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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 271 Documents
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Analysis of the profile of basic mathematical skills and misconceptions of prospective elementary school teachers Ekasari, Lintang Analisa; Firdaus, Fery Muhamad; Pawestri, Syarifah Anjani
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.v18i2.93196

Abstract

This study aims to analyze the profile of basic mathematical skills and misconceptions of prospective elementary school teachers (PGSD students) and to describe the relationship between these two constructs. Using a descriptive quantitative approach, data were collected from 282 PGSD students from five state universities through a basic mathematics ability test, an error analysis sheet, and a misconception classification rubric that had been validated by experts and tested for reliability. Descriptive statistics were applied to map students’ abilities across five domains (numbers and operations, algebra, geometry, measurement, and data analysis/probability), while qualitative error analysis was employed to identify conceptual, procedural, misinterpretation, and careless errors as indicators of misconceptions. The findings show that students’ basic mathematical skills are generally in the moderate category, with the highest mean score in geometry and the lowest in algebra, and that conceptual errors (44.1%) are the most dominant, especially in numbers and operations and algebra. The analysis further reveals a clear pattern that lower levels of basic mathematical skills are associated with higher levels of misconception, indicating that misconceptions are rooted in weak conceptual understanding rather than mere carelessness. This study contributes to the field of education by offering an integrated empirical profile of basic skills and misconceptions among prospective elementary school teachers as a basis for developing diagnostic assessments and strengthening PGSD curricula that emphasize conceptual understanding in basic mathematics learning.
Math trails in mathematics education: A systematic literature review on contextual learning, student engagement, and spatial reasoning (2013 – 2025) Niam, Muhammad Ainun; Musthofa, Musthofa
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.v18i2.93486

Abstract

Mathematics education has faced persistent challenges in student engagement, spatial reasoning, and real-world relevance. Among innovative approaches, math trails have emerged in the last decade to integrate contextual, spatial, and technology-enhanced learning experiences. This study presents a systematic review (2013–2025) examining how math trails contribute to contextual learning, enhance student engagement, and develop spatial reasoning skills. Following PRISMA 2020 guidelines, 50 relevant peer-reviewed studies were identified via Boolean searches in major databases (Scopus, ERIC, SpringerLink, MDPI, etc.) and analyzed using thematic synthesis. Three major themes were identified. First, math trails situate mathematics in authentic contexts, linking mathematical ideas to real environments and encouraging students to model real-world situations. Second, math trails promote active, collaborative learning that increases student interest and participation. Third, math trails improve spatial reasoning through tasks involving navigation, measurement, and visual-spatial problem-solving in outdoor settings. The literature goes on to say that using mobile apps and tasks that are relevant to students' cultures can improve math trails when they are used with clear learning goals and reflection. Overall, the findings suggest that math trails are a multidimensional pedagogical approach that bridges theory and practice, yielding both cognitive and affective benefits. Future research should investigate long-term impacts, cross-context adaptations, and scalable models for broader classroom adoption.
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.
Development of the GEQUAL website to raise awareness of gender equality among high school students Nunuk Rizqiani; Sigit Sanyata
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 1 (2026): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i1.96415

Abstract

Gender-based violence in educational settings remains a persistent concern, while efforts to promote gender equality awareness among adolescents are still limited by the lack of engaging digital guidance services. This study aimed to develop a website-based guidance intervention to improve gender equality awareness among high school students. A research and development design was employed using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected from 64 students in two high schools in Gunungkidul Regency through interviews, questionnaires, and a gender equality awareness scale. The feasibility and practicality of the website were assessed through expert validation, counselor review, and student responses, while its effectiveness was tested using a pretest-posttest design. The results showed that the website achieved a very high level of feasibility and practicality. In the experimental group, students’ gender equality awareness increased significantly after the intervention, t(29) = -7.933, p < .001, with a moderate effect size (Cohen’s d = 0.65). In contrast, the control group showed no significant improvement. These findings indicate that a website-based guidance intervention can serve as an effective and innovative medium for enhancing gender equality awareness in school counseling services.
Examining the Impact of WRITE Learning Model on Students' Critical Reading Skill in Elementary School Handara Tri Elitasari; Zamzani Zamzani; Mami Hajaroh
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 1 (2026): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i1.91701

Abstract

Despite the recognized importance of critical reading for academic success, elementary school students in Indonesia continue to demonstrate low proficiency in this skill, particularly in connecting texts with personal experiences and evaluating information critically. This gap is exacerbated by the limited integration of technology-based literacy models that simultaneously develop reading and writing competencies. This study aims to analyze the influence of WRITE (Writing-Reading Literacy Assisted Interactive and Reflective E-Book) learning models on critical reading skills of elementary school students. This study uses a quantitative method with the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach to analyze the relationship between the tested variables. The research instrument used questionnaires to measure various aspects of critical reading skills. The sample used in this study amounted to 71 students from elementary school in Magelang. The results showed that most of the hypotheses tested had significant relationships, especially in the aspects of analysis, interpretation, evaluation, and inference that affected students' critical reading skills. However, some factors such as appreciation of critical reading skills did not show significant influence. The learning model in this study has been proven to be effective in improving students' critical reading skills. This research contributes to the development of technology-based learning methods that can be implemented in elementary education to improve students' critical thinking skills.
Didactic Design Implementation on Algorithms and Programming to Improve Students’ High School Computational Thinking Hassan Hidayatullah; Eka Fitrajaya Rahman; Harsa Wara Prabawa
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 1 (2026): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i1.94345

Abstract

This research is motivated by the urgency of mastering 21st-century skills, particularly Computational Thinking (CT) in Informatics learning, and the prevalence of learning obstacles experienced by students. This study aims to develop a valid and effective didactical design to overcome students' learning obstacles and enhance their CT skills. The research method used is Didactical Design Research (DDR), which encompasses three stages: prospective analysis, metapedidactical analysis, and retrospective analysis. The research subjects involved Senior High School students in SMAN 9 Bandung. Data collection instruments included CT ability tests, interview guides, and classroom observations to identify ontogenic, didactical, and epistemological obstacles. The results indicate that the developed Hypothetical Didactical Design (DDH) proved effective, with a success rate of approximately 77.14% in overcoming students' learning obstacles. The implementation of this design also positively impacted the improvement of CT pillars, including decomposition, pattern recognition, abstraction, and algorithmic thinking. Furthermore, through retrospective analysis, the Empirical Didactical Design (DDE) was formulated to refine the design and address shortcomings identified in the DDH. This study recommends the application of learning obstacles-based didactical design as a responsive alternative strategy for Informatics learning.
Bibliometric analysis of STEM-based creative thinking skills in vocational education Fathimah Al Adawiyyah; Tiara Sekar Harnum; Sintha Wahjusaputri; Abdul Rahman A Ghani
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 1 (2026): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i1.94539

Abstract

STEM-based learning has been widely discussed to support the development of creative thinking skills in vocational education. However, related research remains fragmented and insufficiently synthesized. This study aims to map research trends, pedagogical approaches, and methodological characteristics of STEM-based creative thinking skills in vocational education. A qualitative bibliometric analysis was conducted using performance analysis and qualitative synthesis of publications from 2016 to 2025. Through a multi-stage screening process, 1,360 initial records were refined into eight core articles that met the inclusion criteria, as most studies discussed STEM education, creative thinking, or vocational education separately rather than integratively. The findings indicate that this research field remains emergent, with fluctuating publication trends and geographical concentration primarily in Indonesia. Project-Based Learning (PjBL) was identified as the dominant pedagogical approach, while assessment practices gradually shifted toward performance- and product-based evaluation. This review contributes by providing an integrated synthesis of pedagogical trends, assessment practices, and research gaps related to teacher readiness, methodological diversification, and long-term skill sustainability in vocational education.
Gamifying Science Education: How Wordwall-Integrated Joyful Learning Enhances Cognitive Outcomes and ARCS Motivation in Elementary School Shomayya Rachmawati; Iis Rachmawati; Silvia Ernawati; Sintha Wahjusaputri
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 1 (2026): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i1.94567

Abstract

Teacher‑centered instruction in elementary science often fails to engage students, limiting learning outcomes and motivation. Gamification tools like Wordwall offer promise, yet evidence for their integration within joyful learning—especially under Indonesia’s Merdeka Curriculum—remains scarce. This quasi‑experimental study evaluated the effectiveness of Wordwall‑based joyful learning on sixth‑graders’ cognitive outcomes and motivation in Natural and Social Sciences (IPAS), while quantifying effect sizes. A nonequivalent control group design was used (experimental n = 30, control n = 30). The experimental group received four sessions of Wordwall games (Match Up, Maze Chase, Airplane); the control group had conventional instruction. Learning outcomes were measured with a 20‑item test (KR‑20 = 0.82); motivation with an ARCS questionnaire (Cronbach’s a = 0.85). Analysis included N‑Gain, independent t‑tests, and Cohen’s d. The experimental group showed significantly higher improvement (N‑Gain = 0.68 vs. control 0.35; Cohen’s d = 1.58, 95% CI [0.98,2.18], p < 0.001). Motivation scores increased by 25.7 points (experimental) vs. 7.3 points (control); Cohen’s d = 1.42, p < 0.001. The largest gains occurred in the Attention and Satisfaction subscales of the ARCS model. Wordwall‑based joyful learning substantially enhances both cognitive outcomes and learning motivation in elementary IPAS education. These findings provide empirical support for gamified, student‑centered approaches under the Merdeka Curriculum. Future research should explore long‑term retention and cross‑context replication.

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