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INDONESIA
JURNAL PENELITIAN ILMU PENDIDIKAN
Published by Universitas Negeri Yogyakarta
ISSN : 19799594     EISSN : 25415492     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
Arjuna Subject : -
Articles 3 Documents
 1 
Search results for , issue "Vol. 17 No. 2 (2024): September-November" : 3 Documents clear
Mathematical problem solving of elementary students based on adversity quotient Munawwarah, Siti; Lidyasari, Aprilia Tina
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i1.90771

Abstract

This study investigates fifth-grade students’ mathematical problem-solving abilities based on their Adversity Quotient (AQ) types and identifies error patterns across Polya’s problem-solving stages. Employing a descriptive qualitative design, the research was conducted at Keputran 2 Elementary School, Yogyakarta, involving 24 purposively selected students. Data were obtained through the Adversity Response Profile (ARP) questionnaire and a mathematical problem-solving test. The AQ results categorized students into four climbers, seven campers, and thirteen quitters. One student from each AQ type was further analyzed through their written responses. Findings revealed that climber-type students successfully completed all stages of Polya’s framework, demonstrating perseverance and accuracy yet showing limited reflective evaluation. Camper-type students completed all stages inconsistently, particularly in verifying their results. Quitter-type students were unable to complete the stages, displaying conceptual and procedural misconceptions. The study concludes that differentiated instructional strategies are essential: quitters benefit from contextualized tasks and extrinsic motivation; campers require scaffolded feedback; and climbers need challenging problems to foster deeper reflection. These insights emphasize the pedagogical importance of integrating AQ-based differentiation to enhance mathematical problem-solving competence among elementary students.
Character Moderation Readiness: Analysis of Elementary School Students' Viewing Readiness Eva, Dewina; Sayekti, Octavian Muning; Wibowo, Setiawan Edi
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.90618

Abstract

This study investigates the relationship between learning readiness, character moderation, and viewing comprehension skills in elementary school students. Viewing comprehension is increasingly recognized as a crucial language ability for addressing 21st-century challenges and adapting to digital media. The research used a quantitative approach and a descriptive-correlational design with multiple linear regression analyses. It looked at 76 teachers and 76 fifth-grade students from eight elementary schools in Sleman Regency, Yogyakarta. The research instruments included a questionnaire for assessing learning readiness, a questionnaire for character moderation, and a viewing comprehension test based on Minimum Competency Assessment items. Findings show that learning readiness and character moderation don't have a big effect on students' ability to understand what they're watching. An R² value of 0.006 and a significance level of p > 0.05 show that neither factor makes a significant difference. However, this does not rule out the potential for a relationship; thus, it implies the necessity to explore other internal and external variables that may affect viewing comprehension further.
The effect of a Lampung local wisdom-integrated learning model on students’ mathematical problem-solving ability with respect to gender Munafiroh, Verawati; Kawuryan, Sekar Purbarini; Munawwarah, Siti
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.90981

Abstract

Mathematical problem-solving skills remain a persistent challenge for elementary students, partly due to the lack of contextual learning approaches that connect mathematics with local culture. However, limited empirical evidence examines whether integrating local wisdom into learning models can enhance students’ problem-solving performance across gender. This study aimed to analyze the effect of Discovery Learning integrated with Lampung local wisdom on students’ mathematical problem-solving skills and to examine whether this effect differs by gender. Using a quasi-experimental 2×2 factorial design, this study involved 41 fifth-grade students at a public elementary school in the West Lampung district. Selected through random sampling. Data were collected using a validated problem-solving test and analyzed using two-way ANOVA. The results indicated that: (1) the learning model had a significant effect on problem-solving skills (F = 23.651, p < 0.05), (2) there was no significant difference between male and female students (p > 0.05), and (3) no interaction effect was found between learning model and gender. These findings highlight the effectiveness of culturally integrated Discovery Learning in improving students’ mathematical problem-solving skills in an inclusive manner. The study contributes to the growing literature on culturally responsive mathematics instruction and encourages educators to use local-wisdom-based approaches to support equitable 21st-century skill development.

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