Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Mathematics Instruction, Social Research and Opinion DEDIKASI: Community Service Reports
Lea Christina Br Ginting
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Vygotsky’s Activity Theory dalam Aktifitas Pembelajaran Berbantuan Teknologi di Sekolah Dasar: Vygotsky’s Activity Theory in Technology-Assisted Learning Activities in Elementary Schools Andhin Dyas Fitriani; Harsa Wara Prabawa; Lea Christina Br Ginting
DEDIKASI: Community Service Reports Vol. 8 No. 1 (2026): DEDIKASI: Community Service Report - January
Publisher : Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/dedikasi.v8i1.3020

Abstract

Kegiatan pengabdian kepada masyarkat ini dilatarbelakangi oleh munculnya kondisi di pembelajaran terlihat tidak cukup siap dalam mempersiapkan aktivitas belajar mengajar dengan mengintegrasikan teknologi. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk melakukan pendampingan dalam pemanfaatan teknologi informasi dan komunikasi pada pembelajaran matematika di sekolah dasar. Kegiatan ini dilakukan melalui dua kegiatan yaitu proses transfer knowledge dan diskusi, serta pendampingan bagi guru sekolah dasar dalam mengembangkan aktivitas belajar berbantuan teknologi di sekolah dasar, yang terbagi menjadi kegiatan on job training dan in-service training. Kegiatan ini melibatkan guru sekolah dasar yang menjadi guru pendamping Pendidikan Profesi Guru Kelas SD di Kota Bandung sejumlah 28 guru. Hasil refleksi kegiatan menunjukkan munculnya peningkatan dalam penyusunan aktivitas belajar dengan melibatkan scaffolding dan serta kepercayaan diri dalam menggunakan teknoologi pada aktifitas pembelajaran. Dari kegiatan pendampingan ini, terlihat bahwa pelibatan Vygotsky’s Activity Theory mampu mendukung aktifitas pembelajaran secara lebih bermakna.
From Learning Obstacles to Conceptual Understanding: Developing GeoGebra-Assisted Teaching Materials for Elementary Fractions through Educational Design Research Andhin Dyas Fitriani; Lea Christina Br Ginting; Harsa Wara Prabawa
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1502

Abstract

Learning fractions remains a significant challenge in elementary education, often hindered by specific learning obstacles. This study aims to develop GeoGebra-assisted teaching materials integrated with a Hypothetical Learning Trajectory (HLT) to bridge the gap between these obstacles and conceptual understanding. Adopting an Educational Design Research (EDR) approach, the study progressed through three iterative phases: analysis and exploration, design and construction, and evaluation and reflection. The development was grounded in an initial pedagogical analysis of student learning obstacles, which informed the HLT design. Data were collected through expert validation, teacher interviews, and field testing with 161 elementary students (divided into small-scale and large-scale trials), then analyzed qualitatively using retrospective analysis and constant comparative methods.The quantitative results indicate that the GeoGebra-based materials are highly valid (92.75% from media experts) and practical (81.75% in large-scale trials), effectively transforming the HLT into a verified learning path. However, qualitative findings revealed a critical nuance: while students engaged enthusiastically with dynamic visualizations, some faced challenges in transitioning from visual area models to formal symbolic notation. This underscores the necessity of teacher-led instrumental orchestration to scaffold mathematical generalizations. This research concludes that the synergy between dynamic geometry software and a structured learning trajectory provides a robust framework for overcoming cognitive barriers, provided it is integrated within a dialogic instructional environment.
Co-Authors Andhin Dyas Fitriani Harsa Wara Prabawa