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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 Ibtida: Jurnal Pendidikan Guru MI 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 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 Engagement: Jurnal Pengabdian Kepada Masyarakat Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Pendidikan Progresif
Firdaus, Fery Muhamad
Pendidikan Dasar, Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education 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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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.
Analysis of the profile of basic mathematical skills and misconceptions of prospective elementary school teachers Ekasari, Lintang Analisa; Firdaus, Fery Muhamad; Pawestri, Syarifah Anjani
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.93196

Abstract

This study aims to analyze the profile of basic mathematical skills and misconceptions of prospective elementary school teachers (PGSD students) and to describe the relationship between these two constructs. Using a descriptive quantitative approach, data were collected from 282 PGSD students from five state universities through a basic mathematics ability test, an error analysis sheet, and a misconception classification rubric that had been validated by experts and tested for reliability. Descriptive statistics were applied to map students’ abilities across five domains (numbers and operations, algebra, geometry, measurement, and data analysis/probability), while qualitative error analysis was employed to identify conceptual, procedural, misinterpretation, and careless errors as indicators of misconceptions. The findings show that students’ basic mathematical skills are generally in the moderate category, with the highest mean score in geometry and the lowest in algebra, and that conceptual errors (44.1%) are the most dominant, especially in numbers and operations and algebra. The analysis further reveals a clear pattern that lower levels of basic mathematical skills are associated with higher levels of misconception, indicating that misconceptions are rooted in weak conceptual understanding rather than mere carelessness. This study contributes to the field of education by offering an integrated empirical profile of basic skills and misconceptions among prospective elementary school teachers as a basis for developing diagnostic assessments and strengthening PGSD curricula that emphasize conceptual understanding in basic mathematics learning.
Pedagogical Competence as the Key Driver: Analyzing the Relative Impact on Mathematics Achievement in Primary School Handriani, Handriani; Firdaus, Fery Muhamad; Alifah, Khairunnisa Zulfa
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.93765

Abstract

While teacher competence is widely acknowledged as crucial for student success, the relative importance of its specific dimensions—pedagogical versus professional competence—remains less clear, particularly in specific local contexts of primary mathematics education. This correlational study investigated the distinct impacts of these two competencies on the mathematics achievement of 45 sixth-grade students at SD Negeri 7 Buntok, Indonesia. Data were collected through a validated teacher competency questionnaire (completed by 3 class teachers) and a curriculum-based mathematics test. Multiple linear regression analysis revealed that both competencies significantly predicted student achievement, jointly explaining 54.1% of the variance in scores. Notably, pedagogical competence (β = 0.59, p = 0.001) emerged as a stronger unique predictor than professional competence (β = 0.38, p = 0.010). These findings underscore that while deep content knowledge is necessary, the ability to design, deliver, and manage effective instruction is paramount for enhancing student learning outcomes. The study provides empirical evidence for prioritizing pedagogical skill development in teacher training and professional development programs to improve primary mathematics education.
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.
The Relationship Between Math Anxiety and Self-Efficacy on the Basic Mathematical Ability of Prospective Elementary School Teachers Ekasari, Lintang Analisa; Firdaus, Fery Muhamad; Senen, Anwar
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001670

Abstract

This study aims to analyze the relationship between math anxiety and self-efficacy on the basic mathematical abilities of prospective elementary school teachers. The study used a correlational quantitative approach with 282 students from five state universities in Indonesia. The instruments consisted of a math anxiety scale, a self-efficacy scale, and a basic mathematical ability test, all of which had been tested for validity and reliability. Descriptive analysis results show that self-efficacy is in the high category (M = 70.44; SD = 11.21), math anxiety is in the moderate category (M = 29.35; SD = 6.33), and basic mathematical ability is in the good category (M = 19.04; SD = 3.69). Pearson's correlation analysis revealed that self-efficacy was negatively and significantly related to math anxiety (r = –0.436, p < 0.001) and positively related to basic mathematical ability (r = 0.304, p < 0.001). Meanwhile, math anxiety had a weak negative relationship with basic mathematical ability (r = –0.175, p = 0.003). Multiple linear regression results show that self-efficacy has a significant effect on basic mathematical ability (β = 0.281, p < 0.001), while math anxiety has no significant effect (β = –0.053, p = 0.402), with a model contribution of 9.5% (R² = 0.095). Math anxiety is negatively correlated with basic mathematical ability but becomes non-significant when self-efficacy is included in the regression model, indicating an indirect effect. These findings emphasize the importance of strengthening self-efficacy in teacher education to improve prospective elementary school teachers’ mathematical competence.
Game-Based STEM Learning for Enhanced Engagement: A Collaborative Program Involving Teachers, Students, and Parents Hastuti, Woro Sri; Firdaus , Fery Muhamad; Rakhmawati, Yeni; Murti, Rahayu Condro; Damayanti, Dewi Agus; Hutauruk, Sefta Andrea Putri
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol. 10 No. 1 (2026): February 2026
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/engagement.v10i1.2154

Abstract

Background: Limited access to educational technology at Sekolah Indonesia Yangon (SIY), Myanmar, created challenges in implementing engaging STEM learning. This community service program addressed these issues by supporting teachers, students, and parents in adopting creative, low-cost STEM activities. Purpose of the Study: The program aimed to enhance teachers’ competence in game-based STEM learning, improve students’ STEM concept mastery, and strengthen parental involvement in home-based learning within a three-month period. Methods: A participatory mentoring model was used, integrating game-based learning, collaborative workshops, and hands-on experimentation through the activity “Ice Cream without a Freezer.” Pre- and post-evaluations assessed changes in teacher skills, student understanding, and parental engagement. Results: The program increased students’ STEM understanding by 33%, improved teachers’ creativity in designing learning games, and encouraged stronger parental support. The activity effectively fostered collaboration, communication, creativity, and problem-solving skills using simple, low-cost materials.
Primary School Teacher Education Students' Perceptions of the Use of ChatGPT in Language and Literature Teaching Syahrizal, Irvan; Firdaus, Fery Muhamad
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

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

Abstract

The rapid emergence of ChatGPT has generated significant attention in the education sector, particularly regarding its potential to support language and literature learning. This study investigates Primary School Teacher Education (PGSD) students’ perceptions of ChatGPT use in Indonesian Language and Literature courses. Employing a quantitative research design, data were collected from 333 undergraduate students across six Indonesian universities using a questionnaire adapted from Chellappa and Luximon. The instrument measured three perceptual dimensions: optimism, usefulness, enthusiasm and appreciation. Data were analyzed using descriptive statistics, one-sample t-tests, and MANOVA. The findings indicate that students generally hold positive perceptions of ChatGPT across all measured dimensions. One-sample t-test results show that mean scores for all items were significantly above the neutral benchmark, suggesting favorable student attitudes toward the technology. MANOVA results reveal no significant differences in perceptions based on gender or semester level. However, significant differences were found across universities, highlighting the influence of institutional context on technology acceptance. The results align with the Technology Acceptance Model and Self-Determination Theory, indicating that both cognitive evaluations and motivational factors contribute to students’ positive responses. Overall, ChatGPT demonstrates strong potential as a supportive cognitive and motivational tool in Indonesian Language and Literature learning. The study underscores the importance of institutional support and strategic integration to maximize the educational benefits of generative AI in teacher education contexts.
Learning Motivation and Student Engagement as Predictors of Social Studies Understanding in Pre-Service Elementary Teachers Savitri, Sherly Ika; Kawuryan, Sekar Purbarini; Senen, Anwar; Firdaus, Fery Muhamad; Putri, Aurelya Andini
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001773

Abstract

Students' understanding of elementary school social studies courses can be influenced by various internal and external factors, namely learning motivation and activity in the lecture process. This study aims to analyze the relationship between learning motivation and student activity with the understanding of basic elementary school social studies concepts in elementary school teacher education students. The approach in this study is a quantitative survey design with a cross-sectional design. There were 82 respondents, consisting of study groups E and F. The instruments used were questionnaires on learning motivation, activity, and understanding of elementary school social studies concepts. Data analysis was performed using descriptive statistics with JASP and Spearman's correlation test because the data were not normally distributed. The results of this study indicate a positive relationship between student activity and understanding of basic social studies concepts (p = 0.808; p < 0.001). Learning motivation has a significant positive relationship in the moderate category (p = 0.396; p < 0.001). In addition, there was a strong relationship between learning motivation and activity (p = 0.637; p < 0.001). These findings indicate that motivation and activity are important factors in building students' understanding of basic social studies concepts. The interrelationship between these two aspects is expected to support the effectiveness of the learning process in elementary school social studies basic concepts courses.
Co-Authors Adi Suryanto Afani, Aqila Shofia Afifah, Farah Nabila Nur Ahmad Arifuddin Al Mega, Resta Alifah, Khairunnisa Zulfa Amalia Rizki Ardiansyah Aman Aman Amanah, Dita Noor Amir Pada, Amir Amir, Fadila Amrih Setyo Raharjo Andi Kurniadi, Andi Andini, Wulan 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 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 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 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 Insani, Zakiyah Irfan Wahyu Prananto Irman Artobatama Irni Rachmawati Putri Jannah, Diyya Fathya Jatmiko Utomo Kadir Khalimi Khalimi, Khalimi Khoir, Muhammad Khoirun Nisa Kirani, Sindra Kus Eddy Sartono Lantip Diat Prasojo Latif Pertiwi Lenia Dwi Normayani Lia Yuliana 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 Putri, Aurelya Andini 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, Amalia Dyah Safril Haskin Savitri, Sherly Ika Sekar Purbarini Kawuryan Sendi Ramdhani Septia Sugiarsih Septia, Nur Septia Isma Gunarti Setiawan Edi Wibowo Setyawati, Risha Sigit Wibowo 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 Wahyuningrum, Fanny Waode Sitti Fatimah Widia Murni Wijaya Widianti, Wahyu Wijayanti, Inggit Dyaning 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