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Fitri Yuliawati
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Al-Bidayah : jurnal pendidikan dasar Islam
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 20850034     EISSN : 25493388     DOI : https://doi.org/10.14421
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
The Scope journal studies the theories with practices of primary education and islamic primary education in islamic country intends to express original research searches and current issues. This journal welcomes the contributions of scholars from related fields warmly that consider the following topics; e-learning, management of technology and innovation, child development, inclusive education, literation and numeration, islamic religious curriculum, educational innovation, islamic religious, education, and education for primary school teachers.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 312 Documents
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Augmented Reality-Based Adaptive Geometry Learning: Exploring Problem Complexity through Adversity Quotient in Pre-service Primary School Teachers Ekowati, Dyah Worowirastri; Ana Maulida Azura; Agung Deddiliawan Ismail; Puji Sumarsono; Octarina Hidayatus Sholikhah
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v18i1.13482

Abstract

Geometry problem-solving is an essential competency for Primary School Teacher Education students, yet many struggle with three-dimensional visualization. Furthermore, students' persistence in overcoming challenges known as adversity quotient (AQ) significantly influences this process. This study aims to develop augmented reality (AR)-based geometry problems with varying complexity tailored to students' AQ. Using the ADDIE research and development model with 29 student subjects at Universitas Muhammadiyah Malang, data were collected through observation, interviews, questionnaires, and documentation, then analyzed using descriptive quantitative and qualitative methods. Results show the developed AR-based problems are highly valid, scoring 74% from material experts (good category) and 96% from media experts (very good category), and yielding an 85.89% student response score regarding usability (Good Category). Crucially, empirical data regarding problem-solving skills demonstrated that AR integration successfully scaffolded early-stage spatial representation, enabling 82.76% of the subjects to overcome visualization barriers and comprehend three-dimensional contexts (Polya Stage 1). However, complete problem-solving success across all four Polya stages was achieved by only 24.14% of the cohort (7 students).  The remaining 75.86% experienced structural drop-offs tied to specific AQ obstacles: Quitter students abandoned tasks at the initial stage due to persistent spatial barriers, whereas Camper students successfully devised plans but failed during the execution and verification stages due to arithmetic errors and a lack of looking-back habits. The varied problem complexity serves as an effective differentiated learning strategy, offering targeted visual scaffolding for lower-resilience students while demanding complex reasoning from higher-resilience ones. Therefore, this study contributes significantly to adaptive, technology-based, and inclusive geometry learning.
Interpreting Scientific Explanations in Ecosystem Learning: A Transcendental Phenomenological Study of Fifth-Grade Elementary Students' Conceptual Understanding    Awanda, Ifan; Insih Wilujeng; Woro Sri Hastuti; Dewi Astuti
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v18i1.13513

Abstract

Elementary school students' conceptual understanding of ecosystems is often hindered by misconceptions and a lack of active interpretation of scientific explanations. Mastering ecosystem concepts from an early age is a crucial foundation for scientific literacy at higher education levels. This transcendental phenomenological study aims to explore the essence of fifth-grade students' experiences in interpreting scientific explanations toward conceptual understanding in ecosystem learning. A qualitative approach with Moustakas' transcendental phenomenological design was employed at a public elementary school in Kedaton District, Bandar Lampung. The research population was all fifth-grade students in the odd semester of the 2025/2026 academic year (28 students). All 28 students were involved in observations, and 12 students were purposively selected for in-depth interviews. Data were collected through semi-structured interviews, participant observations, and document analysis. The phenomenological reduction process yielded three essential themes: cognitive-emotional tension as an entry point for interpretation, contextual explanation as a bridge to understanding, and group discussion as an intersubjective space for meaning reinforcement. The essence of the experience shows that students' interpretation occurs through a circular movement from initial tension toward resolution mediated by explanations connected to students' concrete world. In other words, students do not passively receive information but actively interpret, test, and validate scientific explanations through cognitive, affective, and social experiences. This study concludes that scientific explanations are actively interpreted through interrelated cognitive, affective, and social processes. The theoretical contribution is enriching the conceptual change model with affective and intersubjective dimensions in the elementary education context.

Page 32 of 32 | Total Record : 312

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