Article Per Year (5 Year)
p-Index From 2021 - 2026
1.235
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan (Teori dan Praktik) Journal of English Language Teaching and Linguistics Jurnal Ilmiah Teunuleh: The International Journal of Social Sciences Media Pendidikan Matematika Journal of Research in Instructional
Mardhatillah Mardhatillah
Universitas Negeri Malang
Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Differentiated Instruction: Challenges and Opportunities in EFL Classroom Mardhatillah Mardhatillah; Suharyadi Suharyadi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(1), April 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i1.1022

Abstract

The issue of Differentiated Instruction (DI) has recently attracted the attention of scholars and practitioners because of its immense significance and many opportunities to enhance student learning. In this regard, the current study aims to contribute a small summary of DI in the context of EFL to provide context and illustrate the need to implement DI in the classroom to ensure that students learn languages successfully. Since differentiated instruction puts students at the center of teaching and learning, encourages equality and academic achievement, and acknowledges student diversity, it encourages teachers to be aware of individual needs, interests, skills, English proficiency levels, and students’ preferred learning strategies. Although some challenges may occur such as time-consuming and pressure on teachers in implementing DI, this approach has advantages that can affect students' learning processes, future learning attitudes, and future success. So, the learning process provides many opportunities when the teacher is committed to differentiated instruction.
Science learning with a contextual approach based on local wisdom for to enhance elementary school students achievement Rahman Rahman; Shirly Rizki Kusumaningrum; Mardhatillah Mardhatillah
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.59

Abstract

Elementary science learning requires instructional approaches that enable students to connect scientific concepts with authentic experiences that are meaningful within their own cultural and environmental contexts. However, science instruction in many elementary classrooms remains predominantly teacher-centered, limiting students’ conceptual understanding and meaningful engagement with science. This study aimed to compare the effectiveness of contextual teaching and learning (CTL) integrated with local wisdom and direct instruction in improving elementary students’ science learning achievement. A quasi-experimental study employing a posttest-only control group design was conducted with 60 fifth-grade students from SDN 020 Tana Tidung, Indonesia. The experimental group received CTL integrated with local wisdom, whereas the control group was taught using direct instruction. Students’ science learning achievement was measured using a 25-item multiple-choice test that demonstrated satisfactory content validity (Aiken’s V = 0.83) and internal consistency reliability (Cronbach’s α = 0.87). Data were analyzed using an independent samples t-test following normality and homogeneity assumption testing. The results showed that the experimental group achieved a higher mean posttest score (82.00) than the control group (74.50), and the difference was statistically significant (p < .05). These findings indicate that integrating local wisdom into CTL provides a more meaningful learning environment by connecting scientific concepts with students’ everyday cultural and environmental experiences. This study contributes to the growing evidence supporting culturally responsive science education and suggests that integrating local wisdom into contextual learning can enhance elementary students’ science achievement.
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.
Student Responses and Learning Outcomes in STEM Learning Based on Project Based Learning (PjBL) Rina Dwi Maryanti; Shirly Rizki Kusumaningrum; Mardhatillah Mardhatillah
Jurnal Pendidikan (Teori dan Praktik) Vol 10 No 2 (2025): Vol. 10 No. 2 (2025): Volume 10, Nomor 2, September 2025
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v10n2.p211-218

Abstract

This study investigates students’ responses and learning outcomes in STEM education through a Project Based Learning (PjBL) approach focused on natural disaster simulations in fifth-grade elementary students. Although a digital STEM based disaster learning model has been shown to significantly improve elementary students’ disaster adaption abilities through quasi experimental research, existing studies generally emphasize digital simulations rather than real context thematic project experiences in primary schools. Therefore, the novelty of this research lies in the integration of STEM and PjBL within thematic learning for disaster context education, addressing a gap in studies at the elementary level, particulary in Indonesia. This descriptive quantitative study involved 15 students and employed learning outcome assessments and student response questionnaires. Results revealed that all students achieved mastery learning with an average score of 94.73. Student responses were highly positive, with an average questionnaire score of 3.80 out of 4, indicating strong engagement and improved conceptual understanding during the disaster simulation project. The integrated STEM-based PjBL approach fostered active student involvement, collaboration, and critical thinking skills. These findings demonstrate the effectiveness of this model in enhancing elementary science learning quality and provide a promising approach for thematic, student centered instruction in disaster education contexts.
Implementation of Contextual Teaching and Learning Through The Exploration of Museum Mpu Purwa as A Social Studies Learning Resource Nely Zulfatin Niamah; Mardhatillah Mardhatillah; Asyih Witayati
Jurnal Ilmiah Teunuleh Vol. 7 No. 2 (2026): Jurnal Ilmiah Teunuleh
Publisher : Teunuleh Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51612/teunuleh.v7i2.254

Abstract

Social studies education should link historical ideas with students' social and cultural backgrounds. Yet, teaching often focuses on textbooks and doesn't fully use resources near schools. This study examines how Contextual Teaching and Learning (CTL) is applied by using the Mpu Purwa Museum as a learning tool for seventh graders at SMPN 18 Malang. The study used a descriptive qualitative method, involving one social studies teacher, 31 students, and a museum guide. Data were gathered through participatory observation, in-depth interviews, document analysis, and learning materials like lesson plans, student worksheets, field notes, and student presentations. Data analysis included data condensation, thematic coding, data display, and drawing conclusions, with credibility ensured through source triangulation, technique triangulation, and member checking. The findings revealed that CTL was implemented in three integrated stages: planning, museum-based activities, and authentic assessment with reflection. The planning stage incorporated seven CTL components into the lesson design. The implementation stage included orientation, guide explanation, group observation, inquiry-based worksheet completion, presentation, and reflection. The evaluation stage used authentic assessment focusing on observation accuracy, artifact interpretation, collaborative discussion, presentation, and reflective meaning-making. The study concludes that the Mpu Purwa Museum can serve as a contextual, concrete, and culturally meaningful learning resource when museum exploration is intentionally aligned with CTL principles, curriculum goals, student inquiry, and reflective assessment.
Social Dynamics Among Regular Students Toward the Presence of Students with Special Needs in Collaborative Learning in Inclusive Schools Wida Febriana; Mardhatillah Mardhatillah
Jurnal Ilmiah Teunuleh Vol. 7 No. 2 (2026): Jurnal Ilmiah Teunuleh
Publisher : Teunuleh Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51612/teunuleh.v7i2.256

Abstract

Inclusive education aims to give students with special needs access to learning and affects the social lives of regular students through interactions in diverse classrooms. This study seeks to describe the social dynamics of regular students expected to include students with special needs in collaborative learning at SMP Negeri 18, Malang. The research used a qualitative descriptive method, collecting data through classroom observations, semi-structured interviews, and learning documentation. The subjects were teachers who taught inclusively, Special Education Teachers, regular students, and students identified as having special needs. Data analysis involved data reduction, data presentation, and drawing conclusions, whereas data validity was tested using source and technique triangulation. The findings show that peers do not see students with disabilities as obstacles to learning. Instead, they fostered empathy, tolerance, care, and social responsibility. Teachers view inclusive classrooms as places for character education that improves the academic and social experiences of all students. Regular students often help their peers with special needs by explaining their instructions, completing tasks, or adjusting their pace of work in groups. These results confirm that inclusive classrooms can promote a culture of mutual acceptance and support collaborative learning. This study implies the need to develop teachers' strategies for managing peer interactions, not just adapting the curriculum for students with special needs.
The Singosari Temple Virtual Tour and Junior High School Students' Social Studies Learning Motivation: A Quasi-Experimental Study on Hindu-Buddhist Heritage Material Meqqi Vierza; Mardhatillah Mardhatillah
Jurnal Ilmiah Teunuleh Vol. 7 No. 2 (2026): Jurnal Ilmiah Teunuleh
Publisher : Teunuleh Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51612/teunuleh.v7i2.258

Abstract

When students only hear dry accounts of Hindu and Buddhist history and culture in class and do not see or connect with any media, they may lose interest and desire to learn. This study aimed to examine how a video walk of Singosari Temple affected the desire to learn in junior high school students. A quantitative quasi-experimental design with a control group that was not the same was used as the research method. The sample consisted of 64 seventh-grade students from SMPN 18 Malang. Thirty-two students from grade VII I were in the experimental group and 32 students from grade VII D were in the control group. A four-point Likert scale questionnaire that measures the desire to learn social sciences was used. It was checked for accuracy and reliability. To look at the data, we used descriptive statistics, Levene's homogeneity test, Shapiro-Wilk's normality test, and an independent-samples t-test on change scores. The motivation of the experimental group went up from M = 52.47 to M = 68.22, which is an increase of 15.75, while the motivation of the control group went up from M = 51.84 to M = 56.65, which is an increase of 4.81. The difference in scores for improvement was statistically significant (t(61) = 8.61, p <.001, d = 2.17), as shown by the t-test. The results of this study show that the video walk of Singosari Temple made students much more interested and excited about learning social sciences.
Co-Authors Ade Eka Anggraini Asyih Witayati Aynin Mashfufah Intan Sari Rufiana Meqqi Vierza Nely Zulfatin Niamah Oktaviani Adhi Suciptaningsih Rahman Rahman Rina Dwi Maryanti Selfiana Annisa Shirly Rizki Kusumaningrum Slamet Arifin Suharyadi Wida Febriana