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All Journal Journal of Education and Learning (EduLearn) SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED WARTA Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 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 Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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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.
Development of Fraction Material Mathematics Module with Realistic Mathematics Education Learning Approach Mardati, Asih; Febrilia, Yeyen
SJME (Supremum Journal of Mathematics Education) Vol 7 No 2 (2023): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v7i2.8765

Abstract

This research aims to determine the steps of module development and the level of mathematics module fourth grade with realistic mathematics education learning approach quality. This research includes Research and Development (RnD) with the ADDIE development model. The object and subject in this research is the understanding of grade IV faction material in SD Negeri 2 Riau Silip. The instruments used are speech guidelines, expert assessments, and teacher responses, and student responses. The data analysis technique used qualitative and quantitative data. Qualitative data was analyzed from the results of testing the quality and validity of the module. The results of the research contain development steps, namely analysis stages, resistance to pressure, and resistance to development. The results of the assessments of media experts, material experts, learning experts and language experts obtained the following values of 85.3, 90.7, 80, and 80. While the results of the responses of fourth grade teachers and students were 100 and 92.8, the average assessment and expert validation test and the response of class IV teachers and students was 88.13 with the "Very Good" category. Based on the results of the assessments from the experts, the fourth grade teacher's response, and the student's response it was stated that the fourth grade mathematics modui fraction material with a realistic mathematical education learning approach was included in the "Very Good" category so that it was suitable for use in the classroom learning process.
Co-Authors Anggara , Yoga Annisa, Lina Bastian, Norma Budi, Ragil Setia Desfa Yusmaliana Febrilia, Yeyen Feruzi, Sadiki Moshi Ginanjar Abdurrahman Hasanah, Enung Ika Maryani Johari, Yudy Karimi, Amir Khusna, Fatma Nadiatul Lamas, Eryand Ryan Purwaningtyas, Alyshia Herny Reotutor, Mark Angelo C Saifudin, Muhamad Fakhrur Satrianawati Satrianawati, Satrianawati Sintawati, Mukti Sukma, Hanum Hanifa Suyatno Suyatno Utari, Varisa Tri