Jurnal Kependidikan Ki Hajar Dewantara

Penerapan Model Group Investigation Bantuan Alat Peraga untuk Meningkatkan Minat dan Hasil Belajar Matematika Peserta Didik

Thoriqatul Amamy, Agusfianuddin, Pujilestari, Zainal Abidin — Fri, 17 Jul 2026 00:00:00 +0000

The low level of students’ interest and mathematics learning outcomes in solid geometry indicates the need for an instructional approach that actively engages students while helping them visualize abstract mathematical concepts. This study aimed to describe the implementation of the Group Investigation learning model assisted by bamboo-stick manipulatives to improve the learning interest and mathematics achievement of eighth-grade students at MTs NW Senyiur. This study employed classroom action research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection stages and was implemented in two meetings. The research participants comprised 22 students, although only 21 students completed the learning evaluation. Data were collected using a learning-interest questionnaire, observation sheets of teacher and student activities, and mathematics achievement tests. The data were analyzed descriptively using percentages of learning interest, classroom activities, and classical learning mastery. The findings showed that the average percentage of students’ learning interest increased from 64.77% in Cycle I, categorized as moderate, to 78.86% in Cycle II, categorized as good. Classical learning mastery increased from 42.85% in Cycle I to 80.95% in Cycle II. Students’ learning activities also improved from 65.83% to 85.83%. These findings indicate that the Group Investigation learning model assisted by bamboo-stick manipulatives created a more active, collaborative, and concrete learning environment, thereby improving students’ interest and mathematics learning outcomes in the topics of cubes and rectangular prisms.

Kesiapan Bersekolah dalam Transisi dari PAUD ke Pendidikan Dasar: Perspektif Ekologis dan Multidimensional

Fri, 17 Jul 2026 00:00:00 +0000

The transition from Early Childhood Education (ECE) to primary school is a critical developmental stage that influences children's academic and social success. This study aimed to synthesize the literature on school readiness during the transition from ECE to primary school from ecological and multidimensional perspectives. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Articles were retrieved from Google Scholar, Portal Garuda, DOAJ, and Semantic Scholar between January 2020 and May 2026. Of the 380 records identified, 41 studies met the inclusion criteria and were analyzed using thematic synthesis. The findings indicate that school readiness comprises six key dimensions: social-emotional development, cognitive development, language and literacy, self-regulation, physical-motor development, and approaches to learning. Among these, social-emotional development and self-regulation emerged as the most consistent predictors of successful school transition. School readiness is influenced by ecological factors across all levels of Bronfenbrenner's ecological systems. Effective transition practices include parent psychoeducation, play-based learning activities, and collaboration among key stakeholders, whereas an excessive emphasis on early literacy and numeracy instruction and weak alignment between ECE and primary education remain major barriers. The findings highlight the importance of holistic, collaborative, and ecologically informed assessment and transition programs to support children's successful transition to primary school.

Pengaruh Model Pembelajaran Kooperatif Tipe STAD Berbantuan GeoGebra pada Materi Bangun Ruang terhadap Minat dan Hasil Belajar Siswa Kelas V SD

Kuyani Desi Safitri, Ahmad Muzaki, Sanapiah Sanapiah, Zainal Abidin — Tue, 30 Jun 2026 00:00:00 +0000

The low levels of students’ interest and learning outcomes in solid geometry indicate the need for instructional models and media that can increase student engagement and facilitate the visualization of geometric concepts. This study aimed to analyze the effect of the GeoGebra-assisted Student Teams Achievement Division (STAD) cooperative learning model on fifth-grade elementary students’ learning interest and achievement. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The sample consisted of 33 students, including 18 students in the experimental group at SD Negeri 1 Marong and 15 students in the control group at SD Negeri 2 Marong. The experimental group received GeoGebra-assisted STAD instruction, whereas the control group received STAD instruction without GeoGebra. Data were collected through an achievement test, a learning-interest questionnaire, and documentation. The data were analyzed using the Shapiro–Wilk test, Levene’s test, an independent-samples t-test, and normalized gain analysis. The results showed that the experimental group’s mean achievement score increased from 30.27 to 60.83, whereas the control group’s score increased from 24.33 to 44.00. The hypothesis test yielded (t=2.948) with a significance value of 0.006, indicating a significant difference in learning outcomes between the two groups. The experimental group obtained a mean N-Gain of 44.38%, categorized as moderate, whereas the control group obtained 25.94%, categorized as low. The learning-interest score increased by 13.00 points in the experimental group and by 8.87 points in the control group. Therefore, GeoGebra-assisted STAD positively affected students’ learning outcomes and showed a greater descriptive increase in learning interest than STAD without GeoGebra

Penerapan Problem-Based Learning Berbantuan Wordwall dalam Mencapai Ketuntasan Motivasi Belajar dan Pemahaman Konsep SPLDV

Komang Winanti Dewi, Sanapiah, Eliska Juliangkary — Sat, 18 Jul 2026 00:00:00 +0000

This study aimed to analyze the implementation of Wordwall-assisted Problem-Based Learning (PBL) in achieving mastery of learning motivation and mathematical conceptual understanding of Systems of Linear Equations in Two Variables. The study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. It was conducted in one cycle comprising four meetings and involved 23 Grade VIII-A students of SMP Negeri 2 Tanjung. Data were collected through a learning motivation questionnaire, a mathematical conceptual understanding test, teacher and student activity observation sheets, and documentation. All learning materials and research instruments underwent expert validation. The data were analyzed using quantitative and qualitative descriptive techniques. The results showed that 19 students, or 83%, achieved the mastery criterion for learning motivation, with an average percentage of 81%, categorized as very high. Regarding mathematical conceptual understanding, 19 students, or 83%, achieved the minimum score of 75, with a class average of 84.1. Teacher activity reached 99% and was categorized as very good, while student activity reached 89% and was categorized as very active. All results exceeded the predetermined classical mastery criterion of 80%; therefore, the action was concluded in Cycle I. Wordwall-assisted PBL thus supported the achievement of mastery in learning motivation and conceptual understanding, although several students still required guidance in constructing mathematical models and solving problems systematically

Analisis Kemampuan Literasi Matematika Siswa Berbasis Self Confidence dalam Pemecahan Masalah Sistem Persamaan Linear Tiga Variabel Kelas X SMA Hang Tuah 3 Mataram

Afra Nisaa Ba’i Atun, I Ketut Sukarma, Yuntawati — Sat, 18 Jul 2026 00:00:00 +0000

Mathematical literacy is essential for students to formulate, employ, and interpret mathematics in various contextual problems. This study aimed to describe students’ mathematical literacy skills based on their levels of self-confidence in solving three-variable linear equation system problems among tenth-grade students at SMA Hang Tuah 3 Mataram. The study employed a descriptive qualitative approach. The initial participants were 10 students who completed a self-confidence assessment and a mathematical literacy test. Subsequently, six students were purposively selected as the main subjects, consisting of two students in the high category, two in the moderate category, and two in the low category. Data were collected through a self-confidence questionnaire, a mathematical literacy essay test, and semi-structured interviews. Data analysis involved data reduction, data presentation, and conclusion drawing, while data credibility was examined through technique triangulation. The findings showed that students with high self-confidence tended to fulfil all three indicators of mathematical literacy: formulating problems mathematically, employing mathematical concepts, facts, procedures, and reasoning, and interpreting and evaluating results. Students with moderate self-confidence were able to formulate problems and apply mathematical procedures but were not yet consistent in interpreting results. Students with low self-confidence experienced difficulties in almost all indicators and were unable to explain their solutions independently. Therefore, higher self-confidence tended to be accompanied by better mathematical literacy skills