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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Transformasi: Jurnal Pengabdian Masyarakat
Jesi Alexander Alim
Universitas Riau, Pekanbaru, Indonesia
Religion Humanities Education Environmental Science Other

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Development of mathematics learning based on computational thinking for primary school teachers Zetra Hainul Putra; Neni Hermita; Jesi Alexander Alim; Muhammad Fendrik; Riyan Hidayat; Zaldi Harfal; Lara Oktarisa; Nasri; Sahlan; Ucy Rahmayani Nursyam; Fatmawilda
Transformasi: Jurnal Pengabdian Masyarakat Vol. 19 No. 2 (2023): Transformasi Desember
Publisher : LP2M Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/transformasi.v19i2.8430

Abstract

[Bahasa]: Keterampilan Computational Thinking (Berpikir Komputasi) merupakan salah satu keterampilan abad 21 yang perlu dimiliki oleh siswa sekolah dasar. Mengingat pentingnya CT dan masih banyak guru-guru yang belum mengetahui dan menguasai keterampilan ini, maka diperlukan kegiatan workshop yang dapat mendukung keterampilan CT guru dan juga mampu merancang pembelajaran matematika berbasis CT. Oleh karena itu, tim PkM FKIP UNRI berkolaborasi dengan UPM Malaysia melaksanakan workshop pengembangan pembelajaran matematika berbasis CT bagi guru-guru sekolah dasar di Kecamatan Tambang, Kabupaten Kampar, Provinsi Riau. Metode pelaksanaan PkM menggunakan Participatory Action Research (PAR) dengan pendekatan blended learning. Kegiatan workshop diikuti oleh 33 orang guru dari 3 sekolah dasar di Kecamatan Tambang. Kegiatan workshop ini mampu meningkatkan keterampilan CT guru-guru, namun perlu tindak lanjut kegiatan sehingga keterampilan CT guru bisa lebih optimal dan mampu menerapkannya dalam pembelajaran matematika di kelas masing-masing.  Kata Kunci: keterampilan computational thinking, pembelajaran matematika, workshop [English]: Computational Thinking (CT) skills are crucial for elementary school students in the 21st century. Recognizing the significance of CT and the prevalent lack of knowledge and mastery among teachers, there is a need for workshop activities that can support teachers in developing CT skills and enable them to design CT-based mathematics learning. To address this gap, the FKIP UNRI community service team collaborated with UPM Malaysia to conduct a workshop on CT-based mathematics learning development for elementary school teachers in the Tambang Sub-district, Kampar Regency, Riau Province. The implementation method of this community service utilized Participatory Action Research (PAR) with a blended learning approach. Thirty-three teachers from three elementary schools in the district participated in the workshop. While the workshop successfully enhanced teachers' CT skills, subsequent activities are essential to optimize these skills further and facilitate their application in mathematics learning within their respective classrooms. Keywords: computational thinking skills, mathematics learning, workshops
The effectiveness of realistic mathematics education to enhance elementary students' learning outcomes and motivation Jesi Alexander Alim; Sri Retno Asih; Zetra Hainul Putra
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 13 No. 6 (2024): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v13i6.p242-251

Abstract

The implementation of mathematics can always be found in everyday life. In mathematics education, the main focus of RME is its approach, which emphasizes using real-life situations in mathematics learning. This study aims to examine the effectiveness of Realistic Mathematics Education (RME) in improving mathematics learning outcomes and motivation among fourth-grade elementary school students. This research is a quantitative study with a one-group quasi-experimental design. The study was conducted in a fourth-grade classroom involving 27 students. Data were collected through pretest and post-test questions. The data analysis used was the paired sample t-test and n-gain test. The study's results indicate a significant difference between the post-test and pretest results in students' learning outcomes and motivation before and after implementing Realistic Mathematics Education (RME). This is based on the paired sample t-test results, which show that the significance value for learning outcomes after the implementation of RME is 0.000 < 0.05, and the significance value for motivation is 0.01 < 0.05. The n-gain calculation also indicates that the effectiveness of implementing Realistic Mathematics Education (RME) falls within the moderate category. Overall, it is concluded that applying realistic mathematics education (RME) is practical for teaching and improving fourth-grade elementary school students' learning outcomes and motivation.
Evaluating primary students’ motivation and computational thinking in scratch-based learning: a confusion matrix analysis Neni Hermita; Jesi Alexander Alim; Agung Teguh Wibowo Almais; Pizaini; Rian Vebrianto; Musa Thahir; Tommy Tanu Wijaya; Mulia Anton Mandiro
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 13 No. 6 (2024): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v13i6.p264-273

Abstract

This study examined the relationship between student motivation and computational thinking (CT) skills within a Scratch-based learning environment for primary school students. Utilizing a quantitative research design with a pretest-posttest framework, the research involved 28 primary school students engaged in a computational learning program centered on the Jumping Bean concept. A confusion matrix analysis was employed to assess the predictive relationship between motivation levels and improvements in CT skills. The results showed that motivation is a reliable predictor of CT gains, with high precision indicating that highly motivated students are very likely to demonstrate measurable progress. However, the recall score suggests motivation alone is not a conclusive factor, as some motivated students did not achieve the expected CT improvements. This implies that other instructional elements, such as prior knowledge, cognitive differences, teaching methods, and learning design, also significantly impact outcomes. The implications of this research suggest that educators should cultivate motivating learning environments to foster students’ CT skills effectively. Recommendations include integrating gamified elements and personalized feedback to enhance student engagement and motivation in computational learning contexts.
Co-Authors Agung Teguh Wibowo Almais Fatmawilda Lara Oktarisa Muhammad Fendrik Mulia Anton Mandiro Musa Thahir Nasri Neni Hermita Pizaini Rian Vebrianto Riyan Hidayat Sahlan Sri Retno Asih Tommy Tanu Wijaya Ucy Rahmayani Nursyam Zaldi Harfal Zetra Hainul Putra