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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Inspirasi Pendidikan Jurnal Pendidikan Dasar Nusantara Jurnal Inovasi Teknologi Pendidikan Jurnal Prima Edukasia Transformasi: Jurnal Pengabdian Masyarakat Profesi Pendidikan Dasar JURNAL IQRA´ Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bidang Pendidikan Dasar Jurnal SOLMA Pendas : Jurnah Ilmiah Pendidikan Dasar Beta: Jurnal Tadris Matematika Indiktika : Jurnal Inovasi Pendidikan Matematika Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Sekolah Dasar JTP - Jurnal Teknologi Pendidikan Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Jurnal Didaktika Dwija Indria Jurnal Ilmiah Profesi Pendidikan PAKAR Pendidikan Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Jurnal Cakrawala Pendas Journal of Learning Improvement and Lesson Study Journal of Innovation and Sustainable Empowerment Eduvest - Journal of Universal Studies GEMBIRA (Pengabdian Kepada Masyarakat) Jurnal Elementaria Edukasia JHSS (Journal of Humanities and Social Studies) Media Pendidikan Matematika Jurnal Sains dan Teknologi SAP (Susunan Artikel Pendidikan) Al Ibtida: Jurnal Pendidikan Guru MI Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Journal of Research in Instructional
Slamet Arifin
Universitas Negeri Malang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Neuroscience Physics Social Sciences Other

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Penerapan pembelajaran diferensiasi pada pendidikan inklusi: studi kasus di sdn x kabupaten mojokerto Ainur Rofiqi; Fauziyah Fauziyah; Slamet Arifin; Ratna Ekawati
Didaktika Dwija Indria Vol 13, No 6 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i6.112676

Abstract

Inclusive education reflects a national commitment to guaranteeing every individual’s right to education, yet its implementation continues to face challenges. This study examines the complexity of implementing differentiated instruction at SDN X, Mojokerto Regency, as a representation of inclusive practices in public elementary schools. Using a case study design, the research involved classroom teachers, the principal, and parents as participants. Data were collected through validated interviews and classroom observations, then analyzed using data triangulation based on the Miles and Huberman framework. The findings reveal that differentiated instruction has been implemented through flexible content modification, the use of varied learning media, and adjustments to learning time. However, its implementation remains suboptimal due to the absence of Special Education Teachers and the lack of an inclusive education team. Theoretically, the study indicates that the effectiveness of differentiated instruction in inclusive settings depends not only on teachers’ pedagogical competence but also on strong collaboration between schools and parents through the Individualized Education Program (IEP). Practically, the findings highlight the need to strengthen structural support by providing Special Education Teachers, establishing an inclusion team, enhancing teacher capacity, and fostering sustained collaboration with relevant stakeholders to ensure more effective and sustainable implementation of differentiated instruction
Penguatan Etika Keilmuan dalam Pembelajaran Matematika untuk Mendorong Berpikir Reflektif Siswa : A Systematic Literature Review Selfiana Annisa; Oktaviani Adhi Suciptaningsih; Ade Eka Anggraini; Intan Sari Rufiana; Mardhatillah Mardhatillah; Aynin Mashfufah; Slamet Arifin
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18600

Abstract

Mathematics learning not only serves as a means of mastering concepts and procedures, but also as a space for shaping scientific attitudes that are reflected in scientific ethics. This study aims to systematically examine the integration of scientific ethics in mathematics learning and its contribution to the development of students' reflective thinking skills. The study uses the PRISMA-based Systematic Literature Review (SLR) based on PRISMA by examining Scopus-indexed articles published between 2020 and 2025. Inclusion criteria included empirical and conceptual articles discussing mathematics learning, scientific ethics, and students' reflective thinking, while exclusion criteria included irrelevant articles, duplicates, and non-Scopus publications. From the selection process, 11 final articles were obtained and analyzed using descriptive-qualitative techniques based on indicators of scientific ethics, mathematics learning strategies for reflective thinking, and trends in the development of students' reflective thinking. The results of the study show that the integration of scientific ethical values such as academic honesty, careful reasoning, the ability to justify, and openness to various problem-solving strategies contributes significantly to improving the quality of students' cognitive reflection. Learning that emphasizes discussion, critical dialogue, and analysis of the thinking process has proven effective in internalizing scientific values. Theoretically, this study enriches the conceptual framework of mathematics learning by placing scientific ethics as the foundation for the development of reflective thinking, while also providing direction for the development of learning designs that are oriented towards process and academic values.
Digital Literacy and Analytical Thinking in Facing Misinformation during Digital Era: Systematic Literature Review imanuel leba; Ratna Ekawati; Slamet Arifin
Jurnal Inspirasi Pendidikan Vol 14 No 2 (2024): Agustus 2024
Publisher : Fakultas Ilmu Pendidikan Universitas PGRI Kanjuruhan Malang

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

Abstract

This study aims to investigate the critical roles of digital literacy and analytical thinking skills in addressing misinformation challenges in the 21st-century digital era. Using a systematic literature review (SLR) guided by PRISMA methodology, ten peer-reviewed articles published in the last four years were analyzed to provide a comprehensive understanding. The results reveal that deficiencies in digital literacy and analytical thinking increase vulnerability to misinformation, hinder online participation, and limit educational opportunities. Conversely, these competencies empower individuals to evaluate information critically, foster civic engagement, and enhance learning experiences. Technological interventions, such as e-tutorials, project-based learning, and digital storytelling, effectively develop these skills when supported by structured teacher guidance. The study concludes that integrating these skills into educational frameworks is essential to foster resilience against misinformation and nurture informed digital citizens. It advocates for collaborative efforts among educators, policymakers, and technology experts to design adaptive and sustainable learning environments tailored to diverse needs. These insights contribute to the discourse on combating misinformation and preparing individuals for challenges in a rapidly evolving digital landscape.
EKSPLORASI ETNOMATEMATIKA YANG TERKANDUNG PADA BUDAYA BERTANI MASYARAKAT JOMBANG Risdiana Andika Fatmawati; Supriyono Supriyono; Slamet Arifin
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i1.8931

Abstract

Farming culture is a social practice rich in local knowledge and ethnomathematical elements contained in each stage of rice cultivation, as well as analysing its relevance to contextual mathematics learning. The research used qualitative methods with an ethnographic approach through field observations, in-depth interviews, and documentation of farmers who were directly involved in all aspects of rice cultivation, including the forms of mathematical reasoning that arose naturally from the community's experience in cultivating rice fields. However, the potential of mathematics in the agricultural culture of Bareng Subdistrict, Jombang Regency, has not been widely explored as a source of learning in primary schools. This study aims to identify and describe the agricultural process. Data analysis was carried out through the stages of reduction, presentation, and interactive conclusion drawing. The results of the study show that every agricultural activity, from ngluku, nggebyok, nandur, ngopeni, to harvesting, contains mathematical concepts such as measurement, estimation, comparison, row-column patterns, symmetry, proportionality, division of space, work rhythm, and frequency calculation. These concepts are applied intuitively and are not expressed in formal mathematical language, but are reflected through the actions and work strategies of farmers. This study concludes that the farming culture of the Bareng community has strong potential as a learning resource for developing numeracy. ABSTRAK Budaya bercocok tanam merupakan salah satu praktik sosial yang kaya akan pengetahuan lokal, unsur-unsur etnomatematika yang terkandung dalam setiap tahapan bercocok tanam padi, serta menganalisis relevansinya bagi pembelajaran matematika kontekstual. Penelitian menggunakan metode kualitatif dengan pendekatan etnografi melalui observasi lapangan, wawancara mendalam, dan dokumentasi terhadap petani yang terlibat langsung dalam seluruh termasuk bentuk-bentuk penalaran matematis yang muncul secara alami dari pengalaman masyarakat dalam mengolah sawah. Namun, potensi matematika dalam budaya pertanian di Kecamatan Bareng, Kabupaten Jombang, belum banyak dieksplorasi sebagai sumber pembelajaran di sekolah dasar. Penelitian ini bertujuan mengidentifikasi dan mendeskripsikan proses pertanian. Analisis data dilakukan melalui tahap reduksi, penyajian, dan penarikan kesimpulan secara interaktif. Hasil penelitian menunjukkan bahwa setiap aktivitas pertanian mulai dari ngluku, nggebyok, nandur, ngopeni, hingga panen mengandung konsep matematika seperti pengukuran, estimasi, perbandingan, pola baris kolom, simetri, proporsionalitas, pembagian ruang, ritme kerja, dan perhitungan frekuensi. Konsep-konsep ini diterapkan secara intuitif dan tidak dinyatakan dalam bahasa matematika formal, tetapi tercermin melalui tindakan dan strategi kerja petani. Penelitian ini menyimpulkan bahwa budaya bertani masyarakat Bareng memiliki potensi kuat sebagai sumber belajar untuk mengembangkan  numerasi siswa melalui pembelajaran berbasis konteks yang dekat dengan kehidupan mereka.  
The role of visual representation in primary student’s ability to solve fraction word problems Davina Aurelia; Slamet Arifin; Siti Faizah; Radeni Sukma Indra Dewi; Ratna Ekawati
Beta: Jurnal Tadris Matematika Vol. 19 No. 1 (2026): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v19i1.729

Abstract

[English]: Difficulties in solving fraction word problems remain a persistent challenge in elementary mathematics education, as students struggle to translate written situations into appropriate mathematical representations and corresponding operations, or vice versa. This study explores how visual representation contributes to primary students’ ability to solve fraction word problems. Despite fractions being fundamental for mathematics advancement, students struggle with translating written problems into mathematical operations. Through a systematic literature review following the PRISMA framework, 28 peer-reviewed articles that were published between 2015 and 2025 were analyzed from Semantic Scholar, ERIC, and Scopus databases using the SPIDER tools for keyword selection. The findings reveal that area models were most frequently used, followed by number lines, bar models, and set models. Furthermore, the findings suggest that visual representations are associated with improved performance in solving fraction word problems and may support students’ conceptual understanding of fractions by organizing information and providing concrete illustrations of abstract concepts. [Bahasa]: Kesulitan dalam menyelesaikan soal cerita pecahan masih menjadi tantangan yang persisten dalam pendidikan matematika tingkat dasar, karena siswa mengalami kesulitan dalam menerjemahkan situasi soal tertulis menjadi representasi matematis yang tepat dan operasi yang sesuai atau sebaliknya. Penelitian ini mengkaji dampak representasi visual terhadap kemampuan siswa sekolah dasar dalam menyelesaikan soal cerita pecahan. Meskipun pecahan merupakan konsep dasar dalam perkembangan matematika, siswa sering kesulitan dalam menerjemahkan soal tertulis menjadi operasi matematika. Melalui tinjauan literatur sistematis berdasarkan kerangka kerja PRISMA, 28 artikel yang diterbitkan antara tahun 2015 dan 2025 dari database Semantic Scholar, ERIC, dan Scopus menggunakan alat SPIDER untuk pemilihan kata kunci. Temuan menunjukkan bahwa model area paling sering digunakan, diikuti oleh garis bilangan, model batang, dan model himpunan; selain itu, temuan tersebut juga mengindikasikan bahwa representasi visual berkaitan dengan peningkatan kemampuan dalam memecahkan soal cerita pecahan dan dapat mendukung pemahaman konseptual siswa tentang pecahan dengan cara mengorganisasikan informasi serta memberikan ilustrasi konkret atas konsep-konsep abstrak.
Perbandingan Kemampuan Konversi Satuan Panjang Antara Murid yang Memanfaatkan Aplikasi Wordwall di IFP dan Media Tangga Satuan Panjang Interaktif: Sebuah Studi Literatur Luna Platina; Slamet Arifin; Siti Mas'ula; Riska Pristiani
SAP (Susunan Artikel Pendidikan) Vol. 11 No. 1 (2026): SAP
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v11i1.3503

Abstract

The ability to perform length unit conversion is a fundamental competency in fourth-grade elementary school mathematics. However, many students still experience difficulties due to learning processes that tend to be procedural and lack the use of media appropriate to their cognitive development stage. This study aims to compare the length unit conversion ability of students who utilize the Wordwall application in the IFP with those who use interactive length unit ladder media based on a literature review. The research method employed is a literature study with a qualitative approach, reviewing ten national and international journal articles published between 2023 and 2025 that are relevant to both learning media. The results indicate that interactive length unit ladder media directly and consistently improves length unit conversion ability, with mastery learning increasing to 81.48% and an N‑Gain score of 0.79 (high category). Meanwhile, the Wordwall application has been proven effective in increasing learning activity and mathematics achievement in general, but it has not been extensively studied specifically on the topic of length unit conversion. These findings highlight the importance of selecting teaching media based on the characteristics of the subject matter and open up opportunities for further experimental research to directly compare the two media in the context of learning unit conversion for length.
Penguatan Literasi dan Numerasi melalui Asesmen Multiliterasi: Studi Kuasi Eksperimen di SDN Baureno Mojokerto Fauziyah Fauziyah; Intan Sari Rufiana; Sri Rahayuningsih; Riska Pristiani; Slamet Arifin
Jurnal SOLMA Vol. 15 No. 2 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i2.23306

Abstract

Background: Rendahnya kemampuan literasi dan numerasi murid sekolah dasar menunjukkan perlunya inovasi dalam sistem asesmen yang lebih kontekstual dan sesuai dengan tuntutan pembelajaran abad ke-21. Asesmen multiliterasi hadir sebagai pendekatan integratif yang mengakomodasi berbagai bentuk teks dan representasi pengetahuan. Tujuan: Kegiatan ini bertujuan untuk memberikan pemahaman kepada guru terkait pembelajaran dengan pendekatan asesmen multiliterasi guna meningkatkan kemampuan literasi dan numerasi murid kelas V SDN Baureno Kabupaten Mojokerto. Metode: Metode yang digunakan adalah pendidikan masyarakat melalui pelatihan dan pendampingan guru dalam mengimplementasikan asesmen multiliterasi yang dilaksankaan selama 3 bulan. Untuk mengukur keberhasilan kegiatan, dilakukan pengambilan data kuantitatif dengan pendekatan quasi experiment menggunakan model one group pretest-posttest design. Subjek kegiatan berjumlah 18 murid kelas V. Data dikumpulkan melalui tes literasi dan numerasi yang diberikan sebelum (pretest) dan sesudah (posttest) intervensi, kemudian dianalisis menggunakan uji paired sample t-test. Hasil: Hasil menunjukkan adanya peningkatan signifikan kemampuan literasi dan numerasi murid setelah penerapan asesmen multiliterasi yaitu sebesar 24,67 yang semula nilai mean pretest adalah 56,78 meningkat menjadi 81,44 mean posttestnya. Kesimpulan: Asesmen multiliterasi efektif dalam meningkatkan pemahaman guru dan berdampak positif terhadap peningkatan kemampuan literasi dan numerasi murid, sehingga relevan sebagai strategi evaluasi pembelajaran abad ke-21.
Integrating Parent–Teacher Collaboration into a Deep Learning Approach for Numeracy Skills: A Needs Assessment Study Intan Sari Rufiana; Slamet Arifin; Fierda Nursitasari Amaliya; Mohammad Yusuf Randy; Fina Zulfa Mustafidah
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.22216

Abstract

Background: Fostering numeracy through deep learning requires teachers and parents to work together. This partnership cultivates meaningful learning experiences. Although existing literature explores numeracy, parental involvement, and deep learning separately, little research addresses the specific needs of teachers and parents as a basis for collaboration. Aims: This study seeks to analyze what teachers and parents require to implement deep learning in primary school numeracy instruction. Methods: The study used a descriptive mixed-methods approach. Seven teachers and eighty primary school parents participated. Data came from structured questionnaires and semi-structured interviews. The researchers analyzed the data using descriptive statistics and qualitative techniques, including data reduction, display, and drawing conclusions. Results: The findings show that teachers view numeracy as essential, but instruction is still mostly conventional. Deep learning is not yet consistent. Teachers cited time constraints, a lack of operational guidelines, and low parental engagement at home as main obstacles. On the other hand, parents help with studies, but focus mostly on homework, not contextual numeracy activities. Parents also struggle with limited time, a lack of understanding of numeracy concepts, and few practical home-learning manuals. Conclusion: These insights provide a foundation for developing a collaborative deep learning model that links teacher and parent roles to strengthen numeracy education in primary schools.
ECOPEDAGOGY-BASED SCIENCE LEARNING ENHANCES ENVIROMENTAL AWARNESS IN INDONESIA ELEMENTARY STUDENTS: SLR 2021-2025 Nurul Rahmawati; Intan Sari Rufiana; Aynin Mashfufah; Mardhatillah Mardhatillah; Slamet Arifin
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 8, No 3 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/eduproxima.v8i3.9627

Abstract

This study aims to examine science education based on eco-pedagogy as an alternative approach to increasing environmental awareness among elementary school students. The method used is a Systematic Literature Review (SLR) with the stages of identification, screening, eligibility, and inclusion based on the PRISMA protocol. The data sources are accredited SINTA national scientific articles published between 2021 and 2025. Of the 222 articles identified, 5 articles met the inclusion criteria and were further analyzed. The results showed that eco-pedagogy-based science learning was effective in increasing students' environmental awareness, love of nature, and ecological literacy. Its implementation was carried out through various strategies, such as project-based learning, the Jelajah Alam Sekitar (JAS) model, and interactive media such as the NARJI board game and the ecobrick project. In addition, the role of teachers as facilitators of critical reflection is key to success in fostering ecological awareness. This study confirms that ecopedagogy is capable of harmoniously integrating cognitive, affective, and psychomotor dimensions and contributes to the achievement of the Sustainable Development Goals (SDGs), especially goals 4 and 13.
Co-Authors Ade Eka Anggraini Adi Admoko Adip Wahyudi Agus Harianto Ainur Rofiqi Ali Mustadi Ali Shodikin Alif Mudiono Amaliya, Fierda Nursitasari Anita Zunarni Annisa Hasanah Ardono Ardono Asih Wulansari Astika Berliana Wanti Aulia Al Tsani Izzati Aynin Masfufah Aynin Mashfufah Chintyawaty Cholis Sa’dijah Davina Aurelia Dedi Kuswandi Dhea Ayu Anggraini Diana Ariesanti Dwi Annisa Yunawan Putri Dynda Prista Elsa Haruna Dewi Era Tazkiyah Fauziyah Fauziyah Fauziyah Fazilah Binti Razali Feri Fahrian Maulana Fierda Nursitasari Amaliya Fina Zulfa Mustafidah Fitriana, Evi Habib Adjie Ibrahim Bafadal ilmawati Fahmi Imron Imam Rofiki imanuel leba Intan Sari Rufiana Irfan, Ahmad Juharyanto Juharyanto Kaisra Alfikri Islami Kaisra Alfikri Islami Kartika Arlianasari Nurrohmah Khoirun Nikmah Kusubakti Andajani Luna Platina M. Ramli Madzkiyah, Azizah Fathanatul Mardhatillah Mardhatillah Mardhatillah Mardhatillah Meiga Dwi Susanti Mohammad Yusuf Randy Mohammad Zainuddin, Mohammad Muhamad Candra Ari Nata Muhammad Aris Firmansyah Muhammad Nur Wangid Nabilla Fissalma Naning Tyas Ayu Hera Warsito Novia Frisda Eldiana Nurlaela Nurlaela Nurul Murtadho Nurul Rahmawati Nurzatulshima Kamaruddin Oktaviani Adhi Suciptaningsih Radeni Sukma Indra Dewi Radya Wirawan Nurjati Rahayu, Winanjar Rahayu, Winanjar Ratna Ekawati Ratna Ekawati Ratna Ekawati Razali, Fazilah Binti Risdiana Andika Fatmawati Riska Pristiani Riska Pristiani Selfiana Annisa Setianingsih Shirly Rizki Kusumaningrum Sijah Mariani Sijah Mariani Siti Faizah Siti Lami'ah Siti Mas'ula Siti Mas’ula Siti Mas’ula Sri Rahayuningsih Sri Untari Subanji Sudirman Sudirman Sudirman Sudirman Sugiyah Supriyono Supriyono SUYONO Syahrul Syahrul Tesya Mahdaniya Ode Naana Toto Nusantara Trisniati Vera Yuli Erviana Wahyudi Wan Marzuki Wan Jaafar Winanjar Rahayu Winanjar Rahayu Yeni Yusella Yuni Ma'idah Yuni Ma’idah Yusuf Hanafi Zulfah Zulfah