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All Journal Indo-MathEdu Intellectuals Journal Badranaya: Jurnal Pengabdian kepada Masyarakat Profesi Pendidikan Dasar
Izzania, Rizqa Dwi Shofiya Maghfira
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Materials Science & Nanotechnology Mathematics Physics Other

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Problem-Based Learning Materials Integrated with Differentiated Approaches to Enhance Elementary School Students' Learning Outcomes Agusdianita, Neza; Danim, Sudarwan; Susanta, Agus; Yusnia, Y.; Izzania, Rizqa Dwi Shofiya Maghfira; Irmayanti, Meiselina
Profesi Pendidikan Dasar Vol. 11, No. 2, August 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i2.6441

Abstract

The demands of the 21st century have reshaped the educational landscape, particularly in mathematics, requiring students to acquire relevant competencies. However, many elementary students find abstract mathematical concepts challenging, highlighting the need for effective instructional materials. This study employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through questionnaires and multiple-choice tests, and the analysis was conducted using descriptive statistics and inferential analysis. Instructional materials integrating Problem-Based Learning (PBL) with a differentiated approach were designed and evaluated for validity, practicality, and effectiveness in teaching the perimeter and area of squares and rectangles to fifth-grade elementary students. Teacher and student feedback indicated that the materials were highly practical, and no significant obstacles were encountered. The analysis of student learning outcomes showed a significant improvement in mathematics achievement. These results imply that differentiated PBL materials can enhance students' learning experiences and outcomes, providing a viable solution for addressing individual learning needs in mathematics education. By providing relevant and tailored materials, educators can more effectively address abstract learning challenges and meet the demands of 21st-century competencies.
Penerapan Pembelajaran Berdiferensiasi Pada Kurikulum Merdeka Agusdianita, Neza; Dalifa; Supriatna, Irfan; Izzania, Rizqa Dwi Shofiya Maghfira; Yusnia
Badranaya: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 1 (2025): Januari-Juni 2025
Publisher : IPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/badranaya.v3i1.2354

Abstract

This study explores the implementation of differentiated instruction in the Merdeka Curriculum at SDN 44 Kota Bengkulu. Teachers face significant challenges in understanding and applying differentiated teaching methods, a critical component of the Merdeka Curriculum. The research applied training and mentoring methods involving focus group discussions, classroom practices, and reflective evaluations. Data were gathered through interviews, observations, and tests to assess teachers' knowledge and students' learning outcomes. Results demonstrated that training significantly enhanced teachers' abilities to design and implement differentiated learning, leading to improved student engagement and performance. This study underscores the importance of professional development in empowering educators to adopt innovative instructional strategies effectively. 
Efektivitas Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Pemahaman Konsep Matematika Siswa Ramadhani, Muhammad Habib; Sari, Ratna; Agung, Anugrah; Izzania, Rizqa Dwi Shofiya Maghfira
Indo-MathEdu Intellectuals Journal Vol. 6 No. 4 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i4.3741

Abstract

This study aims to determine the effectiveness of the Jigsaw cooperative learning model in improving students’ conceptual understanding of mathematics. The background of this research is based on the low ability of students to deeply understand mathematical concepts, as indicated by the dominance of procedural-based learning and the lack of active learning interactions. This study employed a quasi-experimental method with a posttest-only control group design. The sample consisted of two tenth-grade classes at SMA Muhammadiyah 1 Metro, designated as the experimental and control groups. The instrument used was a set of five essay questions on trigonometry. Data was collected using a mathematical concept understanding test and analyzed descriptively quantitatively. The results showed that the average conceptual understanding of mathematics in the experimental class was higher than that of the control class. The t-test result yielded a P-Value = 0.012 < 0.05, indicating a significant difference between the two groups. These findings suggest that the Jigsaw model is effective in enhancing students’ conceptual understanding in mathematics. This model can serve as an alternative instructional strategy that promotes active engagement, collaboration, and conceptual reinforcement, particularly in abstract topics such as trigonometry
Co-Authors Agung, Anugrah Agusdianita, Neza Dalifa Irmayanti, Meiselina Muhammad Habib Ramadhani Ratna Sari Sudarwan Danim Supriatna, Irfan Susanta, Agus Yusnia Yusnia, Y.