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All Journal Jurnal Penelitian dan Pendidikan IPS Jurnal Penelitian Pendidikan IPA (JPPIPA) ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Cetta: Jurnal Ilmu Pendidikan IRJE (Indonesian Research Journal in Education) Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Perspektif Ilmu Pendidikan International Journal of Elementary Education JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR Journal of Humanities and Social Studies EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of Classroom Action Research Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pedagogi dan Pembelajaran At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pendidikan Dasar Perkhasa Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Journal of Research in Instructional Indonesian Community Journal Indonesian Journal Of Educational Research and Review Jurnal Cakrawala Pendas Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Sistem-Among : Jurnal Pendidikan Sekolah Dasar Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Cybersecurity and Innovative Technology Journal Indonesian Journal of Innovation Multidisipliner Research Jurnal Pendidikan Progresif Jurnal Pendidikan Islam Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Sains dan Teknologi
Riska Pristiani
Universitas Negeri Malang
Religion 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 Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Penalaran Proporsional Siswa Kelas IV Sekolah Dasar dalam Menyelesaikan Masalah Missing Value Perkalian dan Pembagian Kaisra Alfikri Islami; Subanji Subanji; Riska Pristiani; Erry Hidayanto
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.136744

Abstract

The purpose of this study is to describe the proportional reasoning of fourth-grade students in solving missing value problems in multiplication and division. Using a descriptive qualitative design, the study involved 26 fourth-grade students at SDN Lowokwaru 5 Malang City. Data collection methods included tests, observations, interviews, and documentation. The findings reveal that students demonstrate better proportional reasoning in multiplication contexts through scaling strategies, where they can identify multiplicative factors and apply them consistently. However, students encounter greater difficulties in division contexts, particularly in unit rate reasoning. Most students still rely on additive strategies when solving division problems, indicating they remain at the pre-proportional stage. The analysis shows five reasoning stages: understanding the situation and identifying quantities, forming ratio representations, identifying multiplicative structures, applying solution strategies, and evaluating ratio equivalence. Students who successfully form structured representations (tables, fractions, arrows) tend to reach multiplicative reasoning, while those using unstructured representations remain trapped in additive patterns. This research provides important insights for developing teaching strategies that strengthen conceptual understanding of proportional relationships at the elementary school level.
The Integration of Digital Interactive Whiteboards in Elementary School Education: A Literature Review Based on the TPACK Framework Saputri, Kiki Niken; Anggraini, Ade Eka; Nusantara, Toto; Pristiani, Riska; Arifin, Slamet
Cybersecurity and Innovative Technology Journal Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/citj.v4i1.880

Abstract

This study seeks to analyze and synthesize the outcomes of previous studies about the implementation of PID in elementary education using the TPACK framework as a framework for analysis. This study is a review of scientific literature that analyzes ten scientific articles found in national and international scientific journals accessed via the Google Scholar, ERIC, and ScienceDirect databases. The technique utilized in analyzing the data involves collecting, coding, organizing, and synthesizing the information derived from the research. Based on the findings of this study, PK and TPK are identified as the most dominant dimensions of TPACK in the process of implementing PID in the classroom setting. On the other hand, TK and TCK were recognized as the weakest elements among the ten articles examined. It can be inferred from these findings that teachers are more at ease discussing instructional matters and integrating technology in their teaching methods, but still have issues in terms of technical proficiency in using devices and integrating technology in the curriculum content. In addition, it was also noted that teachers who used student-centered pedagogy effectively developed transformative TPACK, while teachers who utilized teacher-centered pedagogy failed to do so. Contextual knowledge (CK) has similarly been found to be an essential variable in moderating the effectiveness of PID implementation in various school contexts. In summary, the results obtained in this study prove that the effectiveness of PID implementation in elementary schools is not only contingent upon the presence of technology tools and their use in training sessions, but more importantly, the effective implementation of PID relies on the appropriate combination of all the seven TPACK components, especially TK and TCK, a student-centered instructional model, and careful considerations of the teaching and learning context. Finally, it is recommended that there should be more holistic, collaborative, and sustainable professional development programs for teachers, as well as future studies involving experimental and longitudinal research designs to investigate the effects of different TPACK training approaches in elementary schools.
Synergistic Ethnopedagogy for Energy Conservation: Cultivating Character and Culture through Cempluk Dance in Elementary School Fissalma, Nabilla; Faizah, Siti; Pristiani, Riska
Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/kognisi.v6i1.4255

Abstract

The erosion of local culture in the digital age challenges character education in elementary schools. Research on traditional dance rooted in energy conservation philosophy, such as the Cempluk Dance, remains scarce. This explanatory case study analyzes the internalization of character values through Cempluk Dance ethnopedagogy at Kalisongo Elementary School 3, involving two key informants (a classroom teacher and a dance instructor). Data were collected through observation, interviews, and documentation. The findings reveal that the Cempluk Dance program, as a mandatory extracurricular activity, successfully integrates local wisdom into the Merdeka Curriculum. Internalized character values include self-confidence, cultural pride, energy conservation, and good manners. A key success factor is the strong synergy between the school and the community, which reflects social capital as a theoretical framework. The novelty lies in the energy-saving philosophy derived from the local history of “Kampung Cempluk” and the engagement of students' cognitive, affective, and psychomotor domains. This study proposes a Synergistic Ethnopedagogy model comprising three pillars: character value internalization rooted in local history, school–community synergy as social capital, and structured curriculum support. This model offers a replicable framework for integrating local wisdom into character education within the Merdeka Curriculum.
Parental Involvement In Diverse Family Structures: a Qualitative Analysis of its Role in Elementary Students Learning Outcomes Dimyati, Muhammad Feri; Faizah, Siti; Pristiani, Riska
Sistem-Among : Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/sistemamong.v6i1.4249

Abstract

Parental involvement plays a crucial role in supporting children's academic success. Previous studies have mostly focus on quantitative relation and have not deeply explored the form of parental involvement in specific elementary school contexts. This study aims to describe the forms of parental involvement and its relationship with students’ learning outcomes at SDN Kromengan 1, Malang Regency. The research uses a qualitative approach involving six students who met the criteria along with their parents to allow in-depth exploration. Data were collected through observation, interviews, and documentation. The findings reveal that parental involvement is strongly associated with students’ learning outcomes, particularly in the cognitive domain (academic achievement) and the affective domain (motivation and classroom engagement), while differences in psychomotor aspects were less prominently observed. On the other hand, students who receive less involvement are more likely to have lower academic results. Parental involvement can include involvement in learning activities, effective communication, as well as moral and material support. In conclusion, This study indicates that parental involvement is closely associated with students’ academic achievement in the observed context. This study contributes by providing a contextual understanding of how different forms of parental attention shape students’ learning outcomes at the elementary level.
The Effect of Kahoot and Wordwall-Based Learning Media on Fourth-Grade Students’ Conceptual Understanding of Whole Numbers Ananda, Talsa Yulia; Faizah, Siti; Pristiani, Riska
Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/didactica.v6i1.4296

Abstract

Conceptual understanding is essential in elementary mathematics because it enables students to interpret numerical relationships and apply concepts in problem-solving situations. This study aimed to examine the differential effect of Kahoot and Wordwall Quiz-based learning media on fourth-grade students’ conceptual understanding of whole numbers. A quantitative approach with a quasi-experimental non-equivalent pretest–posttest design was employed. The participants were 36 fourth-grade students divided into two intact classes, with one class learning through Wordwall Quiz and the other through Kahoot. Data were collected using 15 multiple-choice items and analyzed using descriptive statistics, normalized gain (N-Gain), paired sample t-tests, and paired-samples Cohen’s d. The findings showed that both groups improved, but the improvement patterns differed. The Kahoot group showed a statistically significant increase, t(17) = 5.41, p < 0.001, d = 1.28, with an N-Gain of 0.21. Meanwhile, the Wordwall Quiz group showed a positive but non-significant increase, t(17) = 2.02, p = 0.059, d = 0.48, with an N-Gain of 0.14. The novelty of this study lies in comparing two quiz-based digital media with different interaction designs in elementary mathematics. The findings imply that digital quiz media should be integrated with conceptual explanation, reasoning discussion, and contextual problem-solving activities.
THE ROLE OF LOCAL WISDOM IN STRENGTHENING THE EFFEVTIVENESS OF THE ADIWIYATA PROGRAM IN DEVELOPING STUDENTS’ ENVIRONMENTAL CHARACTER: A SYSTEMATIC LITERATURE REVIEW Annisa, Selfiana; Faizah, Siti; Pristiani, Riska
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 2 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i2.6886

Abstract

This study addresses the limited contextualization of environmental education in schools, which often reduces the effectiveness of the Adiwiyata Program in developing students’ environmental character. Although widely implemented, the program’s success depends on how environmental values are meaningfully internalized. This study aims to examine the role of local wisdom in strengthening the effectiveness of the Adiwiyata Program in fostering students’ environmental character. This research employs a Systematic Literature Review (SLR) using the PRISMA framework. A total of 10 articles were selected from the Scopus database based on predefined inclusion and exclusion criteria, focusing on studies related to Adiwiyata, environmental character, and local wisdom in school contexts. The findings indicate that the Adiwiyata Program significantly improves students’ environmental awareness, attitudes, and behaviors through participatory activities, school culture, and environmentally oriented curricula. Furthermore, the integration of local wisdom such as mutual cooperation and culturally based environmental practices strengthens program effectiveness by making learning more contextual and meaningful. In conclusion, local wisdom plays a crucial role in enhancing the effectiveness of the Adiwiyata Program. Integrating cultural values into environmental education supports more holistic and sustainable development of students’ environmental character.
Students’ Numeracy Activities in Group Discussions: A Positioning Theory Perspective Azizah, Nurul; Faizah, Siti; Pristiani, Riska
Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/lucerna.v6i1.4299

Abstract

Unequal participation in mathematics group discussions often restricts students’ opportunities to engage in meaningful numeracy practices and develop conceptual understanding collaboratively. While previous studies have widely examined cooperative learning and classroom interaction, limited research has investigated numeracy activities through the lens of positioning theory. This study aimed to describe fifth-grade students’ numeracy activities in group discussions based on their positioning as experts, facilitators, and novices. A qualitative descriptive approach was employed involving 25 fifth-grade students from a public elementary school in Malang, Indonesia. Data were collected through numeracy tests, classroom observations, and semi-structured interviews to explore students’ interaction patterns and participation during mathematical discussions. The findings revealed that expert-positioned students tended to dominate calculation procedures, strategy selection, and answer validation, which often reduced opportunities for novice students to actively construct understanding. However, groups characterized by active facilitator roles demonstrated more balanced interaction patterns, as novice students were encouraged to explain reasoning, ask questions, and contribute ideas during discussions. These interaction dynamics created more inclusive learning environments and supported meaningful numeracy engagement among group members. The study highlights the importance of teachers designing structured collaborative discussions that distribute participation more equitably and encourage dialogic interaction to strengthen students’ numeracy learning experiences.
Optimizing Problem-Solving Skills in Pedagogical Content Knowledge for Prospective Madrasah Ibtidaiyah Teachers Silviana Nur Faizah; Lia Yuliati; Riska Pristiani
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.189

Abstract

Problem-solving competence is crucial for prospective Madrasah Ibtidaiyah teachers in making instructional decisions. This study examined the influence of project-based learning on problem-solving skills within Pedagogical Content Knowledge (PCK) and identified supporting and inhibiting factors in a civic education instruction course. An embedded mixed-method design was applied to 46 prospective Madrasah Ibtidaiyah teachers at Universitas Islam Lamongan. Quantitative data were gathered through the Problem-Solving Inventory and problem-solving skills within the PCK test dimension. These data were analyzed using the Wilcoxon Signed Rank Test, effect size, and N-gain. Qualitative data from observations, interviews, and documentation were thematically analyzed. Results indicated that project-based learning significantly enhanced problem-solving skills (p = 0.000), with a medium effect size (0.697) on the Problem Solving Inventory and a large effect size (0.87) on PCK. However, the N-gain score was relatively low (0.27). Qualitative findings reinforced these results, highlighting contextual learning, collaboration, critical thinking, systematic planning, reflection, lecturer support, resource availability, and field experience as enablers. At the same time, group dynamics, coordination with school teachers, and students’ initial readiness acted as barriers. This study underscores the potential of project-based learning to bridge theory and practice while fostering problem-solving skills among prospective Madrasah Ibtidaiyah teachers. Its novelty lies in exploring project-based learning across planning, implementation, and reflection, which represent enacted PCK (ePCK) within the Refined Consensus Model, as well as integrating collective PCK (cPCK) as content knowledge. Future research should involve larger samples, design project-based pedagogical modules, and examine long-term effects on both ePCK and cPCK development.
Mengintegrasikan Kearifan Lokal ke dalam Pembentukan Karakter Akademik Siswa melalui Pembelajaran Ilmu Sosial R. Aj. Sofiyah; Siti Faizah; Riska Pristiani
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 1 (2026): Jurnal Penelitian dan Pendidikan IPS 20(1)
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i1.14035

Abstract

This study aims to analyze and synthesize the integration of local wisdom into Social Studies (IPS) teaching and its implications for the development of academic character in primary school pupils. The scope of the study focuses on a literature review concerning the utilization of local wisdom in Social Studies teaching. The method used is a Systematic Literature Review (SLR) employing the PRISMA approach through the stages of identification, screening, eligibility, and inclusion. A total of 152 articles were retrieved from scientific databases, subsequently screened to yield 6 articles meeting the inclusion criteria. The analysis results indicate that local wisdom is widely utilized as a source of values and a learning context to shape students’ social, moral, and cultural character. However, no studies were found that explicitly examined academic character traits such as study discipline, academic integrity, responsibility towards tasks, and perseverance as a primary focus. Analysis of research trends also indicates that studies remain dominated by developmental and qualitative approaches, with limited use of synthesis-based approaches. Based on these findings, this study proposes a conceptual model that positions local wisdom as a pedagogical foundation in social studies learning to shape academic character through a process of value integration, internalization, and transformation into learning behavior. The study’s conclusions indicate a conceptual gap between the potential of local wisdom and its implementation in the formation of academic character, thus necessitating the development of more targeted learning and assessment models.
Analisis Kesulitan Guru dalam Membuat Soal HOTS Muatan IPAS di Sekolah Dasar Pada Konteks Kurikulum Merdeka Siti Lami'ah; Siti Faizah; Riska Pristiani
Journal of Classroom Action Research Vol. 8 No. 2 (2026): May 2026
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8i2.14992

Abstract

Kurikulum Merdeka menuntut guru untuk menyusun asesmen berbasis Higher Order Thinking Skills (HOTS), namun implementasinya di lapangan masih menghadapi berbagai tantangan. Penelitian ini bertujuan untuk mengidentifikasi jenis-jenis kesulitan yang dialami guru kelas IV dan V dalam menyusun soal HOTS pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan jenis studi kasus. Subjek penelitian adalah dua orang guru kelas IV dan V di SD Tlogomas 2 yang dipilih secara purposive sampling. Teknik pengumpulan data melalui wawancara mendalam dengan pedoman semi-terstruktur (23 item pertanyaan) dan dokumentasi soal Sumatif Harian IPAS. Analisis data menggunakan model interaktif Miles, Huberman, dan Saldaña, dengan validitas data dijamin melalui triangulasi sumber, triangulasi teknik, dan member checking. Hasil penelitian menemukan tujuh jenis kesulitan yang dialami guru, yaitu: (1) kesulitan memahami konsep soal HOTS; (2) kesulitan merumuskan indikator soal HOTS; (3) kesulitan mengembangkan stimulus dan distraktor; (4) kesulitan menghubungkan HOTS dengan tujuan pembelajaran; (5) kesulitan memahami standar penilaian soal HOTS; (6) minimnya dukungan sumber daya dan pelatihan; serta (7) kesulitan menyesuaikan dengan kurikulum dan kemampuan siswa. Temuan signifikan menunjukkan bahwa dari 30 butir soal yang dianalisis, hanya 5 soal (16,7%) yang termasuk kategori HOTS, sementara 25 soal (83,3%) masih berada pada ranah berpikir tingkat rendah (LOTS). Penelitian ini menyimpulkan bahwa kesulitan guru bersifat multidimensional dan sistemik, dengan pemahaman konseptual yang dangkal tentang HOTS sebagai akar permasalahan utama. Diperlukan intervensi holistik berupa pelatihan berkelanjutan, penguatan pendampingan, serta penyediaan sumber daya yang memadai untuk meningkatkan kompetensi guru dalam menyusun soal HOTS pada mata pelajaran IPAS.
Co-Authors Ade Eka Anggraini Afandi, 'Alia Nur Husna Ananda, Talsa Yulia Andayani, Nita Dwi Anggraheni, Ika Annisa, Selfiana Arief Darmawan Arofah, Fitrika Asrofatul Aynin Mashfufah Bahari, Priya Kusuma Candra Utama Dedi Kuswandi Dewi, Santi Kurnia Didik Sukriono Dimyati, Muhammad Feri Djatmika, Eri Tri Dwi Yani Eddy Sutadji Effendi, Muhammad Idris Egithia Alfi Rosydiana Erry Hidayanto Evania Yafie Faizah, Siti Fajar Kusuma, Paundra Wangsa Fissalma, Nabilla Ginting Lestari, Ani Hardhita, Rizki Septa Hari Wahyono Herlina Ike Oktaviani Ihsan, Muhammad Aidi Noor Intan Sari Rufiana Jaka Nugraha Jemeo, Maria Kurniati Kaisra Alfikri Islami Lia Nur Atiqoh Bella Dina Lia Yuliati Ma'ruf Mustofa Mardhatillah Mardhatillah Mardhatillah, Mardhatillah Marianah, Dina Mariani, Sijah Maryanah, Maryanah Mirayanti Mochamad Auliya' Akbar Mufida, Nurul Fajriyatuz Zahro Muh. Arafik Muhammad Syahrul Rizal Mujahidin Farid Mustakim, Sita Salina Nanda Nissa Fauziah Nisa', Rofiatun Nisa, Rofiatun Nur Husna Afandi, Alia NURUL AZIZAH Oktaviani Adhi Suciptaningsih Pipit Pudji Astutik Putri Rachmadyanti R. Aj. Sofiyah Radeni Sukma Indra Dewi Ratna Ekawati Rizal, Muhammad Syahrul Safitri Wulandari Saifullah, Ahmad Salsabella Qurrota Aini Saputri, Kiki Niken Setianingsih Setianingsih, Setianingsih Shirly Rizki Kusumaningrum Silviana Nur Faizah Siti Faizah Siti Lami'ah Siti Mas’ula Situmorang, Raja Uruk Slamet Slamet Arifin Slamet Arifin Sri Rahayuningsih Subanji Subanji Sumarmi Sumarni, Tutin Suyono Suyono Syamsul Hadi Syamsul Hadi Toto Nusantara Yani, Dwi Yuni Ma'idah Zetti Finalli Zihan Novita Sari Zulaichah, Lilik