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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Profesi Pendidikan Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal PEKA (Pendidikan Matematika) Indonesian Journal of Primary Science Education (IJPSE) Lattice Journal : Journal of Mathematics Education and Applied Polinomial : Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika Media Pendidikan Matematika
Mira Amelia Amri
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengaruh Model Problem Based Learning Terhadap Hasil Belajar Matematika Siswa Anggriani, Putri; Amri, Mira Amelia; Siska, Maria Para
Lattice Journal : Journal of Mathematics Education and Applied Vol. 3 No. 2 (2023): Desember 2023
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/lattice.v3i2.7621

Abstract

The_low_mathematics_learning_outcomes_of class X1 Science students_at SMAN 1 Nan Sabaris are the background for conducting this research. The causal factor_is_that_students_are_not_actively involved_in_learning, so_students' problem-solving abilities do not develop well. One_model_that_can_be used_to_improve_students' mathematics learning outcomes is_by implementing a problem-based_learning model. This research aims to determine the effect of the problem based learning model on the mathematics learning outcomes of class XI IPA students at SMAN 1 Nan Sabaris. This study employs a pre-exsperimental approach utilizing a design that involves only a randomly assigned control group. The study population consisted af all eleventh-grade science students at SMAN a Nan Sabaris for the 2022/2023 academic year. Sampling used a purposive sampling technique, namely class XI IPA1 as the experimental class and class XI IPA2 as the control class. The learning outcomes analyzed are learning outcomes in the cognitive domain with multi-dimensional material. Based on data analysis, the average value obtained in the experimental class was 77.2857 and the average value in the control class was 66.3636, meaning that the average for the experimental class was higher than the control class. The results of the t-test analysis obtained tstat = 3.6566 and t(0.975; 66) = 1.998. The calculation results show that tstat > ttable means that H0 is rejected, so it can be concluded that there is an influence of learning using the problem-based learning model on the mathematics learning outcomes of Class X1 Science Students at SMAN 1 Nan Sabaris. ABSTRAKRendahnya pencapaian pembelajaran matematika siswa kelas X1 IPA SMAN 1 Nan Sabaris yang melatarbelakangi dilakukannya penelitian ini. Faktor penyebabnya adalah partisipasi siswa rendah dalam proses belajar mengajar sehingga perkembangan keterampilan menyelesaikan masalah mereka tidak optimal. Penerapan model problem based learning merupakan satu dari metode yang bisa digunakan untuk meningkatkan pencapaian pembelajaran matematika siswa. Sasaran dari penelitian ini adalah untuk mengetahui pengaruh model problem based learning terhadap hasil belajar matematika siswa. kelas XI IPA SMAN 1 Nan Sabaris. Penelitian ini merupakan pra-eksperimen dengan rancangan penelitian randomized control group only design. Subjek penelitian ini mencakup semua siswa kelas XI IPA SMAN 1 Nan Sabaris tahun pelajaran 2022/2023. Pengambilan sampel menggunakan teknik purposive sampling yaitu kelas XI IPA1 sebagai kelas eksperimen dan kelas XI IPA2 sebagai kelas kontrol. Hasil belajar yang dianalisis yaitu hasil belajar pada ranah kognitif dengan materi suku banyak.Berdasarkan analisis data, rata-rata kelas ekperimen melampaui rata-rata kelas kontrol, yaitu 66,3636 pada kelas kontrol dan 77,2857 pada kelas eksperimen. Hasil analisis uji-t diperoleh thitung = 3,6566 dan t(0,975; 66) =1,998. Hasil perhitungan terlihat thitung > ttabel berarti H0 ditolak, sehingga dapat disimpulkan bahwa terdapat pengaruh pembelajaran  dengan model problem based learning terhadap hasil belajar matematika Siswa Kelas X1 IPA SMAN 1 Nan Sabaris.
Mathematics Teachers’ Design of Numeracy Task in Geometry and Measurement Content Amri, Mira Amelia; Purwanto, Purwanto; Muksar, Makbul
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 16 No. 1 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i1.4865

Abstract

Geometry and measurement affect our daily lives, both personal and sociocultural. Geometry is one of the contents in numeracy taught at every level of education. This study aimed to determine mathematics teachers' design of numeracy tasks using geometry and measurement content. Ninety-three math problems were collected from mathematics teachers in 31 Padang Pariaman districts, West Sumatra, Indonesia. Teachers were given problem-posing tasks and then asked to design numeracy tasks. To analyze, the tasks were classified as solvable or unsolvable and then further divided into context use level and cognitive process level domains. The numeracy context (personal, sociocultural, and scientific) was also analyzed. The study found that the tasks created had varying levels of context utilization, ranging from zero to second-order context. Most of the activities proposed were at the comprehension level, with just a tiny number designated as thinking functions in terms of cognitive processes. Some teachers' draft numeracy tasks in geometry content are discussed further.
Pedagogical Konten Knowledge dalam Numerasi: Studi pada Calon Guru Sekolah Dasar Amelia Amri, Mira; Citra Aprilia, Anggi; Aruwiyantoko, Anggit
IJPSE Indonesian Journal of Primary Science Education Vol 5 No 2 (2025): IJPSE
Publisher : Prodi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ijpse.v5i2.8922

Abstract

Numeracy skills are essential competencies that students must possess to face the challenges of 21st-century life. Numeracy encompasses not only the ability to perform calculations but also includes conceptual understanding, application in real-life contexts, and data-driven decision-making. This article aims to explore in depth the Pedagogical Content Knowledge (PCK) of prospective elementary school teachers in solving numeracy problems. The study seeks to examine the PCK of prospective elementary school teachers in the context of numeracy, focusing on cognitive analysis and decision-making in mathematical problem-solving. Using a qualitative exploratory approach, data were collected through numeracy tests and interviews with students enrolled in an elementary teacher education program (PGSD). The findings reveal that the PCK of prospective elementary school teachers in numeracy consists of four main components: content knowledge, knowledge of students, knowledge of instructional strategies, and contextual knowledge. Specifically, it was found that the prospective teachers have a solid understanding of basic numeracy concepts but face challenges in applying effective strategies to address student errors. The study recommends further development in teacher training, particularly in decision-making and the adaptation of instructional strategies to suit students’ characteristics.
Penerapan Pendekatan RME dengan Media Cromebook untuk Meningkatkan Hasil Belajar Matematika Siswa Sekolah Dasar Rahimah, Rahimah; Yusup, Febrianawati; Amri, Mira Amelia
Jurnal Pendidikan Matematika VOLUME 12 NOMOR 1 JUNI 2025
Publisher : UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jpm.vi.17479

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa pada pembelajaran matematika melalui penerapan pendekatan pembelajaran RME dengan media cromebook. Permasalahan dalam penelitian ini yaitu rendahnya hasil belajar siswa matematika kelas 1 SDN Tatah Pemangkih Laut 1. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus yang terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi/evaluasi, dan refleksi pada setiap siklusnya. Subjek penelitian ini siswa kelas 1 berjumlah 18 siswa yang terdiri dari 6 siswa laki- laki dan 12 siswa perempuan. Sistem pengumpulan data menggunakan metode observasi, tes dan dokumentasi dengan menggunakan analisis deskriptif kualitatif. Dari hasil penelitian menunjukkan adanya peningkatan hasil belajar siswa yang sebelumnya hanya 27% yang mencapai ketuntasan belajar. Pada siklus I terdapat peningkatan rata-rata nilai siswa menjadi 67 atau 55% dan pada hasil belajar siklus II mengalami peningkatan rata-rata nilai siswa menjadi 81 atau 88%. Sehingga dapat disimpulkan penerapan pendekatan RME dengan media cromebook dapat meningkatkan hasil belajar siswa.
MEDIA PEMBELAJARAN INTERAKTIF KHAN ACADEMY KIDS UNTUK MENINGKATKAN SOCIAL SKILL SISWA DI SEKOLAH DASAR Yunus, Mahmud; Apit Dulyapit; Mira Amelia Amri; Linda Ika Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31911

Abstract

Current learning requires interactive media for students to improve social skills. The purpose of this study was to determine whether there was an increase in students' social skills in the experimental class that participated in learning using the Khan Academy Kids application compared to the control class. This study used a quantitative design with an experimental approach. The study was conducted using two groups, namely the experimental group that used the Khan Academy Kids application and the control group that followed conventional learning. The subjects of this study were 60 3rd grade elementary school students at SDN Sunter Jaya 07 Jakarta. They were divided into two groups: one experimental group that used Khan Academy Kids and one control group. There was a significant increase in students' social skills in the experimental class that participated in learning using the Khan Academy Kids application, compared to students in the control class that followed conventional learning. This increase was seen from the results of the average pre-test and post-test scores, Experimental Class: from 58.2 to 78.6 while Control Class: from 56.5 to 70.3. Aspects of social skills that experienced improvement included communication, cooperation, empathy and self-control.
Peran Strategis Problem-Based Learning Dalam Mengoptimalkan Keterampilan Pemecahan Masalah Siswa Sekolah Dasar Pada Mata Pelajaran PPKN Putri Sugiharto, Anggie; Amelia Amri, Mira; Putra, Adi
IJPSE Indonesian Journal of Primary Science Education Vol 6 No 1 (2025): IJPSE
Publisher : Prodi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ijpse.v6i1.9662

Abstract

This study aims to explore the effectiveness of the Problem-Based Learning (PBL) approach as an instructional strategy that fosters students’ problem-solving abilities in real-world contexts, particularly in the teaching of Civics Education (PPKn) at the elementary school level. A qualitative descriptive method was employed through a literature review of 42 national and international scholarly articles, which were then narrowed down to the 10 most relevant sources based on contextual relevance, publication quality, and thematic focus. The findings indicate that PBL consistently encourages students to think critically, address contextual problems, and engage actively in group discussion and collaboration. Moreover, this approach enhances students’ understanding of civic values, cultivates reflective thinking, and promotes social responsibility. The study highlights the importance of repositioning the teacher’s role—from a transmitter of knowledge to a facilitator who stimulates students’ active participation and independent thinking. These findings offer practical implications for developing a more participatory, contextual, and transformative learning strategy in Civics Education, particularly one aligned with the developmental characteristics of elementary students. Ultimately, the research contributes to the advancement of pedagogical models aimed at shaping young citizens who are solution-oriented and embody the values of Pancasila.
Penerapan Strategi Scaffolding terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII SMPN I Patamuan Ramadhani, Febri Nanda; Amri, Mira Amelia; Siska, Maria Para
Lattice Journal : Journal of Mathematics Education and Applied Vol. 1 No. 1 (2021): Juni 2021
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/lattice.v1i1.4670

Abstract

This study aims to determine the application of scaffolding strategy to students' mathematical problem solving in class VIII SMP. This type of research is a true-experimental study with a randomized posttest only control group design. The population in this study were students of class VIII SMP in Padang Pariaman Regency. Sampling was done by random sampling technique. Data analysis of mathematical problem solving abilities carried out in the cognitive domain. Based on data analysis, it can be concluded that students' mathematical problem solving abilities using scaffolding strategies are better than mathematical problem solving abilities using scientific approaches. Penelitian ini bertujuan untuk mengetahui penerapan strategi scaffolding terhadap pemecahan masalah matematis siswa di kelas VIII SMP. Jenis penelitian ini merupakan penelitian true-eksperimen dengan rancangan penelitian randomized posttest only control group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP di Kabupaten Padang Pariaman. Pengambilan sampel dilakukan dengan teknik random sampling. Analisis data kemampuan pemecahan masalah matematis yang dilakukan pada ranah kognitif. Berdasarkan analisis data, dapat disimpulkan bahwa kemampuan pemecahan masalah matematis siswa yang menggunakan strategi scaffolding lebih baik dari kemampuan pemecahan masalah matematis yang menggunakan pendekatan saintifik.  
Peningkatan Literasi Dan Numerasi Melalui Pendekatan Pedagogical Content Knowledge (PCK) Di Sekolah Dasar Wilayah Garut Amri, Mira Amelia; Yurniwati, Yurniwati; Apriliana, Anggi Citra; Aruwiyantoko , Anggit
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 7 No. 1 (2026): Edisi Januari - April
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v7i1.6874

Abstract

Kemampuan literasi dan numerasi siswa sekolah dasar di wilayah Garut masih tergolong rendah, terutama akibat keterbatasan strategi pembelajaran yang sesuai konteks. Program Pengabdian kepada Masyarakat ini bertujuan meningkatkan kualitas pembelajaran literasi dan numerasi melalui pendekatan Pedagogical Content Knowledge (PCK). Kegiatan dilakukan melalui pelatihan guru, pendampingan di kelas, serta edukasi kepada orang tua. Pelatihan difokuskan pada penerapan strategi PCK yang mengintegrasikan konten, pedagogi, dan pemahaman konteks siswa. Hasilnya menunjukkan bahwa guru mulai menerapkan pendekatan kontekstual, interaktif, dan berbasis kebutuhan siswa dalam mengajarkan literasi dan numerasi. Program ini juga menghasilkan modul pembelajaran, publikasi ilmiah, dan penguatan kemitraan dengan dinas pendidikan. Program ini menunjukkan kontribusi nyata dalam peningkatan kompetensi guru dan kualitas pendidikan dasar secara berkelanjutan di wilayah Garut.
Profil Pedagogical Content Knowledge (PCK) Guru Sekolah Dasar pada Konteks Masalah Pecahan Amri, Mira Amelia; Yurniwati; Dulyapit, Apit; yunus, mahmud
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/2tfnh947

Abstract

ABSTRACT: This study aims to describe the Pedagogical Content Knowledge (PCK) profile of five elementary school teachers (Master’s students in Primary Education with teaching experience, $N=5$) in analyzing contextual fraction numeracy problems. Employing a descriptive qualitative approach supported by illustrative quantitative analysis (collective case study), data were collected through case-based instruments (Vignette, CoRe, and PaP-eRs) and in-depth interviews. The findings indicate that the teachers' PCK is at a developing level (adequate), characterized by incomplete integration across dimensions. Specifically, Content Knowledge (CK) was strong in procedural aspects but weak in conceptual understanding. Knowledge of Students (KoS) could identify student errors, but the analysis of misconceptions' roots (diagnostic) remained descriptive. Instructional Strategies (KoIS) showed an initial use of visual contexts but lacked systematic planning for the transition from concrete to abstract. Knowledge of Curriculum (KoC) was the weakest aspect, with understanding tending to be administrative rather than integrative across numeracy topics. This study concludes that strengthening the teachers' PCK should focus on developing conceptual reflection and integrating PCK dimensions through case-based practices. Given the nature of this small case study, the results are not generalizable. ABSTRAK: Penelitian ini bertujuan mendeskripsikan profil Pedagogical Content Knowledge (PCK) lima guru sekolah dasar (mahasiswa S2 Pendidikan Dasar dengan pengalaman mengajar, N=5) dalam menganalisis masalah numerasi pecahan kontekstual. Menggunakan pendekatan kualitatif deskriptif dengan dukungan kuantitatif ilustratif (studi kasus kolektif), data dikumpulkan melalui instrumen berbasis kasus (Vignette, CoRe, dan PaP-eRs) dan wawancara mendalam. Hasil penelitian menunjukkan bahwa PCK guru berada pada tingkat berkembang (cukup), ditandai oleh ketidakutuhan integrasi antar-dimensi. Secara rinci, Content Knowledge (CK) kuat pada aspek prosedural tetapi lemah pada pemahaman konseptual. Knowledge of Students (KoS) mampu mengidentifikasi kesalahan siswa, tetapi analisis akar miskonsepsi (diagnostik) masih bersifat deskriptif. Instructional Strategies (KoIS) mulai menggunakan konteks visual, namun belum sistematis dalam merancang transisi dari konkret ke abstrak. Knowledge of Curriculum (KoC) merupakan aspek terlemah, dengan pemahaman yang cenderung administratif dan belum integratif lintas topik numerasi. Penelitian ini menyimpulkan bahwa penguatan PCK guru perlu diarahkan pada pengembangan refleksi konseptual dan integrasi dimensi PCK melalui praktik berbasis kasus. Mengingat sifat studi kasus kecil ini, hasilnya tidak dapat digeneralisasi
PERAN MODEL TGT DALAM MENINGKATKAN CAPAIAN BELAJAR IPA DI TINGKAT SATUAN PENDIDIKAN DASAR: STUDI LITERATUR Damayanti Firdaus, Efrida; Mira Amelia Amri; Adi Putra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42896

Abstract

Science education, known as IPA in elementary schools, plays a crucial role in honing critical thinking skills along with various other transformative competencies needed in the demanding world of the 21st century. However, there are various obstacles faced in science learning, so that students' achievement in science learning in the learning components that include thinking (cognitive), emotional response (affective), and practical skills (psychomotor) are also affected. The Team Games Tournament (TGT) model has become an alternative to encourage improvement in elementary school students' science learning outcomes. Through a descriptive qualitative approach based on a literature study, this article examines ten recent studies that examine the role of TGT in the cognitive, affective, and psychomotor domains of elementary school science learning. The results of the analysis show that the consistent application of TGT improves students' understanding of science concepts (cognitive), motivation (affective), and cooperation (psychomotor) among students. Thus, the TGT model is recommended as the main model in designing science learning at the elementary level, as well as a foundation for further research and development of innovative models.
Co-Authors Adi Putra Adi Putra Anggit Aruwiyantoko Anggriani, Putri Apit Dulyapit Apriliana, Anggi Citra Arizkia Dwi Kamila Aruwiyantoko , Anggit Citra Aprilia, Anggi Damayanti Firdaus, Efrida Dulyapit, Apit Fauziah, Naila Febrianawati Yusup, Febrianawati Hardian, La Ode Imaningtyas, Imaningtyas Kansa Aura Putri Linda Ika Sari M Yunus Mahmud Yunus Mahmud Yunus Makbul Muksar Maria Maria Maria Maria Mohamad Syarif Sumantri Pangestu, Yoga Purwanto Purwanto Putra , Adi Putri Sugiharto, Anggie Putri, Kansa Aura Rahimah, Rahimah Rahmawati, Sisca Raihan, Regghina Nasywa Ramadhani, Febri Nanda Regghina Nasywa Raihan Shifaa Qurratu Aini Siska, Maria Para Siti Choiriah Winarni, Susi Yurniwati Yurniwati Yurniwati