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All Journal JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR Didaktik : Jurnal Ilmiah PGSD STKIP Subang TOFEDU: The Future of Education Journal
Salmaini Salmaini
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGEMBANGAN MODUL KURIKULUM MERDEKA BERBASIS GEOBOARD DAN APLIKASI GEOGEBRA UNTUK MENGATASI KESULITAN GEOMETRI DI SD: Pengembangan modul ajar dan keefektifan modul ajar Riska Indah; Salmaini Salmaini; Syafri Ahmad
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9420

Abstract

The research on the development of independent curriculum modules based on geoboards and geogebra applications aims to overcome the difficulties faced by students in learning geometry, precisely in recognizing the shape of flat buildings in grade 1. This study uses a development research method with a 4D development model (Define, Design, Develop, and Disseminate). The development process of this teaching module is carried out in 4 stages starting from the definition stage (Define), then the design stage (Design), then the development stage (Develop) and finally the dissemination stage (Disseminate). With these stages, researchers can create and develop independent curriculum teaching modules based on geoboard media and geogebra applications. The effectiveness of the teaching modules designed and developed can be seen through the results of validation and the results of dissemination in SDIT schools. Based on the results of the validation, it can be found that the teaching module that is designed still needs improvement and after improvement, the teaching module is effective and suitable for use in mathematics learning about recognizing the shape of flat building in the first grade and based on the results of the test the teaching module is not only able to overcome students' difficulties in learning mathematics but also increases student activity in learning, This can be seen from the response of students who received a positive response from students after conducting a trial of the independent curriculum module based on geoboard media and geogebra applications.
Pengembangan dan Uji Efektivitas Modul Ajar dan LKPD Materi KPK Berbasis Guided Discovery Learning dengan Media Papan Bilangan 1–100 pada Siswa Kelas V SD Rizka Khairani; Syafri Ahmad; Salmaini Salmaini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Progress
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9604

Abstract

Rendahnya kemampuan numerasi pada materi KPK menunjukkan perlunya bahan ajar yang lebih bermakna. Penelitian ini bertujuan mengembangkan dan menguji efektivitas modul ajar dan LKPD KPK berbasis guided discovery learning dengan media papan bilangan 1–100 untuk siswa kelas V SD. Penelitian menggunakan metode R&D model 4D (Define, Design, Develop, Disseminate) di SDN 02 Koto Tuo dengan subjek 22 siswa. Data diperoleh melalui lembar validasi ahli dan tes hasil belajar (pretest–posttest) yang dianalisis secara deskriptif, uji normalitas Shapiro–Wilk, uji t berpasangan, dan N-Gain. Hasil validasi menunjukkan modul dan LKPD berada pada kategori valid–sangat valid. Nilai rata-rata belajar meningkat signifikan, N-Gain berada pada kategori sedang mendekati tinggi, dan sebagian besar siswa mencapai KKM. Dengan demikian, modul ajar dan LKPD berbasis guided discovery learning dengan media papan bilangan 1–100 dinyatakan layak dan cukup efektif sebagai alternatif bahan ajar numerasi pada Kurikulum Merdeka. Penelitian lanjutan disarankan melibatkan sampel lebih luas serta mengkaji kepraktisan secara kuantitatif.
PENGEMBANGAN MODUL AJAR DAN LKPD BERBASIS PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS II SEKOLAH DASAR MATERI PENJUMLAHAN Dani Anisa Imanda; Syafri Ahmad; Salmaini Salmaini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9605

Abstract

This study aims to develop and evaluate a Problem Based Learning (PBL)-based teaching module and student worksheet (LKPD) to improve second-grade students’ understanding of addition without regrouping. The study is motivated by conceptual difficulties often faced by lower-grade students, who tend to memorize procedures without understanding the relationships among numerical values, concrete representations, and symbolic forms. This research employed a Research and Development (R&D) approach using a simplified Plomp model through preliminary research, development, and evaluation stages. The learning design refers to Arends’ five-phase PBL syntax: problem orientation, organizing learning, guiding inquiry, developing and presenting results, and evaluating the problem-solving process. The findings show that the implementation reached a 96% completion rate in PBL syntax, categorized as “very good.” Student engagement reached 92%, demonstrated through group discussions, manipulation of concrete objects, and presentations. In the individual evaluation, 23 out of 25 students (92%) achieved mastery, while two required remedial support due to errors in counting tens. Additionally, 88% of students successfully transitioned from concrete representation to symbolic notation. Challenges encountered included classroom noise, uneven participation among several students, and limited investigation time; however, these were resolved through simplified teacher instructions and structured guidance. Overall, the PBL-based module and LKPD proved practical, effective, and feasible, and show potential for wider implementation in early-grade mathematics learning to enhance conceptual understanding and collaborative skills.
KEVALIDAN MODUL AJAR MATEMATIKA KURIKULUM MERDEKA MATERI RASIO KELAS VI SEKOLAH DASAR BERBASIS PROBLEM-BASED LEARNING: MODUL AJAR RASIO Retni Abdilla; Syafri Ahmad; Salmaini Salmaini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9895

Abstract

This study aims to develop and validate a teaching module for Mathematics in grade VI elementary school on ratio material using the Merdeka Curriculum with Problem-Based Learning (PBL) approach. The research employed a development model involving expert validation on content, language, and media aspects. Data analysis used Likert scale instruments, showing post-revision validity scores of 90.10% (content), 87% (language), and 91.6% (media), all categorized as highly valid. The module supports meaningful learning, contextual examples, and differentiated assessments, enhancing students' proportional reasoning and numeracy skills for real-life applications
Pengaruh Pendekatan Steam Terhadap Kreativitas dan Hasil Belajar Matematika Siswa SD Rekha Herlina Putri; Melva Zainil; Salmaini Salmaini; Adrias Adrias
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.137361

Abstract

This study aims to examine the effect of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach on students’ creativity and mathematics learning outcomes in elementary school. This research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The subjects of this study were fifth-grade students, consisting of an experimental class and a control class. The experimental class received mathematics learning using the STEAM approach, while the control class received conventional learning. Data were collected through creativity observation sheets and mathematics learning outcome tests administered in pretest and posttest. The data were analyzed using descriptive and inferential statistics, including normality tests, homogeneity tests, and multivariate hypothesis testing. The results showed that there were significant differences between the experimental and control classes in terms of students’ creativity and mathematics learning outcomes. The experimental class demonstrated higher improvement and more homogeneous learning outcomes compared to the control class. These findings indicate that the STEAM approach is effective in enhancing students’ creativity and mathematics learning outcomes, particularly in geometry topics. Therefore, the STEAM approach can be recommended as an innovative and effective learning strategy in elementary mathematics education.
The Effectiveness of a Project-Based Learning Based Teaching Module on the Area of Squares and Rectangles: A Trial Study in Fourth Grade Elementary Classrooms Gevina Miftah Hulzannah Hasibuan; Syafri Ahmad; Salmaini Salmaini
The Future of Education Journal Vol 4 No 9 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1267

Abstract

This study aims to analyze the effectiveness of a mathematics teaching module on the topic of the area of squares and rectangles implemented for fourth-grade elementary school students through the Project-Based Learning (PjBL) model. The background of the study stems from students’ low conceptual understanding of area, which is still focused on memorizing formulas, and their weak understanding of units of area. The method used is descriptive qualitative, involving observation of the learning process, analysis of students’ worksheets (LKPD), and identification of obstacles encountered during the trial implementation. The results show that the teaching module helps students understand the concept of area concretely through the use of grids and the measurement of real objects. Students demonstrated high engagement in group work, discussions, and project result presentations. The challenges encountered include difficulty distinguishing between area and perimeter, lack of accuracy in counting unit squares, and weak understanding of square units. Overall, the teaching module is considered effective in improving conceptual understanding, learning motivation, and student engagement, although it still requires reinforcement of visual instructions and strategies for calculation efficiency.
Co-Authors Adrias Dani Anisa Imanda Gevina Miftah Hulzannah Hasibuan Melva Zainil Rekha Herlina Putri Retni Abdilla Riska Indah Rizka Khairani Syafri Ahmad