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All Journal International Journal of Evaluation and Research in Education (IJERE) DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Cakrawala Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Pendidikan dan Pengajaran Mimbar PGSD Undiksha Journal of Education and Learning (EduLearn) Jurnal Prima Edukasia Record and Library Journal Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Primary : Jurnal Keilmuan dan Kependidikan Dasar International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Jurnal Ilmiah Pendidikan Profesi Guru JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang JPIn : Jurnal Pendidik Indonesia Jurnal Pedagogi dan Pembelajaran Southeast Asian Mathematics Education Journal FORUM PAEDAGOGIK Journal of Innovation in Educational and Cultural Research Ideguru: Jurnal Karya Ilmiah Guru IJPD (International Journal Of Public Devotion) Jurnal Math-UMB.EDU FOUNDASIA Mosharafa: Jurnal Pendidikan Matematika Epistema IJORER : International Journal of Recent Educational Research Juwara : Jurnal Wawasan dan Aksara Jurnal Impresi Indonesia Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Pedagogik : Jurnal Pendidikan Guru Sekolah Dasar Journal of Innovation and Research in Primary Education International Journal of Learning Reformation in Elementary Education Jurnal Ilmu Pendidikan dan Pembelajaran Engagement: Jurnal Pengabdian Kepada Masyarakat Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Pendidikan Progresif Al Ibtida: Jurnal Pendidikan Guru MI DEDIKASI: Community Service Reports
Firdaus, Fery Muhamad
Pendidikan Dasar, Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Transportation Other

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Liveworksheet Interactive E-Module Effect on Equal Fractions Comprehension at 4th Grade Elementary School Firdaus, Fery Muhamad; Fadhilah, Nur; Wuryandari, Indriana Trisoma; Fadhli, Rahmat
Jurnal Prima Edukasia Vol. 12 No. 1 (2024): January 2024
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v12i1.64526

Abstract

This study seeks to investigate the impact of utilizing the liveworksheet interactive e-module on the comprehension of equal fractions among fourth-grade pupils. This study employed a quantitative methodology, utilizing a quasi-experimental design. The research design employed is a posttest control only-control group design. The sample size for this study consisted of 26 children who were in the 4th grade at SDN 2 Kejambon. The investigation employed a simple random sampling technique. The instrument comprised six descriptive questions. The data analysis was conducted using a T-test as a prerequisite test, including normality and homogeneity tests, with the assistance of SPSS software. The results obtained from the T-test analysis include a t-value of 2.311 and a significance value (2-tailed) of 0.030, which is less than 0.05. The results obtained from the T-test investigation include a t-value of 2.311 and a significance value (2-tailed) of 0.030, which is less than 0.05. The liveworksheet interactive e-module was found to have an impact on the comprehension of the Equal fraction idea. Subsequently, invalid hypothesis (H0) that is "There is no significant difference in 4th grade student mathematic comprehension, both liveworksheet interactive e-module and video-based learning.", rejected. Whereas the first hypothesis (H1), that stated "There is significant difference in 4th grade student's mathematic comprehension, between liveworksheet interactive e-module and video-based learning", considered as valid.
Evaluating the Effectiveness of the iPusnas in Enhancing Elementary Students' Numeracy Skills Firdaus, Fery Muhamad; Safitri, Amalia Dyah; Amanah, Dita Noor; Fadhli, Rahmat; Hassan, Nurulhuda Md
Record and Library Journal Vol. 10 No. 1 (2024): June
Publisher : D3 Perpustakaan Fakultas Vokasi Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/rlj.V10-I1.2024.93-102

Abstract

Background of the study: Integrating digital resources in education is increasingly important for enhancing student learning experiences and outcomes. This study examines the impact of using iPusnas e-books on the numeracy skills of fifth-grade elementary school students. Purpose: The primary aim of this study was to determine the effectiveness of iPusnas e-books in improving the numeracy skills of elementary school students compared to traditional learning methods using textbooks. Method: A quasi-experimental design with a non-equivalent control group was employed. The sample consisted of two fifth-grade classes from SD Muhammadiyah 1 Wonopeti, Yogyakarta, Indonesia. One class served as the experimental group using iPusnas e-books, while the other served as the control group using traditional textbooks. Pre-tests and post-tests were administered to assess numeracy skills. Data were analyzed using T-tests and N-Gain tests. Findings: The results indicated a significant improvement in the numeracy skills of students in the experimental group compared to the control group. iPusnas e-books were more effective than traditional textbooks, as evidenced by higher post-test scores and N-Gain values. Conclusion: The study concludes that iPusnas e-books significantly enhance numeracy skills in fifth-grade students, highlighting the potential of digital learning resources to improve educational outcomes.
Can the SiMaYang Learning Model Improve Elementary School Students' Critical Thinking Skills? Viviani Nurmala; Fery Muhamad Firdaus; Sunyono
MIMBAR PGSD Undiksha Vol. 11 No. 3 (2023): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v11i3.65486

Abstract

Low critical thinking skills are characterized by the inability of students to analyze ideas or suggestions in a more specific direction. This research aims to analyze students' critical thinking abilities by applying the Si-5 Kite (SiMaYang) learning model. This research uses a quantitative approach with a Quasi-Experimental Design type Nonequivalent Control Group Design. The population in this study was the fifth grade of elementary school with relatively low critical thinking skills based on the pretest results. The sampling technique used was purposive sampling. The number of samples in the experimental class was 30, and the number in the control class was 29. The data collection technique used is a test consisting of a pretest and a posttest. The data analysis techniques used in this research are descriptive and inferential statistical. The research results showed a significant difference in students' critical thinking abilities between the group that applied the SiMaYang learning model and the group that applied conventional methods. This can be seen based on the results of the pretest and posttest of the experimental class, which show a significant difference in students' critical thinking abilities before and after being given treatment in the form of implementing the SiMaYang learning model. So, the SiMaYang learning model can be used as an alternative learning model that can be applied to improve elementary school students' critical thinking skills.
UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MELALUI LKPD BERBASIS SCIENTIFIC APPROACH PADA SISWA KELAS IV SEKOLAH DASAR Firdaus, Fery Muhamad; stuti, Elfa Dwi A; Utami, Sri
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 7, No 1 (2023): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v7i1.490

Abstract

Penelitian ini menggunakan metode penelitian tindakan kelas (PTK) dengan desain penelitian menggunakan model penelitian Kemmis dan Mc. Taggart. Penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah melalui LKPD berbasis Scientific Approach muatan matematika materi bangun datar pada peserta didik kelas IV. Penelitian dilakukan di SD Negeri Kalangan dengan subjek penelitian adalah peserta didik kelas IV SDN Kalangan yang berjumlah 17 peserta didik. Pada penelitian ini, peneliti berperan langsung sebagai pelaksana sekaligus pengamat. Penelitian ini dimulai dengan pra-siklus, siklus I, dan siklus II, yang masing-masing dilaksanakan dalam satu pertemuan pembelajaran. Prosedur penelitian ini terdiri dari 4 tahapan yaitu: (1) Rencana (planning), (2) Tindakan (acting), (3) Pengamatan (observing), (4) Refleksi (reflecting), dan perencanaan kembali. Penelitian dilaksanakan pada bulan Maret-Mei pada semester genap tahun ajaran 2021/2022. Teknik pengumpulan data pada penelitian ini dilakukan dengan wawancara, observasi, tes, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan di setiap siklus. Pada pra siklus rata-rata nilai peserta didik sebesar 52, siklus I sebesar 65 dan rata rata siklus II sebesar 78.
Implementation of Bruner's Theory to Improve the Concept Understanding of Numbers Wibowo, Sigit; Fery Muhamad Firdaus
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 7 No. 2 (2024): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v7i2.79373

Abstract

The low understanding of mathematical concepts at the elementary school level is a serious problem so that mathematics learning can run effectively. This study aims to measure the increase in elementary school students' conceptual understanding after applying Bruner's theory in learning mathematics. This type of research is Class Action Research. The research design used was developed by Kemmis and McTaggart where each activity cycle consists of four components, namely planning, implementation of action/treatment, observation, and reflection. The research results show that the application of Bruner's learning theory can improve the mathematics concept understanding ability. Improvement of the concept understanding ability occurs in each cycle. At the beginning of the observation, the average number of concept understanding abilities of students was 22.67%, then increased in cycle I by 44%, cycle II by 69.33%, and achieving expectations in cycle III by 88%. The successful application of Bruner's learning theory is also evidenced by the increased mastery of student learning outcomes. At the beginning of the cycle, only 28% of students passed, then increased in cycle I by 48% of students, cycle II by 72% of students, and achieving expectations in cycle III by 92%. Thus, the implementation of Bruner's theory can improve understanding of the concept of numbers in learning mathematics.
The relevance of Vygotsky's constructivism learning theory with the differentiated learning primary schools Wibowo, Sigit; Wangid, Muhammad Nur; Firdaus, Fery Muhamad
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21197

Abstract

The purpose of this study is to analyze in depth the relevance of Vygotsky's constructivism learning theory in differentiated learning in elementary schools. Differentiated learning is an effort to adapt the learning process in the classroom to meet the learning needs of each individual. This adjustment is made by considering the interests, learning profiles, and readiness of students to improve learning outcomes. With this adjustment, students can learn according to their respective abilities and find understanding from their own experiences. On the other hand, constructivist learning theory states that learning is a process in which students can build their knowledge. One of the constructivists learning theories was proposed by Vygotsky, known as social constructivism. Vygotsky's constructivism emphasizes the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. The constructivist theory has relevance to differentiated learning in terms of meaningful learning and student activity. Differentiated learning applies constructivist theory in learning by considering the individual characteristics of students. In addition, the concept of the zone of proximal development (ZPD) and scaffolding are highly relevant in differentiated learning that accommodates the full potential of students and considers the individual abilities of students.
Pengembangan E-Modul Funteach Berbasis Edutainment untuk Meningkatkan Kompetensi Information Communication and Technology bagi Guru Sekolah Dasar Raisah, Nur; Setyawati, Risha; Riuddani, Auliyah Lisyuffah; Afifah, Farah Nabila Nur; Ardiansyah, Muhammad Nurwidya; Firdaus, Fery Muhamad
Epistema Vol. 2 No. 2 (2021)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v2i2.43898

Abstract

Kecakapan guru yang profesional pada abad 21 memiliki tantangan yang sangat kompleks guna menghadapi tantangan global. Guru dituntut untuk mampu beradaptasi dengan teknologi. Pemanfaatan variasi teknologi mengharuskan guru untuk memiliki penguasaan dan pemanfaatan Information and Communication Technology (ICT), namun banyak guru yang belum memiliki kemampuan ICT yang optimal. Tujuan: Penelitian ini bertujuan untuk menghasilkan produk e-modul sebagai pedoman bagi guru sekolah dasar untuk meningkatkan kompetensi ICT. Metode: Penelitian ini mengunakan metode pengembangan (Research and Development). Model pengembangan yang digunakan yaitu ADDIE terdiri dari lima tahapan yang meliputi analyze, design, development, implementation, dan evaluation. Instrumen penelitian berupa kuesioner serta dilakukankebijakan merdeka belajar wawancara. Tim penilai produk terdiri: ahli materi, ahli materi, dan respon guru. Hasil: 1) Peneliti telah menghasilkan produk E-modul Funteach sebagai pedoman bagi guru untuk meningkatkan kompetensi ICT. Meliputi karakteristik proses (analisis, desain produk, pengembangan, implementasi, dan evaluasi) dan karakteristik produk (judul, petunjuk penggunaan, pendahuluan, materi fun learning, materi edutainment, fun media pembelajaran penyampaian materi, dan fun media evaluasi). 2) E- modul Funteach memperoleh penilaian dari ahli materi dengan mendapat skor rata-rata 4,95 yang berarti sangat layak dan penilaian ahli media dengan mendapat skor rata-rata 4,75 yang berarti sangat layak, 3) respon dan tanggapan guru kelas 4 dan 5 SD terhadap E-modul Funteach memperoleh skor rata-rata yang berarti 4,5 yang berarti sangat layak untuk diimplementasikan lebih lanjut. Kesimpulan: sesuai batas-batas hasil review ahli dan tanggapan guru, produk e-modul Funteach dalam penelitian ini dapat digunakan oleh guru sekolah dasar
How does Realistic Mathematics Learning Shape Learners' Problem Solving and Critical Thinking Skills? Amir, Fadila; Firdaus, ⁠Fery Muhamad; Pada, Amir
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5101

Abstract

Education is vital for fostering problem-solving and critical thinking skills in students, essential for thriving in a globalized world. This study investigates the impact of the Realistic Mathematics Education (RME) approach on enhancing these skills among primary school students. Utilizing a quasi-experimental design with a pretest-posttest control group, the research involved 44 second-grade students, split evenly between classes II A and II B. Data analysis was conducted using descriptive and statistical techniques, employing SPSS 25.0 for Windows to evaluate the effects of the RME approach. The significance value for both problem-solving and critical thinking abilities was 0.000, indicating a substantial impact of the RME approach on these skills. The findings suggest that integrating realistic learning with other methodologies, such as project-based learning or developing media based on realistic principles, could further enhance educational outcomes.
The Influence of Indonesian Realistic Mathematics Approach to Improve Concept Understanding and Critical Thinking Skills of Fourth Grade Elementary School Students Septia, Nur Septia Isma Gunarti; Fery Muhamad Firdaus; Budiawan
International Journal of Elementary Education Vol 7 No 2 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i2.60530

Abstract

Using real-world contexts in learning mathematics is necessary to hone students' minds. This study aims to analyze the use of the PMRI approach on students' conceptual understanding and critical thinking skills and the differences between students' conceptual understanding and critical thinking skills using the PMRI approach and students using conventional approaches. The type of research used is quasi-experimental, with a pretest-posttest control group design. The population used is fourth-grade elementary school students. The sampling technique used purposive cluster random sampling with a sample of 59 class IV students as the experimental class and 54 class students as the control class. Data were collected using multiple-choice test instruments and descriptions. Data analysis techniques used descriptive analysis test, normality test, homogeneity test, paired sample t-test and independent sample t-test. The results showed that first, using the PMRI approach affected students' conceptual understanding and critical thinking skills. The PMR approach could improve students' conceptual understanding and critical thinking skillss.
Exploring Higher Education Students' Self-Efficacy: How Self-Efficacy Dimensions Influence Numeracy Herra Aprillia Sabrina; Yoppy Wahyu Purnomo; Fery Muhamad Firdaus; Danuri
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 16 No. 2 (2024): 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.v16i2.10166

Abstract

Numeracy is associated with students' self-efficacy, and it is crucial to examine the elements affecting numeracy proficiency, particularly behavior, including self-efficacy. A lack of research amalgamates both dimensions, encompassing the reciprocal impacts and the impact of contextual factors like gender and educational background. This study seeks to ascertain the influence of mathematics self-efficacy aspects on numeracy among elementary school teacher education students in the Yogyakarta region. The sampling method employed was non-probability sampling, specifically utilizing a convenience sampling methodology with a sample size of 215. The data analysis employed Structural Equation Modeling – Partial Least Squares (SEM–PLS). This study identifies the "strength" dimension of self-efficacy in numeracy as the most influential factor affecting an individual's numeracy skills. Frequent exposure to consistent and relevant learning experiences enhances students' confidence in decision-making when confronted with numeracy challenges. The "strength" of students' mathematics self-efficacy can be affected by various aspects, such as pleasant learning experiences, social support, and achievements in solving mathematical obstacles. Students who frequently confront and successfully resolve mathematical issues experience increased confidence as they trust in their capacity to tackle analogous tasks in the future. If this conduct is consistently exhibited during the student's study period, the numeracy component may enhance and serve as a valuable resource for future teachers.
Co-Authors Adi Suryanto Afani, Aqila Shofia Afifah, Farah Nabila Nur Ahmad Arifuddin Al Mega, Resta Alifah, Khairunnisa Zulfa Amalia Rizki Ardiansyah Amalia Rizky Ardiansyah Aman Aman Amanah, Dita Noor Amir Pada, Amir Amir, Fadila Amrih Setyo Raharjo Andi Kurniadi, Andi Andini, Wulan Andrian Riyadi Anggit Pangestu Anis Fuadah Z Anisa Khayati Nur Kafah Anita Dwi Yani Astuti Anwar Novianto, Anwar Anwar Senen Aprilia, Tika Aprillia Sabrina, Herra Ardiansyah, Muhammad Nurwidya Ariefa Efianingrum Arina Septianingtias Aris Suharyadi Aryna Hana Rahmanda Asbah, Jamilahtul Aurelya Andini Putri Awanis Akalili Banu Setyo Adi Bintan Munjiyah Zahroh Budiawan, Budiawan Bustari, Meilina Calik, Muammer Cepi Safruddin Abdul Jabar Damayanti, Dewi Agus Danuri Devie Anggita Akbaresti Diana Peggy Putinella Dika Afianti Dita Salsavira Cahaya Ningrum Diyya Fathya Jannah Ekasari, Lintang Analisa Fajrina, Zharfa Nur Farid Bashirudin Yusuf Fathurrohman Fathurrohman Fatika Chandra Annisa FATIMATUZZAHRO Fatkhul Arifin Fatkhur Rizki Raharjo Fauzi Yuberta Fauziah, Rihlah Filda Rahmiati Firmansyah Firmansyah Firmanti, Pipit Hanaris, Rianti Handriani, Handriani Hassan, Nurulhuda Md Hendri Hendri Herra Aprillia Sabrina Herwin Yogo Wicaksono Hidayat, Andi Reza Hidayat, Panji Hilya Puspita Hutauruk, Sefta Andrea Putri Ida Wuri Handayani Ika Nur Azizah Ikhlasul Ardi Nugroho Inggit Dyaning Wijayanti Insani, Zakiyah Irfan Wahyu Prananto Irman Artobatama Irni Rachmawati Putri Jannah, Diyya Fathya Jatmiko Utomo Jovelyn Delosa Kadir Khalimi Khalimi, Khalimi Khoir, Muhammad Khoirun Nisa Kurniawati Kurniawati Kus Eddy Sartono Lantip Diat Prasojo Latif Pertiwi Lenia Dwi Normayani Lia Yuliana Lintang Analisa Ekasari Luluk Mauluah Lusiana, Heni Marwan Maulana Arafat Lubis Muhammad Nur Wangid Musyarofah, Naifatul Nashran Azizan Nirmala Arum Pratiwi Nisha Marina Nora Idiawati Nur Fadhilah Nurfauzan, Prayogi Nurnianingsih, Eneng Fenti Nurtanio Agus Purwanto Nurul Badriyah Nurul Badriyah Octavian Muning Sayekti Oktiana Damayanti Pawestri, Syarifah Anjani Prastya, Budi Pratiwi Pujiastuti Rahayu Condro Murti Rahayu, Wiwin Noviyati Rahmat Fadhli Raisah, Nur Rangga Gustiawan Nazara Razali, Fazilah Razali, Fazilah binti Ririn Novita Sari Riuddani, Auliyah Lisyuffah Rizki Cahya Rossy Arlinda Safitri Yosita Ratri Safitri, Amalia Dyah Safril Haskin Sekar Purbarini Kawuryan Sendi Ramdhani Septia Sugiarsih Septia, Nur Septia Isma Gunarti Setiawan Edi Wibowo Setyawati, Risha Sherly Ika Savitri Sigit Wibowo Sindra Kirani Sonia Pritin Sri Dewi Nirmala Sri Hasturi, Woro Sri Riyani Sri Rochadi Sri Utami stuti, Elfa Dwi A Sunyono Supartinah Supartinah Syahrizal, Irvan Tara, Leri Tria Puspasanti Tunjung Sabdarifanti Unik Ambarwati Utami, Nadia Nur Vaziana Qatrunnada Salmawati Vi Viantorus, Verrill Adha Viantorus, Verrill Adha Vi Viviani Nurmala Wagiran Wahyuningrum, Fanny Waode Sitti Fatimah Widia Murni Wijaya Wikut Deniarti, Wikut Woro Sri Hastuti Wuri Wuryandani Wuryandari, Indriana Trisoma Yarni, Gusti Yeni Rakhmawati, Yeni Yoppy Wahyu Purnomo Yulia Andriani, Yulia Zakiyah Insani Zeni Dwi Adiningsih