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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Primatika : Jurnal Pendidikan Matematika Daiwi Widya : Jurnal Pendidikan FKIP Unipas Inovasi Matematika (Inomatika) ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Science and Education Journal
Resyarusyda Parandrengi
Universitas Jambi
Religion Humanities Education Mathematics Social Sciences Other

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PENGEMBANGAN ASESMEN YANG MENDUKUNG KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA BERBASIS PROJECT-BASED INSTRUCTION Resyarusyda Parandrengi; Lathiful Anwar; Cholis Sa’dijah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1115.308 KB) | DOI: 10.24127/ajpm.v12i1.6264

Abstract

Kemampuan pemecahan masalah adalah salah satu keterampilan yang kita butuhkan di abad ini. Hasil dari penelitian pertama menunjukkan bahwa siswa kurang mahir dalam menyelesaikan masalah matematika dan kesulitan guru dalam mengembangkan asesmen yang mengukur kemampuan pemecahan masalah dan mengintegrasikan aspek penilaian sikap, pengetahuan, dan keterampilan.Tujuan dari penelitian ini adalah untuk mengembangkan asesmen dan menentukan kualitas asesmen.Penelitian ini merupakan penelitian pengembangan model pengembangan Borg & Gall. Tahap-tahap pengembangan meliputi penelitian dan pengumpulan awal informasi, perencanaan, pengembangan format produk awal, uji coba produk, perbaikan produk, uji coba lapangan, perbaikan produk akhir, desiminasi dan implementasi. Subjek penelitian yaitu29 siswa kelas XII MIPA 2 dan guru mata pelajaran matematika. Hasil penelitian yaitu kualitas penilaian produk valid 86,2903% kategori sangat valid, praktis 81% kategori sangat praktis, dan efektif n-gain score 0,556003 kategori sedang. Kualitas tes kemampuan menunjukkan valid, reliabel, memiliki daya pembeda, dan taraf kesukaran.
Integrating realistic mathematics education and deep-learning approaches into an e-comic Putri, Febby Ayuni Esya; Febriani, Ditia Erika; Parandrengi, Resyarusyda
Primatika : Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/primatika.v14i2.6067

Abstract

At the upper primary level, mathematics becomes more abstract and can be particularly difficult for students, especially when learning integers. Teachers, therefore, need effective media to support students’ conceptual understanding. One such medium is the use of e-comics that integrate real-life contexts through the Realistic Mathematics Education (RME) approach and are supported by deep-learning principles to promote deeper understanding. This study explores teachers’ and students’ responses to the use of RME- and deep-learning-based e-comics in classroom learning and examines their effectiveness in improving students’ understanding of integer concepts, in SDN 188/IV Jambi. Data were collected using practical questionnaires, pre- and post-tests, and interviews. Quantitative data were analyzed descriptively and using N-gain analysis, while qualitative data were analyzed through data reduction and interpretation. The results indicate that the e-comic is practical for classroom use and effective in enhancing students’ conceptual understanding.
KECERDASAN EMOSIONAL GURU DAN MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN IPAS KELAS IV SEKOLAH DASAR Sulistia, Indryanti; Maryono, Maryono; Parandrengi, Resyarusyda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43251

Abstract

This study examines teachers’ emotional intelligence and students’ learning motivation in Grade IV science and social studies (IPAS) learning at SDN 134/IV Kota Jambi. The study aims to: (1) describe the level of the teacher’s emotional intelligence in IPAS learning; (2) describe the level of students’ learning motivation; and (3) portray both variables simultaneously in the context of classroom learning. This research employed a quantitative descriptive design. The subjects consisted of one Grade IV teacher and 27 Grade IV students. Data were collected through observation and questionnaires, supported by interviews. The research instruments included observation sheets and questionnaires measuring teacher emotional intelligence and students’ learning motivation. Data were analyzed using descriptive statistical techniques, including score calculation, mean, and percentage, followed by categorization based on predetermined criteria. The findings indicate that the teacher’s emotional intelligence was categorized as very good, with an observation result of 90% and a questionnaire result of 92.5% (very high category). Students’ learning motivation was categorized as high, with a questionnaire percentage of 80.56%, supported by observation results showing most motivation indicators in the high to very high category. Descriptively, very good teacher emotional intelligence appeared alongside high student learning motivation in IPAS learning. It can be concluded that IPAS learning in Grade IV at SDN 134/IV Kota Jambi was conducted under supportive conditions in terms of teacher emotional intelligence and student learning motivation.
MODEL REFLEKTIF MICRO-TEACHING BERBASIS C-NAR UNTUK MENUMBUHKAN BUDAYA PENINGKATAN MUTU BERKELANJUTAN PADA MAHASISWA PPG PRAJABATAN Destrinelli Destrinelli; Rosinta Norawati; Suci Hayati; Resyarusyda Parandrengi; Novferma Novferma
Daiwi Widya Vol 13, No 1 (2026)
Publisher : Universitas Panji Sakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37637/dw.v13i1.2897

Abstract

Penelitian ini bertujuan mengembangkan model micro-teaching reflektif berbasis Collaborative Nested Action Research (C-NAR) untuk menumbuhkan budaya Continuous Quality Improvement (CQI) pada mahasiswa PPG Prajabatan, khususnya dalam praktik pengalaman lapangan. Model C-NAR dirancang untuk membantu mahasiswa mengevaluasi praktik mengajar secara sistematis, reflektif, kolaboratif, dan berkelanjutan, sekaligus mendorong dosen pembimbing lapangan dan guru pamong meningkatkan kualitas pembimbingan. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Data dikumpulkan melalui angket, observasi, dan wawancara. Subjek penelitian adalah mahasiswa PPG Prajabatan Universitas Jambi, dosen pembimbing lapangan, dan guru pamong. Hasil penelitian menunjukkan bahwa model micro-teaching reflektif berbasis C-NAR memperoleh kategori sangat valid dari ahli desain pembelajaran sebesar 93,8% dan ahli pembelajaran micro-teaching sebesar 91,2%. Model ini mengintegrasikan Penelitian Tindakan Bimbingan (PTB) dan Penelitian Tindakan Kelas (PTK) melalui siklus Design, Implementation, Observation, and Reflection (DIOR). Model yang dikembangkan membantu mahasiswa melakukan refleksi mendalam, menyusun rencana tindak lanjut, dan membangun budaya peningkatan mutu pembelajaran secara berkelanjutan.
Strategi Guru Dalam Menerapkan Metode Gasing Pada Pembelajaran Matematika Materi Perkalian Kelas IV Sekolah Dasar Ayu Nilam Sari; Resyarusyda Parandraengi; Yantoro Yantoro
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.549

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya strategi guru dalam menciptakan pembelajaran matematika yang menyenangkan dan mudah dipahami, khususnya pada materi perkalian di kelas IV Sekolah Dasar. Banyak peserta didik masih mengalami kesulitan memahami konsep perkalian karena pembelajaran cenderung berfokus pada hafalan. Oleh karena itu, metode Gasing (gampang, asyik, dan menyenangkan) dipilih sebagai alternatif pembelajaran yang mampu membantu peserta didik memahami konsep matematika secara konkret dan bertahap. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam merencanakan, melaksanakan, dan mengevaluasi pembelajaran matematika menggunakan metode Gasing serta mengidentifikasi faktor-faktor yang mempengaruhi penerapannya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan metode Gasing mampu meningkatkan keaktifan, motivasi, dan pemahaman konsep perkalian peserta didik. Namun, pelaksanaannya masih menghadapi hambatan berupa keterbatasan waktu dan perbedaan kemampuan awal peserta didik.
Students’ Difficulties in Mathematical Proof Construction: A Multi-Dimensional Analysis of Meaning-Making, Representation, and Logical Reasoning Lathiful Anwar; Resyarusyda Parandrengi; Cholis Sa’dijah
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i2.636

Abstract

Mathematical proof construction is a fundamental component of advanced mathematical thinking, yet many students continue to experience difficulty in producing valid and coherent proofs. Previous studies have examined students’ proof difficulties in relation to conceptual understanding, logical reasoning, symbolic representation, or procedural errors. However, less attention has been given to how these dimensions interact during the early stage of proof construction, particularly when students interpret a statement, organize its logical structure, and decide how mathematical claims should be justified. This study addresses this gap by analyzing students’ difficulties in mathematicalG proof construction. The study analyzed the relationship between conceptual understanding, logical reasoning, and symbolic representation in this context. The research design, which was qualitative in nature, consisted of a written proof task and task-based interviews with 37 first-year undergraduate math students. Three representative cases were selected in a purposive manner to create a diversity of error types to analyze through the iterative qualitative design approach. Students’ difficulties were found to be multifaceted and originated in the interpretation, coding, and comprehension of the statement. Overall, students failed to decompose the statement to understand the logical relationship, which led to reasoning and/or argument fragmentation. The study identified problems with symbolic representation and lack of logic-based proof construction, instead favoring participants’ reliance on symbols, definition of variables, and notation. Besides these representation difficulties, the study also found a lack of metacognitive regulation. Many students were said to be confident in their solutions, despite many students’ proofs containing many contradictions. The study argued students’ difficulties in construction of proofs should be viewed as an epistemic structuring problem and as such, emphasized representation, reasoning, and justification. The study thus argued for ways to signpost more formal justification and reasoning in math proofs.
PENGUATAN KEMAMPUAN BERNALAR KRITIS SISWA MELALUI PROYEK KLIPING KARAKTERISTIK WILAYAH PADA PEMBELAJARAN PENDIDIKAN PANCASILA KELAS V SD Dini Putri Zahara; Philsa Arin Pateka; Tihan Arvita; Resyarusyda Parandrengi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15740

Abstract

The low level of critical thinking skills among students in Pancasila Education classes is one of the issues identified in Grade 5 at SD Negeri 111/I Muara Bulian. Students tend to memorize the material and struggle to analyze and connect the information to real-life situations. This study aims to describe the implementation of the Project-Based Learning (PjBL) model through a regional characteristics scrapbook project and to determine the improvement in the critical thinking skills of fifth-grade students. The method used was Classroom Action Research (CAR) based on the Kemmis and McTaggart model. The research subjects consisted of 17 fifth-grade students at SD Negeri 111/I Muara Bulian. Data collection techniques included observation, interviews, tests, and documentation, which were then analyzed quantitatively and qualitatively. The results of the study indicate an improvement in students’ critical thinking skills following the implementation of the Project-Based Learning model. The students’ average score in the pre-intervention phase was 62.35 with a mastery rate of 29.41%, which then increased to 84.71 with a mastery rate of 88.24% in Cycle I. The regional characteristics clipping project proved capable of encouraging students to be more active in seeking information, discussing, analyzing the relationship between geographical conditions and community life, and drawing conclusions based on the facts discovered. Thus, it can be concluded that the implementation of the Project-Based Learning model through a project on regional characteristics is effective in improving students’ critical thinking skills in Pancasila Education classes for fifth-grade students at SD Negeri 111/I Muara Bulian.
PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR IPAS SISWA KELAS III SDN 14/I SUNGAI BAUNG Novita Fitriana; Mei Nurcahyanti; Dinah Mamila Hibatuullah; Resyarusyda Parandrengi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.15896

Abstract

The low learning outcomes of elementary school students in science is a problem that is still often found in the learning process. Based on the results of initial observations in grade III of SDN 14/I Sungai Baung, learning is still dominated by lecture methods so that students tend to be passive, less involved in learning activities, and have not been able to connect science concepts with problems in everyday life. This condition has an impact on the low achievement of student learning outcomes that have not met the established completeness criteria. Referring to the theory of constructivism and various previous research results that cite the effectiveness of Problem Based Learning (PBL), this model is considered relevant to increase active involvement and student learning outcomes through problem-solving-based learning. This study aims to describe the application of the Problem Based Learning (PBL) model and improve the learning outcomes of grade III students in SDN 14/I Sungai Baung. This study is a Classroom Action Research (CAR) that refers to the Kemmis and McTaggart model with stages of planning, implementation of action, observation, and reflection carried out in two cycles. The research subjects consisted of 24 grade III students of SDN 14/I Sungai Baung. Data collection techniques included tests, observation, and documentation, while data analysis was conducted quantitatively and qualitatively. The results showed that the implementation of the Problem-Based Learning (PBL) model improved student learning activities and outcomes in each cycle. In cycle I, learning outcomes improved compared to pre-action conditions, although the success indicators were not optimally achieved. After corrective actions were implemented in cycle II, the percentage of classical learning completion increased and reached the established success indicators. Furthermore, students demonstrated increased activeness, collaborative skills, and critical thinking skills during the learning process. Thus, the implementation of the Problem-Based Learning (PBL) model has proven effective in improving the science learning outcomes of third-grade students at SDN 14/I Sungai Baung and can be used as an alternative, innovative learning model to improve the quality of learning in elementary schools.
IMPLEMENTASI MEDIA BATANG NAPIER DALAM PEMBELAJARAN MATEMATIKA UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI SEKOLAH DASAR Gress Vinessa Simorangkir; Mia Apta Cadra. S; Juita Dalimunthe; Resyarusyda Parandrengi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15940

Abstract

ABSTRACT This study aims to describe the implementation of Napier's Bones media in improving mathematics learning outcomes, particularly on multiplication of whole numbers, for third-grade elementary school students. The low mathematics learning outcomes, especially on multiplication, became the main issue underlying this research. A Classroom Action Research (CAR) design with two cycles was conducted at SDN 14/I Sungai Baung, Muara Bulian District, involving 20 third-grade students as research subjects. Data were collected through observation, tests (pre-test and post-test), interviews, and student response questionnaires, then analyzed descriptively both qualitatively and quantitatively. The results show that the implementation of Napier's Bones media significantly improved students' learning outcomes, as evidenced by the increase in average scores and learning completeness percentage from cycle I to cycle II. Napier's Bones converts multiplication problems into addition problems, enabling students to understand multiplication concepts concretely. This study contributes to strengthening the empirical foundation for using manipulative-based teaching aids in elementary school mathematics learning. Keywords: Napier's Bones Media, Learning Outcomes, Mathematics, Multiplication, Elementary School ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan implementasi media Batang Napier dalam meningkatkan hasil belajar matematika, khususnya pada materi perkalian bilangan cacah, bagi siswa kelas III Sekolah Dasar. Rendahnya hasil belajar siswa pada mata pelajaran matematika, terutama materi perkalian, menjadi permasalahan utama yang melatarbelakangi penelitian ini. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan desain dua siklus yang dilaksanakan di SDN 14/I Sungai Baung, Kecamatan Muara Bulian. Subjek penelitian adalah siswa kelas III yang berjumlah 20 orang. Pengumpulan data dilakukan melalui observasi, tes (pre-test dan post-test), wawancara, dan angket respons siswa. Data dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa penerapan media Batang Napier secara signifikan meningkatkan hasil belajar siswa, yang terlihat dari peningkatan nilai rata-rata dan persentase ketuntasan belajar dari siklus I ke siklus II. Penggunaan media Batang Napier mengubah persoalan perkalian menjadi persoalan penjumlahan sehingga memudahkan siswa memahami konsep perkalian secara konkret. Penelitian ini berkontribusi dalam memperkuat landasan empiris penggunaan alat peraga berbasis manipulatif dalam pembelajaran matematika di sekolah dasar. Kata kunci: Media Batang Napier, Hasil Belajar, Matematika, Perkalian, Sekolah Dasar
PENERAPAN E-LKPD BERBASIS HOTS UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI OPERASI PENJUMLAHAN DAN PENGURANGAN Vivi Ade Novri Yanty Napitu; Aurora Karina Tomia Putri; Yuken Novi Yanti Br Sirait; Resyarusyda Parandrengi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15987

Abstract

Rendahnya kemampuan berpikir kritis siswa pada pembelajaran matematika, khususnya materi operasi penjumlahan dan pengurangan, menjadi persoalan mendasar yang ditemukan di kelas IV SDN 198/I Pasar Baru. Pembelajaran yang masih berpusat pada guru dan minimnya pemanfaatan bahan ajar digital menyebabkan siswa kurang terlibat secara aktif dalam proses berpikir tingkat tinggi. Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan berpikir kritis siswa melalui penerapan Elektronik Lembar Kerja Peserta Didik (E-LKPD) berbasis Higher Order Thinking Skills (HOTS) pada materi operasi penjumlahan dan pengurangan. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Subjek penelitian adalah 28 siswa kelas IV SDN 198/I Pasar Baru. Data dikumpulkan melalui observasi aktivitas guru dan siswa, tes kemampuan berpikir kritis, serta dokumentasi. Hasil penelitian menunjukkan bahwa rata-rata nilai siswa meningkat dari 61,25 pada pra siklus menjadi 72,14 pada siklus I dan 85,36 pada siklus II. Ketuntasan belajar klasikal mengalami peningkatan dari 39% pada pra siklus menjadi 68% pada siklus I, kemudian mencapai 89% pada siklus II. Aktivitas guru meningkat dari 78% pada siklus I menjadi 92% pada siklus II, sedangkan aktivitas siswa meningkat dari 75% menjadi 90%. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan E-LKPD berbasis HOTS secara signifikan mampu meningkatkan kemampuan berpikir kritis siswa pada materi operasi penjumlahan dan pengurangan di kelas IV SD.
Co-Authors Alice Felicia Azaria Hia Aurora Karina Tomia Putri Ayu Nilam Sari Cholis Sa’dijah Cholis Sa’dijah Destrinelli Destrinelli Dinah Mamila Hibatuullah Dini Putri Zahara Ditia Erika Febriani Gress Vinessa Simorangkir Juita Dalimunthe Lathiful Anwar Lathiful Anwar Maryono Maryono Mei Nurcahyanti Mia Apta Cadra. S Nadhifa Nur Rahmah ZD Norawati, Rosinta novferma, novferma Novita Fitriana Philsa Arin Pateka Suci Hayati Sulistia, Indryanti Tihan Arvita TRI WULANDARI Tria Rohana Rahmayani Vivi Ade Novri Yanty Napitu Yantoro, Y Yuken Novi Yanti Br Sirait