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Penerapan Model Pembelajaran Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa di Kelas V SDN 32 Ampenan Tahun Pelajaran 2024/2025 Rizkia, Dinda; Ruqoiyyah, Siti; Afifurrahman, Afifurrahman
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3286

Kemampuan pemecahan masalah matematis adalah salah satu kemampuan yang harus dimiliki oleh siswa. Penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah matematis siswa di kelas V SDN 32 Ampenan dengan menerapan model Problem Based Learning. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari empat tahap yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Hasil penelitian mengindikasi adanya peningkatan kemampuan pemecahan masalah matematis siswa dengan diterapkannya model pembelajaran Problem Based Learning. Pada siklus I aktivitas guru memperoleh 61,76% terlaksana cukup baik, sedangkan siklus II memperoleh 91,17% terlaksana sangat baik. Pada aktivitas siswa siklus I memperoleh 55% terlaksana kurang baik dan siklus II memperoleh persentase 86,66% terlaksana sangat baik. Selain itu diperkuat dengan hasil tes kemampuan pemecahan masalah matematis pada siklus I persentase ketuntasan klasikal sebesar 66% dengan kategori kurang, sementara pada siklus II terjadi peningkatan menjadi 86% kategori sangat baik. Dari hasil penelitian tersebut, dapat disimpulkan bahwa penerapan model pembelajaran Problem Based Learning dapat meningkatkan kemampuan pemecahan masalah matematis siswa di kelas V SDN 32 Ampenan.

KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH DASAR MENURUT TEORI POLYA Ruqoiyyah, Siti; Muammar; Wilujeng, Hestu
Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains Vol 8 No 2 (2023)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/ibriez.v8i2.420

This research aims to analyze elementary school students' mathematical problem-solving abilities according to Polya Theory. This research combines the Concurrent Triangulation type, which combines qualitative and quantitative research methods simultaneously, both in data collection and analysis. Data was collected using tests, interviews and documentation. The subjects of this research were 25 grade IV students at MI Qubbataul Islam. Quantitative data was analyzed using quantitative descriptive, and qualitative data was analyzed using the Miles and Huberman interactive model. Test the validity of quantitative data, test students' mathematical problem-solving abilities using the Product Moment Correlation validity test and test reliability using Cronbach's Alpha. Qualitative data validity techniques were tested using triangulation and reference adequacy. The research results show that students' mathematical problem-solving abilities are still in the medium category, with 8% having mathematical problem-solving skills in the high class, 80% in the medium category, and 12% in the low sort.

Implementing the Teaching at the Right Level (TaRL) Approach to Improve Elementary Students' Initial Reading Skills Muammar, Muammar; Ruqoiyyah, Siti; Ningsih, Nining Surya
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8989

This research was motivated by students' low initial reading skills in Class I MIN 1 Mataram City. Of the 130 students, 38 students could not read at the initial. This research aims to improve students' initial reading skills by implementing the Teaching at the Right Level (TaRL) Approach Assisted by Inovasi Materials in Class I MIN 1 Mataram City. This type of research is classroom action research (CAR). The research setting is at MIN 1 Mataram City. The study aims to improve students' initial reading skills through the TaRL Approach. The research was carried out in two cycles, which included four stages: planning, implementing and observing, evaluating, and reflecting. The research instruments used were interviews, observations, tests, and documentation. Data analysis was carried out qualitatively and quantitatively. The success of this research is if student activity is at least in the active category and students' initial reading ability is at least 85% of students get a score of 70. The research results show that implementing the Teaching at the Right Level (TaRL) approach assisted by Inovasi Materials can improve students' initial reading ability in Class I MIN 1 City of Mataram. This can be seen from the evaluation results that can be seen from the average value of Cycle I, 66 to 81.36 in Cycle II. Then, the number of students who completed was seen from 20 students in Cycle I to 33 students in Cycle II, or it could be interpreted that the percentage in Cycle I was 52.63%, increasing to 86.84% in Cycle II.

Strengthening the capacity of elementary school teachers in designing deep learning at Madrasah Ibtidaiyah Lombok Islamic School and Nahdlatul Wathan Lingsar Muammar; Ruqoiyyah, Siti; Mujahidah, Siti; Fiqri, M. Zaenul
Transformasi: Jurnal Pengabdian Masyarakat Vol. 21 No. 2 (2025): Transformasi Desember
Publisher : LP2M Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/transformasi.v21i2.14526

[Bahasa]: Pengabdian kepada masyarakat ini dilatarbelakangi oleh tantangan pendidikan abad ke-21 yang ditandai oleh perubahan cepat, ketidakpastian, dan kompleksitas yang menuntut guru mampu merancang pembelajaran yang bermakna dan berorientasi pada pemahaman mendalam siswa. Observasi awal di MI Lombok Islamic School dan MI NW Lingsar menunjukkan bahwa guru masih cenderung menggunakan pendekatan pembelajaran yang berorientasi pada penyampaian materi dan belum optimal dalam menyusun perangkat ajar yang berbasis pembelajaran mendalam sesuai Kurikulum Merdeka. Kegiatan ini bertujuan meningkatkan kompetensi guru dalam memahami, merancang, dan menerapkan pembelajaran mendalam yang inovatif, kontekstual, dan berpusat pada perkembangan berpikir siswa. Pengabdian ini dilaksanakan menggunakan metode kolaboratif-partisipatif. Metode ini melibatkan guru secara aktif sebagai mitra setara dalam seluruh tahapan kegiatan melalui asesmen kebutuhan, lokakarya intensif, pendampingan penyusunan perangkat ajar, praktik mengajar terbimbing, serta diskusi keilmuan berbasis komunitas belajar, sehingga terjadi proses pemberdayaan sekaligus transfer keahlian yang relevan. Hasil evaluasi menunjukkan adanya peningkatan pemahaman guru terhadap konsep dan strategi pembelajaran mendalam, perbaikan signifikan dalam kualitas perangkat ajar, serta meningkatnya kepercayaan diri guru dalam menerapkan asesmen autentik dan aktivitas belajar yang mendorong berpikir tingkat tinggi. Kegiatan ini memiliki kontribusi terhadap penguatan kapasitas pedagogik guru di MI Lombok Islamic School dan MI NW Lingsar dan menjadi fondasi penting bagi keberlanjutan transformasi pembelajaran berbasis Kurikulum Merdeka di Kabupaten Lombok Barat. Kata Kunci: penguatan kapasitas, guru sekolah dasar, pembelajaran mendalam [English]: This Community Service initiative is motivated by the challenges of 21st-century education, characterized by rapid change, uncertainty, and complexity, which require teachers to design meaningful learning experiences that foster students' deep understanding. Initial observations at MI Lombok Islamic School and MI NW Lingsar indicate that teachers still tend to use a delivery-oriented learning approach and are not yet optimal in developing in-depth learning-based teaching materials in accordance with the Independent Curriculum. This activity aims to improve teacher competency in understanding, designing, and implementing innovative, contextual, and in-depth learning that focuses on students' thinking development. This community service initiative is implemented through a collaborative, participatory approach. This method actively involves teachers as equal partners at all stages of the activity through needs assessments, intensive workshops, mentoring in developing teaching materials, guided teaching practices, and community-based scientific discussions, resulting in empowerment and the transfer of relevant skills. Evaluation results indicate increased teacher understanding of in-depth learning concepts and strategies, significant improvements in the quality of teaching materials, and increased teacher confidence in implementing authentic assessments and learning activities that encourage higher-order thinking. This activity contributes to strengthening the pedagogical capacity of teachers at MI Lombok Islamic School and MI NW Lingsar, becoming an essential foundation for the sustainability of the Independent Curriculum-based learning transformation in West Lombok Regency. Keywords: strengthening the competence, elementary school teachers, deep learning

PENGARUH MEDIA AUGMENTED REALITY BERBANTU ASSEMBLR EDU TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA DI KELAS IV SDN PEMEPEK TAHUN AJARAN 2025-2026 Dian Mekhrani; Alwan Mahsul; Siti Ruqoiyyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45803

This study aims to determine the effect of augmented reality media assisted by assemblr edu on students’s understanding of mathematical concepts in fourth grade at SDN Pemepek on solid geometry material. This study employed a quantitative approach with a quasi-experimental research design. The sample was selected using a saturated sampling technique, consisting of two classes, namely class IV A as the experimental class and class IV B as the control class. Data were collected through tests and observations. Observations were conducted using observation sheets, while the tests consisted of pretest and posttest designed to measure seven indicators of conceptual understanding. The results showed that the mean score of the experimental class (76.90) was higher than that of the control class (68.07). Based on hypothesis testing using an independent sample t-test, the p-value obtained was 0.021 < 0.05; therefore, Ha was accepted. These findings indicate that the implementation of Augmented Reality media assisted by Assemblr Edu has a significant effect and provides a strong positive impact on students’ understanding of mathematical concepts.

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) MATEMATIKA BERBASIS CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATERI PENGENALAN BANGUN DATAR KELAS I SDN 26 CAKRANEGARA TAHUN AJARAN 2025/2026 Yuliatin, Yumni; Ramli; Ruqoiyyah, Siti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48110

This research was motivated by the lack of innovative and engaging mathematics teaching materials, especially on the topic of plane shapes in Grade I at SDN 26 Cakranegara. This study aimed to determine the validity and practicality of the Contextual Teaching and Learning (CTL)-based student Worksheet (LKPD) on plane shapes for Grade I students based on validation questionnaires from media experts, material experts, teachers, and students. This study used the Research and Development (R&D) method with the 4D model consisting of define, design, develop, and disseminate. However, the research was limited to the develop stage. Data collection techniques included interviews, questionnaires, and documentation. The instruments consisted of interview guidelines and questinnaires, including media expert validation sheets, material expert validation sheets, and teacher and student response questionnaires. The data were analyzed using qualitative and quantitative analysis. Qualitative data were obtained from comments and suggestions of validators, while quantitative data were obtained from questionnaire scores. The results showed that the CTL-based LKPD obtained a media expert validation score of 95% and a material expert validation score of 86.67%, both categorized as very valid. In addition, the teacher response score reached 89.33% and the student response score reached 95.40%, both categorized as very practical. Therefore, the CTL-based LKPD was declared feasible and practical to be used as teaching material on plane shapes for Grade I elementary school students.

Penerapan Model Pembelajaran Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa di Kelas V SDN 32 Ampenan Tahun Pelajaran 2024/2025 Dinda Rizkia; Siti Ruqoiyyah; Afifurrahman Afifurrahman
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3286

Kemampuan pemecahan masalah matematis adalah salah satu kemampuan yang harus dimiliki oleh siswa. Penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah matematis siswa di kelas V SDN 32 Ampenan dengan menerapan model Problem Based Learning. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari empat tahap yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Hasil penelitian mengindikasi adanya peningkatan kemampuan pemecahan masalah matematis siswa dengan diterapkannya model pembelajaran Problem Based Learning. Pada siklus I aktivitas guru memperoleh 61,76% terlaksana cukup baik, sedangkan siklus II memperoleh 91,17% terlaksana sangat baik. Pada aktivitas siswa siklus I memperoleh 55% terlaksana kurang baik dan siklus II memperoleh persentase 86,66% terlaksana sangat baik. Selain itu diperkuat dengan hasil tes kemampuan pemecahan masalah matematis pada siklus I persentase ketuntasan klasikal sebesar 66% dengan kategori kurang, sementara pada siklus II terjadi peningkatan menjadi 86% kategori sangat baik. Dari hasil penelitian tersebut, dapat disimpulkan bahwa penerapan model pembelajaran Problem Based Learning dapat meningkatkan kemampuan pemecahan masalah matematis siswa di kelas V SDN 32 Ampenan.

The Development of Student Worksheets (LKPD) Based on Higher Order Thinking Skill (HOTS) with Nuance of Numeracy Literacy in Mathematics Subjects for Elementary School Class V Students Paula Anastasha; Muammar; Siti Ruqoiyyah
Absis: Mathematics Education Journal Vol 8 No 1 (2026): Mei 2026
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v8i1.8123

This study is motivated by the low level of students’ numeracy literacy skills and the suboptimal use of instructional materials that facilitate higher-order thinking skills in elementary mathematics learning. Teacher-centered learning practices tend to limit students’ active participation and hinder their ability to solve contextual problems. This study aims to develop a Student Worksheet (LKPD) based on Higher Order Thinking Skills (HOTS) with a numeracy literacy orientation on plane geometry material that meets the criteria of validity and practicality. This research employed a Research and Development (R&D) approach using the 4-D model, which includes the stages of define, design, develop, and disseminate. The subjects of this study were fifth-grade students of SDN 3 Golong. Data were collected through expert validation sheets for content and media, as well as questionnaires on students’ and teachers’ responses. The results indicate that the developed LKPD has good feasibility, with a material expert validation score of 73% (feasible) and a media expert validation score of 91% (very feasible). Furthermore, the practicality level is categorized as practical, as indicated by small group trials (77%), large group trials (81%), and teacher responses (75%). Therefore, the HOTS-based LKPD with numeracy literacy nuance is considered valid and practical to be used as instructional material in elementary mathematics learning and contributes to improving contextual and meaningful learning quality.

Pengaruh Penggunaan Model Pembelajaran Auditory Intellectually Repetition (AIR) terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas IV di MI NW Karang Bata Tahun Pelajaran 2025/2026 Winike Sabrina; Djuita Hidayati; Siti Ruqoiyyah
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1962

This research is motivated by observations and interviews with teachers at MI NW Karang Bata, which showed that most students experienced difficulties in understanding story problems, determining solution steps, and selecting the correct arithmetic operations. Furthermore, students tended to be less active in the learning process and still required teacher guidance. Therefore, a learning model capable of actively engaging students in learning activities is needed, one of which is the Auditory Intellectually Repetition (AIR) learning model. This study aimed to determine the effect of using the Auditory Intellectually Repetition (AIR) learning model on the mathematical problem-solving abilities of fourth-grade students at MI NW Karang Bata in the 2025/2026 academic year. This study used a quantitative approach with a quasi-experimental design and a non-equivalent control group design. The study population was 39 fourth-grade students at MI NW Karang Bata. The sampling technique used saturated sampling, so the entire population served as the research sample. The research sample consisted of 21 students from class IV A as the experimental class and 18 students from class IV B as the control class. Data collection techniques were conducted through tests and documentation. The research instruments consisted of pre-test and post-test essay questions that had been tested for validity, reliability, difficulty level, and discriminatory power. Data analysis was conducted using descriptive statistics, followed by normality tests, homogeneity tests, and hypothesis testing using an independent sample t-test using the JASP application. The results showed that the Auditory Intellectually Repetition (AIR) learning model had a significant effect on students' mathematical problem-solving abilities. This was evidenced by the results of the hypothesis test, which obtained a p-value of 0.001 < 0.05, thus rejecting H₀ and accepting Ha₀. Furthermore, the average score of the experimental class was higher than that of the control class, at 79.29, compared to 64.44 for the control class. Thus, the AIR learning model is effective in improving students' mathematical problem-solving abilities.

PENGEMBANGAN MEDIA POP-UP BOOK BERBASIS PEMAHAMAN KONSEP DASAR MATEMATIS PADA MATERI SIFAT-SIFAT BANGUN RUANG KELAS V Khusnul Khatimah; Siti Ruqoiyyah; Ramdhani Sucilestari
EBTIDA': Jurnal Pendidikan Dasar Islam Vol 6 No 1 (2026): June 2026
Publisher : Universitas Islam Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/ebtida.v6i1.9847

Penelitian pengembangan ini bertujuan untuk mengembangkan, menguji kelayakan, serta mengetahui respon pengguna dan efektivitas media Pop-Up Book berbasis pemahaman konsep dasar matematis pada materi sifat-sifat bangun ruang kelas V di SDI Al-Ma’arif Bat Eat. Penelitian ini menggunakan model pengembangan 4D (Define, Design, Develop, Disseminate). Data dikumpulkan melalui instrumen validasi, angket respon, dan tes hasil belajar. Hasil validasi menggunakan rumus Aiken’s V menunjukkan media sangat layak dengan skor ahli materi (0,95), ahli media (0,90), dan ahli bahasa (0,93). Tingkat kepraktisan media mencapai 95,45% menurut respon guru dan 96,97% menurut respon siswa. Hasil uji efektivitas menunjukkan peningkatan signifikan pada pemahaman konsep siswa dengan nilai uji Wilcoxon 0,000 < 0,05 dan perolehan skor N-Gain 0,72 (kategori efektif).

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