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INDONESIA
JOHME: Journal of Holistic Mathematics Education
Published by Universitas Pelita Harapan
ISSN : 25986759     EISSN : 25986759     DOI : -
Core Subject : Education,
Education Mathematics
JOHME is an online scientific journal designated as a medium for communication among redeemed Christian scholars who practice the integration of faith and learning based on a broader and holistic understanding of the Bible's Grand Narrative as the ultimate telos of all education curriculum, including mathematics education. It is committed to publishing high quality articles about research, teaching, philosophy, and curriculum development which show holistic approaches in mathematics education.
Arjuna Subject : -
Articles 252 Documents
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ASESMEN DIAGNOSTIK KETERAMPILAN 4CS DALAM PEMBELAJARAN MATEMATIKA KELAS AWAL: STUDI ANALISIS KEBUTUHAN [DIAGNOSTIC ASSESSMENT OF 4CS SKILLS IN EARLY GRADE MATHEMATICS LEARNING: A NEEDS ANALYSIS STUDY] Lathifah Safiinatun Najaah; Febrisha Arya Amelia; Putri Miftakhul Rahmani
JOHME: Journal of Holistic Mathematics Education Vol. 10 No. 1 (2026): JUNE 2026
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v10i1.11138

Abstract

21st century learning requires students to possess 4Cs skills (Critical Thinking, Creativity, Collaboration, and Communication) as essential competencies to face technological developments and the challenges of the Society 5.0 era. However, among students in the early grades of elementary school, these skills have not been optimally identified, making diagnostic assessment necessary to determine students’ learning needs from an early stage. This study aimed to analyze the needs of 4Cs skills among first-grade students at SDN Polokarto 01 based on diagnostic assessment. This study employed a qualitative descriptive method supported by quantitative data. The subjects of this study were 14 first-grade students of SDN Polokarto 01 in the 2024/2025 academic year. The data of this study were obtained from the results of diagnostic assessments of 4Cs skills (Critical Thinking, Creativity, Collaboration, and Communication) in Mathematics learning on the topic of numbers 11–20. The diagnostic assessment used written tests, oral tests, and self-assessment techniques. The data were analyzed based on the Miles and Huberman model, namely data reduction, data display, and conclusion drawing. The results showed that the students’ 4Cs skills in the aspect of critical thinking were in the sufficient category, creativity was in the low category, collaboration was in the sufficient category, and communication was in the very good category. These findings indicate that the 4Cs skills of early-grade students are still varied; therefore, diagnostic assessment is important to be used as a basis for designing learning that is appropriate to students’ needs and characteristics. BAHASA INDONESIA ABSTRACT: Pembelajaran abad ke-21 menuntut peserta didik memiliki keterampilan 4Cs (Critical Thinking, Creativity, Collaboration, and Communication) sebagai bekal menghadapi perkembangan teknologi dan tantangan era society 5.0. Namun, pada peserta didik kelas awal sekolah dasar, keterampilan tersebut belum dapat terpetakan secara optimal, sehingga diperlukan asesmen diagnostik untuk mengetahui kebutuhan belajar peserta didik sejak dini. Penelitian ini bertujuan untuk menganalisis kebutuhan keterampilan 4Cs pada peserta didik kelas 1 SDN Polokarto 01 berdasarkan asesmen diagnostik. Penelitian ini menggunakan metode deskripsi kualitatif dan didukung oleh data kuantitatif. Subyek penelitian ini, yaitu 14 peserta didik kelas 1 SDN Polokarto 01 tahun ajaran 2024/2025. Data dari penelitian ini adalah hasil asesmen diagnostik 4Cs skills (Critical Thinking, Creativity, Collaboration, and Communication) pada mata pelajaran Matematika materi bilangan 11-20. Asesmen diagnostik ini menggunakan teknik tes tertulis, tes lisan, dan penilaian diri. Data dianalisis berdasarkan model Miles and Huberman, yaitu reduksi data, penyajian data, serta penarikan kesimpulan.  Hasil dari penelitian ini menunjukkan bahwa kemampuan keterampilan 4Cs peserta didik kelas 1 pada aspek critical thinking berada pada kategori cukup, aspek creativity berada pada kategori kurang, aspek collaboration berada pada kategori cukup, serta aspek communication berada pada kategori sangat baik. Temuan ini menunjukkan bahwa keterampilan 4Cs peserta didik kelas awal masih bervariasi sehingga asesmen diagnostik penting digunakan sebagai dasar perancangan pembelajaran yang sesuai dengan kebutuhan dan karakteristik peserta didik.
PERBEDAAN HASIL BELAJAR MATEMATIKA BERDASARKAN GENDER PADA SISWA KELAS III SEKOLAH DASAR DALAM PEMBELAJARAN BERBASIS PERMAINAN [DIFFERENCES IN MATHEMATICS LEARNING OUTCOMES BASED ON GENDER OF GRADE 3 ELEMENTARY SCHOOL STUDENTS IN GAME-BASED LEARNING] Cici Oktaviani; Jesi Alexander Alim; Fadhil Nur Hidayat
JOHME: Journal of Holistic Mathematics Education Vol. 10 No. 1 (2026): JUNE 2026
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v10i1.11156

Abstract

This study aims to see the significance of differences in mathematics learning outcomes in unit of material Length of elementary school grade III students in game-based learning reviewed from gender. This study uses a comparative descriptive quantitative approach. The research subjects consisted of 24 students consisting of male and female students. The instrument used was in the form of learning outcome test questions given after the implementation of game-based learning. The data analysis techniques used included descriptive analysis, normality test, homogeneity test, Independent Sample T-Test, and effect size test. The results of the normality test showed that the data was normally distributed and the homogeneity test showed that the data variance was homogeneous. The results of the t-test showed a significance value of 0.331 > 0.05, so there was no significant difference between the learning outcomes of male and female students. However, the results of the effect size calculation showed a value of 0.407 which was included in the medium category. Thus, based on the findings, it was concluded that there was no significant difference in student learning outcomes based on gender, although there was practically a difference in the moderate level. Game-based learning can provide relatively balanced learning outcomes between male and female students. BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan untuk melihat signifikansi perbedaan hasil belajar matematika materi satuan Panjang siswa kelas III sekolah dasar pada pembelajaran berbasis permainan ditinjau dari gender. Penelitian ini menggunakan pendekatan kuantitatif deskriptif komparatif. Subjek penelitian berjumlah 24 siswa yang terdiri dari siswa laki-laki dan perempuan. Instrumen yang digunakan berupa soal tes hasil belajar yang diberikan setelah pelaksanaan pembelajaran berbasis permainan. Teknik analisis data yang digunakan meliputi analisis deskriptif, uji normalitas, uji homogenitas, uji Independent Sample T-Test, dan uji effect size. Hasil uji normalitas menunjukkan bahwa data berdistribusi normal dan uji homogenitas menunjukkan bahwa varians data bersifat homogen. Hasil uji t menunjukkan nilai signifikansi sebesar 0,331 > 0,05, sehingga tidak terdapat perbedaan yang signifikan antara hasil belajar siswa laki-laki dan perempuan. Namun demikian, hasil perhitungan effect size menunjukkan nilai sebesar 0,407 yang termasuk dalam kategori sedang. Dengan demikian, berdasarkan temuan disimpulkan bahwa tidak terdapat perbedaan yang signifikan hasil belajar siswa berdasarkan gender, meskipun secara praktis terdapat perbedaan dalam tingkat sedang. Pembelajaran berbasis permainan dapat memberikan hasil belajar yang relatif seimbang antara siswa laki-laki dan perempuan.

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