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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika JINOP (Jurnal Inovasi Pembelajaran) Premiere Educandum REFLEKSI EDUKATIKA Jurnal Elemen Scholaria: Jurnal Pendidikan dan Kebudayaan Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal Bidang Pendidikan Dasar AL-ATHFAL : JURNAL PENDIDIKAN ANAK ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Indonesian Journal of Primary Education Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Eduscience (JES) Journal On Teacher Education (Jote) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Bakti Cendana: Jurnal Pengabdian Masyarakat Journal of Community Service and Empowerment G-Couns: Jurnal Bimbingan dan Konseling Al-Bidayah: Jurnal Pendidikan Dasar Islam Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Jurnal Simki Pedagogia JOURNAL OF COMMUNITY ENGAGEMENT AND EMPOWERMENT Jurnal Pengabdian Kepada Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of General Education and Humanities Jurnal Basicedu Jurnal Ilmu Pendidikan dan Sosial Research and Development in Education (RaDEn) Indonesian Research Journal on Education Al-Bidayah : jurnal pendidikan dasar Islam Indonesian Journal of Primary Education Jurnal Pendidikan Progresif
Worowirastri E., Dyah
Department Of Primary Education, Faculty Of Teacher Training And Education, Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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The Effect of Mathematics Teachers’ Pedagogical Competence on Students’ Learning Outcomes in Mathematics for Grade XI at Muhammadiyah 3 Senior High School, Sidoarjo Mohammad Khoirrudin Aamsy; Mohamad Syahri; Dyah Worowirastri Ekowati
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1514

Abstract

Teachers’ pedagogical competence is considered one of the key factors influencing the effectiveness of the learning process and students’ academic achievement. However, differences in pedagogical competence among mathematics teachers, particularly in adapting instructional strategies and technology integration, may contribute to variations in student learning outcomes. Therefore, this study aimed to analyze the effect of mathematics teachers’ pedagogical competence on the learning outcomes of Grade XI students at Muhammadiyah 3 Senior High School, Sidoarjo. This study employed a quantitative approach using an ex post facto research design. The population consisted of teachers and students of Muhammadiyah 3 Senior High School Sidoarjo, in the 2025/2026 academic year. The sample comprised two mathematics teachers and 34 Grade XI students selected through purposive sampling. Data were collected using questionnaires, documentation, observations, and interviews. Data analysis included descriptive statistics, normality and homogeneity tests, Pearson correlation analysis, simple linear regression, F-test, and t-test. The findings revealed that teachers’ pedagogical competence was generally categorized as good, particularly in explaining learning materials, understanding students’ learning needs, selecting appropriate teaching methods, and providing feedback. Students’ mathematics learning outcomes achieved an average score of 79.47, indicating a fairly good level of achievement. Pearson correlation analysis demonstrated a very strong positive relationship between pedagogical competence and learning outcomes (r = 0.987, p < 0.05). Furthermore, the results of the regression analysis, F-test, and t-test confirmed that teachers’ pedagogical competence had a significant positive effect on students’ mathematics learning outcomes.
Gamified Digital Learning in Rural Indonesia: A Qualitative Case Study on Enhancing Engagement and Understanding in Elementary IPAS Azudin Nur; Akhsanul In&#039;am; Dyah Worowirastri Ekowati
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.8994

Abstract

This study addresses the digital divide affecting the implementation of the Merdeka Curriculum in rural Indonesian elementary schools, where limited infrastructure and teacher readiness constrain meaningful science learning. The study aimed to explore how gamified digital learning can enhance student engagement and conceptual understanding in IPAS classrooms. Employing a qualitative case study design, the research was conducted at State Elementary School 2 Sesaot in West Lombok, involving 1 IPAS teacher, 25 fifth-grade students, the school principal, and parents. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using an interactive thematic model. The findings indicate that the integration of animated videos, visual slides, Wordwall, and Quizizz significantly improved learning outcomes, with 85% of students demonstrating better conceptual understanding of ecosystems, 78% reporting increased enjoyment, and 82% showing greater confidence in participation. The results suggest that digital media functioned as cognitive scaffolds, while gamification strengthened motivational engagement. Despite limitations related to short implementation duration and infrastructural constraints, the study highlights the feasibility of digital–gamified learning in low-resource settings. The study contributes theoretically by proposing a dual-pathway learning model and, practically, by offering policy-relevant insights to support sustainable, context-responsive digital learning in rural elementary schools. Keywords: digital learning, elementary education, gamification, motivation, science learning
Bridging Culture and Mathematics: An Interactive Digital Module with Batik Pattern for Teaching the Concept of Area Agung Deddiliawan Ismail; Adityo Adityo; Dyah Worowirastri Ekowati; Erna Yayik; Alfiani Athma Putri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.18001

Abstract

Based on the results of observations and literature studies, it is evident that many students struggle to understand the concept of area. Most of them only memorize formulas. Additionally, many students have limited knowledge of the local culture. This study aims to develop interactive digital media based on local culture, specifically in the form of batik patterns, utilizing local materials. The research method used is Research and Development (R&D), employing the ADDIE method, which consists of Analysis, Design, Development, Implementation, and Evaluation. The study's results stated that, according to the validator or media expert, the percentage was 92.86%, categorized as very feasible. The expert provided a percentage of 85.71%, which falls into the very feasible range. The results of the dissemination indicated that the students' responses also showed the media to be very appropriate, with a percentage of 89.64%. The teachers' responses, meanwhile, showed a percentage of 93.75%, which fell within the very feasible category—results of the Wilcoxon Test analysis using the signed rank method. The test shows a p-value of 7.45 × 10^(-9)< 0.05. It can be concluded that there is a significant increase in pre-test and post-test scores. The median score increased from 65.5 (IQR = 9.25) in the pre-test to 77.0 (IQR = 9.75) in the post-test, indicating an overall improvement in student performance. Furthermore, the calculated effect size (r = 0.85) suggests a large practical impact, confirming that the use of the interactive digital module with batik motifs substantially enhanced students’ conceptual understanding of area.
Augmented Reality-Based Adaptive Geometry Learning: Exploring Problem Complexity through Adversity Quotient in Pre-service Primary School Teachers Ekowati, Dyah Worowirastri; Ana Maulida Azura; Agung Deddiliawan Ismail; Puji Sumarsono; Octarina Hidayatus Sholikhah
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v18i1.13482

Abstract

Geometry problem-solving is an essential competency for Primary School Teacher Education students, yet many struggle with three-dimensional visualization. Furthermore, students' persistence in overcoming challenges known as adversity quotient (AQ) significantly influences this process. This study aims to develop augmented reality (AR)-based geometry problems with varying complexity tailored to students' AQ. Using the ADDIE research and development model with 29 student subjects at Universitas Muhammadiyah Malang, data were collected through observation, interviews, questionnaires, and documentation, then analyzed using descriptive quantitative and qualitative methods. Results show the developed AR-based problems are highly valid, scoring 74% from material experts (good category) and 96% from media experts (very good category), and yielding an 85.89% student response score regarding usability (Good Category). Crucially, empirical data regarding problem-solving skills demonstrated that AR integration successfully scaffolded early-stage spatial representation, enabling 82.76% of the subjects to overcome visualization barriers and comprehend three-dimensional contexts (Polya Stage 1). However, complete problem-solving success across all four Polya stages was achieved by only 24.14% of the cohort (7 students).  The remaining 75.86% experienced structural drop-offs tied to specific AQ obstacles: Quitter students abandoned tasks at the initial stage due to persistent spatial barriers, whereas Camper students successfully devised plans but failed during the execution and verification stages due to arithmetic errors and a lack of looking-back habits. The varied problem complexity serves as an effective differentiated learning strategy, offering targeted visual scaffolding for lower-resilience students while demanding complex reasoning from higher-resilience ones. Therefore, this study contributes significantly to adaptive, technology-based, and inclusive geometry learning.
AUTHENTIC LEARNING THROUGH A MARKET DAY PROGRAM IN KINDERGARTEN: ITS IMPACT ON CHILDREN’S INDEPENDENCE AND SELF-REGULATION Khusnatul Mawaddah; Dyah Worowirastri Ekowati; Mohammad Syahri
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8604

Abstract

Purpose – This study evaluates the Market Day program at TK ABA Percontohan, Bojonegoro Regency, as an authentic learning strategy to foster independence in early childhood using a CIPP-based evaluation framework.Methodology – The study used a qualitative approach. Participants were selected purposively and involved 27 respondents: the principal (n=1), teachers (n=4), and parents/guardians (n=5), while 17 children were observed as research subjects without being interviewed. Data were collected through structured observations during Market Day, semi-structured interviews, and document analysis. Data analysis followed an interactive process of reduction/coding, data display, and drawing and verifying conclusions through source and method triangulation.Findings – Market Day functioned as an authentic learning activity that stimulated children's life skills, including early financial literacy, confidence in social interaction, decision-making based on their allowance, responsibility for their goods and sales booth, and emotional self-regulation (waiting in line, being patient, and accepting consequences). The main challenges were money, numeracy skills—especially when calculating and giving change—differences in children's confidence and communication, queue discipline, and inconsistent parental involvement and product standards. These findings suggest the need for stronger scaffolding to support money-related numeracy.Contribution – This study contributes by providing a holistic CIPP-based evaluation of Market Day, formulating observable indicators of children’s independence in authentic transaction settings, and offering practical recommendations to strengthen scaffolding and program quality in kindergarten and similar early childhood education contexts.
ENHANCING CRITICAL THINKING THROUGH MATHEMATICAL HABITS OF MIND AND GEOGEBRA ON THE PYTHAGOREAN THEOREM Edy Supratman; Akhsanul In'am; Dyah Worowirastri Ekowati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13330

Abstract

This study was conducted in response to the low level of students' critical thinking skills and the predominance of teacher-centered instruction in mathematics classrooms. It aims to analyze the differences in students' critical thinking skills between those taught using the MHM approach assisted by GeoGebra and those taught through traditional methods on the topic of the Pythagorean Theorem in Class VIII at SMPN 3 Lingsar, West Lombok.  This study employed a quasi-experimental design, specifically a nonequivalent control group design, involving two groups of 27 students each.  The experimental group received instruction using the MHM approach with GeoGebra, which emphasizes reflective, persistent, and evidence-based mathematical thinking habits, while the control group used conventional methods  Data were collected through pretest and posttest critical thinking assessments, student worksheets, and learning observations. The initial abilities of both groups were comparable, as indicated by the independent t-test on the pretest (p > 0.05). Posttest results showed a significant improvement in the experimental group (mean = 82) compared to the control group (mean = 65), with a posttest p-value of 0.000 (< 0.05) and a very large effect size (Cohen’s d = 1.90), indicating a substantial difference in learning outcomes between the groups.  Observations also revealed very high engagement levels in the experimental group. These findings demonstrate that the MHM approach, aided by GeoGebra, effectively enhances students' critical thinking skills and fosters reflective, systematic, and collaborative learning habits. This study recommends adopting MHM strategies and visual technologies like GeoGebra in mathematics education.
A Humanistic Approach to Preventing Bullying: Collaboration Between School Counselors and Homeroom Teachers at Vocational High School Lalu Ahmad Bukhari; Akhsanul In&#039;am; Dyah Worowirastri Ekowati
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8341

Abstract

Bullying in vocational schools, which involves late adolescents with complex psychosocial dynamics, requires a holistic prevention approach. This study examines the implementation of a humanistic approach through collaboration between Guidance and Counseling Teachers and Homeroom Teachers to prevent bullying at State Vocational High School 1 Narmada, West Lombok. Using a qualitative case study design, data are collected through observation, interviews, and document analysis. The results show that structured collaboration through regular coordination meetings, informal communication, and joint interventions, such as home visits, is highly effective for early detection and case management. The humanistic approach, embodied in empathy, unconditional acceptance, and reflective dialogue, is consistently applied in counseling services and learning interactions. School policy support through the Duta Sahabat and Teman Curhat programs strengthens the creation of an inclusive and safe school climate. This collaborative model not only reduces incidents of bullying but also promotes emotional awareness, peer support, and a culture of mutual respect. This study concludes that the synergy between humanistic approaches and teacher cooperation, supported by school leadership, is an effective strategy for building a positive learning environment in vocational schools. Keywords: humanistic approach, guidance and counseling, homeroom teachers, bullying, vocational schools
How a Computational Thinker Solves a Non-Routine Geometry Task: A Single-Case Study Ismail, Agung Deddiliawan; Rosyadi, Alfiani Athma Putri; Ekowati, Dyah Worowirastri; Yayuk, Erna
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i1.3604

Abstract

Problem-solving has become a core element of the mathematics curriculum, where students are encouraged to solve non-routine and higher-order thinking problems (HOTS). However, based on empirical observations in classrooms reveal that many students still struggle to solve problems. Many students often struggle to determine where to begin, especially when faced with non-routine or HOTS tasks of geometry problems.  This study investigates how a student with strong computational thinking (CT) skills approaches and solves such problems. This study employs a descriptive qualitative design. The subject was selected using purposive sampling, in which one participant was chosen from a total of 48 respondents based on specific criteria, namely providing correct answers and demonstrating the four components of CT. The findings reveal that the subject utilized four main stages: decomposition, pattern recognition, abstraction, and algorithmic design. In the decomposition phase, the student broke down the square into smaller triangles to simplify the problem. In the pattern recognition stage, the student identified recurring geometric configurations, such as right triangles. During abstraction, irrelevant information was discarded to focus on key components. Finally, the student applied a sequential algorithm involving triangle similarity and the Pythagorean theorem to determine the side length of the square. These findings highlight the potential of computational thinking in enhancing problem-solving performance in geometry. The implications of these findings indicate that CT skills can be applied in instructional design, particularly in problem-solving activities. Students can be guided in engaging in CT processes by using simple questions aligned with each CT component.
Co-Authors Abdulkadir Rahardjanto Adityo Adityo Aftikah Aftikah Aftikah, Aftikah Agung Deddiliawan I. Agung Deddiliawan Ismail Agung Deddiliawan Ismail Agung Deddiliawan Ismail Agung Dediliawan Ismail Ahmad Muzari Akhsanul In'am Alfiani Athma Putri Alfiani Athma Putri Rosyadi Ana Maulida Azura Ardian Agustin Pramesti Ari Dwi Haryono Arif Wicaksono Arina Restian Arina Restian Artadana, Ida Bagus Made astuti, Yuni puji Astutik, Pipit Pudji Aulina Nur Azizah Ayu Nur Fadillah Azudin Nur Belinda Dewi Regina Beti Istanti Suwandayani Deddy Febrianshari Dena Ade Primasari Dewantari, Arinta Agnie Diah Rahayu Ardiani Dian Fitri Nur Aini Dian Ika K. Dian Ika Kusumaningtyas Dwi Agus Sudjimat Edy Supratman Eka Wahyuningtyas Eko Anis Setyorini Endang Poerwanti Erna Yayik Erna Yayuk Erna Yayuk Erna Yayuk Evelin Rodenayana Fadillah, Ayu Nur Fardila Nugraheni Fardila Nugraheni Farhatul Hakiki Febrianshari, Deddy Febriyanti, Fitria Figa Zulfi Azzahra Fitria Febriyanti Fitria Febriyanti GITA PRATIWI Gumilar Wahyuning Illahi Hakiki, Farhatul Harisma Fatihatul Hayyu Haryono, Ari Dwi Hastati Surini Husamah Husamah Ika K., Dian Ima Wahyu P.U Ima Wahyu Putri Utami In’am, Akhsanul Iva Prastica Juliastuti Juliastuti, Iva Prastica Juni Sulistyawati Kamariah Kamariah Khusnatul Mawaddah Komariah Komariah Kuncahyono Kuncahyono Lailiyah, Ummi Badriyatul Lalu Ahmad Bukhari Lesy Luzyawati Ludvi Novisatul Chusna Makbul Muksar Marhan Taufik Miftachul Amri Minatun Nadlifah Minatun Nadlifah Minatun Nadlifah Miza Nina Adlini Moh. Mahfud Effendi Moh. Mahfud Effendy Mohamad Syahri Mohammad Khoirrudin Aamsy Mohammad Syahri Nawang Sulistyani Nimmanarati, Rakyan Novalia Nidya Permata Nugraheni, Fardila Nuzla Aimmatu Rasyida Octarina Hidayatus Sholikhah Olga Putriana Wati Pipit Pudji Astutik Pramesti, Ardian Agustin Puji Sumarsono Putri, Adelya Dwi Cendani Rakyan Nimmanarati Retno Septi Arini Rifkatuzahro Rifkatuzahro Rina Wahyu Setyaningrum Riza Rahman Hakim Rizki Juni Sulistyawati Rizky, Indah Permata Romadlon Rosidah, Vivin Khoirir Safitri, Fifit Santoso, Wisnu Puguh Sari, Nanda Febriana Setiya Yunus Saputra Shalehoddin Siti Ainur Rachmatullah Siti Inganah siti Rukoyah Soni Andriawan Sony Darmawan Sony Darmawan, Sony Sri Wahyuni Supratman, Edy Surini, Hastati Susintowati, Wiwik Sutrisno Sutrisno Suwandayani, Beti Istanti Toto Nusantara Tyas Deviana Umi Hanifah Vivin Khoirir Rosidah Wahyu P.U, Ima Wisnu Puguh Santoso Wiwik Susintowati Yuliati Yuliati Yus Mochamad Cholily