Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Pendidikan Sekolah Dasar
Aulia, Ananda Mutiara
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Papan Pintar Perkalian dan Pembagian untuk Meningkatkan Pemahaman Konseptual dan Minat Belajar Siswa Hafifah, Dea Nur; Aulia, Ananda Mutiara; Daud, Dewi Amalia; Sumantri, Mohamad Syarif; Sagita, Sylva
DIKODA JURNAL PENDIDIKAN SEKOLAH DASAR Vol. 6 No. 2 (2025): DIKODA: Jurnal Pendidikan Sekolah Dasar
Publisher : DPPM Universitas Pelita Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37366/jpgsd.v6i2.6733

Abstract

Siswa Sekolah Dasar dalam masa tahap operasional konkret. Pada tahap ini, siswa Sekolah Dasar membutuhkan media konkret untuk berpikir secara logis. Siswa Sekolah Dasar dituntut untuk memiliki pemahaman konseptual yang kuat, yang berfokus pada operasi perkalian dan pembagian yang menjadi kemampuan dasar untuk memahami numerik secara lanjut. Penelitian menunjukkan bahwa banyak dari peserta didik yang keliru dengan konsep dasar perkalian dan pembagian, karena pembelajaran berfokus pada simbol dan hafalan tanpa media konkret. Oleh karena itu, diperlukan adanya pengembangan media pembelajaran matemateka dengan media konkret untuk memvisualisasikan konsep. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana pengembangan, efektivitas, serta mengetahui respons pengguna terhadap media pembelajaran papan pintar perkalian dan pembagian. Metode yang digunakan dalam penelitian ini adalah metode R&D desain ADDIE. Subjek penelitian ini adalah peserta didik kelas IV. Teknik pengumpulan data menggunakan wawancara guru, observasi kelas, telaah modul ajar, serta posttest di akhir pembelajaran. Data dianalisis menggunakan metode kuantitatif dan kualitatif. Hasil analisis deskriptif menggunakan SPSS terhadap nilai posttest mendapatkan nilai rata-rata (mean) sebesar 90,36 dan standar deviasi 12,392. Hasil rata-rata yang berada jauh di atas batas ketuntasan minimal yang mengindikasikan bahwa sebagian besar siswa mampu mencapai pemahaman konsep perkalian dan pembagian dengan baik setelah penggunaan media tersebut. Kata Kunci: Konseptual; Perkalian; Pembagian; Media Pembelajaran Matematika; ADDIE.
Enhancing Critical Thinking Skills and Science Literacy Through Stem-Based Problem Learning in Elementary School: Contributions To SDG 4 and SDG 13 Hafifah, Dea Nur; Aulia, Ananda Mutiara
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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

Abstract

This study was driven by the observed deficiencies in elementary students’ critical thinking skills and science literacy, which are essential foundations for advancing Sustainable Development Goal (SDG) 4 on quality education and SDG 13 on climate action. The novelty of this research resides in the contextual integration of STEM-based problem learning focused on climate change issue at the elementary school level, complemented by an integrated evaluation of 21st-century skills development and its alignment with the global Sustainable Development Goals (SDGs). Unlike previous STEM-PBL studies that primarily emphasize cognitive gains or general STEM competencies, this study uniquely embeds climate change as an authentic problem context and systematically links learning outcomes tothe SDG framework, providing a clearer pedagogical contribution and comparative advantage. The method used in this study was a quasi-experiment with a non-equivalent control group design. Thesample consisted of 62 fourth-grade elementary school students divided into two groups, an experimental group that received STEM-based problem learning and a control group that received conventional instruction. The research instruments comprised a critical thinking skills tests and a science literacy questionnaire, which had been validated by experts. The data were analyzed using inferential statistical tests, and including t-tests. The results indicated that the experimental group exposed to STEM-based problem learning experienced a statistically significant increase in critical thinking skills and science literacy compared to the control group. Students were actively engaged in all stages of the problem, ranging from design and implementation to the presentation of innovative solutions. Thefindings confirm that STEM-based problem learning is not only effective in enhancing students' cognitive and science literacy competencies but also plays a strategic role in fostering awareness of global issues, particularly climate change. Therefore, this model is proposed as an innovative pedagogical approach to advance the attainment of SDG 4 and SDG 13 within the context of elementary education. These contributions collectively position the study as a more contextually grounded and SDG-responsive extension of prior STEM-PBL research.
Co-Authors Daud, Dewi Amalia Hafifah, Dea Nur Mohamad Syarif Sumantri Sylva Sagita