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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT al-Aulad: Journal of Islamic Primary Education Bada'a: Jurnal Ilmiah Pendidikan Dasar Budimas : Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Pedagogy : Jurnal Pendidikan Matematika Jurnal Islam Nusantara Priviet Social Sciences Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran Jurnal Bersama Ilmu Pendidikan Edukatif Jurnal Ilmiah Pendidikan Citra Bakti
Idham Kholid
Institut Miftahul Huda Subang
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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DESAIN PEMBELAJARAN UNTUK MISKONSEPSI PECAHAN PADA SISWA SEKOLAH DASAR: SEBUAH SYSTEMATIC LITERATURE REVIEW Sunandar; Kholid, Idham; Chandra, Muhamad Raj; Parid, Miptah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, 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.v11i02.42836

Abstract

Fraction misconceptions represent a persistent epistemological obstacle among elementary school students globally and contribute to difficulties in learning mathematics at subsequent educational levels; however, comprehensive syntheses regarding their typologies, causes, and interventions remain limited. This study aims to identify the types of fraction misconceptions, analyze their contributing factors, and synthesize effective pedagogical interventions to remediate these misconceptions among elementary school students. The method employed was a systematic literature review following the PRISMA protocol, encompassing 48 indexed empirical articles published between 2011 and 2025, retrieved from the Scopus, Web of Science, ERIC, and Google Scholar databases. The findings revealed three primary typologies of fraction misconceptions: fundamental concept misconceptions, comparison and ordering misconceptions, and operational misconceptions, with multifactorial causes encompassing epistemological, didactical, and students' personal cognitive factors. Pedagogical interventions proven effective include the use of manipulative media, the Realistic Mathematics Education (RME) approach, cognitive conflict strategies, and the integration of adaptive technology. This study concludes that remediating fraction misconceptions necessitates a holistic approach that simultaneously integrates various intervention strategies, with recommendations for teachers to conduct early diagnosis and for future researchers to develop technology-based diagnostic assessment instruments and longitudinal studies to examine the sustainability of intervention effects.
Peningkatan Hasil Belajar Matematika melalui Penggunaan Media Konkret Berbasis Game Edukasi pada Materi Bangun Datar Siswa Kelas III SDN Sukadami 03 Siti Syaibatul Aslamiyah; Idham Kholid
GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 4 No. 1 (2026): GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran
Publisher : CV. Insight Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58227/gjipp.v4i1.384

Abstract

Penelitian ini dilakukan untuk meningkatkan hasil belajar matematika siswa kelas III SDN Sukadami 03 pada materi bangun datar melalui penggunaan media konkret berbasis game edukasi. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, di mana setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 28 siswa kelas III SDN Sukadami 03. Teknik pengumpulan data meliputi tes, observasi, dan dokumentasi. Data hasil belajar dianalisis secara deskriptif kuantitatif, sedangkan data observasi dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penggunaan media konkret berbasis game edukasi dapat meningkatkan hasil belajar matematika siswa pada materi bangun datar. Peningkatan tersebut terlihat dari nilai rata-rata dan persentase ketuntasan belajar siswa yang mengalami peningkatan pada setiap siklus penelitian. Pada tahap pra-siklus, persentase ketuntasan belajar siswa sebesar 45%, kemudian meningkat menjadi 68% pada siklus I dan mencapai 87% pada siklus II. Selain itu, aktivitas dan keterlibatan siswa selama pembelajaran juga mengalami peningkatan. Berdasarkan hasil penelitian, penggunaan media konkret berbasis game edukasi dapat membantu menciptakan pembelajaran matematika yang lebih aktif, interaktif, dan sesuai dengan karakteristik siswa sekolah dasar.
Coherence of Surah Al-‘Alaq Verses and Their Relevance to Modern Literacy Rosihan Anwar; M. Hafiz Fathony; Muhamad Raj Chandra; M. Mahbub Al Basyari; Idham Kholid
JURNAL ISLAM NUSANTARA Vol 9, No 1 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i1.604

Abstract

The digital transformation and paradigm shifts in 21st-century education demand a reinterpretation of the concept of literacy from an Islamic perspective. Surah Al-‘Alaq, as the first revealed chapter, contains fundamental messages related to the activities of reading, thinking, and learning, which carry both spiritual and epistemological values. This study aims to analyze the coherence (munasabah) among the verses in Surah Al-‘Alaq verses 1–5 and to explore their relevance to the concept of modern literacy. The method employed is the Systematic Literature Review (SLR) with a qualitative descriptive approach, involving thematic analysis of 25 sources—consisting of scholarly journals and classical as well as contemporary tafsir—published in the last five years. The findings show that the structure of verses in Surah Al-‘Alaq forms an integrative Qur’anic literacy framework, encompassing spiritual dimensions (reading in the name of God), existential dimensions (awareness of creation), epistemological dimensions (the use of the pen as a symbol of civilization), and transformational dimensions (the process of continuous learning). These values are strongly relevant to modern literacy, such as digital, critical, and ethical literacy. Surah Al-‘Alaq can serve as a foundation for developing an Islamic literacy paradigm that meets contemporary challenges. The implication is that Islamic education needs to design a literacy curriculum that not only focuses on technical skills but also on shaping the spiritual, moral, and intellectual character of learners.
Meningkatkan Berpikir Kritis dan Pemahaman Mendalam Matematika melalui STEM dan Merdeka Belajar: Suatu Tinjauan Sistematis Idham Kholid
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 1 No. 4 (2025): November 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v1i4.342

Abstract

Conventional mathematics education often faces the problem of procedural and abstract learning, which fails to cultivate students' critical thinking and deep conceptual understanding. Coinciding with the implementation of the Merdeka Curriculum, which emphasizes contextual learning and competency development, the Science, Technology, Engineering, and Mathematics (STEM) approach emerges as a potential and synergistic solution. This study aims to investigate the potential of integrating STEM within the Merdeka Belajar framework to enhance deep learning and critical thinking in mathematics through a Systematic Literature Review (SLR). The research method followed the PRISMA protocol, analyzing selected articles from the Scopus, Garuda, and Google Scholar databases published between 2019 and 2024. The synthesis results reveal that STEM learning designs, which position mathematics as a tool for solving authentic problems integrated with the engineering design cycle, effectively create an intrinsic need for students to understand concepts deeply and train their analysis, evaluation, and self-regulation skills. Furthermore, the Merdeka Belajar philosophy provides an ideal structural foundation for STEM implementation through teacher autonomy, a student-centered focus, and authentic assessment. The study concludes that the integration of STEM and the Merdeka Curriculum forms a powerful synergy for transforming mathematics learning. The implication is that teachers need to be empowered to act as collaborative learning designers, while supportive policies such as teacher capacity building and adequate resource allocation are prerequisites for the success of this transformation in the classroom.
Integrasi Pendidikan Karakter dan Kewirausahaan di Sekolah Dasar: Sintesis Pendekatan Kurikuler-Ekstrakurikuler Idham Kholid; Mulhat; Devi Yaniar Wi Hargina
GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 3 No. 2 (2025): GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran
Publisher : CV. Insight Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58227/gjipp.v3i2.321

Abstract

In the context of preparing an outstanding generation for the 21st century, the integration of character education and entrepreneurship in elementary schools has become a crucial strategy, yet its implementation remains suboptimal and fragmented. This study aims to synthesize empirical evidence regarding the models, character values, and determining factors for the success of this integration. Through a Systematic Literature Review with qualitative meta-synthesis of 28 selected articles, the findings reveal that a hybrid approach—combining project-based learning (curricular) with programs such as market day (extracurricular)—proves most effective. This model not only instills instrumental values such as honesty and responsibility but also intrinsic character traits like resilience, with success heavily dependent on teachers' active agency and systemic school support. These findings highlight the need for a paradigm shift toward designing contextual and holistic learning approaches.
The effectiveness of the Project-Based Learning (PjBL) approach in teaching mathematical modeling at the elementary school level: A systematic literature review Idham Kholid
Priviet Social Sciences Journal Vol. 6 No. 4 (2026): April 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v6i4.1341

Abstract

The development of mathematical modeling skills has become a critical competency in the elementary school mathematics curriculum; however, instructional approaches are often abstract and challenging. Project-Based Learning (PjBL) is proposed as a potential pedagogical framework for concretizing the modeling process through authentic projects. This Systematic Literature Review (SLR) aims to synthesize empirical evidence regarding the effectiveness, design, and implementation challenges of PjBL for teaching mathematical modeling in elementary schools. Following the PRISMA protocol, a systematic search was conducted across four databases (Scopus, Web of Science, Garuda, and Google Scholar) for empirical studies from the period 2015-2024, resulting in 17 articles. The synthesis shows that PjBL, when designed with contextual themes and supported by structured teacher scaffolding, effectively enhances both modeling competencies (particularly in problem formulation and validation) and student affective aspects (engagement, motivation, and self-efficacy). The main challenges are time management, student cognitive load, and teacher preparedness. The primary contribution of this review lies in its exclusive and systematic mapping of the convergence between PjBL and mathematical modeling, specifically at the elementary level, offering a holistic analytical framework that integrates cognitive and affective outcomes alongside implementation dimensions. In conclusion, PjBL is a promising approach for mathematical modeling learning in elementary schools, with significant implications for curriculum design, teacher professional development, and authentic-assessment practices. Future research should explore models for teacher development and their effectiveness in more diverse cultural contexts.
Tantangan Dan Strategi Kewirausahaan Mahasiswa Pada Ekonomi Berbasis Inovasi: Penelitian Nur Milla; Adibatul Humairoh; Riska Sonjaya; Titi Herliani; Idham Kholid
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4627

Abstract

This study highlights a strategic issue concerning the challenges and strategic measures of student entrepreneurship within the rapidly evolving innovation-driven economy in the digital era. Although students’ enthusiasm for entrepreneurship continues to increase, several fundamental obstacles persist, including limited access to capital, insufficient managerial experience, weak institutional support, and low innovative capacity among students. The study aims to identify the key challenges encountered and to formulate effective strategies recommended in academic literature to strengthen the entrepreneurial ecosystem among university students. The research employed a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework, involving a systematic analysis of scholarly articles indexed in Scopus, Web of Science, and Google Scholar between 2015 and 2025. The findings indicate that the most effective strategies include the implementation of experiential learning, cross-sector collaboration through the triple helix model, utilization of digital technologies, and the integration of mentoring programs and business networking reinforcement. Conceptually, the study affirms that the success of student entrepreneurship is strongly influenced by an innovative ecosystem supported by universities, industry, and government. The conclusions suggest that a systemic and collaborative approach is required to address the multidimensional challenges faced by student entrepreneurs. In terms of practical implications, the study underscores the need for higher education policy reform and the strengthening of universities’ roles as innovation catalysts to foster a generation of young entrepreneurs who are adaptive, creative, and competitive within a knowledge-based economy.
Co-Authors Adibatul Humairoh Ahmad Fauzan Al Basyari, M. Mahbub Chandra, Muhamad Raj Chindi Ramadani Dede Rohaniawati, Dede Devi Yaniar Wi Hargina Fahriz Rizaldi Alqosimi Fathony, M. Hafiz Febriana, Helliansyah Iya Najiatul Kamila Khoerul Anam Linda Lestari M. Alwi Abdul Aziz M. Hafiz Fathony M. Mahbub Al Basyari M. Mahbub Al Basyari Muhamad Chaerul Sukardi Muhamad Raj Chandra Mulhat Mulhat Nazwa Khoirotunnisa Nisa Mudrika Nugraha Nur Milla NURHADI Nurhadi nurhadi, hafidin Rahayu, Rizqi Rahman, Andi Yuli Rina Rosiana Riska Sonjaya Rosihan Anwar Rosihan Anwar, Rosihan Saadiah, Halimah Saman, Saman Siti Syaibatul Aslamiyah Suimah, Ida Sunandar Titi Herliani