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Desain pembelajaran berbasis assure model pada materi pecahan di Kelas V Sekolah Dasar Muhammad Rijal Wahid Muharram; Ika Fitri Apriani; Erwin Rahayu Saputra; Widani Widani; Ginna Islamiati; Aviva Ayuningtias; Irni Rachmawati Putri; Sekar Ayu Utami
COLLASE (Creative of Learning Students Elementary Education) Vol 6, No 1 (2023)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v1i1.14004

Penelitian ini dilatarbelakangi atas pentingnya adaptasi pembelajaran pada masa pandemi covid-19 dan perlunya integrasi teknologi serta penguatan kemampuan berpikir tingkat tinggi peserta didik dalam pembelajaran matematika di Sekolah Dasar. Salah satu desain model pembelajaran yang relevan adalah model ASSURE berbasis pendekatan multi-dimensional SPUR. Pengembangan model ASSURE diharapkan dapat menjadi solusi dan perspektif baru dalam pelaksanaan pembelajaran dengan melibatkan penggunaan teknologi yang semakin berkembang. Selain itu, pendekatan multi-dimensional SPUR dapat mendorong atmosfer pelaksanaan maupun evaluasi pembelajaran yang berbasis kemampuan berpikir tingkat tinggi. Penelitian ini bertujuan untuk: (1) mendeskripsikan desain pembelajaran ASSURE Model; (2) mendeskripsikan implementasi desain pembelajaran ASSURE Model; (3) mengetahui respon siswa terhadap desain pembelajaran model ASSURE berbasis pendekatan multi-dimensional SPUR; dan (4) mengetahui respon guru terhadap desain pembelajaran model ASSURE berbasis pendekatan multi-dimensional SPUR. Jenis penelitian ini adalah design based research dengan model Mc Kenney & Reeves. Penelitian dilaksanakan pada siswa kelas V di salah satu sekolah dasar yang berlokasi di Kota Tasikmalaya dan Kabupaten Ciamis. Metode pengumpulan data yang digunakan pada penelitian yaitu waw ancara, kuesioner, dan studi dokumentasi. Instrumen pengumpulan data yang digunakan yaitu pedoman wawancara, lembar kuesioner, dokumentasi, dan lembar catatan lapangan. Penelitian ini melibatkan dosen, mahasiswa, guru, dan siswa sekolah dasar. Penelitian menghasilkan produk berupa bahan ajar berbasis ASSURE Model pada pembelajaran pecahan di kelas V Sekolah Dasar.

Penggunaan model RASCH untuk soal perkalian bilangan cacah Siswa Sekolah Dasar Ika Fitri Apriani; Ginna Islamiati; Irni Rachmawati Putri; Lilis Susilawati; Muhammad Rijal Wahid Muharram; Epon Nur'aeni
COLLASE (Creative of Learning Students Elementary Education) Vol 6, No 1 (2023)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v1i1.14018

Penelitian ini bertujuan untuk memperoleh gambaran kemampuan operasi hitung siswa pada konsep perkalian bilangan cacah dengan menggunakan pemodelan RASCH. Melalui pemodelan RASCH ini dapat memberikan gambaran kepada guru tentang kemampuan siswa dalam menjawab soal. Dengan menggunakan model RASCH dapat mengetahui siswa yang menjawab soal dengan cara teknik menebak jawaban. Jika siswa yang memiliki kemampuan kompetensi rendah tetapi tebakannya benar pada soal pilihan ganda ini dapat menyulitkan guru dalam mengukur kemampuan siswa dalam operasi hitung perkalian bilangan cacah. Dengan menggunakan RASCH model ini guru dapat meninjau kembali jawaban siswa sehingga penggunaan model RASCH ini dapat memberikan gambaran kemampuan siswa dengan tepat. Penelitian ini dikategorikan sebagai penelitian deskriptif dengan tujuan untuk mendeskripsikan kemampuan pemahaman konsep perkalian bilangan cacah pada pembelajaran matematika di sekolah dasar. Subjek pada penelitian ini yakni 24 siswa kelas II SD di salah satu SD swasta di Kecamatan Tawang Kota Tasikmalaya. Teknik analisis data yang digunakan pada penelitian ini yakni melalui instrumen lembar tes berisikan soal yang berkaitan dengan materi konsep perkalian bilangan cacah. Hasil data yang diperoleh ditabulasikan melalui pemodelan RASCH mencakup (a) analisis peta WRIGHT (b) analisis kesesuaian butir soal (c) analisis abilitas siswa (d) analisis scalogram dan (e) analisis reliabilitas. Sistem penilaian menggunakan skala Guttman. Hasil penelitian menunjukan bahwasannya terdapat sebagian siswa masih mengalami miskonsepsi terhadap konsep perkalian bilangan cacah. Indikasi ini terlihat dari tingkat respon siswa terhadap soal kurang ideal. Hal ini menandakan bahwasannya masih banyaknya miskonsepsi siswa terhadap materi konsep perkalian bilangan cacah pada pembelajaran matematika.Kata Kunci: pembelajaran matematika, konsep perkalian, bilangan cacah.

Using Augmented Reality for Geometry Learning: Indonesian Elementary School Teachers' Experiences Asep Nuryadin; Karlimah Karlimah; Dindin Abdul Muiz Lidinillah; Ika Fitri Apriani; Irni Rachmawati Putri; Lilis Susilawati; Ginna Islamiati; Dede Nurhidayah
Jurnal Pendidikan Sains Vol 11, No 1: March 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aims to discover Indonesian elementary school teachers' experiences (n = 257) of using Augmented Reality (AR) for learning, especially related to one of the topics in mathematics learning, namely, geometry. AR is considered to be an alternative instructional media that can be utilized for teaching geometry, including the topic of three-dimensional shapes. A questionnaire consisting of both close-ended and open-ended questions was used to collect data in this study. This study has successfully revealed teachers' use of digital instructional media during the COVID-19 pandemic, their familiarity with AR, frequency of AR use for geometry learning, and challenges in using it. DOI: 10.17977/jps.v11i12023p001

The Development of Teachers’ Competences in Utilizing Augmented Reality-Based Media in Geometry Learning Karlimah Karlimah; Asep Nuryadin; Lilis Susilawati; Benyamin Hartanto; Dindin Abdul Muiz Lidinillah; Muhammad Rijal Wahid Muharram; Sri Ariyani Desmawati; Irni Rachmawati Putri
ABDIMAS: Jurnal Pengabdian Masyarakat Vol. 6 No. 4 (2023): ABDIMAS UMTAS: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35568/abdimas.v6i4.4015

This program aims to develop teachers’ competences in using and utilizing technology in the form of Augmented Reality (AR)-based media that can be used in geometry learning. This community service program is in the form of a training for elementary school teachers. This program is motivated by the results of a study which shows that of 257 teachers from 39 cities in Indonesia only 28% claimed to be familiar with AR-based media while 72% of teachers claimed not to know them, some of whom were teachers in Tasikmalaya City. Therefore, it is necessary to develop their competences so that they will know and be able to use AR-based media to adapt to the times. This training was carried out from the smallest scope, namely at an elementary school in Tasikmalaya City, SD Negeri Leuwianyar. The potential for using digital media in the school is quite high because the facilities are quite supportive. The problem was, teachers rarely used digital media, including the use of AR-based media. This training program was carried out by adapting the stages of the ADDIE model, namely Analyze, Design, Develop, Implement, and Evaluate. The results of the training showed that teachers strongly agreed that the training could develop their knowledge and encourage them to use AR-based digital media for learning.

The Influence of Self-Regulated Learning on Learning Outcomes Moderated by The Flipped Classroom Model in Basic Mathematics Concept Lectures for Prospective Elementary School Teachers Putri, Irni Rachmawati; Wuryandani, Wuri; Saptono, Bambang; Prananto, Irfan Wahyu
Tarbawi : Jurnal Ilmu Pendidikan Vol. 20 No. 1 (2024): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v20i1.4420

Self-regulated learning skills are very important for students to be able to plan, monitor, and evaluate learning independently so that they can achieve optimal academic abilities. Basic mathematical concepts are difficult to understand and require optimal learning readiness. Flipped classroom is a learning model that encourages students' SLR to achieve optimal learning outcomes. This study aimed to analyze the effect of SLR on learning outcomes moderated by flipped classrooms. The research uses a quantitative approach by applying linear regression and moderation regression data analysis techniques. The subjects of this study were 38 people, 7 of whom were male students and 31 female students, with each subject in the age range of 16-18 years, who acted as class D PGSD students, Yogyakarta State University, Class of 2024. The results showed that the effect of SLR on the learning outcomes of PGSD students in introductory mathematics concept lectures was only 1.2%. However, suppose SLR is applied to the practice of flipped classroom learning. In that case, it can moderate the effect of the SLR variable on the learning outcomes of basic mathematics concepts of number concepts by up to 43.3%. This concludes that the SLR of students will significantly affect the existence of learning practices designed with the flipped classroom model. Thus, implementing the flipped classroom substantially moderates the effect of SLR on the learning outcomes of elementary school teacher candidates in introductory mathematics concept lectures. Keywords: Self-regulated Learning, Learning Outcomes, Flipped Classroom

Pemodelan RASCH terhadap Soal Konsep Geometri dengan Pembelajaran Blended Learning di Sekolah Dasar Putri, Irni Rachmawati; Lidinillah, Dindin Abdul Muiz; Nuryadin, Asep
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 1: Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 1 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i1.2005

Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep geometri siswa sekolah dasar yang dilaksanakan dengan model pembelajaran blended learning melalui pemodelan RASCH. Pemodelan RASCH mampu mengidentifikasi kemampuan pemahaman siswa terhadap suatu konsep yang dianalisis melalui kemampuan siswa dalam menjawab soal. Pemodelan RASCH mampu memberikan gambaran secara jelas bagi guru dalam mengidentifikasi pengukuran kemampuan pemahaman yang dimiliki siswa dengan tepat. Penelitian ini yakni deskriptif kualitatif bertujuan untuk menganalisis kemampuan pemahaman konsep geometri siswa pada pembelajaran yang dilaksanakan dengan model blended learning melalui analisas pemodelan RASCH. Terdapat 27 siswa di SD Laboratorium UPI Kampus Tasikmalaya sebagai subjek penelitian. Adapun teknik analisis data melalui tes mengenai materi konsep geometri. Hasil data ditabulasikan melalui pemodelan RASCH mencakup (a) analisis peta WRIGHT (b) analisis kesesuaian butir soal (c) analisis abilitas siswa (d) analisis scalogram dan (e) analisis reliabilitas. Hasil penelitian ini menunjukan bahwasannya pemahaman konsep geometri dengan pembelajaran yang dilaksanakan dengan menggunakan model pembelajaran blended learning memberikan optimalisasi terhadap kemampuan pemahaman konsep siswa pada materi konsep geometri yang diukur melalui pemodelan RASCH. Pemodelan RASCH menunjukan bahwasannya pembelajaran geometri yang dilaksanakan dengan model blended learning memberikan kemampuan yang optimal bagi siswa dalam memahami konsep geometri dilihat dari kualitas kemampuan siswa dalam menjawab soal.

Self-Efficacy in Elementary School Digital Competence: A Bibliometric Analysis of 21st Century Learning Research Putri, Irni Rachmawati; Ratri, Safitri Yosita; Kawuryan, Sekar Purbarini
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/9azrzf72

This study aims to analyze bibliometric mapping of research on self-efficacy and digital competence in Scopus-indexed journals published between 2015 and 2025. The dataset was retrieved from the Scopus database in March 2025 using the query “keywords” with a filter for elementary school, covering a time span of 2015–2025. After screening, a total of 127 documents were included. Bibliometric data were processed using Microsoft Excel and VOS Viewer version 1.6.20 with parameters set at a minimum of five keyword occurrences and full counting method. The annual distribution of publications shows an increasing trend in recent years, reflecting growing academic attention to the topic. Analysis by country indicates that Spain and Germany are the most productive contributors, with active collaboration networks identified at regional and institutional levels. Co-authorship analysis confirms the presence of collaborative research, though large-scale international collaboration remains limited. Document type analysis shows that most outputs are journal articles, followed by conference papers. Keyword co-occurrence mapping highlights “self-efficacy,” “human,” and “digital competence” as the most frequently used terms. Less explored but emerging themes include “digital technology,” “human experimental,” and “questionnaire,” suggesting potential research gaps. Overall, the findings indicate that while research on self-efficacy in students’ digital competence is expanding, opportunities remain for broader international collaboration and exploration of underrepresented themes in 21st century educational practices.

Exploring Number Concept Mastery: A RASCH Analysis of Flipped Classroom Learning for Future Elementary Teachers Irni Rachmawati Putri; Rahayu Condro Murti; Fery Muhamad Firdaus
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6411

Mastering the concept of numbers is a critical competency for prospective elementary school teachers, as it forms the foundation of early mathematics instruction. This study explores the effectiveness of the flipped classroom model in enhancing number concept understanding, supported by RASCH analysis to measure and interpret student performance. A quantitative descriptive design was employed involving 39 first-semester students from Class D of the Elementary Teacher Education (PGSD) Program at Yogyakarta State University (Class of 2024). Data were collected using a multiple-choice test on number concepts, covering topics such as types of numbers, arithmetic operations, and number properties. The results were analyzed using the RASCH Model through WINSTEPS software, focusing on Wright Map, item fit, student ability, scalogram analysis, and test reliability. The RASCH analysis revealed that the flipped classroom model supported diverse levels of student understanding. The Wright Map indicated varied ability levels across students, while item fit statistics confirmed that most items functioned as expected. Scalogram analysis identified response patterns indicating careless mistakes, lucky guessing, and potential cheating. The test demonstrated high reliability in distinguishing between ability levels. Findings suggest that the flipped classroom model contributes positively to the conceptual understanding of number concepts, though learning gaps remain. The RASCH Model provided in-depth diagnostic insights, allowing for more targeted instructional improvements. The integration of flipped learning with RASCH-based assessment offers a robust framework for improving and evaluating mathematics instruction among prospective teachers.

PELATIHAN PEMANFAATAN ARTIFICIAL INTELLIGENCE (AI) DALAM PEMBELAJARAN BAGI GURU SD SE-KECAMATAN TEMPEL Ratri, Safitri Yosita; Putri, Irni Rachmawati; Noor, Alfansi Rouf
Jurnal Pekayunan Vol. 1 No. 8 (2025): PEKAYUNAN Agustus 2025
Publisher : LPPM STMIK Lombok

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36595/th8mg551

Perkembangan teknologi digital, khususnya Kecerdasan Buatan (AI), menuntut adaptasi guru dalam menciptakan pembelajaran yang relevan. Namun, kompetensi digital guru dalam memanfaatkan AI masih terbatas. Kegiatan ini bertujuan untuk meningkatkan kompetensi guru Sekolah Dasar se-Kecamatan Tempel dalam memanfaatkan AI untuk mendukung implementasi Kurikulum Merdeka. Metode yang digunakan adalah pelatihan intensif satu hari berbasis workshop interaktif yang melibatkan 24 guru. Pelatihan mencakup sesi pemaparan konsep AI dan literasi digital, praktik penyusunan prompt di platform ChatGPT dan Gemini, serta praktik integrasi hasil AI ke dalam media pembelajaran menggunakan Canva dan Quizizz. Hasil evaluasi menunjukkan seluruh peserta (100%) berhasil mencapai target keterampilan, dengan 91,7% mengalami peningkatan kepercayaan diri menggunakan AI. Peserta mampu membuat prompt efektif, menghasilkan media pembelajaran visual, dan menyusun kuis interaktif. Kegiatan ini berhasil meningkatkan kompetensi dan kepercayaan diri guru dalam memanfaatkan AI untuk pembelajaran, sekaligus mengidentifikasi kebutuhan pelatihan lanjutan yang lebih mendalam dan berkelanjutan.

Self-Efficacy in Elementary School Digital Competence: A Bibliometric Analysis of 21st Century Learning Research Putri, Irni Rachmawati; Ratri, Safitri Yosita; Kawuryan, Sekar Purbarini
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/9azrzf72

This study aims to analyze bibliometric mapping of research on self-efficacy and digital competence in Scopus-indexed journals published between 2015 and 2025. The dataset was retrieved from the Scopus database in March 2025 using the query “keywords” with a filter for elementary school, covering a time span of 2015–2025. After screening, a total of 127 documents were included. Bibliometric data were processed using Microsoft Excel and VOS Viewer version 1.6.20 with parameters set at a minimum of five keyword occurrences and full counting method. The annual distribution of publications shows an increasing trend in recent years, reflecting growing academic attention to the topic. Analysis by country indicates that Spain and Germany are the most productive contributors, with active collaboration networks identified at regional and institutional levels. Co-authorship analysis confirms the presence of collaborative research, though large-scale international collaboration remains limited. Document type analysis shows that most outputs are journal articles, followed by conference papers. Keyword co-occurrence mapping highlights “self-efficacy,” “human,” and “digital competence” as the most frequently used terms. Less explored but emerging themes include “digital technology,” “human experimental,” and “questionnaire,” suggesting potential research gaps. Overall, the findings indicate that while research on self-efficacy in students’ digital competence is expanding, opportunities remain for broader international collaboration and exploration of underrepresented themes in 21st century educational practices.

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