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All Journal Jurnal Ilmiah Pendidikan Dasar JURNAL EDUCATION AND DEVELOPMENT Journal Ilmiah Rinjani : Media Informasi Ilmiah Universitas Gunung Rinjani Abdinesia: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Education Research and Technology (IJERT) Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Jurnal Pengabdian Kepada Masyarakat Al-Amin FONDASI: Jurnal Pendidikan Dasar Media Pendidikan Matematika
Trisna Kusuma Wardani
Universitas Nahdlatul Ulama Nusa Tenggara Barat
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Pengaruh model pembelajaran matematika realistik terhadap motivasi dan hasil belajar siswa kelas III SD Aziz, Lalu Abdul; Wardani, Trisna Kusuma; Yuntawati, Yuntawati
Media Pendidikan Matematika Vol. 10 No. 2 (2022)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v10i2.5812

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran matematika realistik terhadap motivasi dan hasil belajar matematika siswa kelas III SDN 6 Cakranegara Tahun Pelajaran 2021/2022. Penelitian ini merupakan penelitian eksperimen jenis quasi experimental dengan tipe penilitan nonequivalent control group design. Populasi penelitian ini seluruh siswa kelas III SDN 6 Cakranegara dengan tehnik pengambilan sampel yaitu sampel jenuh.Teknik Pengumpulan data dalam penelitian ini adalah menggunakan lembar observasi keterlaksanaan pembelajaran, angket dan tes hasil belajar kognitif (post-test). Data hasil observasi keterlaksanaan pembelajaran menggunakan model matematika realistik dianalisis menggunakan analisis deskriptif, yaitu rata-rata keterlaksanaan pembelajaran yang dilaksanakan selama dua kali pertemuan mencapai 94,4% (Sangat Baik). Data hasil belajar dan angket yang sudah didapatkan kemudian dianalisis dengan menguji hipotesis, diperoleh t hitung motivasi sebesar 411,55 dan t hitung hasil belajar sebesar 5,71 dimana t tabel yaitu 1,676 dan dapat dinyatakan kedua t hitung > dari t tabel. Hal ini menunjukakan bahwa Ho ditolak dan Ha diterima, berarti Hipotesis dalam penelitian ini ada pengaruh model pembelajaran matematika terhadap motivasi dan hasil belajar matematika siswa kelas III SDN 6 Cakranegara tahun ajaran 2021/2022 diterima .
Mathematical literacy for slow learners: a review of access and quality of elementary school education Haryadi, Herjan; Hastuti, Woro Sri; Wardani, Trisna Kusuma; Ismafitri, Ruhil
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.245-258

Abstract

The 2030 Sustainable Development Goals (SDGs) on inclusive and equitable quality education have elevated inclusive education to a high priority in a global context. Mathematical literacy is not simply the ability to calculate, but a fundamental competency for individuals to fully participate in a modern, data-driven society. This study aims to analyse the equity and quality of the mathematical literacy learning process for slow-learning students. The research method used is qualitative. The type of research is phenomenological. The qualitative research design consists of three stages: orientation, focused exploration, and data analysis. Data collection techniques include interviews, observation, and documentation. The data analysis technique used is Miles and Huberman's data analysis, which is a systematic and interactive method for analysing qualitative data. The results of this study indicate that schools and curricula are not flexible enough to address the unique needs of each slow-learning student in learning mathematical literacy. This includes modifying the curriculum and learning strategies to suit their individual potential. Schools have not fully provided physical access or safe facilities for slow-learning students. Students tend to adapt to school. Assessments given to slow-learning students in summative assessments tend to be similar to those given to non-slow-learning students. Inhibiting factors include the lack of teacher competency development in assisting slow-learning students and limited facilities and teaching material for slow-learning students.
Co-Authors Akhmad Muzakkir Atmadianti, Widia Aziz, Lalu Abdul Azmussya’ni Baehaqi Dewi Puspita Ningsih Gozi Andika Alvawaz Herjan Haryadi Ismafitri, Ruhil Lalu Moh Yudha Isnaini Mulyan, Andi Qamariah, Qamariah SYAMSUL IRFAN Woro Sri Hastuti Yuntawati, Yuntawati