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Aqidatul Munfariqoh
STKIP Muhammadiyah Blora
Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Integrasi Model Talking Stick dan Trade A Problem melalui Media Interaktif untuk Meningkatkan Keterampilan Belajar Matematika Siswa Kelas IV SD Negeri 1 Ngronggah Devita Kusumaningrum; Aqidatul Munfariqoh; Ahmad Teguh Purnawanto
Paedagogie Vol 21 No 2 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/v59xrc20

Abstract

This study aims to describe the implementation of the integration of the Talking Stick and Trade a Problem learning models through interactive media, to explain the process of their application, and to determine the improvement of mathematics learning skills of fourth-grade students at SD Negeri 1 Ngronggah. This research employed a Classroom Action Research (CAR) approach using a spiral model consisting of planning, action, observation, and reflection stages conducted in two cycles. The research subjects were 15 students. Data were collected through observation, interviews, questionnaires, documentation, and tests. Data analysis used descriptive qualitative methods to describe the learning process and descriptive quantitative methods to measure the improvement of students’ learning outcomes. The results showed a significant improvement in students’ mathematics learning skills in each cycle, indicated by an increase in the average score from 67.3 in the pre-cycle to 72.5 in cycle I and 81.2 in cycle II, as well as an increase in learning mastery from 6% to 53% and then to 86%. In addition, students became more active, confident, and collaborative during the learning process. In conclusion, the integration of the Talking Stick and Trade a Problem models through interactive media is effective in improving students’ mathematics learning skills in cognitive, affective, and social aspects, and in creating a more interactive and meaningful learning environment.
MEME-based Assemblr Edu Microlearning Enhance Student’s Cognitive Ability Anna Mariyani; Aqidatul Munfariqoh; Novita Imania Rahma; Crisanto Alao Daing
JED (Jurnal Etika Demokrasi) Vol 11 No 2 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/4s0wa093

Abstract

The growing demand for flexible, interactive, and cognitively engaging digital learning requires instructional models that align with the learning characteristics of Generation Z and Alpha students. This study aimed to examine the effect of microlearning supported by the Assemblr Edu application and structured through a Multi-Entry Multi-Exit (MEME) approach on students’ cognitive abilities in Mathematics Education. A quantitative quasi-experimental design was employed using a non-equivalent pretest–posttest control group design. The participants were 68 third-semester students from the Elementary School Teacher Education Program at STKIP Muhammadiyah Blora, consisting of 35 students in the experimental class and 33 students in the control class. The experimental class received microlearning activities using the MEME-based Assemblr Edu application, whereas the control class received conventional instruction. Data were collected through cognitive ability tests and analyzed using the Liliefors normality test, F-test for homogeneity, independent-samples t-test, and normalized gain analysis. The findings showed that the experimental class achieved a higher posttest mean score (78.22; SD = 9.03) than the control class (68.41; SD = 11.82). The t-test result indicated a significant difference between groups, with t-value = 3.43 exceeding t-table = 2.00. The normalized gain score of the experimental class was 0.51, compared with 0.31 in the control class, indicating stronger cognitive improvement. These results demonstrate that MEME-based Assemblr Edu microlearning positively affects students’ cognitive abilities. The novelty of this study lies in integrating microlearning, augmented reality-based digital media, and the MEME learning pathway in Mathematics Education. This study contributes an empirically tested instructional model for improving cognitive learning outcomes among preservice elementary school teachers.
Co-Authors Ahmad Teguh Purnawanto Anna Mariyani Crisanto Alao Daing Devita Kusumaningrum Novita Imania Rahma