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All Journal Publikasi Pendidikan Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar JPMI (Jurnal Pembelajaran Matematika Inovatif) PROGRES PENDIDIKAN Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Social Science Jurnal Sinestesia Innovative: Journal Of Social Science Research Journal of Social Science Jurnal Pendidikan Terapan Afeksi: Jurnal Psikologi Sasambo: Jurnal Abdimas (Journal of Community Service)
Andi Gusmaulia Eka Putri
Pendidikan Guru Sekolah Dasar, Universitas Jambi
Religion Humanities Chemistry Computer Science & IT Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Improve the Ability to Solve Mathematical Problems through Creative Problem-Solving Models Elisa Dwi Ningrum; Irzal Anderson; Andi Gusmaulia Eka Putri
Journal of Social Science Vol. 4 No. 3 (2023): Journal of Social Science
Publisher : Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jss.v4i3.567

Abstract

The results showed that there was an increase in the ability to solve mathematical problems in fifth grade students at SDN No. 64/I Muara Bulian through the application of the creative problem-solving model, which is seen in the results of observations of the activities of teachers and students in the first cycle of the first meeting with a percentage of 71,42% learning implementation and the first cycle of the second meeting with a learning implementation percentage of 92.85%. Cycle II meetings I and II got a percentage of 100% implementation of learning. The results of the ability to solve mathematical problems in the first meeting, the percentage of classical completeness was 45,45% the first cycle of the second meeting, the percentage of classical completeness was 59,09%, the second cycle, the fi r st meeting, the percentage of classical completeness was 72,72%, and the second cycle, the second meeting, the percentage classical completeness of 85.71%. Based on the results of the study, it can be concluded that the application of the creative problem-solving model can improve the ability to solve mathematical problems in fifth grade students at SDN No. 64/I Muara Bulian.
STRATEGI GURU DALAM MENGATASI SISWA LAMBAT BELAJAR PADA PELAJARAN MATEMATIKA DI KELAS V Farzana Munawwarah; Eko Kuntarto; Andi Gusmaulia Eka Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.33855

Abstract

This qualitative research aims to describe the strategies employed by teachers in addressing slow learners in mathematics subjects. The research subjects consisted of teachers and students at SD Negeri 116/IV Kota Jambi. The study was conducted from March to April 2025. Data were collected through observation, student questionnaires, and interviews with classroom teachers. The findings revealed that slow learners exhibit certain characteristics, such as limited cognitive capacity, low memory retention, difficulty concentrating, and challenges in expressing ideas verbally. To address these issues, teachers implemented several strategies, including simplifying instructional materials, using concrete teaching aids, regularly repeating lessons, and creating a conducive learning environment. In addition, teachers provided positive reinforcement to boost students’ self-confidence. These findings are expected to serve as a reference for educators in designing appropriate instructional strategies for students with diverse learning needs and to contribute to further research in the field of elementary education.
PENGEMBANGAN INSTRUMEN AWAL TWO-TIER MULTIPLE CHOICE UNTUK MENGATASI MISKONSEPSI SISWA PADA MATERI PENGUKURAN BERAT DAN PANJANG KELAS III SEKOLAH DASAR Sari Efriyani; Yantoro; Andi Gusmaulia Eka Putri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11935

Abstract

This study aims to develop a two-tier multiple-choice diagnostic instrument to address student misconceptions regarding weight and length measurement in third-grade elementary school. This research was motivated by the limited use of initial assessments capable of uncovering students' thought processes, resulting in the ineffectiveness of misconception detection at the beginning of the lesson. The method used was Research and Development (R&D) with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study was conducted at SD Negeri 155/I Sungai Buluh, with 16 third-grade students as subjects. Data collection techniques included observation, interviews, validation sheets, and tests. The validation results showed a 90% percentage, categorized as highly valid. The reliability test obtained a Cronbach's Alpha value of 0.839, categorized as reliable. Item analysis showed all items were valid with good levels of difficulty and discriminatory power. The effectiveness test showed the instrument was able to identify 31% of misconceptions, categorized as moderate. Therefore, the developed instrument is deemed suitable for use as an initial assessment in elementary school mathematics learning.
Ethnomathematics Meets Computational Thinking: Developing a Learning Model for Mathematical Problem-Solving Eka sastra Sastrawati; Andi Gusmaulia Eka Putri; Ahmad Faisal Hidayat; Yantoro Yantoro; Violita Zahyuni
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9354

Abstract

Mathematical problem-solving and computational thinking (CT) are essential competencies in 21st-century mathematics education. This study developed and evaluated an ethnomathematics-based learning model integrated with CT to enhance elementary students’ problem-solving skills. Using a Research and Development approach guided by the ADDIE framework, the model incorporated local Jambi cultural artifacts, including traditional batik geometric patterns, architectural designs, and community-based measurement practices. The model was implemented over eight instructional sessions (four weeks) with 30 fifth-grade students. Expert validation was conducted by three specialists using a five-point Likert scale assessing content, instructional design, and language clarity, yielding a high validity index (M = 4.06/5.00; 81.2%). Effectiveness was examined using a one-group pretest–posttest design (without a control group). Mathematical problem-solving was measured through an essay-based test aligned with Polya’s stages, while CT was assessed using a rubric-scored written test covering decomposition, pattern recognition, abstraction, and algorithmic thinking (Cronbach’s α 0.80). Results showed significant improvements in mathematical problem-solving (pre: M = 68.00, SD = 7.85; post: M = 86.00, SD = 6.92; p .001) and CT (pre: M = 65.15, SD = 8.10; post: M = 83.30, SD = 7.25; p .001), with a large effect size (d = 2.45). These findings provide preliminary evidence for integrating ethnomathematics and CT, warranting larger controlled studies to confirm generalizability.
Analisis Dampak Penggunaan Chatbot Ai Dalam Pembelajaran Di Kalangan Mahasiswa PGSD Universitas Jambi Subron Hadid; Ulfa Ramadhani; Silvia Dian; Andi Gusmaulia Eka Putri
Jurnal Pendidikan Terapan Vol 2, No 3 September (2024)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v2i3.461

Abstract

The rapid advancement of Artificial Intelligence (AI) technologies, particularly chatbots, has significantly impacted various aspects of education, including higher education. This study aims to evaluate the impact of AI chatbot utilization on learning among Elementary School Teacher Education (PGSD) students at the University of Jambi. Using a quantitative descriptive research design, data were collected from 100 randomly selected PGSD students through questionnaires, interviews, and observations. The findings indicate that AI chatbots enhance learning efficiency, provide personalized academic support, and increase learning motivation. However, challenges such as contextual understanding limitations and reduced human interaction were also identified. Recommendations include enhancing AI chatbot capabilities and balancing human-machine interactions to optimize educational effectiveness.
Pelatihan Integrasi Augmented Reality dalam Pembelajaran IPA untuk memvisualisasikan materi abstrak bagi Guru Sekolah Dasar Risdalina Risdalina; Desy Rosmalinda; Issaura Sherly Pamela; Andi Gusmaulia Eka Putri; Eka Sastrawati
Publikasi Pendidikan Vol 16, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i1.77524

Abstract

Era Society 5.0 menuntut guru untuk mampu mengintegrasikan teknologi digital dalam pembelajaran, termasuk dalam pengajaran Ilmu Pengetahuan Alam (IPA) yang banyak memuat konsep abstrak. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru sekolah dasar dalam memanfaatkan teknologi Augmented Reality (AR) sebagai media pembelajaran inovatif yang mampu memvisualisasikan materi IPA menjadi lebih konkret dan menarik. Kegiatan dilaksanakan di SD Negeri 148/IV Kota Jambi dengan melibatkan 17 guru sebagai peserta. Metode pelaksanaan meliputi tiga tahapan utama, yaitu persiapan, pelatihan, dan evaluasi. Pelatihan dilaksanakan melalui pendekatan partisipatif dan interaktif yang terdiri dari sesi teori tentang literasi teknologi dan penerapan AR dalam pembelajaran IPA, serta sesi praktik pembuatan media berbasis Assemblr EDU. Hasil evaluasi menunjukkan respon yang sangat positif dari peserta dengan skor rata-rata dengan kategori sangat tinggi pada semua indikator, meliputi relevansi materi, kemudahan pemahaman, peningkatan wawasan, motivasi berinovasi, dan kepercayaan diri dalam penggunaan AR. Hasil ini menunjukkan bahwa pelatihan mampu meningkatkan kemampuan pedagogik dan profesional guru dalam mengintegrasikan teknologi AR ke dalam pembelajaran. Secara keseluruhan, kegiatan ini efektif sebagai strategi capacity building untuk memperkuat literasi digital guru dan mendukung implementasi Kurikulum Merdeka yang berorientasi pada pembelajaran abad ke-21.
IMPROVING FIFTH-GRADE STUDENTS' SCIENCE CONCEPT UNDERSTANDING USING A FLIPPED CLASSROOM WITH AUDIOVISUAL MEDIA Alyada Ulya; Naffa Asti Aprilia; Agiska Cahnia; Andi Gusmaulia Eka Putri
PROGRES PENDIDIKAN Vol. 7 No. 2 (2026): Mei 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/prospek.v7i2.1531

Abstract

This study examines the effectiveness of the flipped classroom model supported by audiovisual media in improving fifth-grade students’ understanding of science concepts at SD Negeri 182/I Hutan Lindung. Observations revealed that conventional lecture-based methods and minimal media use resulted in low student engagement, limited participation, and poor conceptual understanding. To address these challenges, Classroom Action Research (CAR) was conducted over two cycles, each including planning, implementation, observation, and reflection stages. During the planning phase, learning modules and audiovisual-oriented media were prepared in accordance with the Independent Curriculum. In the implementation phase, students studied material independently outside the classroom using digital media, allowing class time to focus on discussion, problem-solving, and concept reinforcement. Observations monitored student engagement and media effectiveness, while reflections informed iterative improvements. Quantitative analysis demonstrated that students’ average scores increased from 68 in the pre-cycle to 75 in cycle I and 85 in cycle II, with learning mastery rising from 40% to 90%. Qualitative findings indicated increased motivation, active participation, and collaborative interactions. The results confirm that integrating audiovisual media with a flipped classroom model enhances both engagement and conceptual understanding. This approach aligns with constructivist and multimedia learning theories, providing a practical solution to create more interactive, student-centered, and meaningful science learning experiences in elementary education.
ANALISIS PERMASALAHAN DAN FAKTOR PENYEBAB RENDAHNYA HASIL BELAJAR IPAS SISWA KELAS III SEKOLAH DASAR Dea Ayu Angraini; Aulia Argierta; Wesi Salsabela; Zahratul Jannah; Andi Gusmaulia Eka Putri
PROGRES PENDIDIKAN Vol. 7 No. 2 (2026): Mei 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/prospek.v7i2.1533

Abstract

Penelitian ini bertujuan untuk mengkaji permasalahan dan faktor penyebab rendahnya hasil belajar IPAS pada siswa kelas III sekolah dasar. Studi ini dilatarbelakangi oleh temuan di SDN 187/I Teratai yang menunjukkan capaian belajar siswa masih di bawah KKM. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Adapun teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi yang melibatkan guru kelas III dan 20 siswa kelas III SDN 187/I Teratai. Analisis data dilakukan menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan beberapa masalah utama. Pertama, keaktifan siswa rendah karena pembelajaran masih berpusat pada guru dengan metode ceramah dan tugas, sehingga siswa cenderung pasif. Kedua, interaksi dan kerja sama antar siswa belum berkembang karena kegiatan belajar lebih bersifat individual dan tidak menerapkan model kolaboratif. Ketiga, siswa mengalami kesulitan memahami materi IPAS akibat minimnya penggunaan media pembelajaran yang dapat membantu visualisasi konsep. Keempat, minat dan motivasi belajar siswa menurun karena proses pembelajaran monoton dan kurang variasi. Temuan ini menunjukkan bahwa rendahnya hasil belajar dipengaruhi oleh praktik pembelajaran yang kurang interaktif dan belum sesuai dengan karakteristik siswa sekolah dasar. Oleh karena itu, diperlukan pembelajaran yang lebih variatif, menggunakan media yang relevan, serta mendorong keterlibatan aktif siswa agar hasil belajar dapat meningkat.
PENERAPAN METODE TANYA JAWAB UNTUK MENINGKATKAN PARTISIPASI SISWA DALAM PEMBELAJARAN IPA DI KELAS III SD Dini Alya; Ifdah Aulia; Nofeni Ramadani; Nabila Anastasya; Andi Gusmaulia Eka Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48918

Abstract

This study aimed to determine the effectiveness of the implementation of the question-and-answer method in improving student participation in science learning in Class III of SD N 40/I Bajubang Laut. The background of this study was the low level of student participation in science learning, which was still dominated by the lecture method, causing students to become passive and less involved in the learning process. This study employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart spiral model, which consists of planning, action, observation, and reflection stages conducted in two cycles. The research subjects consisted of 20 students, including 8 male students and 12 female students. Data collection techniques included observation, interviews, and documentation. The results showed that the implementation of the question-and-answer method significantly improved student participation. The average student participation increased from 30.9% in the pre-cycle stage to 53.6% in Cycle I and further increased to 81.8% in Cycle II. In addition, student learning mastery also improved from 35.4% in the pre-cycle stage to 85.4% in Cycle II. The findings indicate that the structured implementation of the question-and-answer method, accompanied by the use of simple questions, think time, reinforcement, and concrete media, was effective in creating active, interactive, and meaningful science learning. Therefore, the question-and-answer method can be used as an alternative teaching method to improve student participation and learning outcomes in elementary school science learning
Co-Authors Agiska Cahnia Ahmad Faisal Hidayat Alta Damayanti Alyada Ulya Aulia Argierta Cindi Sandra Dea Ayu Angraini Desita Nova Desita Novi Desy Rosmalinda Dhiyan Syahirah Dini Alya Eka - Sastrawati Eko Kuntarto Elisa Dwi Ningrum Farzana Munawwarah Hania Dwitri Fadhia Ifdah Aulia Intan Nurhalisa Irzal Anderson Khoirunnisa Khoirunnisa Lina Oktaviani Maria Qibtiah Muhammad Sholeh Nabila Anastasya Naffa Asti Aprilia Nofeni Ramadani Pamela, Issaura Sherly Rian Priyadi Risdalina Sari Efriyani Sasabillah Sasabillah Silvia Dian Silvia Dian Suari Subron Hadid Suci Hayati Sulistia Ningsih Syahrial, Syahrial Tasya Marsha Sabila Ulfa Ramadhani Wesi Salsabela Yantoro, Y Zahratul Jannah Zahyuni, Violita