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All Journal Didaktika: Jurnal Kependidikan PAKDEMAS : Jurnal Pengabdian Kepada Masyarakat Jurnal Cakrawala Pendas
Rifqi Al Farizza
Universitas Negeri Malang
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DEVELOPMENTS IN SELF-EFFICACY AT THE ELEMENTARY SCHOOL LEVEL M. Luthfi Oktarianto; Sa'dun Akbar; Siti Mas'ula; Dinik Hanisvana; Rifqi Al Farizza
Jurnal Cakrawala Pendas Vol. 10 No. 4 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v10i4.11757

Abstract

Self-efficacy, or an individual's belief in their ability to accomplish tasks, plays a crucial role in academic success, particularly at the primary education level. This study employed a Systematic Literature Review (SLR) methodology to analyze empirical studies from the past five years (2019-2024) focusing on the impact of self-efficacy on primary school students. Literature searches were conducted across three major databases: Google Scholar, SINTA, and Scopus, yielding 213 articles, which were subsequently screened to obtain 10 articles meeting the inclusion criteria. The analysis process involved three-stage thematic coding: open coding, axial coding, and selective coding, followed by validation through researcher triangulation and member checking. This study explored the impacts of high and low self-efficacy on students' academic performance and identified factors influencing self-efficacy formation, such as family support, teaching quality, school environment, and social interactions. The findings revealed that high self-efficacy positively correlates with better academic achievement, active learning engagement, and resilience in facing academic challenges, while low self-efficacy negatively impacts students' participation in academic activities and learning motivation. The analysis also uncovered the critical role of success experiences, social support, and learning environment quality in shaping students' self-efficacy. Based on these findings, further research is recommended to design more effective interventions for enhancing self-efficacy through social reinforcement and positive academic experiences, supporting students' long-term development across various life aspects.
Efektivitas Pendekatan Etnomatematika Berbasis Culturally Responsive Teaching terhadap Kemampuan Berpikir Komputasi Sigit Wibowo; Yuniawatika Yuniawatika; Rifqi Al Farizza; Isnatul Kurnia; Muhamad Candra Ari Nata
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3189

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas pendekatan etnomatematika berbasis Culturally Responsive Teaching (CRT) terhadap kemampuan berpikir komputasi siswa sekolah dasar. Latar belakang penelitian ini berangkat dari rendahnya kemampuan berpikir komputasi siswa Indonesia yang ditandai dengan kesulitan menguraikan masalah, mengenali pola, dan menyusun langkah algoritmik dalam pembelajaran matematika. Penelitian menggunakan metode kuantitatif dengan desain eksperimen semu (quasi-experimental design) tipe Nonequivalent Control Group Design. Sampel penelitian melibatkan 121 siswa kelas V SD di Gugus 1 Kecamatan Ngajum, Kabupaten Malang, yang terdiri atas 61 siswa kelas eksperimen dan 60 siswa kelas kontrol. Kelas eksperimen mengikuti pembelajaran matematika berbasis etnomatematika melalui permainan tradisional yang diintegrasikan dengan prinsip CRT, sedangkan kelas kontrol mengikuti pembelajaran konvensional berbasis Technological Pedagogical Content Knowledge (TPACK). Data dikumpulkan melalui wawancara, dokumentasi, dan tes kemampuan berpikir komputasi yang mencakup empat indikator: decomposition, pattern recognition, abstraction, dan algorithmic thinking. Analisis data dilakukan menggunakan independent sample t-test dengan bantuan SPSS 25.0. Hasil penelitian menunjukkan adanya perbedaan signifikan antara kelompok eksperimen dan kontrol (p < 0,05), dengan peningkatan skor rata-rata sebesar 5,64 pada kelas eksperimen dan 3,3 pada kelas kontrol. Temuan ini mengindikasikan bahwa integrasi konteks budaya lokal dalam pembelajaran matematika mampu meningkatkan keterlibatan, motivasi, serta kemampuan berpikir logis dan sistematis siswa. Pendekatan etnomatematika berbasis CRT terbukti efektif dalam mengembangkan kemampuan berpikir komputasi sekaligus menumbuhkan kesadaran budaya dan rasa identitas siswa. Penelitian ini merekomendasikan penerapan model pembelajaran responsif budaya sebagai alternatif strategis dalam pendidikan matematika untuk memperkuat literasi komputasi abad ke-21 di sekolah dasar.
Project to Develop Blitar City Culture-Based Teaching Modules to Stimulate Deep Learning in Elementary Schools Sa`Dun Akbar; M Luthfi Oktariato; Yuris Indria Persada; Anisa Kusuma Arum; Rifqi Al Farizza
PAKDEMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 3 (2026): Agustus
Publisher : Fakultas Pertanian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58222/pakdemas.v5i3.736

Abstract

The implementation of the Merdeka Curriculum demands a shift toward deep learning; however, teachers at SD Laboratorium UM Blitar City faced challenges in systematically integrating local wisdom into teaching modules. This community service project aimed to enhance teachers' pedagogical capacity through the development of Blitar culture-based teaching modules using the Culturally Responsive Teaching (CRT) approach. The method employed was the Participatory Action Learning System (PALS) with an "In-On-In" training model involving 26 target teachers over eight months. Activities included needs analysis, workshops, the development of Blitar culture-integrated instructional tools (such as Bung Karno's Tomb, Jaranan Tril, and Penataran Temple), and clinical supervision via sit-in observation. The evaluation results demonstrated a significant increase in teacher understanding of deep learning-based CRT, rising from a pre-test average of 45.2% to 89.6% on the post-test (high N-gain category). The developed instructional tools achieved an average feasibility score of 88.5% (highly feasible) and improved classroom management quality by up to 90%. This program proved effective in transforming teacher competence to design mindful, joyful, and meaningful learning while supporting the achievement of SDG 4.
Co-Authors Anisa Kusuma Arum Dinik Hanisvana Isnatul Kurnia M Luthfi Oktariato M. Luthfi Oktarianto Muhamad Candra Ari Nata Persada, Yuris Indria Sa'dun Akbar Sa`Dun Akbar Sigit Wibowo Siti Mas’ula Yuniawatika