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All Journal Journal of Educational Research and Evaluation Indonesian Journal of Instruction
I Wayan Wiarta
Elementary School Teacher Education, Ganesha University of Education, Singaraja, Indonesia
Humanities Education Public Health Social Sciences Other

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The Effect of Drill Assisted CTL Model on the Mathematical Knowledge Competence of Fifth Grade Elementary School Students Dewa Ayu Shri Laksmi Prama Dewi; I Wayan Wiarta; Didith Pramunditya Ambara
Indonesian Journal of Instruction Vol. 7 No. 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v7i1.111146

Abstract

Mathematics learning in elementary schools often faces the problem of students’ low conceptual understanding because the learning process tends to be procedural and is less connected to students’ real life contexts. The practice activities provided are not structured continuously, resulting in suboptimal reinforcement of concepts. This study aims to analyze and examine the effect of implementing the Contextual Teaching and Learning (CTL) model assisted by drills on the mathematical knowledge competence of fifth grade elementary school students. The study employed a quantitative approach with a quasi experimental design, involving two classes as samples: an experimental class (CTL + Drill) and a control class (conventional). Data were collected through multiple-choice tests and analyzed descriptively and inferentially using a t-test. The results indicate that the implementation of CTL assisted by drills significantly improves conceptual understanding, students’ active engagement, and mastery of the material through structured practice. The average mathematics competence score of the experimental class was higher than that of the control class (80.6 vs. 65.3) with a significant difference (p < 0.05). In conclusion, the CTL model assisted by drills is proven effective in enhancing elementary students’ mathematical knowledge competence. The implication is that teachers can use this model to strengthen concepts, increase engagement, and improve mathematics learning outcomes.
Interactive Multimedia PeCI Assisted by TGT on Fraction Material for Class III Elementary School Kadek Anggun Yulia Paramita; I Wayan Wiarta; Didith Pramunditya Ambara
Journal of Education Reseach and Evaluation Vol 10 No 2 (2026): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i2.112153

Abstract

The problem in this study is the low learning outcomes of third-grade students in fractions and the less than optimal use of engaging, interactive learning media. This condition affects conceptual understanding and student engagement in the learning process. This study aims to analyze, develop, and evaluate the feasibility and effectiveness of interactive multimedia PeCI Fractions Interactive (PeCI) assisted by the Teams Games Tournament (TGT) model in improving student learning outcomes. This study is a research and development (R&D) project with an ADDIE model design, including the stages of analysis, design, development, implementation, and evaluation. The research subjects were 30 third-grade elementary school students who also served as trial subjects. Data collection methods included observation, interviews, questionnaires, and learning outcome tests, with instruments including observation sheets, interview guidelines, expert validation questionnaires, and test questions. Data analysis used quantitative and qualitative descriptive techniques. The results of the study indicate that PeCI multimedia assisted by TGT has very good quality, as validated by experts, is practical to use in learning, and is effective in significantly improving student learning outcomes. This study concludes that the interactive multimedia PeCI assisted by TGT is feasible and effective as a learning medium for improving students' mathematics learning outcomes in fractions. The implications of this study confirm that integrating interactive multimedia with a game-based cooperative learning model can be an innovative alternative for improving the quality of mathematics learning in elementary schools.
Co-Authors Dewa Ayu Shri Laksmi Prama Dewi Didith Pramunditya Ambara Kadek Anggun Yulia Paramita