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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.
Systematic Literature Review: Role Playing dan Storytelling dalam Matematika SD untuk Meningkatkan Berpikir Kritis dan Pemecahan Masalah Tri Wulandari; Alice Felicia Azaria Hia; Resyarusyda Parandrengi
ARZUSIN Vol 6 No 5 (2026): ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i5.10685

Abstract

Critical thinking and mathematical problem-solving abilities are essential competencies that need to be developed from elementary school to support 21st-century learning. However, various evaluation results indicate that these abilities remain relatively low among some Indonesian students, making more innovative, contextual, and participatory learning strategies necessary. This study aims to analyze the effectiveness of role playing and storytelling methods in improving elementary school students’ critical thinking and mathematical problem-solving abilities. This study used the Systematic Literature Review (SLR) method by analyzing seven relevant research articles published between 2021 and 2026. The review process was conducted through the stages of identification, selection, evaluation, and synthesis of articles that met the inclusion criteria. The results of the review show that role playing and storytelling methods can improve students’ critical thinking skills, problem-solving abilities, active participation, learning motivation, and understanding of mathematical concepts. Role playing provides interactive learning experiences through simulation and contextual problem solving, while storytelling helps students understand mathematical concepts through storylines that are closely related to everyday life. The effectiveness of the two methods is influenced by the quality of instructional design, the use of supporting media, teachers’ competence in facilitating learning, and student characteristics. The conclusion of the study affirms that role playing and storytelling can be used as innovative learning strategies to improve the quality of mathematics learning in elementary schools. These findings imply the importance of developing more contextual, active, and meaningful mathematics learning designs to strengthen students’ critical thinking and mathematical problem-solving competencies.
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.
Unplugged Coding untuk Membaca Permulaan Siswa Kelas I SD: Kajian Studi Pustaka ZD, Nadhifa Nur Rahmah; Rahmayani, Tria Rohana; Parandrengi, Resyarusyda
ARZUSIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i4.10660

Abstract

Although beginning reading and unplugged coding have received attention in various educational studies, research that specifically discusses the integration of unplugged coding to improve the beginning reading ability of first-grade elementary school students remains limited. This study aims to examine the potential application of unplugged coding in improving the beginning reading ability of first-grade elementary school students through a conceptual and empirical synthesis of relevant literature. This study uses a qualitative approach with a literature review method, involving 18 scientific articles from accredited national journals and reputable international journals selected based on specific inclusion criteria. Data were collected through a Google Scholar database search using the keywords “unplugged coding,” “membaca permulaan,” “beginning reading,” “computational thinking,” and “sekolah dasar,” and were then analyzed using thematic analysis with coding based on key concepts, namely pattern recognition, algorithms, decomposition, abstraction, debugging, and representation. The results show that the principles of unplugged coding have strong conceptual alignment with beginning reading skills, such as recognizing letters, arranging words, correcting reading errors, and understanding sound symbols. These findings contribute to the development of innovative learning strategies in elementary schools and expand understanding of the integration of 21st-century skills into basic literacy. The conclusion of this study affirms that unplugged coding has the potential to become a holistic approach that develops both basic literacy and computational thinking. The implications of this study include theoretical contributions to the development of literature on unplugged coding and beginning reading, as well as practical implications for teachers, researchers, policymakers, and curriculum developers in designing innovative and adaptive reading instruction. This study also opens opportunities for further research on the experimental effectiveness of unplugged coding on the reading fluency and comprehension of first-grade elementary school students.
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.
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 Norawati, Rosinta novferma, novferma Novita Fitriana Philsa Arin Pateka Rahmayani, Tria Rohana Suci Hayati Sulistia, Indryanti Tihan Arvita TRI WULANDARI Vivi Ade Novri Yanty Napitu Yantoro, Y Yuken Novi Yanti Br Sirait ZD, Nadhifa Nur Rahmah