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All Journal Tarbawi : Jurnal Ilmu Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Putri, Irni Rachmawati
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Education Mathematics Physics Other

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The Influence of Self-Regulated Learning on Learning Outcomes Moderated by The Flipped Classroom Model in Basic Mathematics Concept Lectures for Prospective Elementary School Teachers Putri, Irni Rachmawati; Wuryandani, Wuri; Saptono, Bambang; Prananto, Irfan Wahyu
Tarbawi : Jurnal Ilmu Pendidikan Vol. 20 No. 1 (2024): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v20i1.4420

Abstract

Self-regulated learning skills are very important for students to be able to plan, monitor, and evaluate learning independently so that they can achieve optimal academic abilities. Basic mathematical concepts are difficult to understand and require optimal learning readiness. Flipped classroom is a learning model that encourages students' SLR to achieve optimal learning outcomes. This study aimed to analyze the effect of SLR on learning outcomes moderated by flipped classrooms. The research uses a quantitative approach by applying linear regression and moderation regression data analysis techniques. The subjects of this study were 38 people, 7 of whom were male students and 31 female students, with each subject in the age range of 16-18 years, who acted as class D PGSD students, Yogyakarta State University, Class of 2024. The results showed that the effect of SLR on the learning outcomes of PGSD students in introductory mathematics concept lectures was only 1.2%. However, suppose SLR is applied to the practice of flipped classroom learning. In that case, it can moderate the effect of the SLR variable on the learning outcomes of basic mathematics concepts of number concepts by up to 43.3%. This concludes that the SLR of students will significantly affect the existence of learning practices designed with the flipped classroom model. Thus, implementing the flipped classroom substantially moderates the effect of SLR on the learning outcomes of elementary school teacher candidates in introductory mathematics concept lectures. Keywords: Self-regulated Learning, Learning Outcomes, Flipped Classroom
Pemodelan RASCH terhadap Soal Konsep Geometri dengan Pembelajaran Blended Learning di Sekolah Dasar Putri, Irni Rachmawati; Lidinillah, Dindin Abdul Muiz; Nuryadin, Asep
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 1: Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 1 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i1.2005

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep geometri siswa sekolah dasar yang dilaksanakan dengan model pembelajaran blended learning melalui pemodelan RASCH. Pemodelan RASCH mampu mengidentifikasi kemampuan pemahaman siswa terhadap suatu konsep yang dianalisis melalui kemampuan siswa dalam menjawab soal. Pemodelan RASCH mampu memberikan gambaran secara jelas bagi guru dalam mengidentifikasi pengukuran kemampuan pemahaman yang dimiliki siswa dengan tepat. Penelitian ini yakni deskriptif kualitatif bertujuan untuk menganalisis kemampuan pemahaman konsep geometri siswa pada pembelajaran yang dilaksanakan dengan model blended learning melalui analisas pemodelan RASCH. Terdapat 27 siswa di SD Laboratorium UPI Kampus Tasikmalaya sebagai subjek penelitian. Adapun teknik analisis data melalui tes mengenai materi konsep geometri. Hasil data ditabulasikan melalui pemodelan RASCH mencakup (a) analisis peta WRIGHT (b) analisis kesesuaian butir soal (c) analisis abilitas siswa (d) analisis scalogram dan (e) analisis reliabilitas. Hasil penelitian ini menunjukan bahwasannya pemahaman konsep geometri dengan pembelajaran yang dilaksanakan dengan menggunakan model pembelajaran blended learning memberikan optimalisasi terhadap kemampuan pemahaman konsep siswa pada materi konsep geometri yang diukur melalui pemodelan RASCH. Pemodelan RASCH menunjukan bahwasannya pembelajaran geometri yang dilaksanakan dengan model blended learning memberikan kemampuan yang optimal bagi siswa dalam memahami konsep geometri dilihat dari kualitas kemampuan siswa dalam menjawab soal.
Self-Efficacy in Elementary School Digital Competence: A Bibliometric Analysis of 21st Century Learning Research Putri, Irni Rachmawati; Ratri, Safitri Yosita; Kawuryan, Sekar Purbarini
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/9azrzf72

Abstract

This study aims to analyze bibliometric mapping of research on self-efficacy and digital competence in Scopus-indexed journals published between 2015 and 2025. The dataset was retrieved from the Scopus database in March 2025 using the query “keywords” with a filter for elementary school, covering a time span of 2015–2025. After screening, a total of 127 documents were included. Bibliometric data were processed using Microsoft Excel and VOS Viewer version 1.6.20 with parameters set at a minimum of five keyword occurrences and full counting method. The annual distribution of publications shows an increasing trend in recent years, reflecting growing academic attention to the topic. Analysis by country indicates that Spain and Germany are the most productive contributors, with active collaboration networks identified at regional and institutional levels. Co-authorship analysis confirms the presence of collaborative research, though large-scale international collaboration remains limited. Document type analysis shows that most outputs are journal articles, followed by conference papers. Keyword co-occurrence mapping highlights “self-efficacy,” “human,” and “digital competence” as the most frequently used terms. Less explored but emerging themes include “digital technology,” “human experimental,” and “questionnaire,” suggesting potential research gaps. Overall, the findings indicate that while research on self-efficacy in students’ digital competence is expanding, opportunities remain for broader international collaboration and exploration of underrepresented themes in 21st century educational practices.
Co-Authors Asep Nuryadin Bambang Saptono Dindin Abdul Muiz Lidinillah Irfan Wahyu Prananto Safitri Yosita Ratri Sekar Purbarini Kawuryan Wuri Wuryandani