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Question Level Analysis based on the Observed Taxonomy of Learning Outcome Structures in the 2013 Elementary School Mathematics Curriculum Book: Analisis Level Pertanyaan berdasarkan Taksonomi Struktur Hasil Belajar yang Diamati pada Buku Matematika Kurikulum 2013 Sekolah Dasar Uyun, Luluk Muflikhatul; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Education Methods Development Vol. 18 No. 1 (2023): February
Publisher : Universitas Muhammadiyah Sidoarjo

This study aims to describe the level of questions on math story problems in the 2013 curriculum book by calculating the percentage of each level of Unistructural, Multistructural, Relational, and Expanded Abstract. This study uses a qualitative approach with a check list method. The SOLO taxonomy is an evaluation tool to determine the quality of the response to a problem. The results of this study contained 230 questions overall and 32 questions SOLO Taxonomy. Unistructural question level percentage 6.24% SOLO Taxonomy questions. The percentage at the level of Multistructural questions is 3.24%, while at the level of relational questions is 90.62%, and the percentage at Expanded Abstract is 0%. From the results of the data obtained, it appears that at the level of the Relational question has the highest percentage with a result of 90.62%. This shows that the 2013 curriculum fifth grade mathematics book is in accordance with the theory of SOLO Taxonomy.

Pandemic-Era Grade 3 Numeracy: Strategies for Arithmetic Operations: Numerasi dan Strategi Pelajar Kelas 3 Era Pandemi: Implikasi Operasi Aritmetika Penjumlahan dan Pengurangan Salshabila , Irdiana Septi; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.767

This qualitative study investigates the numeracy ability of 41 grade 3 elementary school students from Geluran II State Elementary School in completing addition and subtraction arithmetic operations during the pandemic era. Data was collected through tests and interviews, and analyzed using Miles and Huberman's model for data reduction, presentation, and conclusion drawing. Results revealed that students employed diverse strategies in performing arithmetic operations, but not all strategies led to correct solutions. While students explained the steps well, errors occurred when the initial mathematical statement was presented inaccurately. This study emphasizes the significance of understanding students' individual approaches and errors in arithmetic problem-solving, shedding light on crucial implications for teaching and learning mathematics in challenging circumstances. Highlights: Differentiated Approaches: Grade 3 students exhibited diverse strategies in solving arithmetic operations. Error Identification: Students' ability to explain steps correctly but make errors in the initial mathematical statement. Pandemic Impact: Understanding numeracy abilities during the pandemic highlights implications for mathematics education. Keywords: Numeracy, Grade 3 Students, Pandemic Era, Arithmetic Operations, Strategies

Development Who Wants To Be A Millionaire Game For Assessment Of Cognitive Mathematics Learning Outcomes For Class 3 Elementary School: Development Who Wants To Be A Millionaire Game For Assessment Of Cognitive Mathematics Learning Outcomes For Class 3 Elementary School Alfianita, Vinny; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.769

This research presents the development and evaluation of a groundbreaking 'Who Wants to Be a Millionaire' game as an innovative cognitive learning assessment tool for grade 3 elementary students. Employing the Research and Development (R&D) approach with the ADDIE model, the study underwent five crucial stages: Analyze, Design, Development, Implementation, and Evaluation. Questionnaires and documentation were used for data collection, and both qualitative and quantitative techniques were applied for analysis. The game's viability was examined by media and mathematician experts, along with grade 3 students, with impressive results, garnering "very feasible" ratings ranging from 89% to 92%. The findings demonstrate the game's immense potential as an effective and engaging method to assess cognitive learning outcomes, promising to revolutionize educational assessments worldwide. Highlights: The study introduces a novel 'Who Wants to Be a Millionaire' game for cognitive learning assessment in grade 3 elementary school. Utilizing the ADDIE model, the research covers Analyze, Design, Development, Implementation, and Evaluation stages for robust game development. The research findings reveal high feasibility ratings from experts and students, signifying the game's potential to revolutionize cognitive assessment methods in education. Keywords: Cognitive assessment, Game-based learning, Elementary education, Research and Development, Feasibility evaluation

Question Level Analysis based on the Observed Taxonomy of Learning Outcome Structures in the 2013 Elementary School Mathematics Curriculum Book: Analisis Level Pertanyaan berdasarkan Taksonomi Struktur Hasil Belajar yang Diamati pada Buku Matematika Kurikulum 2013 Sekolah Dasar Uyun, Luluk Muflikhatul; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Education Methods Development Vol. 18 No. 1 (2023): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i.718

This study aims to describe the level of questions on math story problems in the 2013 curriculum book by calculating the percentage of each level of Unistructural, Multistructural, Relational, and Expanded Abstract. This study uses a qualitative approach with a check list method. The SOLO taxonomy is an evaluation tool to determine the quality of the response to a problem. The results of this study contained 230 questions overall and 32 questions SOLO Taxonomy. Unistructural question level percentage 6.24% SOLO Taxonomy questions. The percentage at the level of Multistructural questions is 3.24%, while at the level of relational questions is 90.62%, and the percentage at Expanded Abstract is 0%. From the results of the data obtained, it appears that at the level of the Relational question has the highest percentage with a result of 90.62%. This shows that the 2013 curriculum fifth grade mathematics book is in accordance with the theory of SOLO Taxonomy.

Pandemic-Era Grade 3 Numeracy: Strategies for Arithmetic Operations: Numerasi dan Strategi Pelajar Kelas 3 Era Pandemi: Implikasi Operasi Aritmetika Penjumlahan dan Pengurangan Salshabila , Irdiana Septi; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.767

This qualitative study investigates the numeracy ability of 41 grade 3 elementary school students from Geluran II State Elementary School in completing addition and subtraction arithmetic operations during the pandemic era. Data was collected through tests and interviews, and analyzed using Miles and Huberman's model for data reduction, presentation, and conclusion drawing. Results revealed that students employed diverse strategies in performing arithmetic operations, but not all strategies led to correct solutions. While students explained the steps well, errors occurred when the initial mathematical statement was presented inaccurately. This study emphasizes the significance of understanding students' individual approaches and errors in arithmetic problem-solving, shedding light on crucial implications for teaching and learning mathematics in challenging circumstances. Highlights: Differentiated Approaches: Grade 3 students exhibited diverse strategies in solving arithmetic operations. Error Identification: Students' ability to explain steps correctly but make errors in the initial mathematical statement. Pandemic Impact: Understanding numeracy abilities during the pandemic highlights implications for mathematics education. Keywords: Numeracy, Grade 3 Students, Pandemic Era, Arithmetic Operations, Strategies

Development Who Wants To Be A Millionaire Game For Assessment Of Cognitive Mathematics Learning Outcomes For Class 3 Elementary School: Development Who Wants To Be A Millionaire Game For Assessment Of Cognitive Mathematics Learning Outcomes For Class 3 Elementary School Alfianita, Vinny; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.769

This research presents the development and evaluation of a groundbreaking 'Who Wants to Be a Millionaire' game as an innovative cognitive learning assessment tool for grade 3 elementary students. Employing the Research and Development (R&D) approach with the ADDIE model, the study underwent five crucial stages: Analyze, Design, Development, Implementation, and Evaluation. Questionnaires and documentation were used for data collection, and both qualitative and quantitative techniques were applied for analysis. The game's viability was examined by media and mathematician experts, along with grade 3 students, with impressive results, garnering "very feasible" ratings ranging from 89% to 92%. The findings demonstrate the game's immense potential as an effective and engaging method to assess cognitive learning outcomes, promising to revolutionize educational assessments worldwide. Highlights: The study introduces a novel 'Who Wants to Be a Millionaire' game for cognitive learning assessment in grade 3 elementary school. Utilizing the ADDIE model, the research covers Analyze, Design, Development, Implementation, and Evaluation stages for robust game development. The research findings reveal high feasibility ratings from experts and students, signifying the game's potential to revolutionize cognitive assessment methods in education. Keywords: Cognitive assessment, Game-based learning, Elementary education, Research and Development, Feasibility evaluation

Students’ Misconceptions in Solving Integer Operation Problems: Kesalahpahaman Siswa dalam Memecahkan Soal Operasi Bilangan Bulat Mawaddah, Mira; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Education Methods Development Vol. 20 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i1.978

General Background: Understanding integer operations is a fundamental mathematical skill for elementary students. Specific Background: Many students continue to experience errors and misconceptions when completing integer addition and subtraction tasks. Knowledge Gap: Previous studies have discussed misconceptions broadly, but specific patterns of errors in classroom contexts remain underexplored. Aims: This study aims to identify and analyze students’ misconceptions in solving integer operation problems. Results: The findings show that students commonly misunderstand the role of zero, misapply rules for negative numbers, and rely on inconsistent informal strategies. Several error patterns consistently appear, indicating limited conceptual understanding. Novelty: This study provides detailed classifications of misconception types based on actual student work, offering clearer insight into their reasoning patterns. Implications: The results suggest the need for instructional strategies that target conceptual clarity and provide structured support for students’ understanding of integer relationships. Highlights: Misconception patterns identified Misunderstanding of zero and negative numbers Classroom-based error analysis Keywords: Integer Operations, Misconception, Elementary Students, Mathematics Learning, Error Analysis

Gipaga Asing Interactive Teaching Material for Geometry Learning: Bahan Ajar Interaktif Gipaga Asing untuk Pembelajaran Geometri Maulida, Khurin In; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.993

General Background: Interactive digital resources support engaging mathematics learning for elementary students. Specific Background: Existing printed materials often lack visual and multimedia elements needed to sustain attention while learning geometry. Knowledge Gap: Few studies describe mobile-based teaching materials that integrate videos, animations, and HOTS-oriented tasks for Grade 4 geometry topics. Aims: This article presents the development of Gipaga Asing, an interactive mobile learning material for area and perimeter concepts of squares, rectangles, and triangles. Results: The product features videos, images, drag-and-drop activities, structured guidance, and HOTS practice and evaluation tasks. Each component is designed to strengthen conceptual understanding and promote higher-order reasoning. Novelty: The material combines full multimedia elements with a complete learning sequence, including religious routines, national identity elements, collaborative tasks, and independent HOTS assessment. Implications: This product can serve as an alternative teaching material that supports teachers in delivering engaging, technology-based mathematics lessons for elementary students. Highlights• Multimedia-based geometry learning• Integrated HOTS activities• Mobile learning design Keywords: Interactive Teaching Material, HOTS, Mobile Learning, Elementary Mathematics, Geometry

Clean Air Learning Module for Grade Five Students: Modul Pembelajaran Udara Bersih untuk Siswa Kelas Lima Nyugiantoro; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.994

General background: Teaching modules are essential learning tools in elementary classrooms because they provide structured content and guided exercises. Specific background: Many learning materials still lack engaging design and thematic integration needed for curriculum implementation, particularly for the topic “Clean Air for Health.” Knowledge gap: Limited studies describe the development of multi-subject thematic modules aligned with the Merdeka Belajar curriculum for grade five. Aims: This study presents the development of a teaching module on clean air designed to support thematic learning across civics, Indonesian language, science, social studies, mathematics, arts, and physical education. Results: The module consists of 49 pages containing explanations, illustrated stories, activities, and practice questions organized into three subthemes. The design process includes layout development using CorelDraw and content structuring based on competency mapping. Novelty: The module integrates multiple subjects in a visually appealing format that promotes student interest and supports curriculum alignment. Implications: This product can serve as a practical reference for teachers developing thematic learning materials in elementary schools. Highlights• Multi-subject thematic module• Clean air learning content• Curriculum-aligned design Keywords: Teaching Module, Thematic Learning, Elementary Education, Clean Air, Curriculum Design

Ludo-Based Learning Media for Integer Addition Mastery in Elementary Students: Media Pembelajaran Berbasis Ludo untuk Penguasaan Penjumlahan Bilangan Bulat pada Siswa Sekolah Dasar Diana, Dwi Alvinah Nur; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.1001

Background: Learning media play an essential role in improving students’ mathematical understanding, especially in elementary education where difficulties in integer operations are common. Specific Background: Students at SDN Kupang still struggle with integer addition due to limited use of interactive media. Gap: Previous studies highlight the benefits of educational games, yet few develop structured, validated media tailored to integer addition. Aim: This study aims to develop a Ludo-based learning media for integer addition that is valid, practical, and effective. Results: Expert validation showed an average score of 3.46 (very good), student practicality reached 3.3 (very good), and effectiveness achieved an N-Gain of 0.58 (medium), indicating improved learning outcomes. Novelty: This study introduces “Luriung,” a modified Ludo game specifically designed to support integer addition learning. Implications: The media can serve as an alternative tool for mathematics learning, encouraging active engagement and supporting conceptual understanding. Highlights:• Media improves student engagement• Valid and practical learning tool• Supports integer addition mastery Keywords: Ludo, Learning Media, Integer Addition, Elementary Mathematics, ADDIE Model

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