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PENGARUH MODEL DISCOVERY LEARNING YERHADAP PEMECAHAN SOAL CERITA MATEMATIKA KELAS V SD NEGERI KOTAGEDE III Lamas, Eryand Ryan; Mardati, Asih
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol 3, No 2: Juli 2020
Publisher : universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v3i2.2528

Penelitian ini bertujuan untuk: 1) mengetahui penerapan model discovery learning pada pemecahan soal cerita Matematika; 2) mengetahui pengaruh model discovery learning terhadap soal cerita Matematika.Jenis penelitian ini adalah eksperimen. Desain penelitian ini adalah quasi experimental. Menggunakan kelas kontrol dan kelas eksperimen. Rancangan penelitian menggunakan non-equivalent control group design. Instrument yang digunakan adalah soal pretest dan posttest. Subjek dalam penelitian ini adalah kelas VA sebagai kelompok kelompok eksperimen dan kelas VB sebagai kelompok kontrol SD Negeri Kotagede III. Teknik analisis data menggunakan uji independent t-testBerdasarkan hasil penelitian dan pembahasan, menunjukan bahwa model discovery learning dengan menggunakan uji independent t-test kelas eksperimen memperoleh hasil signifikansi 0,000Ë‚0,05 maka Ha diterima dan terdapat perbedaan yang signifikan antara hasil pretest dan posttest pada kelas eksperimen. Sehingga dapat disimpulkan bahwa model discovery learning berpengaruh terhadap pemecahan soal cerita Matematika.

PENGEMBANGAN MEDIA KARTU PINTAR (KATAR) PADA MATA PELAJARAN MATEMATIKA MATERI PERKALIAN BAGI SISWA KELAS II SD Purwaningtyas, Alyshia Herny; Mardati, Asih
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol 3, No 1: Maret 2020
Publisher : universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v3i1.2270

This study aims to determine the steps of the development and quality of smart card media (KATAR) in Mathematics subject matter multiplication.This research using ADDIE model with 5 stages: analyze, design, develop, implement, evaluate. The trial subjects in this study were 19 students in grade II and teachers in Sidomulyo 1 Salaman Elementary School. Data collection techniques in the form of interviews, observation and questionnaires. Data analysis used qualitative data analysis and quantitative data analysis. The result showed that the smart card media (KATAR) was appropriate to be used with a score of 95 (Good) from the media expert validator, 45 (Good) from the material expert validator, 43 (Very Good) from the learning expert validator. The results of student responses in small- scale trials get a score of 60 with a percentage of 100 (Very Good) and in large-scaletrials get a score of 130 with a percentage of 100(Very Good). Students respond that learning to use smart card media (KATAR) is fun andcan be learned while playing and the material learned is easy to understand.

Integrasi Kemampuan TPACK untuk Penguatan Kompetensi Pedagogi Guru SD Muhammadiyah se-Kecamatan Moyudan Sleman Mardati, Asih; Sukma, Hanum Hanifa; Saifudin, Muhamad Fakhrur
WARTA LPM WARTA LPM, Vol. 25, No. 1, Januari 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/warta.v25i1.15117

Based on the results of interviews conducted with teachers at SD Muhammadiyah Moyudan, it is known that there are obstacles in the implementation of online learning, including difficulties in providing learning so that two-way interaction does not occur, developing IT-based teaching materials, developing online learning evaluations, and teacher limitations. in using online applications and platforms. Therefore, there is a need for self-development for elementary school teachers in improving the ability of Technological Pedagogical Content Knowledge (TPACK). The purpose of this service is so that teachers can create and develop teaching materials with Kinemaster and evaluate learning using Google Form and Kahoot. This activity is carried out with a limited number of direct mentoring methods and integrated practice while still complying with the health protocol. The training implementation technique is carried out by demonstration, practice, discussion, mentoring. At the initial stage, it was done by demonstrating the introduction of various applications that can be used in online learning. Furthermore, the direct practice of making teaching materials and evaluation of online learning is carried out. The results of this activity are being able to develop TPACK-based learning tools, including the preparation of teaching materials using Kinemaster, Google forms, and Kahoot. The achievement of the results of this activity is 87.5% based on the results of the evaluation of the achievement of activities.

MODEL INQUIRY BASED LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA BANGUN RUANG DI SEKOLAH DASAR Khusna, Fatma Nadiatul; Mardati, Asih; Johari, Yudy
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol 14, No 2 JUNI (2024): SHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v14i2.59338

Mastery of mathematics learning requires the ability to understand concepts to be able to achieve maximum mathematics learning achievement. This is proven through pretest questions with results that are still far from complete. The aim of classroom action research is to increase the understanding of mathematical concepts of fifth grade students at Muhammadiyah Nitikan Elementary School in spatial construction material using the inquiry based learning model. The subjects of this research were 30 students in class V of SD Muhammadiyah Nitikan for the 2023-2024 academic year, consisting of 17 male students and 13 female students. The data collection techniques used were tests, observation, interviews and documentation. The results of this research show that the inquiry based learning model is successful in increasing students' understanding of mathematical concepts in spatial construction material. The learning outcomes during the pre-cycle, the average score obtained was 38 with an average percentage of completeness of 3% and an average percentage of incompleteness of 97%. After the first cycle of action, the results showed an average of 73 with an average percentage of completeness of 70% and the average percentage of not 30% complete, while in Action Cycle II the test results reached an average score of 91 with an average percentage of completeness of 83% and an average percentage of incompleteness of 17%.

Enhancing 5th-Grade Student Learning Outcomes with the Predict-Observe-Explain Learning Model in Integrated Thematic Learning Budi, Ragil Setia; Mardati, Asih
International Journal of Learning Reformation in Elementary Education Vol. 3 No. 02 (2024): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v3i02.639

The Curriculum 2013 for elementary schools is designed around integrated thematic learning, One such approach is the Predict-Observe-Explain (POE) model. This study investigates the impact of the POE learning model on the learning outcomes at a private elementary school. Employing a quantitative experimental method with a Quasi-Experimental Design, the research targets fifth-grade students as the population. The independent variable is the learning model, while the dependent variable is the student's learning outcomes in integrated thematic learning. Data were collected through observation, tests, and documentation. The findings reveal a significant positive effect of the POE learning model on student learning outcomes. This is demonstrated by an increase in the average post-test scores compared to pre-test scores by 10.05, verified using the Wilcoxon test. Additionally, the Mann-Whitney U test analysis shows a significance value of 0.002, which is less than the alpha value of 0.05. This indicates a significant difference in learning outcomes between the experimental and control groups, confirming the effectiveness of the POE learning model in enhancing student learning in integrated thematic contexts.

The development of lectora inspires media in learning mathematics fractions material Mardati, Asih; Annisa, Lina; Febrilia, Yeyen; Yusmaliana, Desfa
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 6 No 1 (2024): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2024.v6i1.24-41

This research aims to consider pointed to decide the steps in creating Lectora Inspire learning media and its possibility for arithmetic learning of divisions for third-grade basic school understudies. The investigation was investigation and improvement. The advancement forms concerned the improvement show proposed by Thiagarajan's 4D. The 4D development model included the stages of (1) Define, (2) Design, (3) Development, and (4) Dissemination. The information collection rebellious utilized were master appraisal sheets, instructor evaluation sheets, and understudy appraisal sheets. The result about appeared that Lectora inspire media gotten a rate of 77.3% within the "great" category by media specialists, 88% within the "outstanding" category by material specialists, and 86.6% within the "extraordinary" category by learning specialists. The normal rate from specialists was 83.96%. The result of the teacher's appraisal gotten a rate of 96% within the "exceptional" category. The result of the restricted trial evaluation gotten a rate of 100% within the "exceptional" category. This information demonstrated that the Lectora inspire media for arithmetic learning of divisions for third-grade understudies of the rudimentary school had a fabulous and doable quality. These data indicated that the Lectora Inspire media for mathematics learning of fractions for third-grade students of elementary school had an excellent quality and was feasible.

TPACK and its Contribution to Develop Differentiated Learning in Elementary School Mardati, Asih; Maryani, Ika; Suyatno, Suyatno
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.3336

In recent years, the integration of technology in education has become increasingly vital for enhancing teaching and learning processes. This study utilized a correlational research methodology, focusing on elementary schools in the city of Yogyakarta that have adopted an independent curriculum. A sample of 20 teachers was selected using stratified random sampling. Data collection was conducted through questionnaires, with both questionnaire grids and sheets employed. The data analysis was performed using descriptive and inferential statistics. The research findings indicate positive values for various components of Technological Pedagogical Content Knowledge (TPACK): TPACK (0.894), Content Knowledge (CK) (0.783), Technological Knowledge (TK) (0.782), Pedagogical Knowledge (PK) (0.869), Pedagogical Content Knowledge (PCK) (0.835), Technological Content Knowledge (TCK) (0.866), and Technological Pedagogical Knowledge (TPK) (0.861). These results suggest that a teacher's TPACK significantly influences and is closely associated with their ability to develop differentiated learning strategies. These findings imply that professional development programs aimed at enhancing teachers' TPACK could play a crucial role in improving their effectiveness in implementing differentiated learning strategies.

Pengembangan Buku Strategi Pembelajaran Matematika di Sekolah Dasar Berorientasi pada Pedagogical Knowledge Mahasiswa Sintawati, Mukti; Mardati, Asih; Abdurrahman, Ginanjar
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 8 No 2 (2021): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v8i2.8922

Pedagogical knowledge merupakan salah satu kemampuan yang harus dimiliki mahasiswa Pendidikan Guru Sekolah Dasar (PGSD) sebagai calon guru Sekolah Dasar (SD). Pedagogical knowledge merupakan pengetahuan tentang karakteristik siswa dan model/strategi pembelajaran apa saja yang dapat digunakan di SD. Pedagogical knowledge ini sangat penting dikuasai mahasiswa terutama dalam pembelajaran matematika, karena matematika harus disampaikan secara konkrit dengan model/metode/strategi tertentu. Tujuan penelitian ini adalah mengembangkan buku strategi pembelajaran matematika di SD yang berorientasi pada pedagogical knowledge mahasiswa PGSD. Penelitian pengembangan yang dilakukan menggunakan model pengembangan 4-D (Define, Design, Develop, dan Disseminate). Instrumen yang digunakan untuk menilai buku yang dikembangkan yaitu lembar penilaian ahli, angket respon mahasiswa, dan tes pedagogical knowledge. Hasil penelitian menunjukkan bahwa buku dinyatakan valid oleh para ahli, dan praktis oleh mahasiswa. Hasil penelitian juga menunjukkan baha buku efektif berdasarkan hasil tes pedagogical knowledge mahasiswa PGSD UAD.

MODEL INQUIRY BASED LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA BANGUN RUANG DI SEKOLAH DASAR Khusna, Fatma Nadiatul; Mardati, Asih; Johari, Yudy
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 14 No. 2 (2024): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v14i2.59338

Mastery of mathematics learning requires the ability to understand concepts to be able to achieve maximum mathematics learning achievement. This is proven through pretest questions with results that are still far from complete. The aim of classroom action research is to increase the understanding of mathematical concepts of fifth grade students at Muhammadiyah Nitikan Elementary School in spatial construction material using the inquiry based learning model. The subjects of this research were 30 students in class V of SD Muhammadiyah Nitikan for the 2023-2024 academic year, consisting of 17 male students and 13 female students. The data collection techniques used were tests, observation, interviews and documentation. The results of this research show that the inquiry based learning model is successful in increasing students' understanding of mathematical concepts in spatial construction material. The learning outcomes during the pre-cycle, the average score obtained was 38 with an average percentage of completeness of 3% and an average percentage of incompleteness of 97%. After the first cycle of action, the results showed an average of 73 with an average percentage of completeness of 70% and the average percentage of not 30% complete, while in Action Cycle II the test results reached an average score of 91 with an average percentage of completeness of 83% and an average percentage of incompleteness of 17%.

Exploring the Intersection of TPACK and Professional Competence: A Study on Differentiated Instruction Development within Indonesia’s Merdeka Curriculum Utari, Varisa Tri; Maryani, Ika; Hasanah, Enung; Suyatno, Suyatno; Mardati, Asih; Bastian, Norma; Karimi, Amir; Reotutor, Mark Angelo C
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 1, January 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i1.23450

Despite the growing emphasis on differentiated instruction in modern education, there remains a noticeable gap in research examining the integration of Technological, Pedagogical, and Content Knowledge (TPACK) with professional competence, particularly within the context of Indonesia's Merdeka Curriculum. This study aims to assess teachers' levels of TPACK and professional competence in developing differentiated instruction in Yogyakarta, Indonesia, while exploring the correlation between these two variables. Adopting a quantitative correlational research design, the study employed stratified random sampling to select a sample of 84 teachers from eight elementary schools currently implementing the Merdeka Curriculum (Independent Learning Curriculum). Descriptive statistics and hypothesis testing, using the Spearman-Brown formula, were utilized for data analysis. The findings indicate that the participating teachers exhibit moderate levels of both TPACK and professional competence in developing differentiated instruction. Moreover, hypothesis testing revealed a strong and significant correlation between teachers' TPACK and their professional competence in designing differentiated instruction. This research highlights the importance for teacher training institutions to prioritize the development of TPACK, enabling educators to effectively adapt to evolving educational policies.

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