JAHE) Journal of Educational Sciences Journal of Innovation and Research in Primary Education JURNAL TUNAS PENDIDIKAN Prosiding Seminar Nasional Humaniora Innovative: Journal Of Social Science Research Gudang Jurnal Multidisiplin Ilmu Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Jurnal Pengabdian Masyarakat dan Riset Pendidikan Edukasi Elita : Jurnal Inovasi Pendidikan Sriwijaya University Learning and Education International Journal El Midad: Jurnal Jurusan PGMI
Eka - Sastrawati
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PENGEMBANGAN SOAL MATEMATIKA KONTEKSTUAL BERBASIS HOTS DENGAN KEARIFAN LOKAL JAMBI PADA MATERI PERKALIAN KELAS III SD Helena; Eka Sastrawati; Andi Gusmaulia Eka Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.42151

Abstract

This research aims to describe the development process, validity, and reliability of contextual mathematics problems based on High Order Thinking Skills (HOTS) by integrating Jambi's local wisdom into multiplication material for 3rd-grade elementary school students. This study uses the ADDIE development model (Analyze, Design, Development, Implementation, Evaluation). The research instruments include validation sheets for material and language experts, as well as test instruments for reliability testing. The results show that the development process through five systematic stages produced 5 HOTS-based questions integrating Jambi's culture such as Candi Muaro Jambi and Batik Jambi motifs. The validity results from material and language experts reached the "Very Valid" category, indicating the content and linguistic aspects are highly appropriate. The reliability test results yielded a coefficient of 0.51, categorized as moderate reliability. This research concludes that the developed product is feasible for use as an evaluation tool in elementary schools.
PENGEMBANGAN BAHAN AJAR BERBASIS ETNOMATEMATIKA MOTIF BATIK JAMBI MENGGUNAKAN CANVA PADA MATERI SIMETRI LIPAT DAN SIMETRI PUTAR KELAS III SEKOLAH DASAR Rahmani, Resya; Sastrawati, Eka; Zahyuni, Violita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42453

Abstract

This study aims to develop ethnomathematics-based teaching materials incorporating Jambi batik motifs using Canva for the topic of reflection symmetry and rotational symmetry in third-grade elementary school and to determine their validity and practicality. This research employed a Research and Development (R&D) method using the ADDIE model, which consists of the Analyze, Design, Development, Implementation, and Evaluation stages. The research subjects were a third-grade teacher and students. Data were collected through validation questionnaires completed by material experts, media experts, and language experts, as well as response questionnaires from teachers and students to assess the practicality of the product. The validation results showed percentages of 96% from the material expert, 96% from the media expert, and 88% from the language expert, all categorized as very valid. The practicality test results indicated 96% from the teacher’s response, 90% in the small group trial, and 92.2% in the large group trial, all categorized as very practical. Based on these findings, the developed teaching materials are considered very valid and very practical, making them suitable for use as contextual teaching materials in elementary mathematics learning.
Pengembangan E-Modul Pembelajaran Etnomatematika Berbasis Gentala Arasy pada Materi Bangun Datar Kelas IV Sekolah Dasar Hawani, Hanifah Rozalia; Sastrawati, Eka; Hidayat, Akhmad Faisal
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9329

Abstract

Pembelajaran matematika di sekolah dasar masih cenderung bersifat abstrak dan kurang mengaitkan konsep dengan konteks budaya lokal, sehingga berdampak pada rendahnya pemahaman peserta didik terhadap materi bangun datar. Penelitian ini bertujuan untuk mengembangkan E-modul pembelajaran etnomatematika berbasis Gentala Arasy pada materi bangun datar untuk kelas IV Sekolah Dasar. Penelitian ini menggunakan metode penelitian dan pengembangan (Research and Development) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas ahli materi, ahli desain, ahli bahasa, guru kelas IV, serta peserta didik kelas IV sekolah dasar. Teknik pengumpulan data dilakukan melalui angket validasi dan angket kepraktisan, sedangkan teknik analisis data menggunakan analisis deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa E-modul yang dikembangkan memperoleh kategori valid hingga sangat valid berdasarkan penilaian ahli materi, desain, dan bahasa, serta kategori sangat praktis berdasarkan penilaian guru dan peserta didik pada uji coba kelompok kecil dan kelompok besar. Temuan ini menunjukkan bahwa E-modul pembelajaran etnomatematika berbasis Gentala Arasy layak digunakan sebagai bahan ajar pendukung pembelajaran matematika yang kontekstual dan bermakna di sekolah dasar. Penelitian ini merekomendasikan pengujian efektivitas E-modul pada skala yang lebih luas serta pengembangan E-modul etnomatematika pada materi matematika lainnya untuk memperkuat integrasi budaya lokal dalam pembelajaran.
IMPLEMENTASI PROGRAM GAPAJAK SEBAGAI UPAYA PELESTARIAN CERITA RAKYAT JAMBI DALAM MENINGKATKAN LITERASI BUDAYA PESERTA DIDIK Mayang Ismaya; Endah Yunita; Fajarli; Hamidah Rosifa Sikumbang; Eka Sastrawati; Destrinelli; Indryani; Muhammad Sofwan; Ahmad Syarif; Atri Widowati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10403

Abstract

Jambi Province possesses rich cultural heritage in the form of folklore, legends, and fairy tales that embody local wisdom values. However, in the era of globalization and digitalization, the existence of folklore has increasingly been marginalized and is less familiar to younger generations. This study aims to describe and analyze the implementation of the GAPAJAK Flagship Program (Gerakan Pelestarian Cerita Rakyat Jambi untuk Anak / Jambi Folklore Preservation Movement for Children) as an effort to preserve local culture while strengthening students’ character education and literacy. This research employed a qualitative method with a case study approach conducted at MTs Muhammadiyah Kota Jambi. Data were collected through observation, interviews with teachers and students, and documentation of activities and students’ works. The GAPAJAK program was implemented using a Project-Based Learning approach that integrated Indonesian language learning with activities of reading, writing, and developing folklore based on Jambi local wisdom. The findings indicate that the GAPAJAK program enhances students’ literacy skills, creativity, and critical thinking, fosters pride in local culture, and strengthens character values such as honesty, cooperation, and environmental awareness. In addition, the program reinforces teachers’ roles as facilitators of creative learning and improves the school’s image as an institution committed to cultural preservation. Therefore, the GAPAJAK program can serve as an innovative model for integrating local culture into school learning as a sustainable effort to preserve Jambi folklore.
PENGEMBANGAN E-MODUL MATEMATIKA FLIPBOOK KELAS V SD MENGGUNAKAN PENDEKATAN PROBLEM BASED LEARNING DAN INTEGRASI COMPUTATIONAL THINKING PADA MATERI OPERASI PENJUMLAHAN DAN PENGURANGAN PECAHAN KELAS V SD Neca Naula; Eka Sastrawati; Violita Zahyuni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.43799

Abstract

Education plays a crucial role in determining a nation's progress. Mathematics is a strategic subject in elementary education because it can develop students' logical, analytical, creative, and critical thinking skills. One important topic in fifth grade is the addition and subtraction of fractions. This topic often presents difficulties because learning still emphasizes mechanical procedures, resulting in students lacking a deep understanding of the concept and having difficulty solving problems reflectively. This study aims to develop a Mathematics Flipbook E-Module based on Problem Based Learning integrated with Computational Thinking to improve students' understanding of fraction concepts and reflective thinking skills. The study used the Research and Development (R&D) method with the DDD-E (Decide, Design, Develop, Evaluate) model. The research stages included needs analysis, interactive content design, digital media development, and validity and practicality evaluation through limited and large-scale trials. The results showed that the developed Flipbook E-Module was valid according to material and media experts. This product was practical for use by teachers and students. The E-Module was proven to increase learning motivation, critical thinking skills, and systematic fraction problem-solving skills. The integration of interactive digital media, problem-based learning, and computational thinking supports deeper and more contextual mathematics learning in accordance with the Independent Curriculum. This product serves as both teaching materials and learning tools that encourage students to think creatively, critically, reflectively, and systematically.
DISCOVERY LEARNING IN REAL CLASSROOMS: VIEWS ON CRITICAL THINKING AND COLLABORATION Yulastini, Ela; Sastrawati, Eka; Widowati, Atri
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14743

Abstract

This study aims to explore the effectiveness of Discovery Learning in fostering students’ critical thinking and collaboration skills in IPAS learning at the elementary school level. The research employed a mixed-methods approach with a convergent exploratory design, involving one Grade V IPAS teacher and 21 students at a public elementary school in Muaro Jambi Regency. Quantitative data were collected through a Likert-scale questionnaire, while qualitative data were obtained from interviews and learning documentation. The data were analyzed descriptively and thematically and then integrated using a joint display technique. The results indicate that the teacher perceived the implementation of Discovery Learning as very effective in developing critical thinking (87%) and collaboration skills (85%). In comparison, students’ perceptions were categorized as good, with an average score of 81%, and the lowest achievement was in the information evaluation aspect (75%). These findings imply that Discovery Learning can support the development of critical thinking and collaboration skills in elementary IPAS learning when appropriately scaffolded and effectively facilitated by teachers.
Ethnomathematics Meets Computational Thinking: Developing a Learning Model for Mathematical Problem-Solving Eka sastra Sastrawati; Andi Gusmaulia Eka Putri; Ahmad Faisal Hidayat; Yantoro Yantoro; Violita Zahyuni
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9354

Abstract

Mathematical problem-solving and computational thinking (CT) are essential competencies in 21st-century mathematics education. This study developed and evaluated an ethnomathematics-based learning model integrated with CT to enhance elementary students’ problem-solving skills. Using a Research and Development approach guided by the ADDIE framework, the model incorporated local Jambi cultural artifacts, including traditional batik geometric patterns, architectural designs, and community-based measurement practices. The model was implemented over eight instructional sessions (four weeks) with 30 fifth-grade students. Expert validation was conducted by three specialists using a five-point Likert scale assessing content, instructional design, and language clarity, yielding a high validity index (M = 4.06/5.00; 81.2%). Effectiveness was examined using a one-group pretest–posttest design (without a control group). Mathematical problem-solving was measured through an essay-based test aligned with Polya’s stages, while CT was assessed using a rubric-scored written test covering decomposition, pattern recognition, abstraction, and algorithmic thinking (Cronbach’s α 0.80). Results showed significant improvements in mathematical problem-solving (pre: M = 68.00, SD = 7.85; post: M = 86.00, SD = 6.92; p .001) and CT (pre: M = 65.15, SD = 8.10; post: M = 83.30, SD = 7.25; p .001), with a large effect size (d = 2.45). These findings provide preliminary evidence for integrating ethnomathematics and CT, warranting larger controlled studies to confirm generalizability.
Pelatihan Integrasi Augmented Reality dalam Pembelajaran IPA untuk memvisualisasikan materi abstrak bagi Guru Sekolah Dasar Risdalina Risdalina; Desy Rosmalinda; Issaura Sherly Pamela; Andi Gusmaulia Eka Putri; Eka Sastrawati
Publikasi Pendidikan Vol 16, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i1.77524

Abstract

Era Society 5.0 menuntut guru untuk mampu mengintegrasikan teknologi digital dalam pembelajaran, termasuk dalam pengajaran Ilmu Pengetahuan Alam (IPA) yang banyak memuat konsep abstrak. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru sekolah dasar dalam memanfaatkan teknologi Augmented Reality (AR) sebagai media pembelajaran inovatif yang mampu memvisualisasikan materi IPA menjadi lebih konkret dan menarik. Kegiatan dilaksanakan di SD Negeri 148/IV Kota Jambi dengan melibatkan 17 guru sebagai peserta. Metode pelaksanaan meliputi tiga tahapan utama, yaitu persiapan, pelatihan, dan evaluasi. Pelatihan dilaksanakan melalui pendekatan partisipatif dan interaktif yang terdiri dari sesi teori tentang literasi teknologi dan penerapan AR dalam pembelajaran IPA, serta sesi praktik pembuatan media berbasis Assemblr EDU. Hasil evaluasi menunjukkan respon yang sangat positif dari peserta dengan skor rata-rata dengan kategori sangat tinggi pada semua indikator, meliputi relevansi materi, kemudahan pemahaman, peningkatan wawasan, motivasi berinovasi, dan kepercayaan diri dalam penggunaan AR. Hasil ini menunjukkan bahwa pelatihan mampu meningkatkan kemampuan pedagogik dan profesional guru dalam mengintegrasikan teknologi AR ke dalam pembelajaran. Secara keseluruhan, kegiatan ini efektif sebagai strategi capacity building untuk memperkuat literasi digital guru dan mendukung implementasi Kurikulum Merdeka yang berorientasi pada pembelajaran abad ke-21.
Pengembangan Panduan Numerasi Transisi Paud-SD Yang Menyenangkan Untuk Kesiapan Bersekolah Liana, Nova; Sastrawati, Eka; Budiono, Hendra
JPPSD: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 5, No 3 (2026): Januari
Publisher : Universtas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppsd.v5i3.82260

Abstract

The transition from Early Childhood Education (ECE) to Primary School is a critical phase that determines children’s school readiness, particularly in the aspect of numeracy. However, mathematics learning in early primary grades is still predominantly centered on textbooks and lecture-based methods, making it less engaging and insufficiently aligned with students’ developmental characteristics. This study aims to develop an enjoyable numeracy transition guide from ECE to primary school to support the school readiness of first-grade students. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects were first-grade students at SD Negeri 80/I Muara Bulian. Data were collected through interviews, questionnaires, and observations, while data analysis was conducted using descriptive quantitative and qualitative approaches. The results indicate that the developed numeracy guide was rated as highly valid by media and content experts, valid by language experts, and highly practical based on teachers’ and students’ responses. Therefore, the developed ECE–primary school numeracy transition guide is feasible to be used as an alternative instructional material to create enjoyable learning experiences and support the school readiness of early primary students.
Co-Authors Aditya Yoga Pratama Agustian, Linda Ahmad Faisal Hidayat Ahmad Hariandi Ahmad Syarif Ahmad Syarif Aini, Nur Akhmad Faisal Hidayat Al Adawiyah, Wiya Ali, Raden Alirmansyah Alta Damayanti Andary, Lisa Andayani, Nurlita Andi Gusmaulia Eka Putri Andi Gusmaulia Eka Putri Anggelina, Selin Edri Anggreyani, Risma Annisa Amalia Aprilia Sari , Putri Atri Widowati Atri Widowati Aulia Yunita Rosanti Chan, Faizal Cici Adila Fiaski Damanik, Bella Silvesteria Darwin, Carles Debi, Yolanda Putri Deni Saputra, Muhammad Desita Nova Desita Novi Desita Novi Desri Guspita Destrinelli Destrinelli Destrinelli Destrinelly Desy Rosmalinda Dhiyan Syahirah Dinata, Serica Aulia Dinda Sartika Putri Diska Ayu Saputri Dongoran, Anita Dwita, Jeliya Edy Haryanto Eka Putri, Andi Gusmaulia Eki Elviawati Eko Kuntarto Endah Yunita Endah Yunita Evidawati, Evidawati Fadhilla Rahman Fajarli Fajarli Faridatul Ulya Febrianti, Yunita Gusmaulia Eka Putri, Andi Hadiyanto Hadiyanto Hadiyanto Hadiyanto Hadiyanto Hamidah Rosifa Sikumbang Handoko, Yudo Haryanti, Meli Hawani, Hanifah Rozalia Helena Helty, Helty Hendra Budiono Hendriani, Hendriani Hidayati, Astuti Hindicha, Yuliana Indryani Indryani Indryani Indryani Indryani, Indryani Intan Nurhalisa Ismawanti, Afifah Issaura Sherly Pamela Khoironi, Dwi Rahmat KHOIRUNNISA Kurnia , Dewi L, Assalwa Tazkiya Laura Mustika Lestari, Indah Bunga Lestari Liana, Nova M. Asyraf Maharani, Annisa Maria Qibtiah Maryono Maryono . Maryono Maryono Maryono Maryono Maryono Maryono Masykur , Muhammad Maulana, Irsyad Mawaddah, Faizah Mayang Ismaya Mayang Ismaya Mohamad Muspawi Muhammad - Rusdi Muhammad Sholeh Muhammad Sholeh Muhammad Sholeh Muhammad Sofwan Muhammad Sofwan Mulyadi Mulyadi Muspawi, Mohamhamad Mustika, Laura Muzdalifah Muzdalifah N. Nurjanah Nabila, Nabila Nadila Hardiyanti Natasya Agustin NAZURTI, NAZURTI Nazurty Nazurty Neca Naula Niken ananda Novia Mahera Shafitri Novit Aprillia Noviyanti, Silvina Nur Afiqoh Aprilia Nuraisah Jan Sabela Nurmadani, Kurnia Oktavia Andriani Oktavia, Gessy Frischa Ouralita, Silvi Pakpahan, Gritia Putri Pamela, Issaura Sherly Pamela, Issaura Sherly Patmawati Paturrahman, Aprian Pratiwi, Meliya Nur Putri Wulandari Putri, Andi Gusmaulia Eka Rahmani, Resya Raihan Noer Silmi Ranti Julia Rd. Muhammad Deza Pratama Rifda Afifah Risdalina Rizki Amelia Rosmawati, Eka Sabrina Wiyanpuri , Rahma Sahrizal Vahlepi Saputri, Anggraini Saputri, Pratiwi Sartika, Hana Yuli Sasabillah Sasabillah Septa Sabbihisma Shakila, Ayuni Silvia Dian Suari Soleh, Warissuddin Sri Marmoah Sulistia Ningsih Sulistyo, Urip Syamsurizal - - Syifa, Putri Tasya, Kesintia Dwinda Thahira, Adelia Nur Trisna Trisna, Trisna Viqri, Denada Widya Rista cahyani Yantoro Yantoro Yantoro Yantoro Yantoro Yantoro Yantoro, Y Yantoro, Yantoro Yulastini, Ela Zahyuni, Violita Zuhdi, Sayfudin