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All Journal Jurnal Dikdas JMM (Jurnal Masyarakat Mandiri) Jurnal Pendidikan dan Kebudayaan Missio RANDANG TANA - Jurnal Pengabdian Masyarakat JIPD (Jurnal Inovasi Pendidikan Dasar) Reswara: Jurnal Pengabdian Kepada Masyarakat Jurnal Riset Pendidikan Dasar (JRPD) Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Elementaria Edukasia JURNAL PENDIDIKAN DAN KEBUDAYAAN MISSIO
Fransiska Jaiman Madu
STKIP Santu Paulus Ruteng
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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TEACHERS' PERCEPTION ON THE APPLICATION OF THE GASING METHOD IN LEARNING MATHEMATICS AT ELEMENTARY SCHOOLS IN MANGGARAI Jediut, Mariana; Madu, Fransiska Jaiman; Ndiung, Sabina; Tilan, Maria Diana; Indra Purnama, Yohanes
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.6360

Abstract

Motivated by the poor numeracy skills of primary school students in Manggarai Regency, this study examines teachers’ perceptions and experiences of implementing the Gasing method in mathematics classrooms, unlike previous studies that focused mainly on its impact on learning outcomes. The study aimed to describe teachers’ perceptions of using the method in the Langke Rembong sub-district. A descriptive qualitative approach was employed, with data collected through interviews and questionnaires; qualitative data were analysed using the Miles and Huberman model, while questionnaire data were analysed by percentage. The results indicate that most teachers perceive the Gasing method as effective in enhancing quick counting skills and understanding of basic mathematical concepts, although challenges remain in terms of limited training, diverse student readiness, and time constraints. These findings highlight the importance of teacher roles and institutional support in sustaining learning innovations, and suggest that the Gasing method has potential as an effective strategy for improving numeracy instruction in primary schools.
WRITING NARRATIVE TEXTS BASED ON MIND MAPPING IN PRIMARY SCHOOLS Madu, Fransiska Jaiman; Jediut, Mariana
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6790

Abstract

The ability to write texts for primary school students is low. Writing with good structure and coherence, and using the correct rules of the Indonesian language, seems difficult. This study aims to describe the text-writing skills of primary school students and the challenges they face. This research uses a mixed-methods approach with a sequential explanatory design. In practice, this mixed-methods approach combines qualitative and quantitative methods. Furthermore, this study uses student-composed texts as its data source. Fifteen grade IV students from SDI Cuncalawir provided the data. Data were collected through a text-writing test using concept maps. The value given is guided by indicators of text writing based on concept maps. The quantitative assessment guidelines for the text in question consist of the following: conformity of content with the concept map (score 20), writing structure (score 20), completeness of ideas (score 20), cohesion/coherence between paragraphs (score 20), and creativity in developing ideas (score 20). The assessment was based on a rubric. The results show that using concept maps helped the students with their writing. This is evident in the scores obtained by students in the 'Excellent' category. It is therefore suggested that teachers continue to use concept maps by setting students further challenges, such as enriching the content of concept maps with explanations.
PENDAMPINGAN MEMBACA PEMAHAMAN TEKS DENGAN STRATEGI VISUALISASI PADA SISWA USIA SEKOLAH DASAR KELAS V Madu, Fransiska Jaiman; Jediut, Mariana; Purnami, Wahyuni
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 4 (2025): Agustus
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i4.33171

Abstract

Abstrak: Rendahnya kemampuan membaca pemahaman pada siswa sekolah dasar merupakan mendorong tim PkM untuk menerapkan strategi visualisasi yang diklaim dapat membantu siswa dalam meningkatkan kemampuan membaca pemahaman. Terdapat 15 orang siswa kelas IV yang dijadikan objek dalam kegiatan ini. Tes dilakukan sebanyak dua kali yakni tes awal dan tes akhir. Kegiatan dilakukan dengan beberapa langkah seperti menyiapkan bacaan, anak-anak diminta membaca dan memahami teks bacaan, tim memvisualisasikan secara lisan teks bacaan berupa cerita kepada anak-anak, meminta anak menceritakan ulang, dan anak-anak diberi kesempatan menulis kembali cerita yang sudah divisualisasikan (tes). Hasil kegiatan PkM mencerminkan bahwa strategi visualisasi terbukti membantu siswa dalam memahami isi bacaan yang divisualisasikan. Hal tersebut tersebut terbkuti pada meningkatnya nilai rata-rata kelas. Nilai rata-rata kelas sebelum diberi pendampingan adalah 55.66% sedangkan nilai rata-rata kelas setelah diberi pendampingan adalah 90,66%.Abstract: The low reading comprehension skills of primary school students prompted the PkM team to implement a visualisation strategy that is claimed to help students improve their reading comprehension skills. Fifteen fourth-grade students were selected as subjects for this activity. The test was conducted twice, namely the pre-test and post-test. The activity was carried out in several steps, such as preparing the reading material, asking the children to read and understand the text, the team verbally visualising the text in the form of a story to the children, asking the children to retell the story, and giving the children the opportunity to rewrite the story that had been visualised (test). The results of the PkM activity reflect that the visualisation strategy proved effective in helping students understand the content of the visualised reading material. This was evidenced by the increase in the class average score. The class average score before the intervention was 55.66%, while the class average score after the intervention was 90.66%.
Co-Authors Arnoldus Helmon Asterius Juano Benedikda Angelina Jehedo Damayanti, Elok Eliterius Sennen Erlania Anastasia Sadeng Gilbertus L. Targan Indra Purnama, Yohanes Maria Rahayu Anwar Mariana Jediut Marlinda Mulu Mulu, Marlinda Ndiung, Sabina Tilan, Maria Diana Utama, Wigbertus G. Utama, Wigbertus G. Utama, Wigbertus Gaut Wahyuni Purnami Wigbertus G. Utama Zephisius Rudiyanto Eso Ntelok