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All Journal International Journal of English Education and Linguistics (IJoEEL) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Yepi Sedya Purwananti
Universitas Bhinneka PGRI
Education Languange, Linguistic, Communication & Media

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Developing RENATAMA (Reyog Kendang & Etnomathematics) Based on Digital Board Game with Cognitive Psychology Content to Improve Numeracy Literacy Ajar Dirgantoro; Yepi Sedya Purwananti; Ajar Dirgantoro; Yepi Sedya Purwananti; Setyo Hartanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v5.i1.2025.8

Abstract

Mathematical literacy plays an important role in using mathematics to solve real problems. Based on the PISA results, Indonesia's mathematical literacy is currently ranked in the bottom 15, although in general it has increased compared to the previous year. This is in line with the results of the Minimum Competency Assessment in Tulungagung Regency which shows that numeracy literacy skills are still low. This research aims to: (1) to develop an android application as a learning media in the form of digital board game based on PBL with cognitive psychology content to improve Numeracy Literacy, and (2) to know the feasibility level of the android application as a learning media based on digital board game based on PBL with cognitive psychology content to improve Numeracy Literacy. The application is collaborated with the local cultural content of Reyog Kendang and is acronymised RENATAMA. This research uses the Research and Development (R&D) method using the ADDIE development model. The research subjects included 1 media expert, 1 material expert, and seventh grade students at SMPN 1 Sumbergempol and SMPN 3 Tulungagung. The data collected in the form of qualitative data in the form of interview results and quantitative data in the form of a percentage of feasibility test results. The questionnaire used in this study has aspects that are in accordance with the ISO / IEC 9126 model. The results of this study, show: (1) the RENATAMA (Reyog Kendang & Etnomathematics) based on Digital Board Game with Cognitive Psychology content to improve Numeracy Literacy, and (2) the developed application is declared feasible to use. Feasibility is obtained from the results of the feasibility test with details: (1) Media experts with a percentage of 91.5%; (2) Material experts with a percentage of 96%; (3) Small group test of 88.8%; and (4. Large group test with a percentage of 89%. From the results of this study, it can be categorized as ‘Very Feasible’. So, the android application that has been developed is very feasible to use as a learning media. The advantages are through the use of technology compared to conventional ethnomathematics, originality, adoption of assets and integrated content of culture with mathematics, partnership with regular evaluation, involvement of lecturers and students to encourage the achievement of IKU-PT and being able to motivate themselves according to the goal of increasing numeracy literacy. The novelty is in combining cultural exploration of reyog kendang and PBL-based mathematics with a cognitive psychology approach to improve numeracy literacy, as well as pride in local culture through the RENATAMA.
Exploring Best Practices in English Language Instruction for Primary Students Yepi Sedya Purwananti
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14397

Abstract

This study explores best practices in teaching English to young learners (TEYL) in Indonesian primary schools by examining teachers’ instructional approaches, classroom communication, management strategies, materials, assessment practices, and challenges. Employing a qualitative research design, data were collected through semi-structured interviews with experienced primary school English teachers. The data were analyzed using Braun and Clarke’s thematic analysis to identify recurring patterns and themes across participants’ perspectives. The findings reveal five major themes: the use of diverse and creative teaching methods, functional bilingual classroom communication, engagement-based classroom management, flexible use of teaching materials and assessment practices, and challenges accompanied by adaptive coping strategies. Teachers emphasized play-based and multi-sensory activities, such as songs, games, and storytelling, to enhance learners’ motivation and vocabulary development. The strategic use of the first language was found to support comprehension and reduce anxiety, while engagement-centered management fostered positive learning environments. Despite challenges including mixed-ability classrooms and limited parental involvement, teachers demonstrated pedagogical flexibility in adapting instruction to contextual constraints. These findings underscore the importance of child-centered, context-sensitive, and supportive approaches in TEYL and offer practical implications for teachers, schools, and teacher education programs
Co-Authors Dirgantoro, Ajar Setyo Hartanto Yepi Sedya Purwananti