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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 13 Documents
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Search results for , issue "Vol. 18 No. 2 (2025): September-November" : 13 Documents clear
Pedagogical Competence as the Key Driver: Analyzing the Relative Impact on Mathematics Achievement in Primary School Handriani, Handriani; Firdaus, Fery Muhamad; Alifah, Khairunnisa Zulfa
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.93765

Abstract

While teacher competence is widely acknowledged as crucial for student success, the relative importance of its specific dimensions—pedagogical versus professional competence—remains less clear, particularly in specific local contexts of primary mathematics education. This correlational study investigated the distinct impacts of these two competencies on the mathematics achievement of 45 sixth-grade students at SD Negeri 7 Buntok, Indonesia. Data were collected through a validated teacher competency questionnaire (completed by 3 class teachers) and a curriculum-based mathematics test. Multiple linear regression analysis revealed that both competencies significantly predicted student achievement, jointly explaining 54.1% of the variance in scores. Notably, pedagogical competence (β = 0.59, p = 0.001) emerged as a stronger unique predictor than professional competence (β = 0.38, p = 0.010). These findings underscore that while deep content knowledge is necessary, the ability to design, deliver, and manage effective instruction is paramount for enhancing student learning outcomes. The study provides empirical evidence for prioritizing pedagogical skill development in teacher training and professional development programs to improve primary mathematics education.
The effectiveness of Polya’s problem-solving strategy in enhancing mathematical word problem comprehension among fifth-grade students Evi Fitriani
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.93790

Abstract

Despite its importance, students' difficulty in comprehending and solving mathematical word problems persists in elementary education. This quasi-experimental study examines the effectiveness of Polya’s four-step problem-solving strategy in improving this competency. Fifth-grade students (N=45) from SD Negeri 7 Buntok were assigned to an experimental group (taught using Polya’s strategy) and a control group (conventional instruction). A pretest-posttest design with a mathematical word problem test, scored via an analytic rubric, measured competency in problem understanding, solution process, accuracy, and answer correctness. Results showed a significantly greater improvement in the experimental group (pretest M=58.2, posttest M=78.6) compared to the control group (pretest M=56.9, posttest M=65.3). Statistical analysis (independent samples t-test) confirmed a significant difference between the groups' posttest scores (p < 0.05). The findings demonstrate that explicitly teaching Polya's strategy significantly enhances students' systematic problem-solving skills and conceptual understanding of word problems. This study provides empirical evidence for integrating structured heuristic strategies into primary mathematics curricula to build foundational problem-solving proficiency.
Bibliometric analysis of deep learning research trends as a pedagogical approach to science learning in elementary schools (2021–2025) Handayani, Mega Setya; Warohmah, Mawaddah; Mahmudah, Umi
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.94621

Abstract

The dynamics of education in the 21st century demand a pedagogical transformation towards holistic competency development. This study aims to analyze the research trend of Deep Learning as a pedagogical approach to social studies learning in elementary schools. Using bibliometric methods, this study mapped the intellectual structure of 574 scientific articles (2021–2025) sourced from Google Scholar through the Publish or Perish software and VOSviewer. The results of the network visualization analysis identified five main clusters that showed a shift in focus from the technical aspects of computing towards the integration of intelligent technologies in classroom practice. The publication trend jumped significantly after 2023, with the latest topics focusing on critical thinking, creativity, and artificial intelligence (AI) literacy. Density analysis reveals research gaps: the literature is dominated by science and STEM content, with little exploration of the social dimension (social studies) or local wisdom. This research concludes that Deep Learning has developed into a technological entity that supports the achievement of the 8 Dimensions of the Graduate Profile through the principles of mindful, meaningful, and joyful learning. The practical implications provide guidance for educators to integrate technology scaffolding with in-depth inquiry, shaping adaptive lifelong learners in the era of disruption.

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