Garuda - Garba Rujukan Digital

Perancangan Media Belajar Bangun Datar berbasis Puzzle Digital dengan Mengintegrasikan Budaya Batik Lebak Banten Primatama, Reza; Arisetyawan, Andika
Didaktika Vol 2, No 1 (2022): Didaktika
Publisher : Universitas Pendidikan Indonesia Kampus Serang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/didaktika.v2i1.48947

Understanding mathematical concepts is a basic thing that students need to master, so teachers must provide strong basic concepts so that students can understand mathematics completely. Based on the results of observations made in class II at the State Elementary School of Semanan 14 Petang, students still have difficulty understanding the material about flat shapes, especially in recognizing the shape of flat shapes. In addition, the evaluation media used is not culture-based. This became the basis for researchers to improve digital puzzle-based flat shape evaluation media by combining Lebak Banten batik culture. This research aims to create evaluation media based on the local wisdom of Lebak Banten to motivate students to study flat building material. The ethnographic method was used to collect information related to the Batik culture of Lebak Banten. Data collection techniques through interviews, observations and documentation studies. Furthermore, researchers use the ADDIE model to improve evaluation media at this level. The stages carried out were analysis, design, development, implementation, the researcher carried out media experiments in class II at the State Elementary School of Semanan 14 Petang and in the evaluation stage, the researcher reflected on the implications and corrections of the evaluation media. The results of this research are Lesson Plans and Two-Dimentional Figure evaluation media based on the Lebak Banten Batik Puzzle which are suitable for use.

PENGEMBANGAN PERMAINAN CONGKLAK DIGITAL BERBASIS ETNOMATEMATIKA UNTUK SISWA KELAS VI Annisa, Nadia Farah; Arisetyawan, Andika
Didaktika Vol 2, No 2 (2022): Didaktika
Publisher : Universitas Pendidikan Indonesia Kampus Serang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/didaktika.v2i2.48838

Dalam proses pembelajaran, media ajar berperan sangat penting. Berdasarkan hasil interviu yang sudah dilaksanakan, pembelajaran matematika di kelas masih ada pelajar yang salah dalam memahami materi operasi hitung bilangan bulat, karena media yang dipakai masih bersifat konservatif dan belum berbasiskan budaya. Hal itu menjadi dasar untuk meningkatkan media berbentuk permainan tradisional. Penelitian ini bertujuan untuk menghasilkan media digital berbasiskan permainan tradisional agar menarik motivasi pelajar. Hasil penelitian ini yaitu RPP dan media pembelajaran. Subyek dalam penelitian ini ialah pelajar kelas VI. Metode penelitian yang dipakai yaitu etnografi. Teknik pengumpulan data yang dipakai berbentuk interviu, observasi, dan study dokumentasi. Penelitian ini menggunakan model ADDIE untuk membuat media. Penelitian ini dilakukan melalui lima tingkatan yakni, (1) Analysis, untuk menganalisa tugas, mengenali permasalahan, dan menganalisa keperluan. (2) Design, peneliti membuat kerangka untuk media dan bahan ajar berdasarkan data yang sudah dikaji. (3) Development, untuk aktivitas meningkatkan rangka design media dan bahan ajar yang sudah dibuat dan divalidasi. (4) Implementation, pengetesan produk media yang sudah divalidasi dengan subyek 15 pelajar di kelas VI SDN Semanan 14 Petang. (5) Evaluation, sebagai tahapan paling akhir dari ADDIE yaitu, menilai aktivitas berdasar hasil eksperimen media evaluasi. Berdasar hal itu, dapat diambil kesimpulan bahwa produk media evaluasi yang dibuat dapat meningkatkan motivasi belajar dan layak dipakai dalam evaluasi materi operasi hitung bilangan bulat.

PENTINGNYA PEMBELAJARAN ETNOMATEMATIKA DALAM MENINGKATKAN KEMAMPUAN KOGNITIF SISWA DAN BAGAIMANA MENDISAIN BAHAN AJAR BERBASIS KEARIFAN LOKAL Arisetyawan, Andika
Jurnal Basicedu Vol. 3 No. 2 (2019)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v3i2.47

Penelitian ini bertujuan untuk menggali pentingnya etnomatematika dalam pembelajaran di kelas dan bagaimana membuat bahan ajar yang dapat membantu meningkatkan kemampuan kognitif siswa. Metodologi yang digunakan dalam penelitianÂ kualitatif ini didasarkanÂ pada studi literatur dan teori untuk meninjau ulang hasil hasil penelitian eksperimen maupun lapangan yang telah penulis lakukan sebelumnya. Hasil yang dicapai dalam penelitian ini adalah berupa alasan alasan pokok yang mendasari mengapa etnomatematika memiliki peran penting dalam meningkatkan kemampuan kognitif siswa. Kemudian, disajikan sebuah contoh desain bahan ajar alternatif berbasis kearifan lokal yang dapat digunakan dalam pembelajaran matematika khususnya di sekolah dasar untuk meningkatkan kemampuan kognitif siswa

Modification of Banten Cultural Ethnomathematics Monopoly Game Using the ADDIE Model on Flat Shape Material in Grade IV Elementary School Yuniar, Silfania; Arisetyawan, Andika
Educationist: Journal of Educational and Cultural Studies Vol. 1 No. 2 (2022): Journal of Educational and Cultural Studies
Publisher : PT Literasi Nusantara Publisher

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

The background of this study by the lack of understanding and students' interest in learning about the concepts of flat waking that result in less-than-optimal student learning. Because of the still conventional learning process, teachers seldom use learning media so as to make math lessons seem monotonous, boring, and uninteresting, and difficult for students to understand. With this need for proper use and force to study media for students. With modified Banten culture monopoly playing as an alternative to the study media for fourth grade. The method used in this study is a conceptual analysis involving a qualitative approach using ethnographic methods was selected because studies were intended generally to know baduy society and integrate it into a game of antipoppy as a medium of learning using ADDIE model through 5 stages (1) analyze stage, (2) design stage, (3) development stage, (4) implementation stage, (5) evaluation stage, Banten culture based media monopoly is designed according to the need of the learning curriculum, which can increase students' understanding of the space and cultural building in Banten. Banten culture-based monopoly received excellent responses from some of the students who had used it. The results of this study are recommended for elementary school teachers, and for future researchers.

COMPARATIVE ANALYSIS OF INDONESIA AND THAILAND STUDENTS' MATHEMATICAL THINKING ABILITY Agustiana, Anisa; Arisetyawan, Andika; -, Supriadi; Anusaen, Krittika
Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 8, No 2 (2023): Desember
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/silogisme.v8i2.7909

This research aims to compare mathematical thinking abilities between elementary school students in Tangerang, Indonesia and Mahasarakham, Thailand. The method used in this research is a comparative study which is carried out by comparing the answers to mathematics test questions given to the research subjects, namely elementary school students in grades 3 and 5. The main aim of this research is to find out the factors that cause differences in the answers of each student. The results of this research show that there are differences between students in answering mathematics test questions caused by variations in the level of intelligence within one class, including certain aspects such as understanding concepts, problem solving skills, and abstract thinking abilities. Thus, each student's mathematical thinking ability can be influenced by specific factors that include their cognitive characteristics and mathematical development. Even though students' answers vary through different processes, this shows the uniqueness of the approach and mathematical thinking strategies applied by each student in completing the test. It is hoped that this research can make a contribution to the world of education, especially in designing learning plans that are tailored to the characteristics and abilities of each student

PENTINGNYA PEMBELAJARAN ETNOMATEMATIKA DALAM MENINGKATKAN KEMAMPUAN KOGNITIF SISWA DAN BAGAIMANA MENDISAIN BAHAN AJAR BERBASIS KEARIFAN LOKAL Arisetyawan, Andika
Jurnal Basicedu Vol. 3 No. 2 (2019)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v3i2.47

Penelitian ini bertujuan untuk menggali pentingnya etnomatematika dalam pembelajaran di kelas dan bagaimana membuat bahan ajar yang dapat membantu meningkatkan kemampuan kognitif siswa. Metodologi yang digunakan dalam penelitianÂ kualitatif ini didasarkanÂ pada studi literatur dan teori untuk meninjau ulang hasil hasil penelitian eksperimen maupun lapangan yang telah penulis lakukan sebelumnya. Hasil yang dicapai dalam penelitian ini adalah berupa alasan alasan pokok yang mendasari mengapa etnomatematika memiliki peran penting dalam meningkatkan kemampuan kognitif siswa. Kemudian, disajikan sebuah contoh desain bahan ajar alternatif berbasis kearifan lokal yang dapat digunakan dalam pembelajaran matematika khususnya di sekolah dasar untuk meningkatkan kemampuan kognitif siswa

Creative thinking in elementary education: Reliable assessment instruments for science and social studies Alfarisa, Fitri; Arisetyawan, Andika; Maulana, Farid Rizqi; Lathifah, Nadhila Yanama; Afriani, Sinta; Mashudi, Mashudi
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.79429

Creative Thinking Skills (CTS) are essential abilities that students must possess. CTS can be stimulated by teachers through the learning and assessment processes. The scarcity of specific CTS instruments, particularly in the subject of science and social studies, presents a gap that this research aims to address. The objectives of this study are to 1) develop a test instrument for measuring CTS in Science and Social Studies to enhance students' 21st-century competencies, 2) evaluate the quality of the developed CTS instrument, and 3) examine the CTS profile of fifth-grade elementary school students in Serang City. This research employs a development methodology based on Mardapi's instrument development model, which consists of nine steps, starting from constructing test specifications to interpreting test results. The developed instrument takes the form of an essay-based CTS test for fifth grade, consisting of 10 items. The CTS indicators include fluency, flexibility, originality, and elaboration. Content validity was established through expert judgment, with agreement levels assessed using Aiken's V index. Construct validity was tested using Confirmatory Factor Analysis, and reliability was measured with Cronbach's Alpha. Data analysis utilized the R program to assess the characteristics of the developed CTS instrument.

Realistic Mathematical Approach to Improve Elementary Students' Understanding of Fraction Concepts, Mathematical Thinking, and Collaboration: Systematic Literature Review Muhadi, Andi; Wahyudin, Wahyudin; Arisetyawan, Andika
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1664

Fractions represent a persistent challenge in elementary mathematics education due to their abstract nature and limitations of conventional instructional approaches. Realistic Mathematics Education (RME), locally known as Pendekatan Matematika Realistik (PMR), offers a promising alternative through authentic contextualization and collaborative learning. However, no comprehensive review has examined PMR's simultaneous effects on fraction understanding, mathematical thinking, and collaboration skills. A systematic literature review following PRISMA 2020 guidelines was conducted across Scopus, ERIC, Google Scholar, and DOAJ databases for peer-reviewed studies published 2013-2023. Search strategies employed controlled keywords in English and Indonesian. Studies were included if they were empirical research focusing on PMR implementation for elementary fraction learning and measured conceptual understanding, mathematical thinking, or collaborative skills. From 935 initial records, 50 high-quality studies met inclusion criteria and underwent thematic synthesis. PMR consistently produced significant improvements across all three domains. Effect sizes for fraction understanding ranged from 0.45-0.92, with substantial gains in conceptual comprehension and real-world application abilities. Mathematical thinking development showed enhanced reasoning, problem-solving, and critical thinking skills across different ability levels. Collaborative learning outcomes demonstrated increased student engagement, motivation, and positive attitudes toward mathematics. Technology integration and teacher TPACK preparation emerged as critical amplifying factors. The findings align with Piaget's cognitive theory and Vygotsky's social constructivism, demonstrating PMR's triadic synergy of contextualization, collaboration, and cognition. This systematic review provides the first integrated evidence base showing PMR's multidimensional effectiveness in elementary fraction education, extending beyond single-domain studies to demonstrate interconnected mathematical competence development. The evidence strongly supports PMR adoption for transforming elementary mathematics instruction.

Enhancing Creative Thinking Abilities and Mathematical Thinking Dispositions in Elementary Students Samsudin, Samsudin; Wahyudin, Wahyudin; Arisetyawan, Andika
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1706

Creative thinking abilities and mathematical thinking dispositions represent critical competencies in elementary mathematics education, yet limited research examines their simultaneous development through targeted pedagogical interventions. This study investigated differences in creative thinking abilities and mathematical thinking dispositions between elementary students receiving differentiated instructional treatments. A quasi-experimental design with non-equivalent control groups was employed, involving 60 fifth-grade students from SD Negeri Sentul 1, divided into experimental (n=30) and control (n=30) groups. Creative thinking ability was measured using an essay test based on Guilford's four-dimensional framework (fluency, flexibility, originality, elaboration), while mathematical thinking disposition was assessed through a four-point Likert scale questionnaire encompassing curiosity, perseverance, open-mindedness, self-confidence, and reflectivity. Data were analyzed using independent samples t-tests following normality and homogeneity assumption testing. Significant differences emerged between groups across all measured constructs (p<0.05). The experimental group demonstrated superior creative thinking ability (M=82.6 vs. M=73.9, Cohen's d=1.18) and more positive mathematical thinking disposition (M=3.42 vs. M=2.94, Cohen's d=1.06). Elaboration showed the largest creative thinking difference (9.6 points), while open-mindedness exhibited the greatest dispositional improvement (0.53 points). Findings provide empirical evidence that targeted instructional approaches can simultaneously enhance cognitive abilities and affective dispositions in mathematics learning. The synergistic relationship between creative thinking and positive dispositions challenges traditional pedagogical models that address these dimensions separately. Results support implementing learning environments that encourage exploration, multiple solution strategies, and reflective practices to develop both mathematical competencies and positive attitudes toward mathematics in elementary education.

Problem-Based Learning with Pop-Up Books to Boost Mathematical Critical Thinking in 6th Grade Geometry: Systematic Literature Review Amalia, Siti; Supriadi, Supriadi; Arisetyawan, Andika
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2471

Geometry presents significant challenges for sixth-grade students due to its abstract nature, while Problem-Based Learning (PBL) implementation often lacks concrete media aligning with students' cognitive development stages. This systematic literature review synthesized empirical evidence on integrating PBL with pop-up book media to enhance mathematical critical thinking skills in sixth-grade geometry education. Following PRISMA 2020 guidelines, five databases (Scopus, ERIC, Garuda, DOAJ, SINTA) were systematically searched for studies published 2018-2024. After rigorous screening, 50 high-quality studies employing experimental, quasi-experimental, development, and meta-analytic designs were included for thematic synthesis. Experimental studies demonstrated large positive effects (mean d=0.87, range: 0.52-1.34) of PBL with pop-up books on critical thinking outcomes compared to traditional instruction. Meta-analyses encompassing over 32,000 students confirmed PBL's superiority (effect sizes d=0.64-1.18). Students showed substantial improvements in analysis, evaluation, spatial reasoning, and problem-solving abilities. Pop-up books' three-dimensional representations enhanced engagement, motivation, and conceptual understanding by making abstract geometric concepts tangible. PBL integrated with pop-up books effectively enhances mathematical critical thinking in geometry when supported by adequate teacher training, well-designed materials, and sufficient implementation time. This review provides comprehensive evidence and practical design principles for educators and curriculum developers implementing this innovative, constructivist-based learning strategy.

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