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All Journal (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
Desy Puspa Sary
IKIP Siliwangi, Cimahi, Indonesia
Education Mathematics Other

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The Development of RME-Worksheets on Multiplication Material for Primary School Students Desy Puspa Sary; Euis Eti Rohaeti; Nelly Fitriani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, JUNE 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i2.30957

Abstract

Student Worksheets (LKPD) are teaching materials that help teachers deliver content to students. With LKPD, students find it easier to understand the material and become more motivated in the learning process. However, in practice, teachers are accustomed to using LKPDs purchased from book sales representatives, which often fail to present contextual problems as the starting point of the learning process. This study aims to produce valid teaching materials in the form of LKPD using the Realistic Mathematics Education (RME) approach on multiplication material for elementary school students. The research follows a design research method of the  development studies type. This study was limited to prototype 2, which underwenta formal review by three experts:  two senior teachers as subject matter experts and one lecturer as an education expert. using an expert validation instrument. The data collection technique used was qualitative data obtained from observations and interviews. The results show that the developed LKPD is very valid. It achieved an average validity score of 90%, placing it on the Very valid catagory. these findings contribute to the field of mathematics education by providing a proven, RME-based framework for LKPD design that bridges the gap between abstract multiplication  concepts and real-world application, offering apractical alternative to  commercial worksheets.
Wordwall-Assisted RME: Improving Students’ Mathematics Understanding and Learning Activeness on Elementary School Desy Puspa Sary; Euis Eti Rohaeti; Nelly Fitriani
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i3.31332

Abstract

Mathematical understanding in Elementary School is very important as a foundation for deeper understanding at the next level. However, in reality, what occurs in the field shows that mathematical understanding in Elementary School remains very low, as evidenced by several problems, including many students still experiencing difficulties with multiplication operations. The objective of this study is to determine the development process, effectiveness, and feasibility of the RME approach, assisted by Wordwall, in improving the mathematical understanding and learning activeness of Elementary School students. In this study, the research and development (R&D) method was used with the Borg and Gall model. The research subjects were from one of the Elementary Schools in Karawang, comprising a control class and an experimental class. The instruments in this study used a mathematical understanding ability test, a student learning activeness questionnaire, a validation instrument, and an observation sheet. The research data were analyzed using normality testing, homogeneity testing, and the Mann–Whitney test, based on the validation results and product trials. Research findings indicate that the development of a Realistic Mathematics Education (RME) approach assisted by Wordwall, conducted through the Borg and Gall development stages, has been declared highly feasible based on expert validation results. There was a significant improvement in mathematical understanding within the experimental class. According to the N-Gain test results, the enhancement of students' mathematical comprehension and learning engagement fell into the “high” category. Consequently, the Realistic Mathematics Education approach assisted by Wordwall can be considered an effective and feasible learning strategy for elementary school students.
Co-Authors Eti Rohaeti, Euis Fitriani, Nelly