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Arie Rakhmat Riyadi

Universitas Pendidikan Indonesia

Author-ID : 618480

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PERSEPSI SISWA TERHADAP PENERAPAN SISTEM REWARD DALAM PEMBELAJARAN SEBAGAI UPAYA MENINGKATKAN MOTIVASI BELAJAR Dyna Hardyanti Sutrisno; Nur Ristiya Taslyma; Tauritsul Ajyali; Adelya Shalsa Putri; Jani Nur Rohani; Arie Rakhmat Riyadi; Neni Maulidah
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 2 (2026): Vol. 6 No. 2 Edisi Mei 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i2.4702

Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penerapan sistem reward dalam pembelajaran, mendeskripsikan tingkat motivasi belajar siswa, serta menganalisis pengaruh persepsi tersebut terhadap motivasi belajar di sekolah dasar. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan metode survei melalui kuesioner kepada 26 siswa kelas IV SDPN Setiabudi. Hasil penelitian menunjukkan bahwa persepsi siswa terhadap sistem reward berada pada kategori tinggi hingga sangat tinggi, dengan 96% responden menilai penerapan reward efektif dalam meningkatkan motivasi belajar. Sistem reward dinilai mampu menumbuhkan rasa dihargai, mendorong partisipasi aktif, serta memperkuat motivasi intrinsik siswa. Dengan demikian, dapat disimpulkan bahwa sistem reward berperan penting dalam meningkatkan motivasi belajar siswa. Penelitian ini merekomendasikan agar guru mengintegrasikan strategi reward secara sistematis dalam pembelajaran dan sekolah mengembangkan program berbasis reward yang terstruktur untuk meningkatkan motivasi belajar siswa.

Hubungan math anxiety dengan hasil belajar siswa kelas IV sekolah dasar Shindy Khalia; Denissa Sri Damayanti; Fia Astri Lani; Keisha Aulia Fadhalah; Arie Rakhmat Riyadi; Neni Maulidah
Trihayu: Jurnal Pendidikan Ke-SD-an Vol 12 No 2 (2026): Trihayu: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/trihayu.v12i2.21458

Mathematics is an essential subject that shapes the logical thinking of elementary school students. Difficulties in understanding abstract concepts often trigger math anxiety, a worry that reduces learning outcomes. The low mathematical literacy in Indonesia (PISA 2022) is strongly assumed to be related to the high level of students’ anxiety. This study aimed to examine the relationship between math anxiety and learning outcomes of fourth-grade students, as a basis for developing more effective strategies. The research employed a quantitative approach with a correlational design. Anxiety was measured using the Likert-based AMAS questionnaire, and outcomes were from daily test scores. Spearman Rank correlation analysis indicated a strong negative correlation: the higher the anxiety, the lower the cognitive achievement. Significant negative correlations were found in Task 1 (r = -0.878, p = 0.002), Task 2 (r = -0.988, p = 0.000), Task 3 (r = -0.809, p = 0.008), and the exam score (r = -0.988, p = 0.000). The contribution of anxiety to the variation in learning outcomes ranged from 65.44% to 97.61%, with the strongest influence observed in Task 2 and the mathematics exam score.

The Impact of the STEM Education Model on Elementary School Students' Problem-Solving Skills in Mathematics Learning Eroh Rokayah; Encep Supriatna; Arie Rakhmat Riyadi; Deri Hendriawan; Anita Permatasari
Jurnal Profesi Guru Indonesia Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jpgi.v3i2.871

Cultivating mathematical problem-solving skills in early education is foundational to fostering logical reasoning and analytical thinking. Traditional mathematics instruction often relies on rote memorization, leading to low student engagement and weak conceptual application, while empirical evidence evaluating the structural impact of integrated Science, Technology, Engineering, and Mathematics (STEM) models in primary mathematics remains critically limited. This study aims to examine the effect of the STEM education model on elementary school students' problem-solving abilities in mathematics learning. Utilizing a quantitative quasi-experimental framework, this study selected students from SD Negeri Tanjungsari and SD Negeri Kadukacapi as research samples, systematically categorized into experimental (STEM-based instruction) and control (conventional instruction) groups. Quantitative data were gathered via a validated mathematical problem-solving test and analyzed using descriptive metrics (mean, standard deviation, and learning completeness percentages) alongside paired and independent sample t-tests. The empirical findings indicate that the STEM education model exerts a profoundly positive and statistically significant effect on students' mathematical problem-solving abilities. The experimental class achieved a substantially higher mean score (93.92) compared to the control class (61.34). Furthermore, a narrower standard deviation in the experimental cohort indicated a more equitable distribution of skill mastery. The student learning completeness percentage also demonstrated a staggering disparity, with the experimental class reaching 94.33% mastery against the control group's mere 71.66% (p < 0.05). Consequently, the STEM education model serves as a potent pedagogical alternative to address the pervasive deficit in elementary students' mathematical problem-solving. Beyond individual performance metrics, these insights offer a robust framework for educational authorities to design interdisciplinary curricula that effectively bridge abstract mathematical principles with real-world, innovative applications.

Development of a Digital Integrated Science Teaching Module Based on Problem-Based Learning to Enhance Critical Thinking Skills Among Elementary School Students in Grade 3 Indah Wulandari; Arie Rakhmat Riyadi; Asep Saefudin
Widyagogik Vol 14, No 2 (2026): Widyagogik: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v14i2.34058

This study was motivated by students’ lack of critical thinking skills, as well as the introduction of a new curriculum and the Pancasila Student Profile, which necessitate the development of teaching modules to cultivate these skills. Based on this, the study aims to develop a digital IPAS teaching module based on problem-based learning to enhance the critical thinking skills of elementary school students in Phase C. The research method used is the Design and Development method through five stages, namely analyze, design, development, implementation, and evaluation, abbreviated as ADDIE. Data collection techniques were conducted through interviews, validation questionnaires, and tests. The data analysis techniques in this study used qualitative and quantitative data analysis. The subjects of this study were fifth-grade elementary school students. The evaluation results from subject matter experts were 92.2%, media experts 85.4%, and instructional design experts 91.2%, all categorized as “highly suitable.” The product pilot test yielded an average improvement in scores between the pre-test and post-test. Additionally, the N-gain test resulted in a value of 0.93, meeting the criteria for effectiveness. Based on these findings, the digital IPAS teaching module based on Problem-Based Learning is suitable for use and capable of improving the critical thinking skills of elementary school students in Phase C.

MEMBANGUN KARAKTER ANAK MELALUI OLAHRAGA TRADISIONAL: PERSPEKTIF FILSAFAT PENDIDIKAN DI SEKOLAH DASAR Rudy Juli Saputra; Arie Rakhmat Riyadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51073

This article aims to analyze the role of traditional sports as a medium for character formation in elementary school children from the perspective of educational philosophy. The focus of the study is directed at the relationship between physical activity, local wisdom, playing experience, and the internalization of character values. This research uses a qualitative approach with a literature study design and conceptual-philosophical analysis. Data were obtained from journal articles, educational theory books, curriculum documents, and policy sources relevant to physical education, traditional sports, ethnopedagogy, and character education. The analysis was carried out through the stages of source reduction, thematic coding, value categorization, and philosophical synthesis. The results of the study indicate that traditional sports have pedagogical power because they unite the dimensions of body, feeling, reason, sociality, and culture. The literature synthesis revealed five dominant themes, namely character formation (35.0%), local wisdom and culture (22.5%), participation and motor skills (17.5%), pedagogical models (15.0%), and curriculum support (10.0%). The most prominent character values include cooperation/mutual assistance (22.5%), discipline (17.5%), honesty/sportsmanship (15.0%), responsibility (15.0%), self-confidence (12.5%), tolerance (10.0%), and social concern (7.5%). This article offers the ACTIVE CULTURE conceptual model as a framework for learning traditional sports based on experience, reflection, value dialogue, and character assessment

KAJIAN FILOSOFIS ATAS INTEGRASI NILAI QUR’ANI, KEARIFAN LOKAL, LITERASI SAINS DAN KETANGGUHAN PASCAHIDROMETEOROLOGI BERBASIS DIDONG-Q Khairunnisak; Arie Rakhmat Riyadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51327

This article examines the philosophical basis for developing the DIDONG-Q Model in elementary school IPAS learning in the context of Takengon, Central Aceh, a Gayo cultural area that experienced severe hydrometeorological impacts around 26 November 2025, including floods, landslides, interrupted road access, and prolonged electricity disruption in several affected areas. The model is positioned as an early conceptual stage, not as an implemented or empirically tested instructional model. DIDONG-Q integrates Qur’anic values, Gayo Didong local wisdom, scientific literacy, and post-hydrometeorological disaster resilience. Using a conceptual-philosophical approach supported by recent studies and relevant disaster-context documents within the last five years, this article analyzes three philosophical dimensions: ontology, epistemology, and axiology. Ontologically, the model views IPAS learning as a relational educational reality involving students, nature, God, Gayo culture, community, and disaster risk in Takengon. Epistemologically, knowledge in DIDONG-Q is constructed through a dialogue between revelation, scientific inquiry, local experiences of hydrometeorological disasters, cultural expression, and critical reflection. Axiologically, the model is directed toward nurturing scientific literacy, ecological responsibility, spirituality, social solidarity, cultural identity, and resilience among elementary school students. The article argues that DIDONG-Q offers a promising philosophical-pedagogical foundation for contextual IPAS learning in disaster-prone areas of Central Aceh. As this study represents an initial conceptual stage, further research is needed to develop learning syntax, validate instructional instruments, and implement the model empirically in elementary school settings in Takengon.

CODING QURANI BERBASIS BUDAYA SUMANG GAYO: KAJIAN FILOSOFIS INTEGRASI KEARIFAN LOKAL DAN BERPIKIR KOMPUTASIONAL SEBAGAI PENGUATAN KARAKTER RELIGIUS SISWA SEKOLAH DASAR Salpina; Arie Rakhmat Riyadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.52697

The development of 21st-century education requires students to possess computational thinking skills while simultaneously strengthening religious character and preserving local cultural values. However, the implementation of coding education in elementary schools remains predominantly oriented toward cognitive skill development and has not sufficiently integrated religious values and local wisdom. This study aims to formulate the concept of Qur’anic Coding Based on Gayo Sumang Culture as a model for strengthening the religious character of elementary school students through a philosophical educational perspective. This research employed a qualitative approach using a library research method. Data were collected from various literature sources, including books, scholarly articles, research reports, and relevant documents related to computational thinking, religious character education, Gayo Sumang culture, and Islamic educational philosophy. Data were analyzed using a philosophical framework encompassing ontological, epistemological, and axiological perspectives. The findings reveal that Qur’anic Coding Based on Gayo Sumang Culture is an educational concept that integrates Qur’anic values, Gayo Sumang cultural values, and unplugged coding activities within a holistic learning framework. Ontologically, this concept views coding as a means of developing systematic thinking while simultaneously serving as a medium for character formation. Epistemologically, the concept is grounded in the integration of revelation, culture, and modern scientific knowledge. Axiologically, Qur’anic Coding Based on Gayo Sumang Culture contributes to strengthening religious character through the internalization of values such as honesty, discipline, responsibility, politeness, and social awareness. This study proposes a conceptual model that positions Qur’anic values as a spiritual foundation, Gayo Sumang culture as a cultural context, and unplugged coding activities as a medium for value internalization leading to the development of religious character among elementary school students.

LANDASAN FILOSOFIS PENGEMBANGAN MODEL LEARNING CYCLE BERBASIS PERMAINAN DENGAN INTEGRASI ETNOPEDAGOGI ACEH TERHADAP PEMAHAMAN KONSEP SISWA SEKOLAH DASAR Fatma Zuhra; Arie Rakhmat Riyadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55847

Examines the philosophical foundation for developing a game-based learning cycle model integrated with Acehnese ethnopedagogy to improve elementary school students' conceptual understanding. The problem addressed in this study is that elementary learning often remains teacher-centered, abstract, and insufficiently connected to students' cultural background and daily experiences. This study aims to formulate the ontological, epistemological, and axiological foundations of a learning model that combines the learning cycle approach, play-based activities, and Acehnese local wisdom as a source of meaningful learning. This research uses a qualitative conceptual-philosophical method through literature review and critical analysis of recent studies on learning cycle, game-based learning, ethnopedagogy, Acehnese culture, and conceptual understanding in elementary education. The results show that, ontologically, learning is understood as an active and contextual process involving students, games, social interaction, local environment, and Acehnese cultural values. Epistemologically, knowledge is constructed through exploration, concept introduction, concept application, play-based experience, reflection, and interpretation of Acehnese local wisdom. Axiologically, the model is directed toward improving conceptual understanding, increasing learning motivation, strengthening character, preserving Acehnese cultural identity, and creating enjoyable and meaningful learning experiences. Therefore, the proposed model provides a strong philosophical basis for designing innovative, contextual, culturally responsive, and meaningful learning in elementary schools.

Co-Authors A. Suhandi Adelya Shalsa Putri Afifah Agni Muftianti Ahmad Suryadi Alditia, Lalu Muhammad Alya Az Zahra Andhin Dyas Fitriani Ani Hendriani, Ani Anisa Nurul Fadhilah Anita Permatasari Ari A. Magistra Ari Arasy Magistra Aryanti Asep Saefudin Athifah Fauziyyah Aulina Roudlotul Jannah Ayu Fitri Az Zahra, Alya Babang Robandi Bilqis, Agnesti Bunyamin Maftuh Cucun Sutinah Denissa Sri Damayanti Denny Ramadhan Dharma Kesuma Dian Peniasiani Dwidianti, Kania Dyna Hardyanti Sutrisno El-Fadhil, Balqis Maharani Encep Supriatna Ernawulan Syaodih Eroh Rokayah Evi Rahmawati Eviana Hikamudin Fadilah, Dwi Faisal Sadam Murron FAJRIYAH Faradina, Najwa Rika Fatma Zuhra Fauziyyah, Athifah Fia Astri Lani Gifari, Muhammad Rizky Al Ginting, Lea Christina Br Gofur, Ridwan Hafizhotul Millah, Nabila Halimah, Nina Nur Haviz Kurniawan Haviz Kurniawan Hermawan, Ruswandi Heryani, Rina I Gusti Komang Aryaprasta Idat Muqodas Ina Mutmainah Ina Mutmainah Indah Wulandari Indri Olivia Herlina Isah Cahyani Isma Widiaty Jani Nur Rohani Juliati Keisha Aulia Fadhalah Khairunnisak Kurniasih Kurniasih Kurniasih Kurniasih Latifah, Alief Ya Nur Lugina, Tiana Dara M. Solehuddin Magistra, Ari Arasy Maharani, Lily Mai Rosalli Matondang Maulida, Aya Shofia Maulida, Neni Maulidah, Neni Medita Ayu Wulandari Miftakhuddin, M Mufidah, Zalfa Muhdiati, Siti Muslimah, Revi N. D. Shiera Najwa Rika Faradina Nana Jumhana Neni Maulida Neni Maulidah Neni Maulidah Nisa Saumarwah Nisa Saumarwah Nugrahaeni, Renny Nur DS, Yulistina Nur Ristiya Taslyma Nurhidayah, Wida Nurul fadillah, Nurul Nurussaadah, Thiani Nurussakinah, Thiana Prana Dwija Iswara, Prana Dwija Prisilia, Sindi Regina Pupun Nuryani Rahmania Mutiara Sari Ridhlah, Nazfa Laila Riyadi, Diki Rostiana, Nina Rudy Juli Saputra Ruqoyyah, Siti Saefudin, Asep Safarandes Asmara, Andes Salpina Sa’ud, Udin Syaefudin Sendi Fauzi Giwangsa Setiawan, Dadan Shindy Khalia Sholihat, Nawaina Pitria Siti Resmi Sahara Siti Ruqoyyah Sutinah, Cucun Syaripudin, Tatang Tatang Syaripudin Tauritsul Ajyali Teguh Ibrahim Tiana Dara Lugina Turmudi Tutiareni, Teni Udin Syaefudin Saud, Udin Syaefudin Umrotullatifah, Nurul Wahyu Sopandi Wawang Nurfalah Wulandari, Medita Ayu Yohanes Surya Yohanes Surya Yulianti Fitriani

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