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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Bada'a: Jurnal Ilmiah Pendidikan Dasar Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Griya Journal of Mathematics Education and Application Jurnal Interaktif: Warta Pengabdian Pendidikan (JIWPP) Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya AT-TAKLIM: Jurnal Pendidikan Multidisiplin
Hikmah Ramdhani Putri
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Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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WORKSHOP TEKNIK MENENTUKAN RESEARCH GAP DAN NOVELTY UNTUK MENINGKATKAN KUALITAS SKRIPSI MAHASISWA Hasnawati; Fitri Puji Astria; Muhammad erfan; Hikmah Ramdhani Putri
Jurnal Interaktif: Warta Pengabdian Pendidikan Vol 3 No 1 (2023): Edisi Juni 2023
Publisher : Jurusan Ilmu Pendidikan, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/interaktif.v3i1.86

Abstract

Novelty is an important element in a study, including in student thesis research. However, the conditions in the field, the quality of student thesis is still lacking where the themes studied from time to time, from one generation to the next are almost the same and keep repeating, student skills in determining and selecting research themes that are new and relevant to current conditions still very low. It is rare to find elements of novelty and usefulness principles from the thesis research conducted. Students are often confused when asked about the novelty of the research they have done. Facing this, one of the initial solutions offered is to conduct a workshop on techniques for determining research gaps and the novelty of a study for students, especially 6th semester students who will propose topics or thesis titles. Reviewing various literatures to see research gaps from a major research theme will assist students in demonstrating elements of novelty or novelty from the research being conducted, thereby increasing the quality of the resulting thesis. This service activity certainly aims to provide knowledge and understanding to students about research gaps and novelty and how to determine techniques. The stages in this workshop activity are from the coordination stage, the promotion stage, the implementation stage as well as the evaluation and reporting stage. This workshop activity was carried out on Campus 2 of FKIP University of Mataram on May 27 2023. Based on the results of the pretest and posttest there was an increase in the understanding of the students participating in the workshop regarding the concept of research gap and novelty and based on the results of the participants' responses to the workshop activities carried out, the average student gave a positive response
Identifikasi Kemampuan Pemecahan Masalah Mahasiswa PGSD Berdasarkan Tipe-tipe Kesalahan Fong Hikmah Ramdhani Putri; Iva Nurmawanti; Vivi Rachmatul Hidayati
BADA'A: Jurnal Ilmiah Pendidikan Dasar Vol. 6 No. 2 (2024): Badaa: Jurnal Ilmiah Pendidikan Dasar
Publisher : Fakultas Tarbiah Institut Agama Islam (IAI) Hamzanwadi Pancor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37216/badaa.v6i2.1907

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa PGSD dalam menyelesaiakan soal pemecahan masalah matematika berdasarkan fong’s schematic model for error analysis. Kemampuan ini akan dideskripsikan melalui tipe-tipe kesalahan yang dikemukakan oleh Fong. Jenis penelitian ini adalah penelitian deskriptif kualitatif dengan peneliti sebagai instrument utama dan instrument tes soal cerita matematika sebagai instrument pendukungnya. Data yang dari penelitian ini yaitu data hasil pekerjaan secara tertulis dari 60 mahasiswa PGSD semester 1 dalam menyelesaikan soal cerita matematika dengan konteks kehidupan sehari-hari, dan data wawancara dari 12 subjek penelitian yang mewakili masing-masing tipe kesalahan Fong. Hasil Penelitian ini menunjukkan bahwa tipe kesalahan yang dominan dilakukan oleh mahasiswa pada konten materi bilangan dan aljabar adalah prosedur yang tidak relevan (E2) dan skema tidak lengkap dengan kesalahan (E4). Adapun hal-hal yang menyebabkan mahasiswa melakukan kesalahan yaitu karena mahasiswa tidak memahami soal, salah dalam menentukan operasi hitung, dan salah dalam melakukan perhitungan.
EFEKTIVITAS MODEL PROBLEM BASED LEARNING BERBANTUAN PHET SIMULATION TERHADAP KEMAMPUAN PEMECAHAN MASALAH Ishmah, Qonita Al-; Heri Hadi Saputra; Hikmah Ramdhani Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 No. 2 Juni 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.v10i2.24862

Abstract

Rendahnya kemampuan pemecahan masalah peserta didik dalam pembelajaran IPA menuntut diterapkannya model pembelajaran yang mendorong keaktifan dan berpikir kritis. Penelitian ini bertujuan untuk menguji efektivitas model Problem Based Learning (PBL) berbantuan media interaktif PhET Simulation terhadap kemampuan pemecahan masalah pada materi Rangkaian Listrik. Metode yang digunakan adalah quasi experimental dengan desain non-equivalent control group design di SDN 33 Mataram. Sampel ditentukan melalui teknik sampling jenuh, dengan kelas VI A sebagai kelas eksperimen dan kelas VI B sebagai kelas kontrol. Pengumpulan data dilakukan melalui tes dan observasi, kemudian dianalisis menggunakan uji independent samples t-test dan uji N-Gain. Hasil menunjukkan bahwa nilai (6,752) > (2,010), yang berarti terdapat pengaruh signifikan model PBL berbantuan PhET Simulation terhadap kemampuan pemecahan masalah peserta didik. Nilai N-Gain sebesar 0,578 berada dalam kategori sedang, menunjukkan peningkatan hasil belajar yang cukup efektif. Dengan demikian, model PBL berbantuan media PhET Simulation terbukti efektif dalam meningkatkan kemampuan pemecahan masalah IPA.
PENGARUH METODE PEMBELAJARAN VISUAL, AUDITORY, KINESTETIC, TACTILE (VAKT) TERHADAP KEMAMPUAN NUMERASI SISWA KELAS II SDN 28 CAKRANEGARA TAHUN AJARAN 2024/2025 Syamsuddin, Nur Imama; Moh. Irawan Zain; Hikmah Ramdhani Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 No. 2 Juni 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.v10i2.25032

Abstract

Pendidikan memegang peranan penting dalam peradapan manusia guna mengembangkan kemampuan dalam dirinya, salah-satunya adalah kemampuan numerasi. Mengembangkan kemampuan tersebut dapat dilakukan dengan beberapa cara, salah-satunya menerapkan proses pembelajaran yang menggunakan metode multisensori seperti metode VAKT. Sehingga, penelitian ini bertujuan untuk menguji pengaruh metode pembelajaran visual, auditory, kinestetic, tactile (VAKT) terhadap kemampuan numerasi siswa kelas II SDN 28 Cakaranegara tahun ajaran 2024/2025. Penelitian ini menggunakan pendekatan kuantitatif jenis eksperimen dan desain penelitian yang digunakan adalah quasi eksperimen. Sample dalam penelitian adalah siswa kelas II SDN 28 Cakranegara yang terdiri dari 48 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan lembar observasi dan soal tes kemampuan numerasi. Data yang diperoleh dianalisis dengan uji pra-syarat yaitu normalitas dan homogenitas. Selanjutnya, uji hipotesis menggunakan uji Independet Sample t-test. Berdasarkan hasil analisis data diketahui bahwa nilai signifikansi yaitu 0.000 < 0.05, artinya terdapat pengaruh yang signifikan. Kemudian, dilihat dari uji effect size sebesar 0.10 berada di antara klasifikasi d ≤ 0.5, dimana pengaruh metode VAKT terhadap kemampuan numerasi tergolong dalam kategori sedang. Ho ditolak dan Ha diterima, yang menunjukkan ada pengaruh metode pembelajaran visual, auditory, kinestetic, tactile (VAKT) terhadap kemampuan numerasi siswa kelas II SDN 28 Cakranegara tahun ajaran 2024/2025”.
Analisis Faktor Penyebab Kesulitan Belajar IPAS Siswa Kelas IV SDN 40 Cakranegara Fani Sulastri; Mohammad Liwa Ilhamdi; Hikmah Ramdhani Putri
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 5 No. 3 (2025): Oktober
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v5i3.1895

Abstract

Learning difficulties are conditions where students experience difficulties in understanding subject matter, so that the learning outcomes obtained do not match their abilities. This study aims to determine the factors causing learning difficulties in Natural and Social Sciences (IPAS) for fourth-grade students at SDN 40 Cakranegara. Data collection methods were carried out using questionnaires and interviews. The data analysis technique used was Miles and Huberman with analysis components including data reduction, data presentation, and conclusion drawing. The results showed that learning difficulties in IPAS are influenced by internal and external factors. Based on the questionnaire results, the contribution of internal factors includes learning attitude (15.70%), motivation (23.24%), and interest (21.66%), while external factors consist of family (22.74%) and school (17.03%). In detail, from internal factors, students' learning attitudes are still low, especially in the indicators of self-confidence and feelings; learning interest is low in the indicators of attraction and feeling of pleasure; and motivation is not yet optimal in the indicators of initiative and commitment. From external factors, the school's social environment is not fully supportive because students lack encouragement from peers, while from the family side, an unsupportive home atmosphere, unsupportive parenting styles, and economic limitations were found. The learning difficulties in IPAS among fourth-grade students are the result of the interaction between weak internal factors and lack of external support, thus requiring synergy between teachers, schools, and parents to help students overcome learning difficulties more optimally.
Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair-Share (TPS) Terhadap Kemampuan Berpikir Kritis IPAS Peserta Didik Dharma Adi Putra; Muhammad Sobri; Hikmah Ramdhani Putri
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 5 No. 3 (2025): Oktober
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v5i3.1897

Abstract

Rendahnya kemampuan berpikir kritis peserta didik di Indonesia tercermin dari hasil survei PISA 2022 yang menunjukkan penurunan skor rata-rata, termasuk pada aspek sains. Penelitian ini bertujuan untuk mengetahui pengaruh dari model pembelajaran kooperatif tipe Think Pair-Share (TPS) terhadap kemampuan berpikir kritis IPAS peserta didik kelas IV di SDN 3 Midang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode Quasi-Experimental Design tipe Nonequivalent Control Group Design. Populasi penelitian adalah seluruh peserta didik kelas IV SDN 3 Midang yang berjumlah 40 orang. Sampel diambil menggunakan teknik sampling jenuh, dengan kelas IV-B sebagai kelas eksperimen (20 orang) yang diberi perlakuan model TPS dan kelas IV-A sebagai kelas kontrol (20 orang) yang menggunakan model pembelajaran langsung. Instrumen pengumpulan data berupa lembar observasi dan tes essay kemampuan berpikir kritis yang telah diuji validitas dan reliabilitas. Data dianalisis menggunakan uji normalitas, homogenitas, uji-t independen, dan effect size. Hasil penelitian menunjukkan bahwa terdapat peningkatan kemampuan berpikir kritis yang lebih signifikan pada kelas eksperimen (nilai rata-rata post-test 72,7) dibandingkan kelas kontrol (nilai rata-rata post-test 65,2). Hasil uji hipotesis dengan uji-t independen menunjukkan nilai sig. (2-tailed) 0,000 < 0,05, yang berarti H₀ ditolak dan Hₐ diterima. Hasil uji effect size (Cohen's d) sebesar 1,219 termasuk dalam kategori tinggi. Dengan demikian, disimpulkan bahwa model pembelajaran kooperatif tipe Think Pair-Share (TPS) berpengaruh signifikan terhadap peningkatan kemampuan berpikir kritis IPAS peserta didik kelas IV SDN 3 Midang.
Pengaruh Media Pembelajaran Batang Napier Terhadap Pemahaman Konsep Perkalian Siswa Kelas IV SDN 13 Ampenan Nurmanita, Novia; Mansur Hakim; Muhammad Syazali; Hikmah Ramdhani Putri
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 4 (2025): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.1465

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh media pembelajaran batang Napier terhadap pemahaman konsep perkalian siswa kelas IV SDN 13 Ampenan. Jenis penelitian yang digunakan adalah quasi eksperimen dengan desain pretest-posttest control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas IV SDN 13 Ampenan yang berjumlah 111 siswa. Teknik pengambilan sampel yang digunakan adalah purposive sampling dengan jumlah sampel sebanyak 40 siswa. Instrumen pengumpulan data dalam penelitian ini berupa tes uraian dan lembar observasi terhadap pelaksanaan penggunaan batang Napier. Pengujian hipotesis dilakukan dengan uji-t sampel independen (independent sample t-test) pada taraf signifikansi 0,05. Hasil uji-t menunjukkan nilai signifikansi sebesar 0,000, yang berarti H₀ ditolak dan Hₐ diterima. Dengan demikian, hasil penelitian ini dapat disimpulkan bahwa media pembelajaran batang Napier berpengaruh positif terhadap pemahaman konsep perkalian siswa pada mata pelajaran matematika kelas IV di SDN 13 Ampenan.
PENGARUH EFIKASI DIRI TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS V SDN 25 CAKRANEGARA Alfian Qori Irsandi; Muhammad Erfan; Hikmah Ramdhani Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mathematics learning outcomes reflect changes that occur in the cognitive, affective, and psychomotor aspects of students after participating in the mathematics learning process, which is influenced by various internal and external factors. One of the internal factors that is thought to play a role in achieving math learning outcomes is self-efficacy. The purpose of this study was to determine the extent of the influence of self-efficacy on the mathematics learning outcomes of grade V students at SDN 25 Cakranegara in the 2024/2025 school year. This study used a quantitative approach with a correlational method. The research subjects consisted of 22 fifth grade students of SDN 25 Cakranegara. Data collection was done through a self-efficacy questionnaire and a math learning outcomes test. Data analysis used regression techniques as a form of inferential analysis. The results showed that there was a significant influence between self-efficacy on the mathematics learning outcomes of fifth grade students of SDN 25 Cakranegara with the acquisition of t_hitung 5.279 > 2.086 t_table. Self-efficacy contributes 58.2% to math learning outcomes, which is classified in the moderate category. Based on the results obtained, it can be concluded that H_0 is rejected and H_a is accepted, which means that there is an influence between self-efficacy on the mathematics learning outcomes of fifth grade students of SDN 25 Cakranegara in the 2024/2025 school year.
PENGARUH MODEL REALISTIC MATHEMATIC EDUCATION (RME) BERBANTUAN MEDIA KULINER SASAK TERHADAP HASIL BELAJAR MATEMATIKA Huurun Iin Sakila; Moh. Irawan Zain; Hikmah Ramdhani Putri
AT-TAKLIM: Jurnal Pendidikan Multidisiplin Vol. 2 No. 11 (2025): At-Taklim: Jurnal Pendidikan Multidisiplin (Edisi November)
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/at-taklim.v2i11.1137

Abstract

The effect of realistic mathematics education (RME) Model assisted by sasak culinary media on the Mathematics learning outcomes. The low level of students’ learning outcomes can be seen from the results of the 2022 PISA survey, which indicate scores significantly below the average of other participating countries, particularly in mathematical literacy. This study aims to determine the effect of applying the Realistic Mathematics Education (RME) model assisted by Sasak culinary media on the mathematics learning outcomes of fourth-grade students at SDN 13 Ampenan. This research employed a quantitative approach using a Quasi-Experimental Design with a Nonequivalent Control Group Design type. The samples were selected using purposive sampling, with class IV-C serving as the experimental group, which was taught using the RME model assisted by Sasak culinary media, and class IV-D serving as the control group, which was taught using a conventional learning model. The data collection instruments consisted of observation sheets and learning achievement tests that had been tested for validity and reliability. The data were analyzed using normality tests, homogeneity tests, independent t-tests, and N-Gain tests. The results showed a more significant improvement in learning outcomes in the experimental class (mean post-test score of 73.8) compared to the control class (mean post-test score of 60.4). The hypothesis test using the independent t-test showed a significance value (2-tailed) of 0.000 < 0.05, indicating that H₀ was rejected and Hₐ was accepted. The N-Gain test result of 0.49 fell into the moderate category. Therefore, it can be concluded that the RME model assisted by Sasak culinary media has a positive effect on students’ mathematics learning outcomes.
Pengembangan soal tes numerasi berbasis hierarchical content untuk fase A elemen bilangan dan aljabar Hikmah Ramdhani Putri; Lalu Hamdian Affandi; Baiq Yuni Wahyuningsih; Iva Nurmawanti; Vivi Rachmatul Hidayati; Riska Wulandari
Griya Journal of Mathematics Education and Application Vol. 5 No. 4 (2025): Desember 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i4.926

Abstract

Numeracy is an essential skill that students must master. The government administers the Minimum Competency Assessment (AKM) for Numeracy to map students’ numeracy abilities in Indonesia. However, in practice, the results of AKM have not fully guided teachers in determining appropriate instructional follow-up, as they only provide information on students’ proficiency levels without indicating which specific content has not yet been mastered. This study aims to develop a valid and reliable numeracy test instrument based on hierarchical content for primary school students. The development process followed several stages: defining the test, selecting a scaling method, constructing test items, conducting item trials, revising items, and preparing the final product. The instrument was tested on Grade 3 students at some Elementary School. Analysis of the learning outcomes produced five hierarchical content areas within the Numbers and Algebra element of Phase A, which were developed into ten test items. Rasch Model analysis indicated high reliability, and seven items were found to be valid (items 1, 3, 4, 7, 8, 9, and 10). This instrument is expected to help teachers identify not only students’ numeracy levels but also the prerequisite content that has not been mastered, thereby supporting more effective formative assessment.
Co-Authors Alfian Qori Irsandi Arif Widodo Baiq Yuni Wahyuningsih Dharma Adi Putra Fani Sulastri Fitri Puji Astria Fitri Puji Astria Hasnawati Hasnawati Heri Hadi Saputra Huurun Iin Sakila Ishmah, Qonita Al- Lalu Hamdian Affandi Mansur Hakim Moh. Irawan Zain Mohammad Liwa Ilhamdi Muhammad Erfan Muhammad Erfan Muhammad Sobri Muhammad Syazali Nurmanita, Novia Nurmawanti, Iva Riska Wulandari Syamsuddin, Nur Imama Umar Vivi Rachmatul Hidayati