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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN Taman Cendekia : Jurnal Pendidikan Ke-SD-an Indonesian Journal of Elementary Teachers Education Jurnal Pengabdian UNDIKMA IJORER : International Journal of Recent Educational Research Kalam Cendekia: Jurnal Ilmiah Kependidikan JS (Jurnal Sekolah) Indonesian Journal of Islamic Educational Review Hipotenusa: Journal of Mathematical Society EDUKASI : Jurnal Penelitian dan Artikel Pendidikan
Anwar Novianto, Anwar
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Analisis Kesulitan Belajar Matematika dalam Penerapan Kurikulum Merdeka di Sekolah Dasar Anwar Novianto; Nilna Laela Fitriani; Aurik Saka Deniswa; Matsna Hermalia Nur Izzati; Faisya Firdaus; Novita Yudha Ningrum; Rararatri Citra Dewi
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 12, No 2 (2024): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v12i2.88914

Abstract

Kesulitan dalam memahami matematika merupakan isu yang signifikan dalam kehidupan sehari-hari dan membutuhkan pemahaman yang baik. Tujuan dari penelitian ini adalah untuk melakukan analisis mendalam terhadap kesulitan belajar matematika pada siswa kelas V. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan menggunakan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian, peserta didik kelas V di SD Negeri Jarakan mengalami kesulitan dalam belajar matematika yaitu hambatan belajar siswa (Ontogenic Obstacle), aspek didaktik guru (didactical obstacle), dan pengetahuan siswa yang terbatas (epistemologic obstacle). Kesulitan dalam belajar matematika dipengaruhi oleh: (1) faktor internal yaitu (a) persepsi negatif terhadap matematika sebagai subjek yang sulit, (b) perbedaan dalam tingkat kecerdasan di antara peserta didik. (2) Faktor eksternal meliputi: (a) kondisi sarana dan prasarana yang belum dimanfaatkan secara optimal, (2) lingkungan belajar yang kurang mendukung interaksi positif. Kesimpulan dari penelitian ini menunjukkan bahwa metode pembelajaran matematika serta sarana dan prasarana perlu ditingkatkan, selain itu motivasi peserta didik juga diperkuat dengan menggunakan berbagai media pembelajaran dan model pembelajaran yang interaktif.
Pengembangan Instrumen Penilaian Computational Thinking Pada Pembelajaran Matematika SD Anwar Novianto; Ilma Lulu Il Maknun; Nimatul Yumna Nur Aliyah; Anggita Nur Khalifah
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 1 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i1.93072

Abstract

Pengembangan instrumen penilaian keterampilan Computational Thinking dalam pembelajaran matematika di sekolah dasar masih rendah. Tujuan penelitian ini adalah untuk mengembangkan instrumen penilaian Computational Thinking dalam pembelajaran matematika di sekolah dasar. Jenis penelitian ini adalah Research and Development (RnD) dengan model ADDIE (Analyze, Design, Development or Production, Implementation, and Evaluations). Subjek penelitian ini adalah peserta didik kelas IV SDN Tegalmulyo Yogyakarta. Teknik pengumpulan data menggunakan tes dan non tes. Analisis data menggunakan angket dari hasil temuan validitas ahli dan uji coba. Hasil Penelitian ini didapatkan bahwa (1) instrumen penilaian Computational Thinking pada tahao kevalidan mendapatkan persentasi 86% dengan kategori sangat layak dan tahap kepraktisan mendapatkan persentasi 78% kategori praktis dari peserta didik dan 86% kategori sangat praktis dari guru. (2) hasil pengukuran kemampuan computational thinking peserta didik di SDN Tegalmulyo menunjukkan sebesar 49,17% dapat mengerjakan dengan baik dan mendapatkan nilai diatas minimum. Oleh karena itu, peserta didik masih membutuhkan bimbingan dan pembelajaran yang lebih intensif dalam peningkatan kemampuan Computational Thinking.
Values, Context, and Culture: The Implementation of Culturally Responsive Teaching (CRT) for Innovation in Elementary School Mathematics Teaching Materials Rahayu Condro Murti; Yeni Rakhmawati; Fery Muhamad Firdaus; Irfan Wahyu Prananto; Anwar Novianto; Yoppy Wahyu Purnomo
Jurnal Pengabdian UNDIKMA Vol. 7 No. 3 (2026): August
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i3.20008

Abstract

This community service program aims to improve the competence of elementary school teachers under the Bantul Education Office in implementing Culturally Responsive Teaching (CRT) in mathematics through training, mentoring, and the development of culture-based teaching materials to foster inclusive, engaging, and contextually relevant learning environments. The program was conducted through workshops and hands-on practice, during which teachers were trained to develop teaching modules, lesson plans, instructional media, and assessment instruments that integrate educational values, everyday contexts, and local cultural elements. Program evaluation was conducted using observations, interviews, questionnaires, and documentation, and the data were analyzed through descriptive statistics and thematic analysis to examine participants' engagement, understanding, and feedback. The evaluation results indicated that the integration of educational values received the highest average score (4.71), followed by contextual relevance (4.58) and the incorporation of cultural artifacts (4.22). Although teachers demonstrated a high level of consistency in implementing CRT principles, integrating local culture into mathematics instruction remained a major challenge. The greatest barrier identified was the limited availability of contextual and digital teaching materials, with an average difficulty score of 3.28. Nevertheless, teachers demonstrated a strong awareness of and perceived need for CRT in mathematics education, reflected in a high average score of 5.16. These findings suggest that Culturally Responsive Teaching extends beyond a pedagogical approach by providing a transformative framework that connects mathematics learning with students' lived experiences while preserving local cultural heritage. Continuous mentoring and the development of context-based digital teaching resources are therefore essential to support the sustainable implementation of CRT in elementary schools.
The Pengembangan Bahan Ajar Flipbook Matematika berbasis Problem Based Learning pada Siswa Kelas 5 Sekolah Dasar Aji Zuhdan Kosala; Riska Listyaningrum; Noi Syana Daru Murti; Marsya Risqy Dewani; Anwar Novianto
Taman Cendekia: Jurnal Pendidikan Ke-SD-an Vol 9 No 1 (2025): Juni 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tc.v9i1.18145

Abstract

Conventional learning using limited teaching materials is still a problem that occurs in elementary school teachers today. The purpose of this development research is to produce interesting teaching material products, especially in mathematics lessons on processing and presenting data. This research is a development research using the ADDIE model, which consists of (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation.The data collection techniques used are interviews, questionnaires, and observations. The data obtained in the study were then analyzed descriptively quantitatively and qualitatively. The subjects of this study were 19 fifth grade students of SDN Jarakan. Based on the results of the study, the validation test from material experts scored 85.33% and media experts 93.33%. Meanwhile, the results of the trial from students received a score of 89% and teachers 98%. Thus, it can be concluded that this flipbook teaching material is very feasible to use to support the learning process of student.
Self-Ownership and Self-Awareness as Predictors of Solidarity Attitudes among University Students Elisabet Morjania Dawati; Herwin; Anwar Novianto; Banu Setyo Adi
Indonesian Journal of Islamic Educational Review Vol. 3 No. 2 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/8cdvc053

Abstract

Preventing sexual violence in higher education requires not only formal institutional policies but also students’ psychological and moral capacities to recognize personal boundaries, respond to others’ vulnerability, and engage in collective protective action. However, limited empirical attention has been directed toward the joint roles of self-ownership and self-awareness in predicting university students’ solidarity. This study examined the extent to which self-ownership and self-awareness predict solidarity attitudes among students in the context of sexual violence prevention. The study employed a quantitative correlational design and included 53 of the 62 second-semester students in the accessible population (85.5%) at a university in Yogyakarta, Indonesia, selected through simple random sampling. Data were collected using four-point Likert-scale instruments measuring self-ownership, self-awareness, and solidarity attitudes and were analyzed using multiple linear regression. The results showed that the regression model was statistically significant, F = 43.882, p < 0.001, and explained 61.9% of the variance in students’ solidarity attitudes (R² = 0.619). Self-ownership positively predicted solidarity attitudes (B = 0.376, β = 0.279, t = 2.345, p = 0.023), while self-awareness was also a positive predictor and demonstrated a stronger standardized contribution (B = 0.659, β = 0.564, t = 4.734, p < 0.001). These findings indicate that students’ recognition of personal autonomy and their capacity to understand and evaluate internal experiences are associated with stronger solidarity attitudes. The study highlights the importance of integrating bodily autonomy, emotional awareness, and solidarity-oriented education into university-based sexual violence prevention initiatives.
Co-Authors Abdul Latif Aji Zuhdan Kosala Ali Mustadi Anggita Nur Khalifah Anifa Dwi Cahyani AULIA RAHMAWATI Aurik Saka Deniswa Banu Setyo Adi Dafid Slamet Setiana Dinar Mahardika Pratiwi Drestanta, Inggita Nindya Elisabet Morjania Dawati Elliza Andhika Putri Faisya Firdaus Filda Rahmiati Firdaus, Fery Muhamad Firmansyah, Firmansyah Fitriana Tjiptasari Gumpanat Boriboon Herwin Yogo Wicaksono Ilma Lulu Il Maknun Irfan Wahyu Prananto Khairullah, Afif Dzaky Kurozi, Kenvi Amin Nata Lantip Diat Prasojo Latifa, An-Nisa Khairi Marsya Risqy Dewani Matsna Hermalia Nur Izzati Nelvita, Arda Wahyu Nilna Laela Fitriani Nimatul Yumna Nur Aliyah Nisa, Nada Khoirun Noi Syana Daru Murti Novita Yudha Ningrum Octavian Muning Sayekti Pratiwi Pujiastuti Priskasari, Anggi Destiana Puspitasari, Adhelia Qurota `Aini Salsabila Rahayu Condro Murti Rararatri Citra Dewi Riska Listyaningrum Salisa Arina Haqi Sandi Aditya Septia Sugiarsih Syamila, Munadia Victriyani, Tyas Widyana Cahyaning Gerhastuti Wifna Yanis Syafira Wuri Wuryandani Yeni Rakhmawati, Yeni Yoppy Wahyu Purnomo Yulia Andriani, Yulia Yuniastri, Kartika Yuricke Ayunda Priyani Yusuf, Anwar Sultan