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All Journal Jurnal Ilmiah Psikologi Terapan Mimbar PGSD Undiksha JURNAL PENGABDIAN KEPADA MASYARAKAT JPsd ( Jurnal Pendidikan Sekolah Dasar ) Al Ibtida: Jurnal Pendidikan Guru MI Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran AL ISHLAH Jurnal Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Bidang Pendidikan Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam Jurnal Riset Pendidikan Dasar Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Ta'dib: Jurnal Pendidikan Islam Jurnal Penelitian Pembelajaran Matematika Sekolah Bada'a: Jurnal Ilmiah Pendidikan Dasar Jurnal Ilmiah Profesi Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan International Journal of Science and Society (IJSOC) Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar JPLED Al-Khidmah: Jurnal Pengabdian Kepada Masyarakat TARBIYATUL ILMU: Jurnal Kajian Pendidikan Conference Proceedings International Conference on Education Innovation and Social Science Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar
Arie Rakhmat Riyadi
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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DEEP LEARNING DALAM PEMBELAJARAN MATEMATIKA DI SD Maharani, Lily; Arie Rakhmat Riyadi; Neni Maulida
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, 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.v10i2.25442

Abstract

Mathematics learning at the elementary school (SD) level still faces various challenges. One of the main challenges is the low interest and understanding of students toward mathematical concepts taught through conventional methods. Teaching approaches that tend to be mechanistic and memorization-based often make it difficult for students to deeply understand concepts and apply them in everyday life. To build meaningful understanding (deep learning), students need to be fully present cognitively, affectively, and metacognitively during the learning process. The concept of mindfulness can serve as an approach to encourage students to be more present and engaged in the learning process.The data in this study were collected from articles that met the inclusion and exclusion criteria described in the research methodology, and were filtered using Publish or Perish. Based on a literature review of 10 articles, it was found that the deep learning approach has a positive impact on students’ understanding, fostering critical, creative, and analytical thinking skills. The results of this research are expected to contribute to the development of more meaningful mathematics learning practices that focus on conceptual understanding for elementary school students.
PROSES KONTRUKSI PEMAHAMAN KONSEP MATEMATIS SISWA MELALUI PENDEKATAN CPA DALAM PEMBELAJARAN MATEMATIKA SD Hafizhotul Millah, Nabila; Arie Rakhmat Riyadi; Neni Maulida
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 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.v10i2.25451

Abstract

Mathematical concept understanding is the main foundation in learning mathematics, however, its application in elementary schools still faces challenges. This study aims to describe the construction process of mathematical concept understanding through the concrete-pictorial-abstract approach to find students' thinking patterns in constructing the meaning of the concepts learned. A qualitative approach with a descriptive design was used in this study. The subjects of this study were 25 third grade students of SDN Kayuringin Jaya VI Bekasi City. Data were collected through participatory observation and analyzed using Miles and Huberman interactive techniques. The results of this study show that the CPA approach helps students in building conceptual understanding gradually from concrete object manipulation, visual representation, to symbolic understanding. Students not only receive material, but are also actively involved in the exploration of concepts based on direct experience, strengthening their understanding and internalization of the material. Nevertheless, challenges such as the use of manipulative objects at the concrete stage is often considered by students as a mere game remains a major obstacle. In conclusion, learning with the CPA approach has great potential to improve the quality of mathematics learning in elementary schools, especially in building understanding of mathematical concepts gradually and meaningfully, the three stages of CPA help students understand mathematical concepts better.
MEMBANGUN HUBUNGAN SEKOLAH-RUMAH TERHADAP KETERAMPILAN BERBICARA SISWA SEKOLAH DASAR: Kajian Literatur Aulina Roudlotul Jannah; Riyadi, Arie Rakhmat; Neni Maulidah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, 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.v10i2.25920

Abstract

Speaking skills are a fundamental aspect of academic and social development in elementary school students, especially at the lower grade level. However, various internal and external obstacles—such as low self-confidence, limited Indonesian vocabulary, and the dominant use of local languages at home—hinder the optimal development of children's speaking abilities. This study aims to analyze the relationship between school-home collaboration and students’ speaking skills through a literature review. The method employed is library research with a descriptive qualitative approach, grounded in constructivist philosophy and Epstein’s theory of parental involvement. The findings reveal that speaking skills develop more effectively within an educational ecosystem that consistently supports verbal interaction both at school and at home. Harmonious educational relationships between teachers and parents—through activities such as shared reading, family discussions, and regular communication between home and school—significantly enhance children's ability to express ideas. Furthermore, culturally contextualized learning and inclusive communication strategies are key to overcoming challenges posed by the use of local mother tongues. Thus, building a synergistic school-home partnership grounded in local values is an effective strategy for fostering students’ speaking skills in a sustainable manner.
METODE MIND MAPPING DIGITAL: EFEKTIFKAH TERHADAP HASIL BELAJAR? Mufidah, Zalfa; Arie Rakhmat Riyadi; Faisal Sadam Murron
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.v10i03.29795

Abstract

This study aims to examine the effectiveness of the digital mind mapping method on students' learning outcomes in Grade IV Phase B on the topic of rules and norms in elementary school. This research uses a quantitative approach with a pre-experimental method, and the sample was selected using purposive sampling consisting of 19 students. The research instruments used were pre-tests and post-tests, and the data were analyzed using linear regression analysis, paired t-test, and the N-Gain score difference test. The results of the study showed a linear regression result of 67%, a paired t-test value of p = 0.001, and an N-Gain score difference of 0.74. These findings indicate that the mind mapping method is effective significantly improving students' learning outcomes in the topic of rules and norms in Grade IV Phase B of elementary school.
Assessing the Character of Pancasila Student Profiles: Challenges Encountered by Teachers Wulandari, Medita Ayu; Ruqoyyah, Siti; Sutinah, Cucun; Riyadi, Arie Rakhmat
Al Ibtida: Jurnal Pendidikan Guru MI Vol 10, No 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.14963

Abstract

AbstractAdministering assessment is essential in education, including, in the implementation of character building in the Pancasila Student Profiles. This study was conducted to examine the implementation of the P5 (the Project for Strengthening Pancasila Student Profiles) in primary schools and the challenges teachers encountered in assessing the P5 character. Descriptive analysis was used in this study. Data collection was carried out using questionnaires and interviews given to 160 teachers representing 160 schools in 16 sub-districts in West Bandung, Indonesia. The results of the data analysis show that several elements are dominantly used from each dimension. Particularly noteworthy is that the creativity dimension is rarely taught. In terms of assessments, summative assessment is the most frequently practiced assessment among teachers. The number of teachers who carried out diagnostic and formative assessments is relatively small (<5%). Furthermore, the challenges or difficulties faced by the teachers in preparing the assessment encompass aspects such as the P5 comprehension, how to cultivate the P5 character, the main obstacles in instilling the P5 character, and measuring the P5 character.Keywords: character education, assessment, primary teachers, Project to Strengthen the Pancasila Student Profiles (P5), Merdeka curriculum. AbstrakPelaksanaan kegiatan asesmen di sekolah merupakan suatu hal yang penting untuk dilakukan. Begitupun halnya pada pelaksanaan pembelajaran karakter Profil Pelajar Pancasila. Penelitian ini dilakukan untuk memberikan gambaran pelaksanaan asesmen dalam Projek Penguatan Profil Pelajar Pancasila di sekolah dasar dan kesulitan apa saja yang dihadapi guru dalam mempersiapkan dan melaksanakannya. Analisis deskriptif digunakan dalam penelitian ini. Pengumpulan data dilakukan dengan menggunakan angket dan wawancara yang diberikan kepada 160 guru terbaik yang mewakili 160 sekolah di 16 kecamatan di kabupaten Bandung Barat, Indonesia. Hasil analisis data menunjukkan bahwa dari setiap elemen terdapat beberapa elemen yang dominan digunakan; hal yang paling mencolok adalah adanya salah satu dimensi yang tingkat pengajarannya masih rendah yaitu kreativitas. Kemudian dalam pelaksanaan penilaian, kegiatan yang paling sering dilakukan guru adalah penilaian sumatif. Jumlah guru yang melaksanakan penilaian diagnostik dan formatif masih sedikit (<5%). Selanjutnya kesulitan yang dihadapi guru dalam mempersiapkan evaluasi itu sendiri terbagi dalam beberapa kategori, seperti pemahaman P5, cara menumbuhkan karakter P5, kendala utama dalam menanamkan karakter P5 dan mengukur karakter P5.Kata kunci: pendidikan karakter, asesmen, guru sekolah dasar, projek penguatan profil pelajar pancasila (P5), kurikulum merdeka.
Tamansiswa and The Ethics of Non-Punitive Discipline: Reframing Punishment in Progressive Education Miftakhuddin, M; Saud, Udin Syaefudin; Riyadi, Arie Rakhmat
Proceedings International Conference on Education Innovation and Social Science 2025: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

This article reconceptualizes Tamansiswa's among system as a theory-bearing model of non-punitive discipline that contributes to global progressive education. Drawing on a qualitative multiple-case study of two Tamansiswa primary schools, the article reanalyses empirical data from the author's master's thesis using ethics of care and critical pedagogy as complementary lenses. Findings demonstrate that Tamansiswa's rejection of punishment is philosophically grounded in respect for the child's kodrat alam and the cultivation of budi pekerti; that teachers as pamong exercise ethical authority through sustained relational presence, moral exemplarity, and individualized guidance; that discipline is reframed from obedience to moral autonomy and self-regulation via dialogical reflection and communal norms; and that among operates as a Southern Theory, offering a decolonial alternative to punitive, Eurocentric disciplinary paradigms. The analysis shows how care-based practices and anti-oppressive pedagogies cohere to produce agency and communal responsibility without coercion, and how indigenous ethical vocabularies can inform restorative and autonomy-supportive frameworks. Practical implications include reorienting teacher education toward relational competencies, embedding ethical frameworks within restorative policies, and recognizing local wisdom as a curricular resource. The study's bounded case design and reliance on secondary analysis limit claims of generalisability; future research should pursue comparative, longitudinal, and mixed-methods studies to evaluate scalability and outcomes. By foregrounding Tamansiswa as both a historical praxis and a contemporary, normative resource, the article advances an ethical and ideological reframing of punishment with theoretical and practical relevance for educators and policymakers globally. The findings invite policymakers to integrate culturally grounded ethics into national disciplinary frameworks urgently.
Memahami mekanisme berpikir melalui neuro-linguistic programming untuk memperkuat deep learning di sekolah dasar Riyadi, Arie Rakhmat; Maulida, Aya Shofia; Ginting, Lea Christina Br; Sa’ud, Udin Syaefudin; Dwidianti, Kania; Gifari, Muhammad Rizky Al; Sholihat, Nawaina Pitria; Riyadi, Diki; Ridhlah, Nazfa Laila
KHIDMAH : Jurnal Pengabdian Masyarakat Vol. 5 No. 2 (2025): Vol. 5 No. 2 September 2025
Publisher : Lembaga Penerbitan, Penelitian, dan Pengabdian Masyarakat (LP3M) UNZAHLP3M

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/khidmah.v5i2.607

Abstract

This article addresses the importance of teachers’ understanding of students’ thinking mechanisms as the basis for implementing deep learning in elementary schools. In Garut Regency, Indonesia, many teachers still rely on conventional teaching methods, leading to passive learning and low student engagement. To respond to this challenge, a community service program (PkM) was designed to enhance teachers’ competence through the application of Neuro-Linguistic Programming (NLP). The program employed a hybrid model, including online conceptual sessions on NLP and deep learning as well as offline workshops, collaborative practices, and classroom simulations. Participants consisted of elementary school teachers from various districts in Garut, selected based on their commitment to implementation. Data were collected through pre-test and post-test instruments and perception surveys. The results indicated a significant improvement in teachers’ ability to identify students’ learning modalities, apply NLP techniques and design mindful, meaningful, and joyful learning experiences. Teachers also reported positive perceptions of NLP as a tool to foster inclusivity, motivation, and social-emotional development in classrooms. In conclusion, the program effectively strengthened teachers’ pedagogical competence and demonstrated the potential of NLP as an innovative approach to improve the quality of elementary education in Indonesia.
Penerapan Model Pembelajaran Radec untuk Melejitkan Pembelajaran IPS di Sd Denny Ramadhan; Wahyu Sopandi; Arie Rakhmat Riyadi; Neni Maulidah
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED) in Progress
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.895

Abstract

This study aims to describe the implementation of the RADEC learning model in enhancing 21st-century skills in the Social Studies (IPS) subject at elementary schools. The research employed a pre-experimental design with a one-group pretest-posttest approach involving fifth-grade students at a public elementary school in Bandung City. The RADEC model was implemented through the stages of Read, Answer, Discuss, Explain, and Create, designed to develop students' critical thinking, communication, collaboration, and creativity skills. At the Create stage, the philosophy of positivism serves as an important foundation, where students are encouraged to create works based on empirical observation so that the results are not only innovative but also objectively testable. The results showed a significant improvement in student abilities, with the average score increasing from 60.17 (pre-test) to 85.67 (post-test), and the percentage of students achieving the Minimum Mastery Criteria (KKM) rising from 33.3% to 93.3%. These findings affirm that the RADEC model integrated with the positivist approach can encourage students to actively create real solutions in the context of elementary school Social Studies learning.
Enhancing Student Learning Outcomes Through Experiential Learning Practices: A Meta-Analysis Alditia, Lalu Muhammad; Suhandi, Andi; Riyadi, Arie Rakhmat; Fadillah, Nurul
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/h2trwj79

Abstract

Implementing the experiential learning model is one effective step in improving student learning outcomes, but recent evidence regarding its effectiveness is still inconsistent and not widely reported. Therefore, to gain a deep understanding and identify the effectiveness of experiential learning practices, this meta-analysis review was conducted. This review was conducted on 23 studies with 40 effect sizes obtained from the Scopus, ERIC, and Web of Science databases. The analysis model used was a random effects model with a robust variance estimation (RVE) approach to address the issue of interdependence between effect sizes within a single study. The measurement results show a high overall effect size (Hedges's g = 1.15; 95% CI), indicating a significant positive impact. Heterogeneity estimates are very high (I² = 98.2%), requiring further moderator analysis. Meta-regression analysis of the variables of education level, treatment type, and learning outcome dimension showed that only the education level variable approached significance in moderating the variation in learning outcomes. Subgroup analysis showed variation in the effectiveness of intervention implementation within each moderator category, but all were within the positive range. Publication bias tests showed bias, but correction using the trim-and-fill method and Peter's test proved that these findings remained consistent and valid. Overall, experiential learning has proven effective in enhancing and shaping various dimensions of student learning outcomes. This approach has great potential to continue being used and integrated into future learning practices, especially through the support of various pedagogical innovations and technology integration.
Co-Authors A. Suhandi Agni Muftianti Alditia, Lalu Muhammad Andhin Dyas Fitriani Ani Hendriani, Ani Anisa Nurul Fadhilah Ari A. Magistra Ari Arasy Magistra Aryanti Aulina Roudlotul Jannah Az Zahra, Alya Babang Robandi Bilqis, Agnesti Cucun Sutinah Denny Ramadhan Dharma Kesuma Dian Peniasiani Dwidianti, Kania El-Fadhil, Balqis Maharani Evi Rahmawati Eviana Hikamudin Fadilah, Dwi Faisal Sadam Murron FAJRIYAH Faradina, Najwa Rika Fauziyyah, Athifah Gifari, Muhammad Rizky Al Ginting, Lea Christina Br Gofur, Ridwan Hafizhotul Millah, Nabila Halimah, Nina Nur Haviz Kurniawan Hermawan, Ruswandi I Gusti Komang Aryaprasta Ina Mutmainah Indri Olivia Herlina Kurniasih Kurniasih Kurniasih Kurniasih Latifah, Alief Ya Nur Lugina, Tiana Dara Magistra, Ari Arasy Maharani, Lily Maulida, Aya Shofia Maulida, Neni Maulidah, Neni Medita Ayu Wulandari Miftakhuddin, M Mufidah, Zalfa Muslimah, Revi N. D. Shiera Nana Jumhana Neni Maulida Neni Maulidah Nisa Saumarwah Nugrahaeni, Renny Nurhidayah, Wida Nurul fadillah, Nurul Prana Dwija Iswara, Prana Dwija Prisilia, Sindi Regina Pupun Nuryani Rahayu, Tiara Tri Rahmania Mutiara Sari Ridhlah, Nazfa Laila Riyadi, Diki Ruqoyyah, Siti Saefudin, Asep Sa’ud, Udin Syaefudin Sendi Fauzi Giwangsa Sholihat, Nawaina Pitria Siti Resmi Sahara Siti Ruqoyyah Sutinah, Cucun Syaripudin, Tatang Tatang Syaripudin Teguh Ibrahim Tutiareni, Teni Udin Syaefudin Saud, Udin Syaefudin Wahyu Sopandi Wawang Nurfalah Wulandari, Medita Ayu