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All Journal Journal of Science Education Research JPDI (Jurnal Pendidikan Dasar Indonesia) Jurnal Paedagogy Bima Abdi: Jurnal Pengabdian Masyarakat Journal of Innovation and Research in Primary Education Proceeding of International Conference on Science, Education, and Technology JURNAL ILMIAH PENELITIAN MAHASISWA Elementary School Teacher Advance Sustainable Science, Engineering and Technology (ASSET) Pedagogy Review
Noening Andrijati
Universitas Negeri Semarang
Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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The Effectiveness of the Joyful Learning Approach Assisted by Instructional Media on Elementary School Students’ Mathematics Learning Outcomes: A Systematic Review (2019–2025) Putri Septa Cahyani; Noening Andrijati; Nuni Widiarti; Arif Widiyatmoko
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2913

Abstract

This study aims to analyze the effectiveness of the joyful learning approach combined with instructional media in improving Mathematics learning outcomes among fifth-grade elementary school students. The review was conducted using the Systematic Literature Review (SLR) method. Data sources were collected by searching documentation and reviewing all articles relevant to the keywords “joyful learning,” “instructional media,” “mathematics,” and “fifth grade.” The findings indicate that the implementation of joyful learning consistently provides a positive impact on the improvement of Mathematics learning outcomes among fifth-grade students. This approach is able to create an enjoyable, interactive, and meaningful learning atmosphere, thereby increasing students’ motivation, participation, and conceptual understanding. The use of instructional media—whether concrete, digital, or game-based—reinforces the effectiveness of joyful learning by providing varied learning experiences aligned with students’ developmental characteristics. Based on the findings, the majority of studies conclude that the combination of joyful learning and instructional media is effective for implementation in Mathematics learning to improve fifth-grade students’ learning outcomes. Thus, it can be concluded that the joyful learning approach supported by instructional media is an innovative strategy worthy of application in fifth-grade Mathematics instruction at the elementary school level
Google Sites-Assisted Discovery Learning in Primary Mathematics and Its Effect on Students’ Problem-Solving Ability in Factors and Multiples Putri Maharani; Noening Andrijati
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20409

Abstract

This study aims to examine students’ mathematical problem-solving skills and determine the effect and contribution of implementing the Discovery Learning model supported by Google Sites on the topics of Greatest Common Divisor (GCD) and Least Common Multiple (LCM) among fourth-grade students at SDN 2 Jampiroso. This research employed a quantitative quasi-experimental method using a non-equivalent control group design, involving 25 students in the experimental class and 28 students in the control class. The research instruments consisted of descriptive problem-solving tests (pretest and posttest) that had been validated and tested for reliability, as well as a problem-solving ability questionnaire. Data analysis was conducted using normality tests, homogeneity tests, the Independent Samples t-test, and N-Gain analysis with the assistance of SPSS version 27. The results showed that students in the experimental class achieved higher problem-solving skills than those in the control class, with mean posttest scores of 79.33 and 71.54, respectively. The t-test results indicated a calculated t-value of 2.198, which exceeded the critical t-value of 2.007 (df = 51). Furthermore, the significance value (two-tailed) was 0.033 < 0.05, indicating a statistically significant difference between the two groups. The N-Gain score of 56.71% was categorized as moderate, indicating that the implemented learning model had a moderate level of effectiveness. This finding was supported by the questionnaire results, which obtained an average score of 83.31, categorized as very good. Therefore, the Discovery Learning model supported by Google Sites effectively enhances students’ mathematical problem-solving skills and provides a more interactive, technology-integrated learning experience that can support teachers and curriculum developers in the digital era.
Pengalaman Guru IPA Menilai Literasi Sains Dalam Kurikulum Merdeka: Tantangan dan Kebutuhan Shanti Damayanti; Noening Andrijati; Deni Setiawan
JURNAL ILMIAH PENELITIAN MAHASISWA Vol 4 No 4 (2026): Agustus
Publisher : Kampus Akademik Publiser

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jipm.v4i4.2628

Abstract

Literasi sains merupakan salah satu kompetensi penting yang perlu dikembangkan melalui implementasi Kurikulum Merdeka. Namun, kompleksitas literasi sains menuntut guru untuk menggunakan asesmen yang mampu mengukur kemampuan peserta didik secara autentik dan kontekstual. Penelitian ini bertujuan untuk mengeksplorasi pengalaman guru IPA dalam menilai literasi sains pada implementasi Kurikulum Merdeka, termasuk praktik penilaian yang dilakukan, tantangan yang dihadapi, serta kebutuhan guru dalam mengembangkan asesmen literasi sains. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi. Partisipan penelitian terdiri atas tiga guru IPA SMP yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa guru memaknai literasi sains sebagai kemampuan peserta didik dalam menerapkan konsep-konsep sains untuk menjelaskan fenomena, mengambil keputusan berdasarkan bukti, dan memecahkan masalah dalam kehidupan sehari-hari. Praktik penilaian yang digunakan meliputi tes tertulis, praktikum, proyek, presentasi, dan pembelajaran berbasis masalah. Meskipun demikian, guru masih menghadapi berbagai tantangan, seperti keterbatasan waktu, keragaman karakteristik siswa, serta kesulitan dalam menyusun instrumen dan rubrik penilaian yang mampu mengukur literasi sains secara komprehensif. Penelitian ini juga menemukan bahwa guru membutuhkan pelatihan, contoh instrumen, dan panduan pengembangan asesmen autentik yang sesuai dengan karakteristik peserta didik. Penelitian ini menyimpulkan bahwa penilaian literasi sains pada implementasi Kurikulum Merdeka telah mulai diterapkan melalui berbagai bentuk asesmen autentik, tetapi masih memerlukan dukungan yang lebih sistematis untuk meningkatkan kualitas pelaksanaannya. Temuan penelitian diharapkan dapat menjadi dasar bagi pengembangan asesmen literasi sains yang lebih kontekstual dan efektif di sekolah.
Pengembangan Instrumen Kepemimpinan Transformasional, Budaya Sekolah, Kompetensi Pedagogik, dan Kinerja Guru SD Icha Biassari; Noening Andrijati; Endang Susilaningsih; Wiwi Isnaeni
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i3.4947

Abstract

Kinerja guru sekolah dasar dipengaruhi oleh berbagai faktor, diantaranya kepemimpinan kepala sekolah, budaya sekolah, dan kompetensi pedagogik guru. Namun demikian, instrumen pengukuran yang valid dan reliabel untuk menilai keempat konstruk tersebut secara terpadu pada jenjang sekolah dasar masih terbatas, mengingat sebagian besar instrumen yang tersedia dikembangkan untuk konteks pendidikan menengah atau organisasi pada umumnya. Penelitian ini bertujuan untuk mengembangkan dan menguji validitas serta reliabilitas instrumen kepemimpinan transformasional, budaya sekolah, kompetensi pedagogik, dan kinerja guru pada jenjang sekolah dasar. Penelitian ini menggunakan metode survei deskriptif kuantitatif dengan instrumen penelitian berupa angket berskala likert 1-5. Angket tersebut memuat 66 item pernyataan yang mencakup empat variabel yaitu 12 item kepemimpinan transformasional, 18 item budaya sekolah, 21 item kompetensi pedagogik, dan 15 item kinerja guru. Penelitian ini menggunakan quota sampling untuk memilih 30 pendidik dari gugus 3 Kecamatan Kesamben, Kabupaten Blitar. Dengan Cronbach’s Alpha sebesar 0,759 - 0,908, pernyataan instrumen tersebut valid dan dapat dipercaya sesuai dengan temuan penelitian. Hasil uji validitas menunjukkan korelasi antarvariabel yang tinggi (0,955–0,995), yang menunjukkan bahwa keempat konstruk saling berkaitan erat. Statistik deskriptif menunjukkan skor rata-rata keempat variabel berkisar antara 26,45 hingga 26,79 dari rentang skor 6–30, yang mengindikasikan persepsi positif guru terhadap kepemimpinan transformasional, budaya sekolah, kompetensi pedagogik, dan kinerja guru. Instrumen yang dikembangkan diharapkan dapat digunakan sebagai alat evaluasi yang efektif bagi kepala sekolah, pengawas pendidikan, dan peneliti lainnya.
Pengaruh Gaya Belajar dan Kemampuan Berhitung Dasar terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas IV SDN se Gugus RA Kartini Kabupaten Pati Ilya Ni&#039;matuzzahro; Noening Andrijati
JPDI (Jurnal Pendidikan Dasar Indonesia) Vol 10, No 3 (2025): VOLUME 10 NUMBER 3 SEPTEMBER 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpdi.v10i3.6928

Abstract

This study aims to: 1) Examine the influence of learning styles on students' problem-solving abilities in mathematics, 2) Investigate the effect of basic calculation skills on mathematical problem-solving abilities, and 3) Obtain information on the combined effect of both independent variables on the dependent variable. This research employs a quantitative approach with a correlational design (ex post facto). The population and sample consist of all fourth-grade students from SDN in the Gugus RA Kartini, Kabupaten Pati, totaling 99 students. Data collection techniques include tests, interviews, questionnaires, observations, and documentation. Data analysis is conducted through prerequisite analysis and final data analysis. Based on the research findings, it can be said that: 1) Learning styles have a big impact on students' ability to solve mathematical problems; 2) Basic calculation skills have a big impact on students' ability to solve mathematical problems; 3) Students' ability to solve mathematical problems is significantly impacted by both learning methods and fundamental calculating capabilities with a contribution of variables X1 and X2 to Y of 55.9%.The results align with existing theories that learning styles and basic calculation skills impact students' mathematical problem-solving abilities. Future research is expected to further develop this study by exploring other factors related to students' mathematical problem-solving skills.
Technology-Enhanced Project-Based Learning for Developing Numeracy Skills in Elementary Education: A Systematic Literature Review Dhina Cahya Rohim; Wardono Wardono; Noening Andrijati
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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

Abstract

Numeracy skills are among the fundamental competencies that need to be developed in elementary school students. With the rapid advancement of digital technology, technology-enhanced Project-Based Learning (PjBL) has emerged as a promising instructional approach to support the development of these skills. This study aims to systematically review existing research on the implementation of technology-enhanced PjBL for developing numeracy skills in elementary education. The study employed a Systematic Literature Review (SLR) methodology following the PRISMA 2020 guidelines. A literature search was conducted in the Scopus database, yielding 623 records. After applying predefined inclusion and exclusion criteria, 23 articles were selected for further analysis. The findings indicate a growing research interest in technology-enhanced PjBL in recent years. The integration of technology within PjBL was found to positively influence students’ numeracy skills, conceptual understanding of mathematics, problem-solving abilities, critical thinking, and learning engagement. However, several challenges remain, including limited technological infrastructure, teachers’ digital competencies, and the management of project-based activities. In conclusion, technology-enhanced PjBL demonstrates significant potential for supporting the development of numeracy skills among elementary school students and warrants further exploration in both educational practice and future research.
Wordwall as An Interactive Media For Science Learning In Primary Schools Literature Study: (2020-2025) Lika Aprilia; Noening Andrijati; Bambang Subali; Nuni Widiarti
Journal of Science Education Research Vol. 10 No. 2 (2026): J. Sc. Edu. Research (In Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/j.sc.edu.research.v10i2.91465

Abstract

This study aims to examine the use of Wordwall as an interactive learning medium in Natural and Social Sciences (IPAS) learning at the primary school level. The research employed a Systematic Literature Review (SLR) design to identify, screen, and synthesize relevant studies published between 2020 and 2025. Articles were retrieved from several academic databases, including Google Scholar, SINTA, DOAJ, and ResearchGate, using the Publish or Perish software. The selection process was conducted based on predefined inclusion criteria focusing on empirical studies related to Wordwall implementation in primary education. A total of 20 studies met the eligibility criteria and were further analyzed. In addition to qualitative synthesis, bibliometric mapping using VOSviewer was conducted to visualize keyword co-occurrence, thematic clusters, and research trends. The findings indicate that most of the reviewed studies report positive associations between the use of Wordwall and increased student motivation, engagement, and conceptual understanding in science-related subjects. However, variations in research design, sample characteristics, and outcome measures were observed across studies. Therefore, the conclusions drawn in this review are limited to the patterns identified in the selected literature. Overall, the results suggest that Wordwall has potential as an interactive digital medium to support primary science learning, while further rigorous empirical studies are recommended to strengthen the evidence base.
Banana Peel-Derived Activated Carbon/MnO₂ Composites for Supercapacitor Electrode Applications Katarina Herwanti; Saptono Nugrohadi; Muhammad Taufiq Anwar; Stanislaus Christo Petra Nugraha; Dail Umamil Asri; Noening Andrijati
Advance Sustainable Science Engineering and Technology Vol. 8 No. 4 (2026): August-October
Publisher : Science and Technology Research Centre Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/asset.v8i4.3992

Abstract

Banana peel waste is an abundant agricultural by-product with high carbon content but remains largely underutilized. This study presents a preliminary investigation into the conversion of banana peel waste into activated carbon and its integration with manganese dioxide (MnO₂) to produce biomass-derived composite electrodes for supercapacitor applications. Activated carbon was prepared by carbonization followed by chemical activation using 30 wt% H₃PO₄, while MnO₂–carbon composites were synthesized hydrothermally at 120 °C for 4 h using different carbon-to-MnO₂ mass ratios. The composites were characterized by Brunauer–Emmett–Teller (BET) analysis, and their electrochemical performance was evaluated by cyclic voltammetry (CV) in a three-electrode system with 6 M KOH electrolyte. Repeated measurements were conducted to improve data reliability. Among the investigated samples, MnO₂–BAC–1 exhibited the highest average specific capacitance of 108.87 F g⁻¹ at a scan rate of 0.05 V s⁻¹, which corresponded to the largest pore volume. Although the present findings are limited to BET and CV analyses, they demonstrate the feasibility of utilizing banana peel waste as a sustainable precursor for MnO₂–carbon composite electrodes and provide a basis for further structural characterization and comprehensive electrochemical evaluation.
PERAN GURU DALAM PENGELOLAAN PEMBELAJARAN DI SEKOLAH DASAR UNTUK MENINGKATKAN KUALITAS PROSES BELAJAR MENGAJAR Noening Andrijati; Nia Wijayanti
Elementary School Teacher Vol. 7 No. 1 (2024): Elementary School Teacher Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/est.v7i1.64448

Abstract

Pengelolaan pembelajaran merupakan faktor penting dalam menciptakan proses belajar yang efektif dan menyenangkan di sekolah dasar. Sejalan dengan perubahan paradigma pendidikan modern, berbagai pendekatan seperti konstruktivisme, humanisme, serta pemanfaatan teknologi pembelajaran memberikan sudut pandang baru mengenai bagaimana peran guru seharusnya di jalankan secara lebih adaptif dan berpusat pada siswa. Artikel ini bertujuan untuk menganalisis peran guru dalam pengelolaan pembelajaran, khususnya bagaimana guru merancang, dan mengevaluasi proses pembelajaran secara efektif, mendeskripsikan kendala apa saja yang dihadapi oleh guru dalam proses belajar mengajar, serta mengidentifikasi strategi yang efektif dalam meningkatkan kualitas proses belajar, terutama di tengah keberagaman karakteristik siswa dan tuntutan kurilum abad ke 21. Penelitian ini menggunakan metode Systematic literatur review dengan pendekatan penelitian sistematis untuk mengumpulkan, menganalisis secara kritis, dan menyajikan temuan dari berbagai sumber literatur relevan guna membangun landasan teori yang komperhensif mengenai peran dan strategi pengelolaan pembelajaran oleh guru Sekolah Dasar. Hasil penelitian menunjukkan bahwa guru memiliki peran penting sebagai perencana, motivator, fasilitator, dan pengelola kelas. Peran tersebut di wujudkan melalui penyusunan perencanaan pembelajaran yang matang dan adaptif, serta penerapan pendekatan demokratis yang paling berpengaruh dan efektif dalam meningkatkan keterlibatan siswa dan menciptakan disiplin yang mendidik. Guru dapat memilih strategi pembelajaran variatif, menciptakan lingkungan fisik dan non-fisik yang kondusif, membangun interaksi positif, serta memberikan penguatan positif. Namun, masih banyak terdapat berbagai tantangan seperti, keterbatasan sarana dan prasarana, kesiapan guru, dan heterogenitas siswa yang membutuhkan pendekatan pembelajaran yang berbeda. Oleh karena itu, peningkatan kompetensi pedagogik, profesional, dan kemampuan adaptasi guru menjadi kunci untuk memastikan proses belajar mengajar di sekolah dasar berlangsung optimal, inklusif, dan relevan dengan perkembangan zaman. Guru yang kompeten mampu mengembangkan pembelajaran sesuai dengan kebutuhan siswa dan mengatasi hambata pembelajaran yang monoton. 
Cognitive Mechanisms Linking Math Anxiety and Mathematical Problem Solving: A Systematic Review Dhina Cahya Rohim; Wardono Wardono; Noening Andrijati; Mohamad Maulana Magiman
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp524-539

Abstract

Mathematics anxiety is related to mathematics performance, but the mechanisms linking it to mathematical problem-solving in elementary school students have not been synthesized in a unified manner. This study aims to analyze the cognitive mechanisms linking math anxiety to mathematical problem-solving in elementary school students, the impact of anxiety on problem-solving processes and outcomes, and the factors influencing this relationship. A Systematic Literature Review method was employed, adhering to PRISMA 2020 guidelines. Searches were conducted via the Scopus database for articles published between 2020 and 2025. Out of 1,203 initial documents, 17 empirical articles met the selection and quality assessment criteria and were subsequently analyzed using narrative synthesis. The results indicate that math anxiety affects problem-solving through interactions among cognitive and emotional processes, including working memory, executive function, attention, mental strategies, perceived difficulty, spatial ability, metacognitive awareness, and resilience. Anxiety disrupts attention, reduces strategy effectiveness, and heightens the perception of difficulty. The magnitude of this impact varies by student characteristics, task demands, and learning context. The relationship between math anxiety and problem-solving is multidimensional; therefore, instruction should strengthen cognitive processes while also helping students manage emotional responses when solving mathematical problems. Keywords: Math anxiety, Cognitive mechanisms, Mathematical problem solving, Elementary school students.
Co-Authors Arif Widiyatmoko, Arif Bambang Subali Dail Umamil Asri DENI SETIAWAN Dhina Cahya Rohim Endang Susilaningsih Icha Biassari Ilya Ni&#039;matuzzahro Katarina Herwanti Lika Aprilia Mohamad Maulana Magiman Muhammad Taufiq Anwar Nia Wijayanti Nuni Widiarti Putri Maharani Putri Septa Cahyani Salsa Risky Eka Palupi Saptono Nugrohadi Shanti Damayanti Stanislaus Christo Petra Nugraha Wardono Wardono Wiwi Isnaeni