Article Per Year (5 Year)
p-Index From 2021 - 2026
0.92
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal for Lesson and Learning Studies Universal Education Journal of Teaching and Learning
Putri, Arizkylia Yoka
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Journal for Lesson and Learning Studies

 1 
Exploring Differentiated Learning: A Teaching at the Right Level Approach in Elementary Schools Putri, Arizkylia Yoka; Muldash, Mimyn Putri
Journal for Lesson and Learning Studies Vol. 7 No. 2 (2024): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i2.77274

Abstract

The gap in learning outcomes between students with different levels of ability is a complex challenge in the world of education. Differentiated learning is a solution to accommodate individual student differences. The primary objective of this research is to evaluate the effectiveness of the Teaching at the Right Level (TaRL) approach in enhancing students' understanding of data processing material, employing high-level operational verbs such as 'evaluate,' 'analyze,' and 'synthesize.' This research involved class teachers and 30 class 6A students. Data collection techniques included interviews, observation, and documentation of student learning outcomes. Data analysis was conducted through stages of data collection, data reduction, data display, and drawing conclusions. The research findings indicate that the TaRL approach significantly improves students' comprehension of data processing material. However, to address challenges in implementation, a more focused strategy and comprehensive support are necessary. The study concludes that strengthening the differentiated learning approach using TaRL in the elementary school curriculum, with robust support from schools, parents, and the government, is crucial for its success.
Pembelajaran Mendalam untuk Numerasi: Peta Jalan Menuju Asta Cita dalam Pendidikan Dasar Wiryanto; Suryanti; Putri, Arizkylia Yoka
Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i2.99932

Abstract

The consistently low numeracy performance of primary school students, as evidenced in national and international assessments, highlights the pressing need for pedagogical reform that prioritizes meaningful and contextualized learning. This study aims to develop a conceptual framework for mathematics instruction grounded in deep learning to enhance students’ critical numeracy skills in accordance with Indonesia’s national development goals, Asta Cita. Using a systematic literature review combined with thematic analysis, the study reviewed 35 peer-reviewed international journal articles. The selected articles focused on primary students aged 7–12 and were analyzed using document analysis techniques. Braun and Clarke’s thematic analysis was applied to uncover key pedagogical approaches. Findings indicate that deep learning strategies such as real-world problem solving, project-based learning, reflective inquiry, and differentiated instruction, effectively promote higher-order thinking, problem-solving capabilities, and lifelong learning habits. These strategies also align with efforts to ensure inclusive, culturally relevant education and national autonomy. The study concludes that embedding deep learning within primary mathematics instruction not only strengthens numeracy achievement but also contributes to realizing Indonesia’s Golden Generation 2045.
Co-Authors Bimantara, Arya HENDRATNO Muhimmah, Hitta Alfi Muldash, Mimyn Putri Neni Mariana SURYANTI Usman, Aulia Wiryanto