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All Journal Jurnal Kreatif Tadulako Online Jurnal Penelitian Pendidikan IPA (JPPIPA) Arus Jurnal Psikologi dan Pendidikan Journal of Education and Learning Sciences JME (Journal of Mathematics Education) JSES JME (Journal of Mathematics Education) Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif JOURNAL SULTRA ELEMENTARY SCHOOL
Ashari Usman
Universitas Sulawesi Tenggara
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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An Analysis Of Fifth-Grade Students’ Difficulties In Solving Fraction Problems Based On Newman’s Error Analysis Niluh Lisa Arianti; Waode Ekadayanti; Ashari Usman
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.434

Abstract

This study aims to analyze the difficulties experienced by fifth-grade students at each stage of the Newman Procedure in solving fraction word problems and to identify the factors contributing to these difficulties. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of 22 fifth-grade students who completed a written test. Five students were purposively selected as interview participants based on the variation in the difficulties they experienced, while one fifth-grade teacher served as a supporting informant. Data were collected through written tests, semi-structured interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing and verification. Data validity was established through technical and source triangulation. The findings showed that students did not experience difficulties at the reading stage, but difficulties were identified at the comprehension, transformation, process skills, and encoding stages. The factors contributing to these difficulties included limited understanding of problem information, confusion in connecting problem information with appropriate mathematical operations, inadequate mastery of fraction calculation procedures, and hesitation in writing the final answer. These factors are interrelated and collectively affect the overall problem-solving process. The findings are expected to provide teachers with information for designing more effective mathematics instruction based on the stages of the Newman Procedure, particularly in helping elementary school students overcome difficulties in solving fraction word problems.
Workshop Teknik Penulisan Soal Berbasis Kurikulum Merdeka bagi Guru SD Negeri 49 Bombana Ahmad Ahmad; Sri Marlia Putri; Ashari Usman
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 1 No 1 (2025)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v1i1.15

Abstract

The Independent Curriculum requires teachers to have skills in compiling questions that not only measure students' understanding, but also critical and creative thinking skills. This workshop aims to improve the competence of elementary school teachers in compiling questions based on the Independent Curriculum that are in accordance with the principles of formative and summative assessment. This activity is carried out through direct training involving the delivery of materials, practice of compiling questions, and joint discussion and reflection. The evaluation results show that after attending the workshop, teachers experienced an increase in understanding good question structures, were able to differentiate cognitive levels in compiling questions, and were more confident in compiling assessment instruments. This workshop is expected to be the first step in improving the quality of learning evaluation in elementary schools.
Penguatan Literasi Sosial Siswa Sekolah Dasar Melalui Pembelajaran IPS Ashari Usman
Jurnal Sultra Elementary School Vol 7 No 3 (2026): Edisi Agustus 2026
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v7i3.934

Abstract

Social literacy is an important competence that needs to be developed from elementary school because it involves students’ ability to understand social phenomena, communicate, collaborate, appreciate differences, think critically, and participate responsibly in society. This article aims to analyze Social Studies learning strategies that can be used to strengthen social literacy among elementary school students. The study employed a literature review method by analyzing relevant scientific articles addressing social literacy, Social Studies learning, social skills, contextual learning, collaborative learning, Problem-Based Learning (PBL), Project-Based Learning (PjBL), local wisdom, and digital media. The analysis was conducted through several stages, including literature identification, selection, information categorization, thematic analysis, and synthesis of research findings. The results indicate that strengthening social literacy can be achieved through five main strategies: developing social literacy as a multidimensional competence, implementing contextual and collaborative Social Studies learning, applying PBL and PjBL, integrating local wisdom and digital media, and balancing social knowledge, skills, and attitudes in learning. Active, contextual, and student-centered Social Studies learning provides greater opportunities for students to understand social issues and apply their knowledge to real-life situations. The findings emphasize the importance of transforming Social Studies learning toward meaningful, interactive, contextual, and collaborative learning experiences that support the development of students’ social competencies and responsible participation in their communities.
Peningkatan Kompetensi Guru melalui Pelatihan Gerak Dasar dan Kebugaran Jasmani untuk Mendukung Aktivitas Fisik Siswa SD Negeri 4 Ranomeeto Sarno Sarno; Muh. Yasa; La Ode Ahmad Yusran; Ashari Usman
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 2 No 2 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v2i2.932

Abstract

This Community Service Program aimed to improve teachers’ competencies in understanding, designing, and implementing fundamental movement activities and physical fitness exercises to support elementary school students’ physical activity. The program was conducted at SD Negeri 4 Ranomeeto, Ranomeeto District, South Konawe Regency, Southeast Sulawesi, Indonesia, involving 15 teachers consisting of 10 classroom teachers and 5 subject teachers. The program employed a participatory training approach consisting of five stages: preparation, material delivery, demonstration and practice, mentoring and learning simulation, and evaluation. The training materials covered locomotor, non-locomotor, and manipulative movements, physical fitness, active games, and strategies for modifying activities according to students’ characteristics and available school facilities. Evaluation was conducted through pre-tests, post-tests, observations, practical activities, and participant response questionnaires. The results showed an improvement in teachers’ competencies, from an average of 60.27% before the training to 85.33% after the training, representing an increase of 25.06 percentage points. Teachers’ responses to the training reached 91.89%, categorized as very good. These findings indicate that a combination of theoretical instruction, demonstrations, direct practice, mentoring, and learning simulations can strengthen teachers’ knowledge and practical skills. The program contributes to teachers’ readiness to create active, enjoyable, safe, and developmentally appropriate learning activities that support students’ physical activity.
Co-Authors Agnes Nogo Temu Ahmad Arna Juwariyah Chairan Zibar L. Parisu Dadiwati Farida Isroani I Made Rai Murdana Kasmawati Kasmawati La Ode Ahmad Yusran La Sisi Muh. Yasa Niluh Lisa Arianti Ninyoman Ayu Trisnawati Nisdayanti Nisdayanti Sahlun Sahlun Sarno Sarno Sri Marlia Putri Suziman, Aris Waode Ekadayanti Yuni Permata Sari