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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) Natural: Jurnal Ilmiah Pendidikan IPA 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 Jurnal Pengabdian UNDIKMA 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 Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Jurnal Cakrawala Pendas 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 Journal of Education and Teaching Learning Jurnal Pendidikan Progresif Al Ibtida: Jurnal Pendidikan Guru MI DEDIKASI: Community Service Reports
Firdaus, Fery Muhamad
Pendidikan Dasar, Universitas Negeri Yogyakarta
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Pengaruh Teknik Takalintar terhadap Kemampuan Proses Kognitif Siswa Sekolah Dasar Firdaus, Fery Muhamad
Mosharafa: Jurnal Pendidikan Matematika Vol. 7 No. 3 (2018): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v7i3.526

Abstract

Penelitian ini dilatarbelakangi dari masalah rendahnya kemampuan proses kognitif siswa pada konsep perkalian. Tujuan penelitian adalah untuk mengetahui pengaruh teknik takalintar terhadap kemampuan proses kognitif pada konsep perkalian di sekolah dasar. Penelitian dilakukan pada siswa kelas III semester 1 tahun akademik 2017-2018 di Sekolah Dasar Negeri Nangela sebagai kelompok eksperimen, dan di Sekolah Dasar Negeri Cipaku 03 sebagai kelompok kontrol. Sampel penelitian yaitu 20 siswa dari masing-masing kelompok. Selama proses penelitian, kelompok eksperimen diberikan teknik takalintar, sedangkan kelompok kontrol diberikan pembelajaran konvensional. Pendekatan penelitian yang digunakan yaitu pendekatan kuantitatif dengan metode eksperimen kuasi desain Two Group Randomized Subject Posttest Only. Analisis data dilakukan dengan uji-t. Tingkat signifikansi 0,05. Hasil penelitian menunjukkan perbedaan yang signifikan antara skor kemampuan proses kognitif siswa dari kelompok eksperimen dan kelompok kontrol. Hasil uji effect sizemenunjukkan nilai sebesar 0,892, dengan interpretasi termasuk pengaruh yang tinggi. Sehingga dapat disimpulkan bahwa teknik takalintar memberikan pengaruh tinggi terhadap kemampuan proses kognitif siswa pada konsep perkalian. Oleh karena itu, teknik takalintardapat menjadi alternatif pembelajaran yang dapat diterapkan dalam upaya meningkatkan kemampuan proses kognitif siswa sekolah dasar. This research is motivated by the problem of the low ability of students' cognitive processes on multiplication concepts. The study aimed to determine the effect of intelligent techniques on the ability of cognitive processes on the concept of multiplication in elementary schools. The study was conducted on third-grade students of semester 1 of the 2017-2018 academic year in Nangela State Elementary School as an experimental group and in Cipaku State Elementary School 03 as a control group. Research samples were 20 students from each group. During the research process, the experimental group was given takalintar techniques, while the controlgroup was given conventional learning. The research approach used is a quantitative approach with the Two Group Randomized Subject Posttest Only quasi design experimental method. Data analysis was carried out by t-test. 0.05 significance level. The results showed a significant difference between students' cognitive process ability scores from the experimental group and the control group. The effect size test results show a value of 0.892, with interpretation including high influence. So it can be concluded that the takalintar technique has a high influence on the ability of students' cognitive processes on multiplication concepts. Therefore, takalintar technique can be an alternative learning that can be applied in an effort to improve the cognitive processing abilities of elementary school students.
Enhancing Fourth-Grade Elementary Students Mathematical Reasoning Skills Through the SAVI Model Viantorus, Verrill Adha Vi; Wibowo, Setiawan Edi; Firdaus, Fery Muhamad
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Enhancing Fourth-Grade Elementary Students Mathematical Reasoning Skills Through the SAVI Model. Objective: This study aimed to evaluate the impact of the Somatic, Auditory, Visual, Intellectual (SAVI) model on the mathematical reasoning skills of fourth-grade students in the context of fractions and to compare its effectiveness with the Numbered Heads Together (NHT) cooperative learning model. Methods: A quantitative research approach with a quasi-experimental design was adopted. The study population comprised 100 fourth-grade students at SD Muhammadiyah Bogor, from which 50 students were selected through purposive sampling. Class IV A served as the experimental group, employing the SAVI model, while Class IV B acted as the control group, utilizing the NHT model. Data collection was conducted through validated pretests and posttests using a mathematical reasoning test with established reliability. Findings: The data analysis indicated a significant improvement in the mathematical reasoning abilities of the experimental group, which achieved a "very good" category. In contrast, the control group using the NHT model reached only a "satisfactory" category. Statistical analysis produced a t-value of 13.416, exceeding the critical t-value, with a significance level below 0.05. Conclusion: The findings conclude that the SAVI model significantly enhances the mathematical reasoning skills of fourth-grade students in the context of fractions at SD Muhammadiyah Bogor. Keywords: SAVI model, elementary education, mathematical reasoning.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024141
Pengembangan Aplikasi Bangun Ruang berbasis Augmented Reality (AR) untuk Meningkatkan Kecerdasan Spasial dan Self-Regulated Learning Zakiyah Insani; Fery Muhamad Firdaus
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 5 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i5.6141

Abstract

Penelitian ini bertujuan mengembangkan aplikasi berbasis Augmented Reality (AR) untuk bangun ruang yang efektif, praktis, dan layak digunakan guna meningkatkan kecerdasan spasial serta self-regulated learning siswa kelas VI SD. Metode yang digunakan adalah model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation), dengan validasi oleh ahli media dan materi. Uji coba aplikasi melibatkan guru dan siswa melalui beberapa tahap, yaitu one-to-one, small group, dan field trial. Pengumpulan data dilakukan melalui wawancara, observasi, lembar penilaian, dan tes. Hasil penelitian menunjukkan bahwa aplikasi ini sangat layak dan praktis menurut guru dan siswa. Dari segi efektivitas, aplikasi ini berhasil meningkatkan kecerdasan spasial secara signifikan dengan skor 0,71 (kategori tinggi) dan self-regulated learning dengan skor 0,51 (kategori sedang).
Exploring Number Concept Mastery: A RASCH Analysis of Flipped Classroom Learning for Future Elementary Teachers Irni Rachmawati Putri; Rahayu Condro Murti; Fery Muhamad Firdaus
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6411

Abstract

Mastering the concept of numbers is a critical competency for prospective elementary school teachers, as it forms the foundation of early mathematics instruction. This study explores the effectiveness of the flipped classroom model in enhancing number concept understanding, supported by RASCH analysis to measure and interpret student performance. A quantitative descriptive design was employed involving 39 first-semester students from Class D of the Elementary Teacher Education (PGSD) Program at Yogyakarta State University (Class of 2024). Data were collected using a multiple-choice test on number concepts, covering topics such as types of numbers, arithmetic operations, and number properties. The results were analyzed using the RASCH Model through WINSTEPS software, focusing on Wright Map, item fit, student ability, scalogram analysis, and test reliability. The RASCH analysis revealed that the flipped classroom model supported diverse levels of student understanding. The Wright Map indicated varied ability levels across students, while item fit statistics confirmed that most items functioned as expected. Scalogram analysis identified response patterns indicating careless mistakes, lucky guessing, and potential cheating. The test demonstrated high reliability in distinguishing between ability levels. Findings suggest that the flipped classroom model contributes positively to the conceptual understanding of number concepts, though learning gaps remain. The RASCH Model provided in-depth diagnostic insights, allowing for more targeted instructional improvements. The integration of flipped learning with RASCH-based assessment offers a robust framework for improving and evaluating mathematics instruction among prospective teachers.
Mapping Global Research Trends on Differentiated Instruction: A Bibliometric Analysis of Two Decades of Scholarship Andriani, Yulia; Firmansyah, Firmansyah; Novianto, Anwar; Muhamad Firdaus, Fery; Wuryandani, Wuri; Rahmiati, Filda
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i1.1162

Abstract

Objective: This study aims to map the evolution, influence, and thematic structure of global research on Differentiated Instruction (DI) published between 2005 and 2025. It examines the field’s developmental trajectory, key contributors, and emerging research directions that reflect the growing emphasis on inclusive and adaptive education. Methods: A bibliometric approach was conducted using 743 documents indexed in the Web of Science Core Collection. Analyses were performed with RStudio and VOSviewer to assess publication growth, citation patterns, co-authorship networks, and keyword co-occurrences. The study also identified thematic clusters and trend topics to trace the conceptual and methodological development of DI scholarship over two decades. Results: The findings indicate an annual growth rate of 11.77%, demonstrating that DI has developed into a dynamic and interdisciplinary research domain. The United States, Germany, and China emerged as the most influential contributors, while Teaching and Teacher Education and the International Journal of Inclusive Education were identified as leading journals. Four dominant research clusters were revealed: inclusive education, teacher professional development, technology integration, and student achievement. Novelty: This study provides the first comprehensive bibliometric mapping of DI research spanning 20 years, highlighting the shift from traditional differentiation toward digitally adaptive and equity-oriented pedagogies. The findings offer an evidence-based overview that supports the advancement of 21st-century inclusive teaching.
The Interactive LMS Application Based on the Litera-Tech Model to Enhance Students' Understanding of Basic Literacy Instruction in Elementary Schools Supartinah, Supartinah; Firdaus, Fery Muhamad; Sugiarsih, Septia; Sayekti, Octavian Muning
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): 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.v17i2.12422

Abstract

LMS emerged as a response to the development of information technology and the need to simplify and improve education management. Digital technology in learning refers to using digital tools and systems that facilitate a more interactive and dynamic learning process. The development model used in this study is the ADDIE model The Undergraduate Program in Elementary School Teacher Education (PGSD), Faculty of Education, Yogyakarta State University (FIP UNY), was the subject of this research. The determination of research subjects was carried out purposively. The product trials in this study were conducted in two stages: the main trial, involving 50 trial subjects from undergraduate PGSD students at FIP UNY, and the operational field trial, also involving 100 trial subjects from undergraduate PGSD students at FIP UNY. The developed product underwent validation by subject matter experts and design experts. The obtained data were processed using descriptive percentage techniques and then converted into quantitative descriptive data.. The results of the design expert validation of nine aspects of the interface, user media, navigation, interactivity, feedback, affective considerations, robustness, invisible features, and help and support showed an average score of 3.87 within the range of 3.41 - 4.00, which, according to the assessment criteria, is included in the "Very Good" category. The results of the material validation showed an average score of 4.75 (Very Good category). The lecturer's practicality test produced an average score of 3.9 (Very Good category), indicating that this application is suitable for lecture use. The main trial with 50 students produced an average score of 3.94 (Very Good), and the field trial with 100 students recorded an average score of 3.95 (Very Good), so that the interactive LMS application based on the Litera-tech lecture model can be used to support lectures.
Pengaruh Model Pembelajaran Learning Cycle 5E Berbasis STEM terhadap Literasi Sains dan Hasil Belajar Mahasiswa Pendidikan Guru Sekolah Dasar Rangga Gustiawan Nazara; Fery Muhamad Firdaus; Octavian Muning Sayekti; Panji Hidayat; Waode Sitti Fatimah; Zeni Dwi Adiningsih
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13617

Abstract

This study examines the effect of the STEM-based 5E Learning Cycle model on science literacy and learning outcomes of preservice elementary teachers. A quasi-experimental one-group pretest–posttest design was employed involving 29 first-semester students in an Elementary Teacher Education program. The intervention was implemented through STEM-integrated learning activities using hydraulic media across the five phases of the 5E learning cycle. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon signed-rank test, normalized gain (N-gain), and effect size analysis. The results showed a significant improvement in students’ science literacy, with mean scores increasing from 63.45 to 91.72 (p < 0.001). The average N-gain value of 0.7817 indicated a high level of learning improvement, while the effect size analysis revealed a very large effect (Cohen’s d = 2.619). Qualitative findings supported the quantitative results, indicating that hands-on inquiry, structured exploration, and contextual STEM tasks enhanced students’ conceptual understanding and scientific reasoning. In conclusion, the STEM-based 5E Learning Cycle model is effective in improving science literacy and learning outcomes among preservice elementary teachers and holds strong potential for broader application in teacher education.
A Narrative Review of Elementary Students' Difficulties in Identifying Main Ideas and Supporting Ideas in Indonesian Reading Instruction Sindra Kirani; Rahayu Condro Murti; Fery Muhamad Firdaus; Cepi Safruddin Abdul Jabar
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2880

Abstract

The ability to identify main ideas and supporting ideas in paragraphs is a foundational reading comprehension competency in elementary education; however, Indonesian students consistently demonstrate low mastery of this skill, as reflected in national and international literacy assessments. This study employed a narrative literature review design, systematically searching the Google Scholar database and screening a final corpus of 22 peer-reviewed studies published between 2020 and 2025. Data were analyzed through a three-stage qualitative process comprising extraction, comparative analysis, and interpretive synthesis. The review identified three principal themes: (1) difficulties were pervasive across Grades 4–6, with 64.3% of studies documenting a persistent positional misconception about paragraph structure; (2) contributing factors were classified as internal (limited conceptual mastery, low reading motivation, metacognitive deficits) and external (low teacher instructional creativity, absence of engaging media); and (3) supporting idea difficulties were explicitly addressed in only 22.7% of reviewed studies, revealing a significant research asymmetry. These findings indicate that paragraph comprehension must be reconceptualized as a dual and interdependent competency. Problem-Based Learning, mind mapping, and multimodal media demonstrated consistent effectiveness in improving outcomes. This study contributes a holistic literacy framework that integrates main idea and supporting idea instruction, addressing a gap that prior reviews have not adequately theorized.
Penerapan Pembelajaran Tematik Berbasis Budaya Betawi untuk Meningkatkan Logical Intelligence Siswa SD Islam Taman Qur’aniyah Jakarta Selatan Fery Muhamad Firdaus; Nurul Badriyah
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 5 No. 1 (2018): Published Online: Juni 2018
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v5i1.2727

Abstract

AbstrakPada dasarnya seorang siswa memiliki banyak kecerdasan. Salah satu diantaranya adalah kecerdasan logika. Namun faktanya kecerdasan logika siswa SD Islam Taman Qur’aniyah masih rendah. Salah satu penyebabnya adalah karakteristik siswa yang berbeda-beda dan penggunaan strategi pembelajaran yang kurang inovatif. Penelitian ini bertujuan untuk: (1) mengetahui proses pembelajaran tematik berbasis budaya Betawi, dan (2) meningkatkan kecerdasan logika siswa kelas IV SD Islam Taman Qur’aniyah melalui pembelajaran tematik berbasis budaya Betawi. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK). Metode ini dilakukan dengan empat tahap, yaitu perencanaan, implementasi tindakan, pengaruh implementasi monitor, dan survei/refleksi. Teknik pengumpulan data yang digunakan adalah wawancara, observasi aktvitas guru dan siswa, tes kecerdasan logika, catatan lapangan, dan dokumentasi. Subjek dalam penelitian ini adalah siswa kelas IV SD Islam Taman Qur’aniyah yang berjumlah 27 siswa. Penelitian ini dilaksanakan melalui 3 siklus. Data yang diperoleh kemudian dianalisis menggunakan nilai persentase hasil tes kecerdasan siswa. Hasil Penelitian ini menunjukkan bahwa persentase hasil tes kecerdasan logika yang diperoleh pada siklus I sebesar 41%  siswa dengan nilai rata-rata 57. Sementara itu pada siklus II meningkat menjadi 70% siswa dengan nilai rata-rata 69 dan kembali meningkat hingga mencapai 85% siswa pada siklus III dengan nilai rata-rata 77. Dengan demikian dapat disimpulkan bahwa penerapan pembelajaran tematik berbasis budaya Betawi dapat meningkatkan kecerdasan logika siswa.Kata kunci: pembelajaran tematik, budaya betawi, kecerdasan logikaAbstractBasiclly a student has a lot of intelligence. One of them is logical intelligence. But in fact the logical intelligence of islamic elementary school’s students of Qur'aniyah is still low. One of the causes is, the characteristics of different students, and the use of less innovative learning strategies. This study aims to: (1) to know the thematic teaching process based on Betawi culture, and (2) to improve the logical intelligence of fourth grade students of Islamic Elementary School Quraniyah through Betawi based thematic learning. This research uses Class Action Research method (PTK). This method is done with four stages, namely planning, action implementation, influence of monitor implementation, and survey/reflection. Data collection techniques used is interview, teacher’s and student’s activity observation, logic intelligence test, field notes, and documentation. The subjects of the study were the fourth graders of Islamic Elementary School Quraniyah which amounted to 27 students. This study was conduct for 3 cycles. Data obtained then analyzed using percentage value of students intelligence test results. The results of this study indicate that the percentage of logic intelligence test results obtained in the first cycle by 41% of students with an average value of 57. Meanwhile in cycle II increased to 70% of students with an average value of 69 and again increased to 85% of students in cycle III with an average value of 77. Thus can it is concluded that the implementation of thematic learning based on Betawi culture can improve the logical intelligence of students.Keywords: thematic learning, betawi culture, logical intelligenceBasiclly a student has a lot of intelligence. One of them is logical intelligence. But in fact the logical intelligence of islamic elementary school’s students of Qur'aniyah is still low. One of the causes is, the characteristics of different students, and the use of less innovative learning strategies. This study aims to: (1) to know the thematic teaching process based on Betawi culture, and (2) to improve the logical intelligence of fourth grade students of Islamic Elementary School Quraniyah through Betawi based thematic learning. This research uses Class Action Research method (PTK). This method is done with four stages, namely planning, action implementation, influence of monitor implementation, and survey/reflection. Data collection techniques used is interview, teacher’s and student’s activity observation, logic intelligence test, field notes, and documentation. The subjects of the study were the fourth graders of Islamic Elementary School Quraniyah which amounted to 27 students. This study was conduct for 3 cycles. Data obtained then analyzed using percentage value of students intelligence test results. The results of this study indicate that the percentage of logic intelligence test results obtained in the first cycle by 41% of students with an average value of 57. Meanwhile in cycle II increased to 70% of students with an average value of 69 and again increased to 85% of students in cycle III with an average value of 77. Thus can it is concluded that the implementation of thematic learning based on Betawi culture can improve the logical intelligence of students.Keywords: thematic learning, betawi culture, logical intelligence <w:LsdException Locked="false" Priorit
The Development of Articulate Storyline-based Learning Media to Improve 5th Grade Students’ Mathematical Representation Ability Fery Muhamad Firdaus; Ika Nur Azizah; Sonia Pritin; Oktiana Damayanti; Fatika Chandra Annisa
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9827

Abstract

AbstractThis study aims to produce Articulate Storyline-based learning media on cubes and blocks nets material for fifth-grade elementary school students. This is Research and Development study. This study uses the ADDIE development procedure (Analysis, Design, Development, Implementation, Evaluation). The sample of this study was 26 fifth-grade students in an elementary school in Gunung Kidul, Yogyakarta. Expert judgment or validation is carried out by 2 media experts and 2 material experts to assess and revise the product. The method of data collection is a representation test, observation and questionnaires. The data analysis technique used content analysis and narrative analysis techniques. The result is a product of Articulate Storyline-based learning media on cubes and blocks nets material for fifth-grade elementary school students. The overall result of the trial shows good results, namely obtaining a decent category with details: (1) the material expert test got 3.8 or 76% good results, (2) the media expert test got 4.8 or 80% good results, (3) the results of the calculation of the n-gain score of 0.3877 which indicates an increase in students' mathematical representation abilities using articulate storyline-based learning media with moderate categories. So, it can be concluded that the Articulate Storyline-based learning media is good to be used as learning media on cubes and blocks in improving the mathematical representation abilities of fifth-grade elementary school students.Keywords: learning media, articulate storyline, mathematical representation, elementary school students. AbstrakPenelitian ini bertujuan untuk menghasilkan media pembelajaran berbasis articulate storyline materi jaring-jaring kubus dan balok pada siswa kelas V sekolah dasar. Penelitian ini merupakan penelitian pengembangan. Tahapan penelitian ini menggunakan prosedur pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Sampel penelitian ini adalah 26 siswa kelas V di salah satu sekolah dasar di Gunung Kidul, Yogyakarta. Uji ahli atau validasi dilakukan oleh 2 orang ahli media dan 2 orang ahli materi untuk menilai produk awal serta merevisi produk awal sesuai saran ahli. Metode pengumpulan data penelitian ini dengan tes representasi, observasi, dan angket. Teknik analsis data menggunakan teknik analisis konten dan analisis naratif. Hasil penelitian ini berupa produk media pembelajaran berbasis articulate storyline pada materi jaring-jaring kubus dan balok kelas V sekolah dasar. Keseluruhan hasil uji coba menunjukkan hasil yang baik yaitu memperoleh kategori layak dengan rincian: (1) uji ahli materi mendapatkan hasil 3,8 atau 76 % layak, (2) uji ahli media mendapatkan hasil 4,8 atau 80 % layak, (3) hasil perhitungan skor n-gain sebesar 0,3877 yang menunjukkan terjadi peningkatan kemampuan representasi matematis siswa dengan menggunakan media pembelajaran berbasis articulate storyline dengan kategori sedang. Sehingga dapat disimpulkan bahwa media pembelajaran berbasis articulate storyline layak digunakan sebagai media pembelajaran materi jaring-jaring kubus dan balok dalam meningkatkan kemampuan representasi matematis siswa kelas V sekolah dasar..Kata kunci: media pembelajaran, articulate storyline, representasi matematis, siswa sekolah dasar.
Co-Authors Adi Suryanto Afani, Aqila Shofia Afifah, Farah Nabila Nur Ahmad Arifuddin Al Mega, Resta 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 Danuri Devie Anggita Akbaresti Dewi Agus Damayanti Diana Peggy Putinella Dika Afianti Dita Salsavira Cahaya Ningrum Diyya Fathya Jannah 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 Ida Wuri Handayani Ika Nur Azizah Ikhlasul Ardi Nugroho Inggit Dyaning Wijayanti Insani, Zakiyah Irfan Wahyu Prananto Irman Artobatama Irni Rachmawati Putri Irvan Syahrizal Jannah, Diyya Fathya Jatmiko Utomo Jovelyn Delosa Kadir Khairunnisa Zulfa Alifah Khalimi Khalimi, Khalimi Khoirun Nisa Kurniawati Kurniawati Lantip Diat Prasojo Latif Pertiwi Lenia Dwi Normayani Leri Tara Lia Yuliana Lintang Analisa Ekasari Luluk Mauluah Lusiana, Heni Maisarah Maisarah Marwan Maulana Arafat Lubis Muhammad Nur Wangid Musyarofah, Naifatul Nashran Azizan Nirmala Arum Pratiwi Nisha Marina Nora Idiawati Nur Fadhilah Nurfauzan, Prayogi Nurtanio Agus Purwanto Nurul Badriyah Nurul Badriyah Octavian Muning Sayekti Oktiana Damayanti Prastya, Budi Pratiwi Pujiastuti Prayitno Rahayu Condro Murti 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 Roro Setianingrum Rossy Arlinda Safitri Yosita Ratri Safitri, Amalia Dyah Safril Haskin Sefta Andrea Putri Hutauruk 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 Supartinah Susti Miara Syahrizal, Irvan Syarifah Anjani Pawestri 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 Woro Sri Hastuti Wuri Wuryandani Wuryandari, Indriana Trisoma Yeni Rakhmawati, Yeni Yoppy Wahyu Purnomo Yulia Andriani, Yulia Yulia Santi Yunia Kurniasih Zakiyah Insani Zeni Dwi Adiningsih