Article Per Year (5 Year)
p-Index From 2021 - 2026
2.096
P-Index
This Author published in this journals
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
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
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.
The Effect of Problem-Based Learning (PBL) Assisted by TPACK on Elementary School Mathematics Learning Outcomes Mardati, Asih; Rifqoh, Sinta Amalia; Febrilia, Yeyen
Jurnal Inovasi Matematika Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.545

Abstract

Mathematics learning in elementary schools is one of the lessons developed in the student environment. Students in class III usually have difficulty in understanding the concept of division. The purpose of this research is to find out whether there is an influence on the application of the problem-based learning (PBL) model assisted by TPACK significantly affected the mathematics learning outcomes of division material in class III students at SD Muhammadiyah Pajangan 2. This research is quantitave with experimental research. The design of this research is quasi-experiment with nonequivalent control group design. The data collected by pre-test and post-test. This research uses 2 classes such as control class and experimental class. The validation results in this study used product moment. The validation results is , so 10 questions of pre-test and post-test are valid. The experimental class that was given treatment using the PBL model showed significant results when viewed from the standards on the subject 57.9, this is classified as quite effective. The control class itself which was given treatment using the conventional learning model showed poor results, seen from the gain score of 28.7. Problem-based learning (PBL) assisted by TPACK can be concluded to be applicable in the learning process of third-grade division mathematics. Thus, the contribution of this research can assist teachers in implementing a learning model that supports students' understanding of division material.
Written mathematical communication skills in solving set theory problems: A descriptive study of preservice elementary teachers Mahadini, Najwa; Sayekti, Octavian Muning; Mardati, Asih
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.92422

Abstract

This study examined the written mathematical communication skills of preservice elementary teacher education students in solving problems related to set theory. A descriptive qualitative approach was employed with 28 first-semester students at a private university in Yogyakarta as subjects. Using a written essay test, with three set theory questions, data were gathered. These questions were designed to cover four aspects of mathematical communication: figuring out the problem, turning it into a mathematical model, working it out, and coming to a conclusion. The results showed clear variations in student performance. The majority of students were in the high-skill category (43%), followed by the moderate category (36%) and the low category (21%). Students in the high category fulfilled almost all indicators well, whereas those in the moderate category often made mistakes in mathematical modeling and conclusion writing. Meanwhile, students in the low category struggled from the initial problem comprehension stage through to formulating a conclusion. Overall, although a considerable number of students exhibited high-level skills, the findings suggest that written mathematical communication skills among preservice elementary teachers are not yet evenly developed. More than half of the students fell into the moderate and low categories, indicating a need for improvement, particularly in careful problem interpretation, accurate mathematical modeling, and the organization of solution steps into a clear and coherent written form.
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