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Meta Analisis terhadap Tantangan dan Peluang dalam Implementasi Model Problem Based Learning pada Pelajaran IPS di Sekolah Dasar Nadia Adillah Harpizon; Aramudin Aramudin; Rian Vebrianto; M. Fikri Hamdani; Khairul Saleh
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6276

The purpose of this research is to quantify the impact of the problem-based learning (PBL) paradigm on primary school pupils' achievement in social subjects. With a focus on primary school pupils, this research intends to reevaluate the efficacy of the Problem Based Learning Learning paradigm in enhancing mathematical understanding. This study employed a meta-analysis via qualitative descriptive analysis approach, which entails examining or assessing published publications based on research findings. This meta-analysis found that, with a range of 0.03% to 0.71%, the Problem-Based Learning Learning model significantly improves students' learning outcomes in elementary school. When looking at the effect size in terms of education in the elementary school jejang category, the results of the meta-analysis indicate that there are learning outcomes of the social sciences (IPS) that are significantly impacted by the problem-based learning model. The average effect size is 1.302231. Accordingly, the result is Assuming that IPS makes good use of the Problem-Based Learning methodology to boost primary school pupils' performance in social studies,.

Pemetaan Instrumen Self-Efficacy Siswa Kelas V Pada Materi Ekosistem Di Sekolah Dasar Nadia Adillah Harpizon; Risnawati Risnawati; Rian Vebrianto; M. Fikri Hamdani; Khairul Saleh
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7036

This study aims to determine: (1) the profile and ability of self-efficacy of grade V Pekanbaru students; and (2) differences in self-efficacy based on gender, age, ethnicity, ideals, parents' education and parents' occupation. This study used a quantitative approach through survey method, with a total sample of 50 people taken through cluster sampling technique. All data were collected through questionnaires that have been distributed and analyzed quantitatively using the IBM SPSS Statistics 25 application and the Two-Way Anova test. The results showed that: (1) in terms of self-efficacy, the research subjects have good self-efficacy on average (min = 6.7); (2) there is no difference in self-efficacy based on age, ethnicity, and parental education; and (3) there is a relationship between gender, ideals, and parental occupation. The teachers will further provide relevant inputs and actions to improve teachers' resources and skills.

Mapping Ability Literacy Science School Base Class V on Material Temperature and Heat Rindu Maulana; Risna Wati; Rian Vebrianto; M. Fikri Hamdani; Adisti Yuliastrin
Journal of Islamic Education Students (JIES) Vol 4, No 2: November 2024
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v4i2.12611

This study aims to determine: (1) the profile and science literacy skills of fifth grade elementary school students and (2) differences in science literacy skills based on age, ethnicity, gender, parental education and parental occupation. This study used a survey method with a quantitative approach, with a total sample of 60 people taken through purposive sampling technique. All data were collected through test questions distributed online and analyzed quantitatively using the IBM SPSS 24 application and the Two - way ANOVA test. The results showed that: (1) aspects of science literacy skills have an average of 77 with a good category, (2) There are no differences in science literacy skills based on age, gender, parental occupation and parental education.

Pengaruh Lingkungan Teman Sebaya dan Motivasi Belajar Terhadap Sikap Belajar Siswa Pada Mata Pelajaran Pendidkan Agama Islam di SMP IT Aziziyyah Pekanbaru Heldi Firma; Risnawati Risnawati; M. Fikri Hamdani
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.6479

Penelitian ini bertujuan untuk mengetahui Pengaruh lingkungan teman sebaya dan motivasi belajar terhadap sikap belajar siswa pada Mata Pelajaran Pendidkan Agama Islam di SMP IT Aziziyyah Pekanbaru. Penelitian ini adalah penelitian lapangan dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah siswa di SMP IT Aziziyyah Pekanbaru sebanyak 80 siswa, sedangkan sampelnya sebanyak 80 siswa. Teknik pengambilan sampel yang digunakan adalah teknik sampling yaitu non probability sampling dengan menggunakan total jenuh. Teknik pengumpulan data menggunakan observasi, angket dan dokumentasi. Teknik analisis data menggunakan regresi linier dan berganda. Hasil penelitian ini menunjukkan bahwa; 1) Lingkungan teman sebaya berpengaruh secara signifikan terhadap sikap belajar siswa pada Mata Pelajaran Pendidkan Agama Islam di SMP IT Aziziyyah Pekanbaru. Hal ini ditunjukkan dengan hasil t hitung lebih besar dari t tabel 3.951 > 1.99) dengan nilai sig. 0,000 < 0,05, 2) Motivasi belajar berpengaruh secara signifikan terhadap sikap belajar siswa pada Mata Pelajaran Pendidkan Agama Islam di SMP IT Aziziyyah Pekanbaru. Hal ini ditunjukkan dengan hasil t hitung lebih besar dari t tabel (3.173 > 1.99) dengan nilai sig. 0.002 < 0.05, 3) Lingkungan teman sebaya dan motivasi belajar lingkungan teman sebaya dan motivasi belajar secara simultan berpengaruh terhadap sikap belajar siswa pada Mata Pelajaran Pendidkan Agama Islam di SMP IT Aziziyyah Pekanbaru. Hal ini ditunjukkan dengan hasil nilai Fhitung > Ftabel (7.744 > 3.11).

Pengaruh Lingkungan Belajar dan Tingkat Pemahaman Siswa Terhadap Hasil Belajar Pendidikan Agama Islam di SMAN 10 PekanbaruPengaruh Lingkungan Belajar dan Tingkat Pemahaman Siswa Terhadap Hasil Belajar Pendidikan Agama Islam di SMAN 10 Pekanbaru Jenny Ambiani; Risnawati Risnawati; M. Fikri Hamdani
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.6694

Penelitian ini bertujuan untuk menganalisis pengaruh dari lingkunga belajar dan tingkat pemahaman siswa terhadap hasil belajar siswa kelas X di SMAN 10 Pekanbaru. Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Populasi penelitian terdiri dari seluruh siswa kelas X, dengan sampel acak sebanyak 81 siswa yang diambil dari 10 kelas. Data yang digunakan dalam penelitian ini meliputi data primer yang diperoleh langsung dari responden dan data sekunder yang mendukung hasil analisis. Teknik analisis data yang digunakan mencakup uji validitas untuk memastikan keakuratan instrumen penelitian, uji asumsi klasik, analisis koefisien determinasi, serta analisis regresi linear berganda untuk mengetahui hubungan antara variabel independen dan variabel dependen. Hasil penelitian mengungkapkan bahwa baik lingkungan belajar maupun pemahaman siswa memiliki pengaruh signifikan terhadap hasil belajar. Di antara kedua variabel tersebut, lingkungan belajar memiliki kontribusi yang lebih dominan dibandingkan pemahaman siswa. Secara keseluruhan, kedua variabel tersebut mampu menjelaskan sekitar 22,5% dari variasi yang terjadi pada hasil belajar siswa kelas X di SMAN 10 Pekanbaru. Hal ini menunjukkan bahwa faktor lingkungan belajar dan pemahaman siswa secara bersama-sama memiliki dampak yang cukup kuat terhadap pencapaian hasil belajar siswa.

Didactic Design Understanding the Concept of Building Flat with Concrete Objects Dian Purnomo; Risnawati; M. Fikri Hamdani
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.996

Understanding the concept of flat building is one of the basic competencies that is very important in learning mathematics in elementary school because it is the foundation for geometry material at the next level, but unfortunately, many students still have difficulty in recognizing, distinguishing, and understanding the properties of various forms of flat building thoroughly. These difficulties are often caused by learning approaches that are too abstract, lack of use of concrete media, and lack of active involvement of students in the meaningful learning process. This research aims to design a didactic design that facilitates the understanding of the concept of flat building through the use of concrete objects. The research method used is didactic design research with a qualitative approach. The research subjects consisted of grade IV elementary school students. Data was collected through observation, interviews, and documentation of student learning outcomes. The results of the study show that the use of concrete objects such as geometrically shaped pieces of paper, and everyday objects is able to help students understand the characteristics of building flat visually and tactily. The didactic design developed contains three stages, namely the stage of initial didactic situation analysis (prospective analysis), the stage of implementing didactic design in the classroom (metapedagogical), and the stage of retrospective analysis. These findings suggest that concrete object-based learning is effective in improving conceptual understanding and reducing students' misconceptions about flat builds. The implications of this research can be used as a reference for teachers in designing meaningful and contextual mathematics learning.

Integration of Geometric Motifs from Sumba Ikat Woven Fabricin Didactic Designs for Flat Shape Learning in Elementary Schools Nabila Muna Mufidah; Risnawati; M. Fikri Hamdani
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.999

Understanding flat shapes remains a challenge for elementary school students, mainly due to the abstract and contextual nature of the material presented. This study aims to develop and evaluate a didactic design for teaching flat shapes by integrating Sumba ikat woven fabric geometric motifs as a contextual medium. The method used was Didactical Design Research (DDR) with stages of design, limited testing, and revision. The research was conducted at SDIT Fadhilah Pekanbaru, involving 30 fourth-grade students as respondents. The instruments used included concept comprehension tests, student worksheets with woven motifs, observations, and semi-structured interviews. The pre-test results showed that around 65% of students had misconceptions about basic geometric shapes. After the intervention, the post-test scores increased by an average of 20%. In addition, interviews showed that the woven motifs made it easier for students to recognize flat shapes that were previously difficult to distinguish. This study concludes that the integration of Sumba ikat weaving geometric motifs into didactic design not only improves cognitive understanding but also encourages affective engagement and appreciation of local culture. This model is relevant to be applied in the context of the Merdeka Curriculum, which emphasizes context-based learning and cultural values.

Didactic Design of Mathematics: Recognizing Flat Shapes Using Traditional Cakes (Onde-Onde, Lemper, Kue Lapis) Putri Rahmadani; Risnawati; M. Fikri Hamdani
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.1000

This study aims to design and analyze a didactical design in mathematics for introducing plane shapes to elementary school students using traditional cakes as learning media, namely onde-onde, lemper, and kue lapis. The method employed is Didactical Design Research (DDR), which consists of three stages: initial didactical situation analysis, metapedadidactical analysis, and retrospective analysis. Through observation and interviews, it was found that concrete media based on local culture can enhance students’ understanding of geometric shape concepts. The didactical interaction between teacher, students, and learning materials became more active and meaningful. This design demonstrates that a contextual approach is not only effective in delivering mathematical content, but also supports cultural preservation and strengthens students’ learning motivation.

Desain Didaktis Perkalian Menggunakan Papan Tulis Perkalian Dan Stick Es Krim Ahmad Syarif; Risnawati; M. Fikri Hamdani
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1017

This study aims to identify learning obstacles, design didactic methods, implement didactic activities, and find changes after the retrospective stage. The method used is Didactical Design Research (DDR). The subjects of this study are second-grade elementary school students. Data were collected through observation during the learning process. The results showed that some students had difficulty understanding the concept of multiplication as repeated addition and demonstrated limitations in visualizing number patterns. To overcome these obstacles, concrete media in the form of multiplication boards and ice cream sticks were used. Ice cream sticks were used as manipulative tools to show groups of numbers, while multiplication boards helped students find multiplication patterns visually and structurally. The use of these two media made it easier for students to understand the basic concept of multiplication, especially for students with low numerical abilities. Significant changes occurred in concept exploration and number pattern comprehension activities. Students became more active and engaged in learning because the learning was concrete and contextual. These results indicate that the integration of multiplication boards and popsicle sticks in didactic design can improve the effectiveness of multiplication learning in elementary schools.

Desain Didaktis Berbasis GeoGebra pada Materi Bangun Ruang Sederhana Indres Novri Yanti; Risnawati; M. Fikri Hamdani
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1023

This study aims to develop a GeoGebra-based didactic design for simple spatial figures to overcome learning obstacles experienced by elementary school students. The method used is Didactical Design Research (DDR), which consists of three main stages: analysis of the didactic situation before learning, metapedagogical observation, and retrospective analysis of the suitability of the design with the learning process that occurs. Data were obtained through diagnostic tests of learning obstacles, observations, and interviews with teachers and fifth-grade students at SDN 007 Bonai Darussalam. The results showed that students experienced epistemological obstacles in understanding spatial figure networks, identifying spatial figure elements, and distinguishing the properties of blocks and cubes. Traditional learning that only uses static images makes it difficult for students to visualize three-dimensional shapes as a whole. The initial didactic design was then revised by integrating concrete, semi-concrete, and digital activities using GeoGebra. The implementation of the revised didactic design showed an increase in students' understanding in connecting 2D and 3D representations, recognizing spatial elements, and understanding the concept of similarity through interactive visual exploration. Overall, the GeoGebra-based didactic design proved effective as a learning innovation that strengthened students' understanding of geometry and improved the quality of the teaching and learning process.

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