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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Journal of Education and Learning (EduLearn) SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED WARTA Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Inovasi Matematika (Inomatika) International Journal of Learning Reformation in Elementary Education Profesi Pendidikan Dasar SJME (Supremum Journal of Mathematics Education)
Asih Mardati, Asih
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Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
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

Abstract

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

Abstract

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

Abstract

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%.
Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students Sintawati, Mukti; Sukma, Hanum Hanifa; Mardati, Asih; Feruzi, Sadiki Moshi; Satrianawati, Satrianawati
Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i4.21626

Abstract

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.
The impact of an articulate storyline on students' cognitive learning outcomes in mathematics at Muhammadiyah Mertosanan Elementary School Anggara , Yoga; Mardati, Asih
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 2 (2025): July
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i2.14320

Abstract

The integration of digital media in elementary education is increasingly recognized as an effective approach to addressing students’ learning difficulties. This study explores the impact of Articulate Storyline, an interactive multimedia platform, on the mathematics learning outcomes of third-grade students at Muhammadiyah Mertosanan Elementary School. The research was motivated by the challenge that many students scored below the minimum mastery criterion, highlighting the need for innovative instructional strategies to enhance comprehension and engagement in mathematics. A quasi-experimental design with pretest–posttest control groups was applied to compare the effectiveness of conventional teaching methods with those supported by Articulate Storyline. Data were collected primarily through pretests and posttests, supplemented by classroom observations. Statistical analyses confirmed that the experimental group, which learned with Articulate Storyline, achieved significantly higher posttest scores than the control group. Beyond numerical improvement, classroom observations also indicated increased student enthusiasm and active participation during the lessons supported by interactive media. The findings demonstrate that Articulate Storyline not only improves students’ cognitive achievement in mathematics but also fosters a more engaging learning environment. This highlights its dual function as both a learning aid and a motivational tool, aligning with contemporary efforts to integrate technology into primary education. The novelty of this study lies in providing empirical evidence on the application of Articulate Storyline in the context of elementary mathematics learning in Indonesia, an area that remains underexplored. Practically, the results suggest that teachers can adopt interactive multimedia platforms as complementary tools to enrich mathematics instruction, improve student performance, and stimulate greater classroom engagement.
Co-Authors Anggara , Yoga Bastian, Norma Budi, Ragil Setia Febrilia, Yeyen Feruzi, Sadiki Moshi Ginanjar Abdurrahman Hasanah, Enung Ika Maryani Johari, Yudy Karimi, Amir Khusna, Fatma Nadiatul Lamas, Eryand Ryan Mahadini, Najwa Octavian Muning Sayekti Purwaningtyas, Alyshia Herny Reotutor, Mark Angelo C Rifqoh, Sinta Amalia Saifudin, Muhamad Fakhrur Satrianawati Satrianawati, Satrianawati Sintawati, Mukti Sukma, Hanum Hanifa Suyatno Suyatno Utari, Varisa Tri