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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN AR-RIAYAH : Jurnal Pendidikan Dasar
Munafiroh, Verawati
Unknown Affiliation
Religion Decision Sciences, Operations Research & Management Education Social Sciences

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Meningkatkan Kemampuan Berpikir Kritis Peserta Didik MI Melalui Model Pembelajaran Inkuiri Baharudin, Baharudin; Fiteriani, Ida; Munafiroh, Verawati; Susilawati, Susilawati
AR-RIAYAH: Jurnal Pendidikan Dasar Vol. 8 No. 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v8i1.9812

Abstract

The study of improving critical thinking skills has garnered attention worldwide, including in Indonesia, amidst the developments and advancements of the 21st century. The enhancement of critical thinking skills among students is often overlooked by teachers in the classroom. This research aims to analyze students' critical thinking abilities using the inquiry learning model. The research design employed in this study is quantitative research with a quasi-experimental design. The sample consisted of 61 fifth-grade students from an Islamic elementary school. The findings indicate a significant comparison of students' critical thinking abilities using the inquiry learning model, as revealed by the t-test results. The implications of this research can serve as a reference for taking further action to address issues related to improving critical thinking skills and fostering innovative learning approaches. This study is expected to be utilized by educators as a reference to enhance students' thinking abilities.
The effect of discovery learning integrated with Lampung local wisdom on students’ mathematical problem-solving skills across gender Munafiroh, Verawati; Kawuryan, Sekar Purbarini; Munawwarah, Siti
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.90981

Abstract

Mathematical problem-solving skills remain a persistent challenge for elementary students, partly due to the lack of contextual learning approaches that connect mathematics with local culture. However, limited empirical evidence examines whether integrating local wisdom into learning models can enhance students’ problem-solving performance across gender. This study aimed to analyze the effect of Discovery Learning integrated with Lampung local wisdom on students’ mathematical problem-solving skills and to examine whether this effect differs by gender. Using a quasi-experimental 2×2 factorial design, this study involved 41 fifth-grade students at a public elementary school in Pesisir Barat Regency, selected through random sampling. Data were collected using a validated problem-solving test and analyzed using two-way ANOVA. The results indicated that: (1) the learning model had a significant effect on problem-solving skills, (2) there was no significant difference between male and female students, and (3) no interaction effect was found between learning model and gender. These findings highlight the effectiveness of culturally integrated Discovery Learning in improving students’ mathematical problem-solving skills in an inclusive manner. The study contributes to the growing literature on culturally responsive mathematics instruction and encourages educators to use local-wisdom-based approaches to support equitable 21st-century skill development.
Mathematical problem solving of elementary students based on adversity quotient Munawwarah, Siti; Lidyasari, Aprilia Tina; Munafiroh, Verawati
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i1.90771

Abstract

This study investigates fifth-grade students’ mathematical problem-solving abilities based on their Adversity Quotient (AQ) types and identifies error patterns across Polya’s problem-solving stages. Employing a descriptive qualitative design, the research was conducted at Keputran 2 Elementary School, Yogyakarta, involving 24 purposively selected students. Data were obtained through the Adversity Response Profile (ARP) questionnaire and a mathematical problem-solving test. The AQ results categorized students into four climbers, seven campers, and thirteen quitters. One student from each AQ type was further analyzed through their written responses. Findings revealed that climber-type students successfully completed all stages of Polya’s framework, demonstrating perseverance and accuracy yet showing limited reflective evaluation. Camper-type students completed all stages inconsistently, particularly in verifying their results. Quitter-type students were unable to complete the stages, displaying conceptual and procedural misconceptions. The study concludes that differentiated instructional strategies are essential: quitters benefit from contextualized tasks and extrinsic motivation; campers require scaffolded feedback; and climbers need challenging problems to foster deeper reflection. These insights emphasize the pedagogical importance of integrating AQ-based differentiation to enhance mathematical problem-solving competence among elementary students.
Co-Authors Aprilia Tina Lidyasari Baharudin Baharudin Ida Fiteriani Munawwarah, Siti Sekar Purbarini Kawuryan Susilawati, Susilawati