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All Journal Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Jurnal Ilmiah Profesi Pendidikan Indo-MathEdu Intellectuals Journal Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Kajian Pendidikan, Seni, Budaya, Sosial dan Lingkungan
Anugrah Agung
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Arts Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics

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Hubungan minat belajar terhadap hasil belajar matematika siswa kelas V SD Lestari, Eci Anita; Maulida, Ikrima; Agung, Anugrah
Kajian Pendidikan, Seni, Budaya, Sosial dan Lingkungan Vol. 1 No. 2 (2024): September 2024
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/kpsbsl.v1i2.52

Abstract

The aim of this research is to analyse the relationship between interest and mathematics learning outcomes of class V students at SD Negeri 66 Bengkulu City. The type of research used is quantitative with correlation methods. The sample in this research was 50 students from class V of SD Negeri 66 Bengkulu City. Data collection techniques in this research used questionnaire techniques and documentation techniques. The data analysis technique uses the r test and the Pearson correlation test with the help of the Statistical Product for Servicer Solution (SPSS) 22 program. Based on the research results from the questionnaire for variable amounted to 0.279 and obtained a calculated r value of 0.843. So r calculated 0.843 > r table 0.279 so it can be concluded that H0 is rejected and Ha is accepted. From the results of the Pearson correlation calculation, it is 0.843, which means that the degree of relationship between interest and mathematics learning outcomes has a very strong relationship and the direction of the relationship is positive, which means that the greater the student's interest, the greater the value they will obtain and vice versa.
Reforming Pedagogy in Indonesian Primary Schools: A Five-Year Systematic Review of Differentiated Instruction, Project-Based Learning, and Formative Assessment (2020–2025) Kristiyuana, Kristiyuana; Wuriningsih, FR.; Idammatussilmi, Idammatussilmi; Agung, Anugrah
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3413

Abstract

This study aimed to explore the implementation of Indonesia’s Independent Curriculum in elementary schools, focusing on three pedagogical aspects: differentiated instruction, project-based learning (PBL), and formative assessment. A systematic review of literature published between 2020 and 2025 was conducted to identify emerging trends and challenges in applying these strategies. The findings indicate that the Independent Curriculum’s student-centered approach has led to more personalized and active learning experiences. Differentiated instruction is promoted to meet diverse student needs, and early evidence suggests it can improve student engagement and learning outcomes. PBL, exemplified by interdisciplinary projects to strengthen the  Pancasila Student Profile, has fostered critical thinking and collaboration. Likewise, formative assessment practices are increasingly adopted, shifting the focus from high-stakes exams to continuous feedback on student learning. However, significant challenges were identified. Many teachers face difficulties in designing differentiated lessons and PBL activities due to varying student abilities, limited resources, and insufficient training. Adapting to a holistic, formative assessment approach has also proven challenging for educators accustomed to traditional testing. Based on these findings, the study provides practical recommendations for stakeholders, including enhanced teacher professional development, improved infrastructure support, and collaborative strategies to overcome implementation barriers. This synthesis offers insights into the progress of Independent Curriculum in primary education and underscores the need for ongoing support to realize its student-centered vision fully.
Analisis Kemampuan Penalaran Matematis Dan Solusi Penguatannya Pada Siswa Kelas V SDN 01 Nongkosawit Habib Ramadhani, Muhammad; Irfan Supriatna; Rizqa Dwi Shofiya Maghfira Izzania; Ratna Sari; Anugrah Agung
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 12 No. 2 (2025): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v12i2.4559

Abstract

Penelitian ini dilatarbelakangi oleh masih terbatasnya studi mengenai kemampuan penalaran matematis pada jenjang sekolah dasar. Tujuan dari penelitian ini adalah untuk mengidentifikasi dan menganalisis tingkat kemampuan penalaran matematis siswa kelas V sekolah dasar dalam menyelesaikan soal pemecahan masalah. Penelitian ini merupakan studi kualitatif deskriptif. Hasil analisis menunjukkan bahwa 14,3% kemampuan penalaran matematis siswa berada pada kategori tinggi, 35,7% berada pada kategori sedang, dan mayoritas, yaitu 50%, berada pada kategori rendah. Nilai rata-rata kemampuan penalaran matematis siswa dalam mengerjakan soal pemecahan masalah juga berada pada kategori rendah, yaitu sebesar 55%. Temuan ini menunjukkan bahwa tingkat penalaran matematis siswa kelas V di SD Negeri 01 Nongkosawit, Kota Semarang, masih tergolong rendah. Rendahnya kemampuan ini disebabkan oleh beberapa faktor, seperti pendekatan pembelajaran yang lebih menekankan latihan rutin dibandingkan penalaran, kurangnya stimulasi melalui soal kontekstual dan terbuka, serta keterbatasan siswa dalam mengomunikasikan proses berpikir mereka secara logis dan sistematis. Temuan ini mengimplikasikan perlunya intervensi pembelajaran yang mendorong eksplorasi, diskusi, dan strategi penyelesaian yang sesuai, agar kemampuan penalaran matematis siswa dapat berkembang secara optimal.
Efektivitas Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Pemahaman Konsep Matematika Siswa Ramadhani, Muhammad Habib; Sari, Ratna; Agung, Anugrah; Izzania, Rizqa Dwi Shofiya Maghfira
Indo-MathEdu Intellectuals Journal Vol. 6 No. 4 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i4.3741

Abstract

This study aims to determine the effectiveness of the Jigsaw cooperative learning model in improving students’ conceptual understanding of mathematics. The background of this research is based on the low ability of students to deeply understand mathematical concepts, as indicated by the dominance of procedural-based learning and the lack of active learning interactions. This study employed a quasi-experimental method with a posttest-only control group design. The sample consisted of two tenth-grade classes at SMA Muhammadiyah 1 Metro, designated as the experimental and control groups. The instrument used was a set of five essay questions on trigonometry. Data was collected using a mathematical concept understanding test and analyzed descriptively quantitatively. The results showed that the average conceptual understanding of mathematics in the experimental class was higher than that of the control class. The t-test result yielded a P-Value = 0.012 < 0.05, indicating a significant difference between the two groups. These findings suggest that the Jigsaw model is effective in enhancing students’ conceptual understanding in mathematics. This model can serve as an alternative instructional strategy that promotes active engagement, collaboration, and conceptual reinforcement, particularly in abstract topics such as trigonometry
Analisis Kesulitan Belajar pada Mata Pelajaran Bahasa Indonesia Siswa Kelas 4 di MI Terpadu Mutiara Assyifa Agung, Anugrah; Sari, Ratna; Habib Ramadhani, Muhammad; Magfhira Izzania, Rizqa Dwi Shofiyah; Anita Lestari, Eci
Jurnal KIBASP (Kajian Bahasa, Sastra dan Pengajaran) Vol. 8 No. 3 (2025): urnal KIBASP (Kajian Bahasa, Sastra dan Pengajaran)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/8mwcpg07

Abstract

Penelitian ini bertujuan untuk menganalisis kesulitan belajar siswa kelas IV pada mata pelajaran Bahasa Indonesia di MI Terpadu Mutiara Assyifa Kota Bengkulu. Penelitian ini menggunakan metode studi kasus deskriptif dengan jumlah subjek sebanyak 38 siswa. Data dikumpulkan melalui observasi, wawancara, dan analisis dokumen. Fokus utama penelitian adalah pada empat keterampilan berbahasa, yaitu berbicara, menulis, membaca, dan menyimak. Hasil penelitian menunjukkan bahwa sebagian besar siswa mengalami kesulitan dalam mengungkapkan ide secara lisan, menyusun paragraf yang logis, memahami isi bacaan, dan menangkap informasi melalui aktivitas menyimak. Kesulitan ini dipengaruhi oleh faktor internal seperti kurangnya motivasi belajar dan keterbatasan kosakata, serta faktor eksternal seperti metode pembelajaran yang belum bervariasi dan minimnya dukungan lingkungan belajar. Penelitian ini menyarankan perlunya pendekatan pembelajaran yang lebih komunikatif, penggunaan media belajar yang interaktif, serta kolaborasi antara guru dan orang tua untuk mengatasi hambatan belajar siswa. Diharapkan hasil penelitian ini dapat menjadi rujukan dalam merancang strategi pembelajaran Bahasa Indonesia yang lebih efektif dan inklusif di jenjang sekolah dasar. Kata Kunci: Bahasa Indonesia, Keterampilan Berbahasa, Kesulitan Belajar, Pendidikan Dasar
Co-Authors Anita Lestari, Eci Idammatussilmi, Idammatussilmi Irfan Supriatna Izzania, Rizqa Dwi Shofiya Maghfira Kristiyuana, Kristiyuana Lestari, Eci Anita Magfhira Izzania, Rizqa Dwi Shofiyah Maulida, Ikrima Muhammad Habib Ramadhani Ratna Sari RATNA SARI Rizqa Dwi Shofiya Maghfira Izzania Wuriningsih, FR.