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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Penelitian Pendidikan JMM (Jurnal Masyarakat Mandiri) Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Pendidikan Almuslim International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Genderang Asa: Journal of Primary Education Journal of Educational Sciences Variasi : Majalah Ilmiah Universitas Almuslim Jurnal Pengabdian kepada Masyarakat AHDÃF: Jurnal Pendidikan Agama Islam Amalgamasi: Journal of Mathematics and Applications At Turots: Jurnal Pendidikan Islam
Ety Mukhlesiyeni
Universitas Almuslim
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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The Effect of Arithmetic Operations Pockets Media on Improving Concept Understanding and Critical Thinking Skills of Grade 3 Students of SD Negeri 10 Silih Nara Suwarni Suwarni; Ety Mukhlesi Yeni; Afkar Afkar
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.1-12

Abstract

This study examines the effect of multiplication pocket media on conceptual understanding and critical thinking skills of third-grade students in elementary school mathematics learning. Mathematics learning at the elementary school level often faces challenges due to the abstract nature of mathematical concepts, particularly multiplication, which is less compatible with students’ cognitive development at the concrete operational stage. This study employed a quantitative approach using a one-group pretest–posttest pre-experimental design involving 30 third-grade students at SD Negeri 10 Silih Nara. Data were collected through validated and reliable essay-based tests designed to measure conceptual understanding and critical thinking skills. The results showed a significant improvement in students’ learning outcomes, with the mean score increasing from 63.00 in the pretest to 87.33 in the posttest. The Wilcoxon Signed-Rank Test indicated a significant difference between pretest and posttest scores (Sig. = 0.000 < 0.05). Furthermore, the N-Gain score of 0.738 was categorized as high, indicating that the multiplication pocket media effectively improves students’ learning outcomes. These findings suggest that the use of concrete and manipulative learning media can enhance students’ conceptual understanding and critical thinking skills in elementary mathematics learning.
MATHEMATICAL DISPOSITION ANALYSIS OF ELEMENTARY SCHOOL STUDENTS ON THEIR MATHEMATICAL PROBLEM-SOLVING SKILL Riandi Marisa; Yulia Santi; Ety Mukhlesi Yeni; Sri Dewi Nirmala
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 1 (2023): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i1.9588

Abstract

The role of students' attitudes (disposition) towards mathematics is an important element in solving their mathematical problems and must be maximized properly. Disposition has the following indicators such as self-confidence, flexibility, persistence, curiosity, reflecting, and applying it. This paper describes the elementary students' mathematical disposition profile toward their problem-solving skills. The research method uses qualitative-descriptive. Data were collected through questionnaires, observations, and interviews, which were subsequently analyzed by triangulation technique. The results indicate that there is a significant relationship between elementary school students' mathematical dispositions and their problem-solving skills. Students who achieve the "excellent" category of mathematical disposition indicators (mathematical disposition indicators score > 85%) have good problem[1]solving skills. Furthermore, students who are categorized as "less" (mathematical disposition indicators score < 60%) have problem-solving skills and need treatment. The analysis results that were obtained through questionnaires, observation, and confirmation with interviews indicate that the students' mathematical disposition skills in group A were categorized as excellent with disposition indicators of 95%. Students’ mathematical disposition in group B was categorized as quiet good with the students' mathematical disposition criteria of only 65%. In addition, students’ mathematical disposition in group C was categorized as less good because students' mathematical disposition skills appear only 65%.
The Role of Canva-Based Learning Media in Improving Mathematical Critical Thinking Skills in Elementary School Students’ Data Analysis Material Nur Afiah; Ety Mukhlesi Yeni; Aminah Aminah
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.1125-1134

Abstract

The development of digital technology provides opportunities for teachers to create more interactive and engaging learning experiences. This study aims to determine the effectiveness of Canva-based interactive learning media in improving fifth-grade  students’ Mathematical Critical Thinking skills in data analysis material. This research employed a quantitative approach using a quasi-experimental method with a non-equivalent comparison-group design involving a control class and an experimental class. Data were collected through pretest and posttest instruments. The results showed that the experimental class experienced a significant increase in the average score, from 47.86 in the pretest to 70.00 in the posttest, indicating a substantial improvement compared to the control class. The data were analyzed using normality, homogeneity, and independent samples t-tests. The normality test results indicated that all data were normally distributed (Sig. > 0.05), while the homogeneity test showed equal variances between groups (Sig. = 0.733 > 0.05). Furthermore, the t-test result showed a significance value of 0.000 (< 0.05), indicating a significant difference between the two groups. These findings demonstrate that Canva-based interactive learning media is effective in enhancing  students’ Mathematical Critical Thinking skills in elementary school data analysis learning.
The Effectiveness of Applying Fraction Card Block Media to the Understanding of Fraction Arithmetic Operation Concepts in Grade IV Elementary School Students Sarwati Sarwati; Maisura Maisura; Ety Mukhlesi Yeni
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.1062-1072

Abstract

This study aimed to determine the effectiveness of Fraction Card Block Media in improving fourth-grade elementary students’ understanding of fraction operations. The research employed a quantitative approach using a quasi-experimental method with a non-equivalent comparison-group design involving an experimental class and a control class. Data were analyzed using normality tests, homogeneity tests, and paired-sample t-tests. The results of the Kolmogorov–Smirnov and Shapiro–Wilk tests showed significance values greater than 0.05, indicating that the data were normally distributed. The homogeneity test also indicated homogeneous data with a significance value of 0.390 (>0.05). Furthermore, the paired-sample t-test results showed that the experimental class experienced a significant improvement in understanding fraction operations, with a significance value of 0.000 (<0.05), while the control class showed no significant improvement, with a significance value of 0.078 (>0.05). These findings indicate that Fraction Card Block Media is effective in enhancing students’ conceptual understanding of fraction operations. The use of concrete and visual learning media can help students better understand abstract mathematical concepts and support more effective learning processes.
An Analysis of Gaps in Elementary School Students’ Mathematical Literacy in Solving Contextual Problems Ety Mukhlesiyeni
Genderang Asa: Journal of Primary Education Vol. 6 No. 2 (2025): Genderang Asa:Journal of Primary Education
Publisher : PGMI IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jga.v6i2.7242

Abstract

This study aims to analyze the gaps in elementary school students’ mathematical literacy when solving contextual problems. Mathematical literacy is understood as students’ ability to formulate, apply, and interpret mathematics in various real-life contexts. However, learning practices in elementary schools are often still dominated by procedural and textbook-oriented approaches, resulting in a gap between expected competencies and students’ actual abilities. This study employed a qualitative descriptive approach with a case study design. Data were collected through contextual mathematical literacy tests, analysis of students’ written work, classroom observations, and semi-structured interviews with students and teachers. The results indicate that the most prominent gaps occur in (1) understanding contextual situations, (2) translating contexts into mathematical representations, (3) selecting appropriate problem-solving strategies, and (4) interpreting mathematical solutions back into real-life contexts. These gaps are influenced by limited exposure to contextual problems, teachers’ focus on procedural mastery, and students’ low confidence in reasoning and argumentation. The findings suggest that systematic efforts are needed to integrate contextual and meaningful learning into elementary mathematics instruction to strengthen students’ mathematical literacy.
Implementasi Psychosocial Support (PSS) Dalam Pemulihan Emosional Masyarakat Pascabencana Banjir Di Desa Bale Panah Nurhayati; Ety Mukhlesiyeni; Osey Putri Salehha; Sari Dewi; Darniati
PRAXIS: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 3 (2026): PRAXIS April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47776/0gm9fk69

Abstract

Banjir tidak hanya merusak fisik, tetapi juga berdampak pada psikososial anak. Pengabdian ini bertujuan mendeskripsikan implementasi Psychosocial Support (PSS) berbasis anak di Desa Bale Panah menggunakan metode deskriptif kualitatif dengan subjek 98 anak dari Pra-TK hingga SMP. Data dikumpulkan melalui observasi dan wawancara informal, dengan fokus pada aspek emosional, interaksi sosial, kepercayaan diri, dan ekspresi diri. Kegiatan meliputi asesmen, intervensi, dan evaluasi melalui permainan terapeutik, ekspresi kreatif, dan aktivitas kelompok. Hasil menunjukkan penurunan kecemasan, peningkatan interaksi sosial, serta berkembangnya kepercayaan diri dan kemampuan ekspresi diri. PSS juga memperkuat kohesi sosial dan terbukti efektif meski dalam keterbatasan, sehingga menjadi bagian penting dalam pemulihan pascabencana.
Differentiated Learning Strategies of Driving Teachers in Optimizing Students' Learning Interests in Elementary Schools Muhibbuddin Muhibbuddin; Yulia Santi; Ety Mukhlesi Yeni
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 3, July - September 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i3.6246

Abstract

The implementation of differentiated learning strategies by the Leading Teacher in elementary schools lies in the diversity of characteristics, abilities, and learning interests of students that cannot be accommodated through a uniform learning approach. Through differentiated learning, the Leading Teacher plays a strategic role in creating student-centered learning so that student learning interests can be optimized sustainably. The purpose of this study is to analyze the implementation and impact of differentiated learning by the leading teacher in optimizing student learning interests in the core cluster 03 Bandar Baru, Pidie Jaya Regency. This study uses a qualitative method with a case study approach. The sample used was determined by purposive sampling consisting of 8 principals and teachers as respondents. Data collection techniques with interview and observation guidelines. Qualitative data validity tests include credibility tests, transferability (transfer value), dependability and confirmability. Data analysis was carried out using qualitative descriptive methods, namely data reduction, data presentation and conclusions. The results of this study indicate that the implementation of differentiated learning is carried out through grouping students based on learning abilities and interests, providing diverse activities, and choices in presenting and completing assignments. Teachers provide flexible support and create a learning environment that supports active student engagement. Differentiated learning has a positive impact on increasing student interest in learning. Students demonstrate increased interest in participating in lessons, increased attention during learning, increased awareness of the importance of learning, and optimal knowledge development.
IMPROVING STUDENTS' CRITICAL THINKING ABILITIES THROUGH PROBLEM SOLVING ON FRACTIONS IN GRADE V ELEMENTARY SCHOOL Intan Zuhra; Fira A'dilla; Chandra Riski; Rahmatika; Mulia Aqsar; Yusnita; Kasmawati; Idariani; Nana Mulyana; Safriani; Muhammad Nur; Hasanuddin; Ety Mukhlesiyeni
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 7 (2026): JUNE
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to determine students' critical thinking skills based on learning outcomes and analyze the differences between students' critical thinking skills and predetermined standard scores. This study uses a quantitative approach with descriptive analysis methods and hypothesis testing. The sample in this study amounted to 20 students. The research instrument used was a critical thinking skills test. Data analysis was carried out through a normality test using Shapiro-Wilk and a hypothesis test using the Wilcoxon Signed-Rank Test because the data did not meet the normality assumption. The results showed that the average value of students' critical thinking skills was 77.3, with a median value of 80.0 and a standard deviation of 8.66. Descriptively, the students' average score was above the comparison score, which was 75. The results of the normality test showed a significance value of 0.033 <0.05, so the data was declared not normally distributed. Furthermore, the results of the Wilcoxon test showed a significance value of 0.209 >0.05, so there was no significant difference between students' critical thinking skills and the predetermined standard scores. Based on the research results, it can be concluded that students' critical thinking skills are already in the good category descriptively, but the improvements obtained have not shown statistically significant differences. Therefore, the implementation of more active, innovative, and problem-solving-oriented learning strategies is needed to improve students' critical thinking skills.
Effectiveness of Local Wisdom-Based LKPD on GCF and LCM to Improve Fifth-Grade Students’ Mathematical Critical Thinking in Makmur District Juniati Juniati; Maisura Maisura; Ety Mukhlesiyeni
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.617-627

Abstract

This study aims to determine the improvement of fifth-grade students’ mathematical critical thinking skills after using local wisdom-based student worksheets (LKPD) on the topics of Greatest Common Factor (GCF) and Least Common Multiple (LCM), to compare the results between the experimental and control classes, and to assess the effectiveness of the LKPD. The research employed a quasi-experimental method with a non-randomized control group pretest-posttest design. The study was conducted at SD Negeri 2 Makmur (experimental class) and SD Negeri 8 Makmur (control class) during the 2025/2026 academic year, using a simple random sampling technique. The instrument used was a valid and reliable essay test (α = 0.765). Data were analyzed using normality, homogeneity, t-test, and two-way ANOVA with the assistance of SPSS 27. The results showed a significant improvement in mathematical critical thinking skills in the class that used local wisdom-based LKPD compared to the conventional method. The LKPD proved to be effective as it connects mathematics learning with local cultural contexts, making it more meaningful and engaging for students.
The Effect of Realistic Mathematics Education (RME) on Mathematical Reasoning Ability and Critical Thinking of Elementary School Students in Plane Figures Material Rasyidah Rasyidah; Maisura Maisura; Syifa Saputra; Yulia Santi; Ety Mukhlesi Yeni
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.2488-2505

Abstract

This study investigated the effect of Realistic Mathematics Education (RME) on mathematical reasoning and critical thinking abilities of second-grade elementary students in plane figures material. The low performance in base on initial observations and preliminary observations showing only 27.27% of students solving contextual problems successfully motivated this research. A quasi-experimental design with one-group pretest-posttest involving 30 second-grade students at UPTD SD Negeri 12 Makmur was employed. Data were collected using validated written tests measuring mathematical reasoning and critical thinking abilities. The Shapiro-Wilk test confirmed normal data distribution, and paired sample t-test analyzed the intervention effects. Results showed significant improvements in both abilities. Mathematical reasoning increased from a mean of 59.33 to 79.67 (gain = 20.34, t = -30.113, p < 0.001), while critical thinking improved from 57.00 to 73.83 (gain = 16.83, t = -16.793, p < 0.001). These findings demonstrate that RME significantly enhances students' mathematical reasoning and critical thinking by engaging them in contextual problem-solving, guided reinvention, collaborative discussions, and progressive mathematization from concrete to abstract thinking. The study provides empirical evidence supporting RME implementation in elementary mathematics education to develop higher-order thinking skills through meaningful, real-world learning experiences.
Co-Authors Afkar Afkar Aminah Aminah Ayu Muspika Chandra Riski Darniati Fachrurazi Fachrurrazi Fachrurrazi Fachrurrazi Fachrurrazi Fira A'dilla Hasanuddin Idariani Intan Zuhra Jasmaniah Jasmaniah, Jasmaniah Juli Firmansyah Juniati Juniati Kartika, Yessy Kasmawati Maisura Maisura Maisura Maisura Maisura Maisura Maisura Maisura Maisura Maisura Muhammad Daud Muhammad Nur Muhibbuddin Muhibbuddin Mulia Aqsar Murniati Mutia Hasan Mutia Hasan Nadia Aldyza Nadia Aldyza Nana Mulyana Noval Andriani Nur Afiah Nurhayati Nurhayati Nurlaili Osey Putri Salehha Putri Salehha, Osey Rahmatika Raihan Hayati Raihan Maulidar Rasyidah Rasyidah Riandi Marisa Safriani Sarah Fazilla, Sarah Sari Dewi Sarwati Sarwati Sitti Jamilah Sri Dewi Nirmala Sri Dewi Nirmala Suwarni Suwarni Syifa Saputra Windra Irawan Yessy Kartika Yulia Santi Yusnita Zuhratun Safara