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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal PEKA (Pendidikan Matematika) These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Community Medicine and Education Journal AJARCDE (Asian Journal of Applied Research for Community Development and Empowerment) Al-'Adad: Jurnal Tadris Matematika
Yurniwati
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Agriculture, Biological Sciences & Forestry Humanities Earth & Planetary Sciences Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Profil Pedagogical Content Knowledge (PCK) Guru Sekolah Dasar pada Konteks Masalah Pecahan Amri, Mira Amelia; Yurniwati; Dulyapit, Apit; yunus, mahmud
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/2tfnh947

Abstract

ABSTRACT: This study aims to describe the Pedagogical Content Knowledge (PCK) profile of five elementary school teachers (Master’s students in Primary Education with teaching experience, $N=5$) in analyzing contextual fraction numeracy problems. Employing a descriptive qualitative approach supported by illustrative quantitative analysis (collective case study), data were collected through case-based instruments (Vignette, CoRe, and PaP-eRs) and in-depth interviews. The findings indicate that the teachers' PCK is at a developing level (adequate), characterized by incomplete integration across dimensions. Specifically, Content Knowledge (CK) was strong in procedural aspects but weak in conceptual understanding. Knowledge of Students (KoS) could identify student errors, but the analysis of misconceptions' roots (diagnostic) remained descriptive. Instructional Strategies (KoIS) showed an initial use of visual contexts but lacked systematic planning for the transition from concrete to abstract. Knowledge of Curriculum (KoC) was the weakest aspect, with understanding tending to be administrative rather than integrative across numeracy topics. This study concludes that strengthening the teachers' PCK should focus on developing conceptual reflection and integrating PCK dimensions through case-based practices. Given the nature of this small case study, the results are not generalizable. ABSTRAK: Penelitian ini bertujuan mendeskripsikan profil Pedagogical Content Knowledge (PCK) lima guru sekolah dasar (mahasiswa S2 Pendidikan Dasar dengan pengalaman mengajar, N=5) dalam menganalisis masalah numerasi pecahan kontekstual. Menggunakan pendekatan kualitatif deskriptif dengan dukungan kuantitatif ilustratif (studi kasus kolektif), data dikumpulkan melalui instrumen berbasis kasus (Vignette, CoRe, dan PaP-eRs) dan wawancara mendalam. Hasil penelitian menunjukkan bahwa PCK guru berada pada tingkat berkembang (cukup), ditandai oleh ketidakutuhan integrasi antar-dimensi. Secara rinci, Content Knowledge (CK) kuat pada aspek prosedural tetapi lemah pada pemahaman konseptual. Knowledge of Students (KoS) mampu mengidentifikasi kesalahan siswa, tetapi analisis akar miskonsepsi (diagnostik) masih bersifat deskriptif. Instructional Strategies (KoIS) mulai menggunakan konteks visual, namun belum sistematis dalam merancang transisi dari konkret ke abstrak. Knowledge of Curriculum (KoC) merupakan aspek terlemah, dengan pemahaman yang cenderung administratif dan belum integratif lintas topik numerasi. Penelitian ini menyimpulkan bahwa penguatan PCK guru perlu diarahkan pada pengembangan refleksi konseptual dan integrasi dimensi PCK melalui praktik berbasis kasus. Mengingat sifat studi kasus kecil ini, hasilnya tidak dapat digeneralisasi
Flipped Classroom Combined with Group Investigation to Enhance Primary Students' Mathematical Communication and Self-Regulated Learning: Evidence Supporting SDG 4 Quality Education Hastuti, Rina Indah; Yurniwati; Wiraningsih, Eti Dwi
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Abstract

This study investigates the effectiveness of a Flipped Classroom combined with the Group Investigation (GI) method in improving mathematical communication skills among primary school students, viewed from the perspective of self-regulated learning and aligned with SDG 4 (Quality Education). A quasi-experimental 2×2 factorial design was applied involving 60 fifth-grade students from SDN 2 Citundun (experimental group) and SDN Citikur (control group) in Ciwaru District, Kuningan Regency, Indonesia. Instruments consisted of a mathematical communication test based on NCTM indicators (clarity of ideas, representation, reasoning, and oral communication) and an Self-Regulated Learning questionnaire. Data were analyzed using two-way ANOVA followed by Tukey’s post hoc test. Results showed a significant effect of the learning model on mathematical communication (F = 23.88, p < 0.001, η²p = 0.287), with the Flipped–GI group achieving higher posttest scores than the conventional class. Students with high Self-Regulated Learning outperformed those with low Self-Regulated Learning (F = 12.77, p = 0.001), confirming the role of learning independence. An interaction effect was also found (F = 4.35, p = 0.042), indicating that the Flipped–GI model benefited high-Self-Regulated Learning students the most; however, students with low Self-Regulated Learning in the experimental group still experienced meaningful improvement. The integration of digital pre-class learning and collaborative investigation in class provided more opportunities for explanation, representation, and argumentation. These findings demonstrate that the Flipped–GI approach effectively strengthens mathematical communication and supports inclusive, higher-quality learning, contributing to the achievement of SDG 4 in primary education. The model is recommended as an innovative instructional strategy for mathematics learning at the elementary level.
ANALISIS KUALITATIF LITERASI ASESMEN MATEMATIKA GURU SEKOLAH DASAR MELALUI PANDITA Amri, Mira Amelia; Yurniwati; Nurcahyono, Novi Andri; Wandari, Wily; Sahara, Sani
Bahasa Indonesia Vol 5 No 1 (2026)
Publisher : IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/vrrs0g33

Abstract

Literasi asesmen matematika diperlukan agar guru mampu mengenali bukti pemikiran siswa, menafsirkan kesulitan, dan menetapkan tindak lanjut pembelajaran. Penelitian ini bertujuan menganalisis perubahan literasi asesmen matematika guru sekolah dasar sebelum dan setelah penggunaan PANDITA. Penelitian menggunakan pendekatan kualitatif deskriptif-komparatif dengan sumber data berupa dokumen respons pretest dan posttest 12 guru dari empat sekolah dasar di Kecamatan Sukamakmur. Sebanyak sepuluh pasangan indikator dipilih berdasarkan kesamaan konstruk dan dikelompokkan ke dalam lima dimensi: diferensiasi adaptif, penggunaan data, tindak lanjut matematika, integrasi TPACK, dan keputusan berbasis bukti. Data dianalisis melalui pemetaan respons, pengodean menjadi respons yang sesuai dengan kriteria indikator, sebagian sesuai, dan tidak sesuai atau tidak teramati, perbandingan dalam setiap kasus, serta analisis lintas kasus. Hasil menunjukkan peningkatan respons yang sesuai pada seluruh dimensi, terutama tindak lanjut matematika. Sembilan guru memperlihatkan pola penguatan, dua guru menunjukkan pola stabil dengan perubahan konfigurasi respons, dan satu guru memperlihatkan pola campuran. Perubahan paling bermakna tampak ketika respons bergeser dari penyeragaman atau ketidakjelasan menuju keputusan remedial dan pengayaan yang berorientasi pada indikator serta kebutuhan siswa. Namun, respons terstruktur belum sepenuhnya mengungkap alasan matematis di balik keputusan guru. Temuan menegaskan bahwa perubahan literasi asesmen matematika perlu dibaca sebagai semakin terhubungnya bukti, interpretasi, dan tindakan, bukan hanya bertambahnya jawaban yang sesuai.
Co-Authors Ariana, Stefany Putri Astiena, Adila Kasni Dudung Amir Soleh Dulyapit, Apit Engga Dallion EW Hana Pertiwi Hastuti, Rina Indah Ika Lestari Lawalata, Febe Patricia Linda Zakiah Mahmud Yunus Mira Amelia Amri Neswati Neswati Novi Andri Nurcahyono Novizar Nazir PUTRI HANDAYANI Putri Pertiwi, Amelia Sani Sahara Soleh, Dudung Amir Syukri Arief Ursula Amara Syifa Carmelia Vyola Regina Wily Wandari Wiraningsih, Eti Dwi Yoshie, Kinar Zaitun