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INDONESIA
JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR
Published by Universitas Negeri Padang
ISSN : 26225069     EISSN : 25793403     DOI : -
Core Subject : Education,
Education
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar (JIPPSD) merupakan wahana publikasi hasil penelitian dan kajian ilmiah dosen, praktisi, pakar pendidikan, dan artikel tesis serta disertasi mahasiswa yang memiliki kepedulian tinggi terhadap kemajuan dan inovasi pendidikan dan pembelajaran sekolah dasar pada perguruan tinggi penyelenggara pendidikan dan tenaga kependidikan maupun di sekolah dasar.
Arjuna Subject : -
Articles 234 Documents
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Pengembangan E-Modul Interaktif Berbasis Pendekatan STEAM Pada Pembelajaran Matematika di Kelas V Sekolah Dasar Wahyuningsih Wahyuningsih; Melva Zainil; Salmaini Salmaini; Syofianti Engreini
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 1 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i1.137407

Abstract

This study was conducted due to the limited integration of interactive digital teaching materials in fifth-grade mathematics learning, which has led to low student engagement and suboptimal learning outcomes. Mathematics instruction is still predominantly delivered through printed modules and conventional methods, limiting students’ opportunities to actively explore concepts. Therefore, developing innovative and student-centered digital learning resources is essential. This study aimed to develop a STEAM-based interactive e-module that is valid, practical, and effective for teaching nets of cubes and rectangular prisms in accordance with the Merdeka Curriculum. This research employed the Research and Development (R&D) method using the ADDIE model. The subjects were fifth-grade students from SDN 24 and SDN 12 Pincuran Tujuah. Data were collected through expert validation, practicality questionnaires, and pretest–posttest assessments. The results showed that the e-module achieved a very high level of validity, with scores from media experts (90.52%), material experts (94%), and language experts (95.55%). Practicality results indicated very high responses from teachers (97.69%) and students (96.98%). Effectiveness testing showed a significant improvement in learning outcomes, with a high N-Gain Score. Thus, the developed e-module is valid, practical, and effective for enhancing mathematics learning.
Pengembangan Local Instructional Theory Topik Penjumlahan dan Pengurangan Bilangan Berbasis Pendekatan Realistic Mathematics Education Untuk Kelas II Sekolah Dasar Mardha Tillah; Ahmad Fauzan; Melva Zainil; Ulfia Rahmi
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 1 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i1.137400

Abstract

This study aims to develop a valid, practical, and effective instructional design to improve students’ mathematical problem-solving abilities on the topic of addition and subtraction. The study was motivated by the lack of structured learning trajectories and the low level of students’ problem-solving skills in elementary mathematics. This research employed a Design research method by combining the Plomp development model and the Gravemeijer and Cobb model, consisting of three phases: preliminary research, development or prototyping, and assessment. The effectiveness of the developed design was examined through a field test using a one-group evaluation design involving second-grade students at SDN 26 Bukit Putus Dalam and SDN 20 Muara Jambu. Data were collected through observation, questionnaires, documentation, and tests, and analyzed using qualitative and quantitative techniques. The results indicate that the developed instructional design is highly valid (96.25%), very practical (93.22%), and effective in improving students’ mathematical problem-solving abilities, as shown by the increase in students’ performance during the implementation phase
Eksplorasi Hypothetical Learning Trajectory Berbasis Realistic Mathematics Education Pada Pembelajaran Pecahan di Sekolah Dasar Melsya Reyuni; Syafri Ahmad
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.v9i2.137408

Abstract

This study addresses students’ persistent difficulties in understanding fractions, particularly their tendency to rely on procedural calculations rather than conceptual reasoning and mathematical representation. The research aimed to explore a Hypothetical Learning Trajectory (HLT) based on Realistic Mathematics Education (RME) for fifth-grade students on fraction topics, including equivalent fractions and operations with different denominators. Using a design research approach, the study was conducted through three phases: preliminary design, teaching experiment, and retrospective analysis, involving six heterogeneous students. Data were collected through observations, interviews, documentation, and student work analysis, and were analyzed by comparing the Hypothetical Learning Trajectory (HLT) with the Actual Learning Trajectory (ALT).The findings reveal that the HLT effectively facilitated students’ progression from informal to formal understanding through contextual activities, visual representations, and collaborative learning. The novelty of this study lies in its in-depth analysis of the alignment between HLT and ALT in fraction learning, which remains underexplored in prior RME-based studies. The results also indicate that deviations between predicted and actual learning trajectories provide valuable insights for refining instructional design.These findings imply that adaptive and well-structured learning trajectories are essential for supporting meaningful conceptual understanding and enhancing students’ mathematical representation skills in fraction learning.
Penerapan Problem Based Learning Untuk Peningkatkan Kreativitas dan Hasil Belajar Pecahan Siswa Sekolah Dasar Chichi Mogi
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.v9i2.137351

Abstract

This study aims to examine the effect of the Problem Based Learning (PBL) model on students’ creativity and mathematics learning outcomes in fraction operations at the elementary school level. This research employed a quantitative approach with a quasi-experimental design (Nonequivalent Control Group Design). The sample consisted of 68 fifth-grade students, divided into an experimental class (n = 34) and a control class (n = 34). Data were collected using a validated creativity questionnaire and mathematics achievement tests. The data were analyzed using independent sample t-tests and Two-Way ANOVA. The results showed that the experimental class achieved significantly higher scores than the control class in both creativity (t = 3.45, p < 0.01) and learning outcomes (t = 4.12, p < 0.01). Furthermore, the analysis revealed a significant interaction effect between creativity and learning outcomes (F = 5.27, p < 0.05). The effect size analysis indicated a moderate to high effect (Cohen’s d = 0.65), suggesting that PBL had a substantial impact on improving students’ performance. In conclusion, the PBL model is effective in enhancing students’ creativity and mathematics learning outcomes, particularly in fraction topics. These findings support the implementation of student-centered and problem-based approaches in elementary mathematics learning.
Penalaran Proporsional Siswa Kelas IV Sekolah Dasar dalam Menyelesaikan Masalah Missing Value Perkalian dan Pembagian Kaisra Alfikri Islami; Subanji Subanji; Riska Pristiani; Erry Hidayanto
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.v9i2.136744

Abstract

This study aims to describe the proportional reasoning of fourth-grade students in solving missing value problems in multiplication and division contexts. A descriptive qualitative approach was employed involving 26 fourth-grade students at SDN Lowokwaru 5 Malang City. Data were collected through written tests, observations, interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The analysis focused on students’ problem-solving strategies (scaling, unit rate, cross-multiplication, and additive strategies) and five stages of proportional reasoning, namely understanding the situation, forming representations, identifying multiplicative structures, applying solution strategies, and evaluating ratio equivalence. The results indicate that most students tend to use cross-multiplication procedurally without fully understanding the underlying concepts. In multiplication contexts, students generally demonstrate better performance by applying scaling strategies. However, in division contexts, students encounter significant difficulties, particularly in determining unit rates, and tend to rely on additive reasoning. These findings suggest that most students are still at the pre-proportional to early proportional reasoning stages. This study highlights the importance of strengthening conceptual understanding in mathematics learning at the elementary school level.
Pengembangan Modul Ajar Berbasis Pendekatan STEAM Berbantuan Google Sites Pada Mata Pelajaran Matematika di Kelas V Sekolah Dasar Ermawasari Ermawasari; Ahmad Fauzan
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.v9i2.137447

Abstract

This study was motivated by the need for innovative, interactive, and digitally integrated mathematics learning materials to improve the quality of instruction in elementary schools. The purpose of this study is to develop and evaluate the validity, practicality, and effectiveness of a STEAM-based mathematics teaching module supported by Google Sites for Grade V elementary school students. This research employed a Research and Development (R&D) method using the Plomp development model, which consists of three phases: preliminary research, prototyping stage, and assessment phase. The preliminary research phase involved needs analysis, curriculum analysis, analysis of students’ characteristics, and learning material analysis. The prototyping stage focused on designing and developing the STEAM-based teaching module supported by Google Sites, followed by self-evaluation and expert validation by material, media, and language experts. The assessment phase was conducted through limited trials, including practicality testing by teachers and students as well as effectiveness testing to determine the usefulness of the module in Grade V mathematics learning. The results showed that the STEAM-based teaching module supported by Google Sites achieved a very high level of validity, with validation scores of 95% for material, media, and language aspects. The module was also classified as very practical, with practicality scores of 98% in the small group trial and 97% in the field test. Furthermore, the effectiveness test yielded a score of 94%, indicating that the module is effective for use in Grade V elementary school mathematics learning.
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.
PENGEMBANGAN MODUL PEMBELAJARAN MODEL PROBLEM BASED LEARNING BERBANTUAN MULTIMEDIA INTERAKTIF ARTICULATE STORYLINE 3 PADA PEMBELAJARAN MATEMATIKA DI KELAS V SEKOLAH DASAR Putri Maisaq
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.v9i2.137406

Abstract

This study was motivated by the low mathematical problem-solving abilities of elementary school students. To address this issue, the research aimed to develop a Problem-Based Learning (PBL) module assisted by interactive multimedia using Articulate Storyline 3 that is valid, practical, and effective in enhancing students’ mathematical problem-solving skills. The study employed a development research design using the Plomp model, which consists of three phases: the preliminary research phase, including needs analysis, concept analysis, and curriculum analysis; the development or prototyping phase, consisting of Prototype 1 (self-evaluation), Prototype 2 (expert review), Prototype 3 (one-to- one evaluation), and Prototype 4 (small group evaluation); and the assessment phase, which involved a field test to evaluate the practicality and effectiveness of the developed module. The research was conducted at SDN 13 Kuranji and SDN 30 Lubuk Lintah, involving fifth-grade students. Data were collected through observation, documentation, questionnaires, and problem-solving tests, and analyzed using qualitative and quantitative methods. The results showed that the PBL module assisted by interactive Articulate Storyline 3 was highly valid, scoring 90% in the initial validation, 89% in small group evaluation, and 92% in large group evaluation. Furthermore, the problem-solving test indicated that 81.6% of students in the experimental class met the success criteria (>60%), compared to only 37.6% in the control class. These findings demonstrate that the developed PBL module effectively improves students’ mathematical problem- solving skills
Interactive Powerpoint Media Integrated with the Problem Based Learning Model to Facilitate the Strengthening of Critical Reasoning and Independence Dimensions of Grade IV Elementary School Students Farah Labibah; Sri Untari; Oktaviani Adhi Suciptaningsih
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.v9i2.136719

Abstract

The implementation of Problem Based Learning (PBL) in elementary schools is often limited by the lack of interactive learning media, resulting in suboptimal development of students’ critical reasoning and learning independence. This gap highlights the need for instructional media that effectively supports PBL while actively engaging students in meaningful learning processes. This study aims to develop an interactive PowerPoint media integrated with PBL syntax that is valid, practical, and effective in enhancing students’ critical reasoning and learning independence. The study adopts the Lee & Owens development model, which includes analysis, design, development, implementation, and evaluation stages. Data were collected through observation, interviews, questionnaires, tests, and documentation. Data were analyzed using descriptive statistics and N-Gain to determine effectiveness, while qualitative data were analyzed using an interpretative approach based on Stake (1995). The results show that the developed media meets validity criteria based on expert judgment and demonstrates high practicality in both teacher and student responses. In terms of effectiveness, the media improves students’ critical reasoning skills, as indicated by a high N-Gain value (0.73). In addition, students’ learning independence reaches a high level, with most students categorized as highly independent. The novelty of this study lies in the integration of structured PBL syntax into interactive PowerPoint media to simultaneously enhance critical reasoning and learning independence in elementary school contexts. Overall, the developed media is feasible, practical, and effective for supporting PBL-based learning in elementary education.
Pengembangan Media Pembelajaran Berbasis Augmented Reality Pada Pembelajaran Matematika di Kelas VI Sekolah Dasar Nurjasriati Nurjasriati; Melva Zainil
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.v9i2.137539

Abstract

This research addresses the limited variety of engaging learning media in elementary school mathematics, which has not optimally supported active student involvement in the learning process. Therefore, this study aimed to develop Augmented Reality based learning media that are valid, practical, and effective for sixth grade mathematics learning. The study employed a research and development approach consisting of the stages of analysis, design, development, implementation, and evaluation. The participants were sixth grade students from three public elementary schools in the Sumpur Kudus District. Data were collected using expert validation sheets, practicality questionnaires for teachers and students, and pretest and posttest instruments to measure learning effectiveness. Data analysis focused on validity, practicality, and effectiveness criteria. The analysis stage revealed low student engagement caused by teacher centered instruction and less attractive learning media. The design stage produced a learning media prototype and a user guide adapted to student characteristics. The development stage showed that the material aspect achieved a validity score of 96 percent, the media aspect achieved 80 percent, and the language aspect achieved 96 percent. Implementation results indicated very high practicality, with a score of 100 percent from teachers and 92.28 percent from students. Evaluation results demonstrated an effectiveness score of 80.02 percent, with average learning outcomes increasing from 50.95 before implementation to 88.70 after implementation. Overall, the findings indicate that Augmented Reality based mathematics learning media are feasible and effective, inviting readers to consider their broader application in improving student engagement and learning outcomes.

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