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All Journal Wahana Matematika dan Sains Jurnal Penelitian dan Pendidikan IPS Jurnal Pendidikan Dasar Nusantara JURNAL IQRA´ Jurnal Penelitian Pendidikan IPA (JPPIPA) Beta: Jurnal Tadris Matematika Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal ABDINUS : Jurnal Pengabdian Nusantara Journal of Classroom Action Research SITTAH: Journal of Primary Education Journal of General Education and Humanities Journal of Innovation and Sustainable Empowerment Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Sistem-Among : Jurnal Pendidikan Sekolah Dasar Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Indonesian Journal of Innovation Multidisipliner Research Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Journal of Research in Instructional Inovasi Kurikulum
Siti Faizah
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Integration of Project-Based STEM Learning in the Meliuk Menerjang Material within the Emancipated Curriculum Mardhatillah; Shirly Rizki Kusumaningrum; Ade Eka Anggraini; Siti Faizah; Muhammad Aidi Noor Ihsan; Lili Kasmini
Jurnal Penelitian Pendidikan IPA Vol 10 No SpecialIssue (2024): Science Education, Ecotourism, Health Science
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10iSpecialIssue.7774

Abstract

This study aims to develop a project-based STEM (Science, Technology, Engineering, and Mathematics) learning tool for the "Meliuk Menerjang" material in the Emancipated Curriculum for grade IV students in Indonesian elementary schools. The objective is to create a tool that is feasible, practical, and effective in improving student learning outcomes. The research employs a Research and Development (R&D) approach, specifically following the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Data was collected through validation from material and design experts, questionnaires, and student performance assessments. The study included 25 students and 20 teachers from various elementary schools in Malang City to identify the needs and effectiveness of the project-based STEM learning model. Data analysis was performed using SPSS for effectiveness analysis and qualitative analysis for feedback and validation results. Findings: The project-based STEM learning model demonstrated high feasibility with significant improvements in students' understanding and skills. Validation results showed that the content was relevant and supportive of STEM skill development. Both teachers and students positively accepted the learning model, indicating increased confidence and motivation. Conclusion: Integrating project-based STEM learning in the Emancipated Curriculum positively impacts student engagement, motivation, and learning outcomes. This approach fosters critical thinking, creativity, and teamwork among elementary students, preparing them for future technological challenges.
The Importance of Understanding Exponent Number Concept in Science Scope: Students' Abstraction Thinking Level in Problem Solving Siti Faizah; Slamet Arifin; Intan Sari Rufiana; Sri Rahayuningsih; Mohammad Yusuf Randy; Nurzatulshima Kamaruddin; Imam Rofiki; Ali Shodikin
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9328

Abstract

Mathematics is closely related to science because both require the ability to analyze, think logically, and systematically to understand. This study explores students' level of abstraction thinking in understanding the concept of exponent numbers and its implementation in science. This research uses a qualitative approach. The subjects in this study were students of the master's program in basic education. The data collection techniques used were tests and interviews. The results showed differences in identifying exponent numbers in low and high abstraction level students. Low abstraction level students perform problem-solving stages, such as identifying and writing down every information listed in the problem, using mathematical symbolization, performing number operations according to problem understanding, and checking again. Meanwhile, high abstraction level students performed problem-solving stages, such as identifying every piece of information in the problem without writing it on the worksheet, not writing the results of their understanding explicitly on the worksheet, not writing explicitly the model to be used, performing number operations without paying attention to the type of number because they already understood and they made a conclusion. Both level students applied the concept of exponent numbers in science for writing units and density.
An Analysis of Students' Understanding of Multiplication and Division Concepts Using HOTS Questions in Terms of APOS Theory Siti Faizah; Wan Marzuki Wan Jaafar; Sri Rahayuningsih; Slamet Arifin; Siti Mas’ula; Kaisra Alfikri Islami; Sijah Mariani; Sudirman Sudirman
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6397

Abstract

Understanding concepts in mathematics is a very important ability. Because almost all activities in everyday life are related to mathematics. This study aims to explore fourth grade elementary students' understanding of the concepts of multiplication and division using HOTS questions in terms of APOS theory. This type of research is qualitative using an explorative descriptive approach. The research subjects were 6 students who had been selected based on the criteria of high, medium and low scores. Data collection techniques in the study used interviews, tests and documentation. From the results of the study it was found that students' understanding of concepts related to multiplication and division using HOTS questions in terms of APOS theory experienced significant differences. Students with high concept understanding criteria are able to reach the schema stage. Students with moderate concept understanding, still find it difficult at the process stage to the scheme. This is because these students have not been able to identify the type of problem included in the multiplication or division problem. Meanwhile, students in the low category have not been able to reach the action stage. Students who fall into this low category find it difficult when distinguishing which ones include multiplication problems and which ones include division problems, so that at the action stage they are unable to write what is known, asked until the answer. This is a serious concern for all of us to continue to pay attention to the continuity of learning, especially mathematics on multiplication and division material. For educators, this study highlights the importance of explicitly teaching problem structures, operation identification, and meaning-making in context. For curriculum developers, integrating APOS-informed tasks into learning materials and assessments could enhance conceptual understanding from early grade.
Program Peningkatan Technological Knowledge Guru Melalui Pelatihan Coding Dasar Berbantuan AI Slamet Arifin; Aynin Mashfufah; Siti Faizah
Journal of Innovation and Sustainable Empowerment Vol. 5 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jise.v5i1.171

Abstract

Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan technological knowledge (TK) guru Sekolah Laboratorium Universitas Negeri Malang (UM) Kota Blitar melalui pelatihan coding dasar berbantuan kecerdasan buatan (AI). Selain itu, program ini juga bertujuan menghasilkan media pembelajaran berbasis web dalam bentuk digital simulation inovatif yang dikembangkan secara mandiri oleh guru peserta. Kegiatan diikuti oleh 20 guru sekolah dasar yang tergabung dalam Sekolah Laboratorium UM Kota Blitar. Metode pelaksanaan menggunakan pendekatan participatory training, yang mengintegrasikan kegiatan pelatihan, pendampingan praktik, dan refleksi hasil karya. Tahapan kegiatan meliputi: (1) identifikasi kebutuhan dan kemampuan awal guru dalam pemanfaatan teknologi; (2) pelatihan dasar coding menggunakan platform berbasis AI; (3) pendampingan pengembangan media pembelajaran digital berbentuk simulasi interaktif; dan (4) evaluasi hasil dan umpan balik. Hasil kegiatan menunjukkan peningkatan signifikan pada aspek technological knowledge guru, yang tampak dari kemampuan mereka dalam mengintegrasikan elemen coding dan AI ke dalam media pembelajaran. Selain itu, para guru berhasil menghasilkan berbagai produk simulasi pembelajaran berbasis web yang inovatif dan kontekstual dengan kebutuhan pembelajaran di sekolah dasar. Program ini menunjukkan bahwa pelatihan coding dasar berbantuan AI dapat menjadi strategi efektif dalam memperkuat literasi teknologi dan kreativitas guru sekolah dasar di era digital.
Mengintegrasikan Kearifan Lokal ke dalam Pembentukan Karakter Akademik Siswa melalui Pembelajaran Ilmu Sosial R. Aj. Sofiyah; Siti Faizah; Riska Pristiani
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 1 (2026): Jurnal Penelitian dan Pendidikan IPS 20(1)
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i1.14035

Abstract

This study aims to analyze and synthesize the integration of local wisdom into Social Studies (IPS) teaching and its implications for the development of academic character in primary school pupils. The scope of the study focuses on a literature review concerning the utilization of local wisdom in Social Studies teaching. The method used is a Systematic Literature Review (SLR) employing the PRISMA approach through the stages of identification, screening, eligibility, and inclusion. A total of 152 articles were retrieved from scientific databases, subsequently screened to yield 6 articles meeting the inclusion criteria. The analysis results indicate that local wisdom is widely utilized as a source of values and a learning context to shape students’ social, moral, and cultural character. However, no studies were found that explicitly examined academic character traits such as study discipline, academic integrity, responsibility towards tasks, and perseverance as a primary focus. Analysis of research trends also indicates that studies remain dominated by developmental and qualitative approaches, with limited use of synthesis-based approaches. Based on these findings, this study proposes a conceptual model that positions local wisdom as a pedagogical foundation in social studies learning to shape academic character through a process of value integration, internalization, and transformation into learning behavior. The study’s conclusions indicate a conceptual gap between the potential of local wisdom and its implementation in the formation of academic character, thus necessitating the development of more targeted learning and assessment models.
Analisis Kesulitan Guru dalam Membuat Soal HOTS Muatan IPAS di Sekolah Dasar Pada Konteks Kurikulum Merdeka Siti Lami'ah; Siti Faizah; Riska Pristiani
Journal of Classroom Action Research Vol. 8 No. 2 (2026): May 2026
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8i2.14992

Abstract

Kurikulum Merdeka menuntut guru untuk menyusun asesmen berbasis Higher Order Thinking Skills (HOTS), namun implementasinya di lapangan masih menghadapi berbagai tantangan. Penelitian ini bertujuan untuk mengidentifikasi jenis-jenis kesulitan yang dialami guru kelas IV dan V dalam menyusun soal HOTS pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan jenis studi kasus. Subjek penelitian adalah dua orang guru kelas IV dan V di SD Tlogomas 2 yang dipilih secara purposive sampling. Teknik pengumpulan data melalui wawancara mendalam dengan pedoman semi-terstruktur (23 item pertanyaan) dan dokumentasi soal Sumatif Harian IPAS. Analisis data menggunakan model interaktif Miles, Huberman, dan Saldaña, dengan validitas data dijamin melalui triangulasi sumber, triangulasi teknik, dan member checking. Hasil penelitian menemukan tujuh jenis kesulitan yang dialami guru, yaitu: (1) kesulitan memahami konsep soal HOTS; (2) kesulitan merumuskan indikator soal HOTS; (3) kesulitan mengembangkan stimulus dan distraktor; (4) kesulitan menghubungkan HOTS dengan tujuan pembelajaran; (5) kesulitan memahami standar penilaian soal HOTS; (6) minimnya dukungan sumber daya dan pelatihan; serta (7) kesulitan menyesuaikan dengan kurikulum dan kemampuan siswa. Temuan signifikan menunjukkan bahwa dari 30 butir soal yang dianalisis, hanya 5 soal (16,7%) yang termasuk kategori HOTS, sementara 25 soal (83,3%) masih berada pada ranah berpikir tingkat rendah (LOTS). Penelitian ini menyimpulkan bahwa kesulitan guru bersifat multidimensional dan sistemik, dengan pemahaman konseptual yang dangkal tentang HOTS sebagai akar permasalahan utama. Diperlukan intervensi holistik berupa pelatihan berkelanjutan, penguatan pendampingan, serta penyediaan sumber daya yang memadai untuk meningkatkan kompetensi guru dalam menyusun soal HOTS pada mata pelajaran IPAS.
Beyond the Numerator: Visualizing the Equal Partitioning Barrier in Elementary Fraction Learning Davina Aurelia; Slamet Arifin; Siti Faizah
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 35 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v35i12026p148-163

Abstract

Abstract: Understanding fractions remains a persistent challenge for elementary students, particularly when translating verbal mathematical problems into visual representations. This study aims to analyze the visual-conceptual difficulties of elementary school students in understanding fractions, specifically the principles of equal partitions and equivalence fraction, through visual representations. Using a thematic content analysis within a descriptive qualitative design, six fifth-grade students were selected based on their mathematical representation skills. Instruments included an illustrated diagnostic test (6 figures) and semi-structured interviews. The results reveal that the majority of students exhibited significant misconceptions rooted not in an inability to see differences, but in a "counting schema". They defined fractions solely by counting shaded parts versus total parts, ignoring the requirement of equal area. Specifically, students failed to apply the equal partition principle to disproportionate images, made systematic denominator errors due to excessive focus on the numerator, and showed rigidity in recognizing equivalent fractions (e.g., rejecting 2/6 the same as 1/3). These findings confirm that a discrete (counting) rather than continuous (measuring) reasoning schema acts as a significant conceptual barrier. Therefore, this study recommends non-prototypical and dynamic visual training that explicitly disrupts the counting habit and forces students to verify equal partitioning before labeling a fraction. Abstrak: Memahami pecahan masih menjadi tantangan bagi siswa sekolah dasar, terutama saat mengubah soal matematika lisan menjadi representasi visual. Penelitian ini bertujuan untuk menganalisis kesulitan visual-konseptual yang dialami siswa sekolah dasar dalam memahami pecahan, khususnya prinsip pembagian yang sama besar dan pecahan senilai, melalui representasi visual. Dengan menggunakan analisis tematik dalam kerangka desain kualitatif deskriptif, enam siswa kelas lima dipilih berdasarkan kemampuan mereka dalam merepresentasikan konsep matematika. Instrumen yang digunakan meliputi tes diagnostik bergambar (6 gambar) dan wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa sebagian besar siswa menunjukkan kesalahpahaman yang signifikan, bukan disebabkan oleh ketidakmampuan untuk melihat perbedaan, melainkan karena "skema penghitungan". Mereka mendefinisikan pecahan semata-mata dengan menghitung bagian yang diarsir dibandingkan dengan jumlah keseluruhan bagian, tanpa memperhatikan syarat luas bagian yang sama besar. Secara spesifik, siswa gagal menerapkan prinsip pembagian yang sama besar pada gambar yang tidak proporsional, membuat kesalahan dalam menentukan penyebut karena cenderung fokus pada pembilang, dan menunjukkan kekakuan dalam mengenali pecahan yang senilai (seperti, menolak 2/6 sama dengan 1/3). Temuan ini menegaskan bahwa skema penalaran diskrit (penghitungan) —bukan skema penalaran kontinu (pengukuran)— menjadi sebagai hambatan konseptual yang signifikan. Oleh karena itu, penelitian ini merekomendasikan pelatihan visual yang tidak prototipikal dan dinamis, yang secara eksplisit mengurangi kebiasaan menghitung bagian dan memaksa siswa untuk memverifikasi pembagian yang sama sebelum memberi label pada suatu pecahan.
Strategi Guru Dalam Implementasi Pembelajaran Berdiferensiasi Dalam Pendidikan Inklusif Di Sekolah Dasar Nanda Nissa Fauziah; Siti Faizah; Riska Pristiani
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.555

Abstract

Pendidikan inklusif menuntut sistem pendidikan yang bisa beradaptasi dengan adanya keberagaman karakteristik murid demi menjamin kesetaraan akses dan partisipasi dalam pembelajaran. Salah satu pendekatan yang relevan adalah pembelajaran berdiferensiasi yang memungkinkan terdapat penyesuaian proses pembelajaran berdasarkan pada kesiapan, minat, dan profil belajar murid. Penelitian ini mempunyai tujuan mendeskripsikan implementasi pembelajaran berdiferensiasi dalam pendidikan inklusif di Sekolah Dasar Negeri Tasikmadu 02 Kota Malang, mengidentifikasi kendala yang dihadapi guru, mengeksplorasi strategi adaptif yang diterapkan, serta menganalisis implikasinya pada keterlibatan belajar murid. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data  dikumpulkan dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa guru telah mengimplementasikan pembelajaran berdiferensiasi pada tiga aspek utama, yaitu konten, proses, dan produk pembelajaran. Kendati demikian, pelaksanaan di lapangan masih mengalami beberapa tantangan signifikan, antara lain keterbatasan alokasi waktu, minimnya jumlah guru pendamping khusus, serta kurangnya pelatihan profesional berkelanjutan. Dalam menghadapi tantangan tersebut, guru menerapkan strategi adaptif seperti penggunaan media visual yang konkret, pengelompokan murid secara fleksibel, dan kolaborasi yang intensif dengan orang tua murid. Penelitian ini menyimpulkan bahwa pembelajaran berdiferensiasi merupakan strategi yang efektif dalam mendukung penyelenggaraan pendidikan inklusif di tingkat sekolah dasar, namun keberhasilan implementasinya sangat bergantung pada dukungan sistemik yang berkelanjutan dari berbagai pihak terkait.
Integrasi Reog Kendang Dalam Pembelajaran Pendidikan Pancasila Sebagai Penguatan Pendidikan Karakter Siswa Kelas V Di Tulungagung Salsabella Qurrota Aini; Siti Faizah; Riska Pristiani
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.606

Abstract

Penelitian ini dilatarbelakangi oleh pembelajaran Pendidikan Pancasila di sekolah dasar yang masih cenderung berfokus pada penyampaian materi secara teoritis, sehingga nilai-nilai karakter belum sepenuhnya terinternalisasi dalam kehidupan siswa. Padahal, lingkungan sekolah memiliki potensi budaya lokal berupa kesenian Reog Kendang yang dapat dijadikan sebagai sumber belajar kontekstual. Penelitian ini bertujuan untuk mendeskripsikan integrasi Reog Kendang dalam pembelajaran Pendidikan Pancasila serta menganalisis kontribusinya terhadap penguatan pendidikan karakter siswa kelas V di SDN 3 Sumberagung Tulungagung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Sumber data penelitian meliputi guru kelas V, siswa kelas V, pembina ekstrakurikuler Reog Kendang, serta dokumen pendukung pembelajaran. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa integrasi Reog Kendang dilakukan dengan mengaitkan materi Pendidikan Pancasila dengan nilai-nilai budaya lokal yang terkandung dalam kesenian tersebut. Nilai karakter yang muncul meliputi gotong royong, disiplin, tanggung jawab, percaya diri, kerja sama, dan cinta budaya lokal. Pembelajaran menjadi lebih kontekstual, menarik, dan dekat dengan pengalaman siswa. Dengan demikian, Reog Kendang dapat digunakan sebagai alternatif sumber belajar untuk memperkuat pendidikan karakter siswa sekolah dasar.  
Self-Regulated Learning in Elementary School Students: Trends, Strategies, and Impact on Learning Outcomes Mufarrahatus Syarifah; Putu Eka Suarmika; Nuris Hidayat; Muslihati Muslihati; Siti Faizah
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1608

Abstract

Self-regulated learning (SRL) has become an essential competency for elementary school students in the twenty-first century, particularly in supporting independent learning, academic achievement, and learning adaptability. This study aimed to systematically review research trends, instructional strategies, and the impact of SRL on learning outcomes among elementary school students. The study employed a Systematic Literature Review (SLR) approach using the PRISMA framework. Articles were collected from Scopus-indexed published between 2016 and 2026. Bibliometric mapping was conducted using VOSviewer to analyze research trends. The search process identified 194 articles for trend analysis. Meanwhile, studies discussing instructional strategies and learning outcomes were selected using specific inclusion criteria emphasizing quantitative and experimental research designs. The findings revealed that SRL research in elementary education has developed into a multidimensional field closely associated with self-efficacy, motivation, feedback, online learning, goal setting, and academic achievement. The most commonly implemented strategies for developing SRL included metacognitive instruction, goal-setting activities, reflective learning, collaborative learning, self-assessment, gamification, and technology-assisted learning environments. In addition, the reviewed studies consistently demonstrated that SRL positively contributes to students’ academic achievement, learning motivation, problem-solving skills, and independent learning behaviors. Overall, this review highlights the importance of strengthening SRL through explicit instructional support and technology-enhanced learning environments to foster adaptive and independent learners in elementary education.
Co-Authors Ade Eka Anggraini Ali Shodikin Amaliya Islami Nurlaili Aynin Mashfufah Davina Aurelia Fahrany Wahyu Andini Febbry Oktaviani Imam Rofiki Intan Sari Rufiana Kaisra Alfikri Islami Kaisra Alfikri Islami Kholidatul Khasanah Lili Kasmini Mardhatillah Mardhatillah Mardhatillah Maria Kurniati Jemeo Megania Herawati Mohammad Yusuf Randy Mufarrahatus Syarifah Muhammad Aidi Noor Ihsan Muhammad Farid Yuansyah Nur Abadi Muhammad Feri Dimyati Muhammad Idris Effendi Muslihati Nabilla Fissalma Nanda Nissa Fauziah Navik Khusniah Nuris Hidayat Nurlaela Nurlaela Nurul Azizah Nurzatulshima Kamaruddin Oktaviani Adhi Suciptaningsih Putu Eka Suarmika R. Aj. Sofiyah Radeni Sukma Indra Dewi Ratna Ekawati Riska Pristiani Salsabella Qurrota Aini Shirly Rizki Kusumaningrum Sijah Mariani Sijah Mariani Siti Lami'ah Siti Mas’ula Siti Mufidah Siti Ni’matul Fitriyah Slamet Arifin Sri Rahayuningsih Sudirman Sudirman Sudirman Sudirman Syifa Zia Muharni Talsa Yulia Ananda Wan Marzuki Wan Jaafar Zulia Nurul Faizah