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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
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 Nursing Physics Public Health Social Sciences Transportation Other

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The Effectiveness of Problem Based Learning in Improving the Cognitive Abilities of Elementary School Students Hendri Hendri; Fery Muhamad Firdaus
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.781

Abstract

This study examines the effectiveness of Project Based Learning (PBL) in improving the cognitive abilities of elementary school students, especially critical thinking, problem solving, and conceptual understanding. The research used a quasi-experimental design involving 40 fifth-grade students at Magetan State Elementary School 1. The students were divided into two groups: an experimental group that used PBL and a control group that used conventional learning. Data were collected through cognitive ability tests administered as pre-test and post-test. The results showed that students in the experimental group achieved a higher improvement than those in the control group. The average post-test score in the experimental group increased by 20.1 points, while the control group increased by only 3.5 points. Statistical analysis using t-tests and ANOVA showed a significant difference between the two groups, with p < 0.05. These findings indicate that PBL can improve students’ cognitive abilities and support the development of 21st-century skills. This study suggests that PBL should be integrated into elementary school learning to improve educational quality.
Values, Context, and Culture: The Implementation of Culturally Responsive Teaching (CRT) for Innovation in Elementary School Mathematics Teaching Materials Rahayu Condro Murti; Yeni Rakhmawati; Fery Muhamad Firdaus; Irfan Wahyu Prananto; Anwar Novianto; Yoppy Wahyu Purnomo
Jurnal Pengabdian UNDIKMA Vol. 7 No. 3 (2026): August
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i3.20008

Abstract

This community service program aims to improve the competence of elementary school teachers under the Bantul Education Office in implementing Culturally Responsive Teaching (CRT) in mathematics through training, mentoring, and the development of culture-based teaching materials to foster inclusive, engaging, and contextually relevant learning environments. The program was conducted through workshops and hands-on practice, during which teachers were trained to develop teaching modules, lesson plans, instructional media, and assessment instruments that integrate educational values, everyday contexts, and local cultural elements. Program evaluation was conducted using observations, interviews, questionnaires, and documentation, and the data were analyzed through descriptive statistics and thematic analysis to examine participants' engagement, understanding, and feedback. The evaluation results indicated that the integration of educational values received the highest average score (4.71), followed by contextual relevance (4.58) and the incorporation of cultural artifacts (4.22). Although teachers demonstrated a high level of consistency in implementing CRT principles, integrating local culture into mathematics instruction remained a major challenge. The greatest barrier identified was the limited availability of contextual and digital teaching materials, with an average difficulty score of 3.28. Nevertheless, teachers demonstrated a strong awareness of and perceived need for CRT in mathematics education, reflected in a high average score of 5.16. These findings suggest that Culturally Responsive Teaching extends beyond a pedagogical approach by providing a transformative framework that connects mathematics learning with students' lived experiences while preserving local cultural heritage. Continuous mentoring and the development of context-based digital teaching resources are therefore essential to support the sustainable implementation of CRT in elementary schools.
Primary School Teacher Education Students' Perceptions of the Use of ChatGPT in Language and Literature Teaching Irvan Syahrizal; Fery Muhamad Firdaus
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 | DOI: 10.21831/didaktika.v8i2.96004

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.
Challenges and School Strategies in Improving Reading Literacy among Elementary School Students Maisarah Maisarah; Fery muhamad firdaus; Prayitno; Supartinah
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.249

Abstract

This study aimed to analyze the challenges and school strategies for improving reading literacy among elementary school students in Pangkalan Kerinci District. A descriptive qualitative approach was employed, with data collected through in-depth interviews, observation, and documentation. Participants included principals, vice principals, and teachers directly involved in literacy programs. The data were analyzed thematically through coding, theme grouping, and interpretation of findings. The results showed that the main challenges in reading literacy included limited variety of reading materials, suboptimal reading time, differences in students’ reading interest, and inconsistent implementation of literacy programs. The strategies implemented by schools included the School Literacy Movement, daily reading habituation, shared reading, group discussions, reading corners, digital media, and collaboration with parents. The findings indicate that structured and contextual literacy strategies can improve students’ engagement, reading comprehension, reading habits, and learning outcomes, particularly in subjects requiring text comprehension. The study concludes that literacy improvement requires principal support, teacher creativity, diverse reading materials, and periodic program evaluation
Integrating GeoGebra with Interactive Flat Panels: The Mediating Role of Student Engagement in Spatial Geometry Learning Outcomes Susti Miara; Fery Muhamad Firdaus
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.379

Abstract

Solid geometry learning in elementary schools remains challenging because its abstract nature makes three-dimensional objects difficult to visualize. This study examined the effect of GeoGebra-Interactive Flat Panel (GeoGebra-IFP) integration on solid geometry learning outcomes, with Student Engagement as a mediating variable. A quantitative one-group pretest-posttest design involved 41 fifth-grade students. Data were collected through a UTAUT2-based GeoGebra-IFP integration questionnaire, a Student Engagement questionnaire covering behavioral, emotional, cognitive, and agentic engagement, a learning achievement test, and classroom implementation observation sheets. The data were analyzed using descriptive statistics, assumption tests, and path-analysis-based mediation with bootstrapping. The results showed that GeoGebra-IFP integration positively affected learning outcomes and Student Engagement. Student Engagement also positively affected learning outcomes and significantly mediated the relationship between GeoGebra-IFP integration and solid geometry learning outcomes. These findings indicate that interactive learning technology improves achievement both directly and indirectly by strengthening students’ engagement during instruction. Therefore, GeoGebra-IFP can be considered an innovative instructional medium for improving the quality of solid geometry learning in elementary schools.  
DAKON MEDIA WITH GUIDED DISCOVERY TO IMPROVE PRIMARY STUDENTS’ MATHEMATICAL UNDERSTANDING AND REASONING Yunia Kurniasih; Fery Muhamad Firdaus; Setiawan Edi Wibowo
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18077

Abstract

Conceptual understanding and mathematical reasoning are essential foundations for students’ mastery of multiplication and division in primary school. The initial classroom diagnosis showed that many third-grade students still learned multiplication and division procedurally and had difficulty connecting concrete situations, visual representations, and mathematical symbols. This classroom action research aimed to improve students’ conceptual understanding and mathematical reasoning through dakon mathematics media integrated with Guided Discovery Learning and the Concrete–Representational–Abstract pathway. The study involved 31 third-grade students of SD Muhammadiyah Sapen Yogyakarta during January and February 2026 in the second semester of the 2025/2026 academic year. The action was conducted in two cycles consisting of planning, action implementation, observation, and reflection. Data were collected through conceptual understanding tests, mathematical reasoning tasks, observation sheets, and brief interviews. The findings showed that students’ conceptual mastery improved progressively. The percentage of students achieving mastery increased from 32.26% in the pre-action stage to 58.06% in Cycle I and 77.42% in Cycle II. The class average increased from 69.35 in Cycle I to 79.35 in Cycle II. Mathematical reasoning improved from a mean score of 8.71 in Cycle I to 9.68 in Cycle II. These results indicate that dakon media, when supported by guided discovery and structured representational transition, can strengthen students’ conceptual connections, justification, strategy comparison, and answer verification. The study concludes that culturally familiar manipulatives are effective when their use is integrated with reflective questioning and systematic representation.
Digital Flipbook EcoSTEM-Inquiry Instructional Module: Improving Learning Motivation and Critical Thinking Skills in Grade 5 Elementary IPAS Roro Setianingrum; Fery Muhamad Firdaus; Yulia Santi
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 12 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v12i1.22284

Abstract

IPAS (Natural and Social Sciences) instruction at UPTD SDN 2 Labuhan Ratu I was heavily reliant on lecture-based methods occupying 73% of instructional time—with no integration of interactive digital media. Consequently, 62% of students exhibited low motivation, 58% faced challenges in critical reasoning, and the class average reached only 68.4, falling short of the minimum competency threshold (KKM) of 75. This study developed an EcoSTEM-Inquiry Digital Flipbook Instructional Module for IPAS, evaluated for validity, practicality, and effectiveness in fostering learning motivation and critical thinking among fifth-grade elementary students. A Research and Development (R&D) framework guided by the ADDIE model was employed. Participants comprised 19 students in the experimental group (Class VA, UPTD SDN 2 Labuhan Ratu I) and 19 in the control group (Class VB, UPTD SDN 2 Labuhan Ratu I). Instruments included expert validation rubrics, a 25-item ARCS-based learning motivation questionnaire (Likert 1–5), and a 15-item critical thinking test encompassing Facione's (2015) six indicators, with data analyzed via N-Gain, Independent Sample T-Test, and Cohen's d. The module achieved an expert validation mean of 4.43 (Very Good), a teacher usability rating of 89%, and a student response mean of 4.50. Effectiveness results showed significant gains in learning motivation (experimental N-Gain: 68.02% vs. control: 29.12%; t = 15.078; p < 0.05; d = 5.026) and critical thinking (experimental N-Gain: 62.20% vs. control: 20.89%; t = 8.648; p < 0.05; d = 2.883). The EcoSTEM-Inquiry Digital Flipbook Module is substantiated as valid, practical, and demonstrably superior to conventional instruction in improving both variables.
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