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All Journal Journal of Future Education
Tita Mulyati
Indonesia University of Education
Education Languange, Linguistic, Communication & Media Mathematics Other

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Usability of Procedure Text Material Teaching Modules Based on The PBL Model in Elementary Schools Riyadi Rafiki; Tatang Muhtar; Tita Mulyati; Iim Siti Karimah; Yoga Prima Putra; Farida Amalia
Journal of Future Education Vol 1 No 2 (2024): Journal of Future Education
Publisher : CV. Ksatria Siliwangi

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Abstract

Learning in elementary schools has an important role in forming the foundation of students' critical, creative and collaborative thinking abilities. One of the materials in learning Indonesian that is relevant for practicing these skills is procedural texts. The problem-based learning (PBL) model has been proven to be an effective approach in increasing student engagement. This research aims to analyze the usability of PBL-based teaching modules on procedural text material in elementary schools. The results of this research are the highest Feedback (UB) value, with a value of around 0.646%. This indicates that the Feedback variable (UB) is able to explain around 64% of the variables of the indicators. In contrast to the other side, the lowest value of the User Self Control (KDP) variable is seen in the variable which is only around 0.114. This shows that the motivation variable can only explain almost 11% of the variance of the indicators. Overall, this diagram provides an overview of how well each variable or construct is able to explain the variables of its indicators.
Analysis of Problem-Solving Ability in Mathematics Learning for Grade VI Elementary School Students E Silmi Kaaffahi; Yunus Abidin; Tita Mulyati
Journal of Future Education Vol 3 No 1 (2025): Journal of Future Education
Publisher : CV. Ksatria Siliwangi

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This study aimed to analyze elementary students’ mathematical problem-solving skills through a contextual geometry assessment focused on rectangular shapes. The research involved 36 sixth-grade students who completed five open-ended problem-solving tasks designed to measure four aspects of problem-solving: modeling the problem, identifying relevant information or constraints, reasoning with data, and drawing conclusions. Student responses were evaluated using an analytic rubric with a maximum total score of 15. The results showed that the average student achievement was 76.67%, indicating a moderate to good level of problem-solving ability. Students demonstrated strong performance in understanding and modeling the problem context, with the highest mean score obtained in this aspect. However, reasoning with data emerged as the weakest area, as many students experienced difficulties in explaining solution procedures clearly and systematically, despite obtaining correct final answers. Students’ ability to draw conclusions based on mathematical evidence was adequate but not yet consistent. In conclusion, the findings suggest that while contextual problems support students’ initial understanding, greater instructional emphasis is needed on reasoning processes, procedural explanation, and evidence-based conclusions to strengthen overall mathematical problem-solving skills at the elementary level.
Co-Authors E Silmi Kaaffahi Farida Amalia Iim Siti Karimah Riyadi Rafiki Tatang Muhtar Yoga Prima Putra Yunus Abidin