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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar
Lolly Jean C. Simbulas
University of the Immaculate Conception, Davao City
Education Other

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Development of desmos application integrated ethnomathematics on geometry for grade IV UPT SDN 101826 Tuntungan Frida Marta Argareta Simorangkir; Lolly Jean C. Simbulas; Ferry Indra Sakti H. Sinaga
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 4 (2025): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i4.p485-498

Abstract

Ulos, as one of the traditional fabrics of Batak Toba, can be used as a learning resource, especially for geometry. Every motif and colour on ulos has particular meanings and messages related to beliefs, myths, history, and Batak cultural values. Need help from Desmos to visualise the geometric concepts found in ulos. This research aims to develop a learning media using the Desmos application integrated with Ethnomathematics-Ulos to enhance mathematical literacy. The research method used is Research and Development with the ADDIE model. The research instrument uses a rating scale and an essay test. The results of developing material and language on geometry obtained a percentage of 93,69% with a very valid feasibility category. The results of product validation by practitioners as media experts got a very valid category with a rate of eligibility of 91,91%. Moreover, the teacher evaluation results got an efficient category with a percentage of 92,88%. The N-Gain value is 0,80 > 0,7, in the “High” category, meaning that the learning media effectively improve students' mathematical literacy skills.
Optimizing IPAS learning to improve learning outcomes through the application of the teaching at the right level approach integrated with quizizz Darinda Sofia Tanjung; Nanda Julfa Rezeki; Lolly Jean C. Simbulas
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 2 (2026): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i2.481-493

Abstract

This classroom action research examined whether the Teaching at the Right Level (TaRL) approach could improve fourth-grade students' learning outcomes in IPAS, especially on the topic of ethnic and cultural diversity, at UPT SDN 066047 Medan Helvetia. The study involved 14 students and was conducted in two cycles. The mean score increased from 57 in the pre-cycle to 76 in Cycle I and 89 in Cycle II, while classical mastery improved from 43% to 79% and finally to 100%. The study addresses a gap in the Indonesian elementary education literature, where TaRL has been discussed more often in literacy and numeracy than in interdisciplinary IPAS learning for lower- and middle-grade students. Its contribution lies in showing how diagnostic grouping, focused reinforcement, and cycle-based reflection can be operationalized in a real classroom to improve conceptual understanding of a contextually meaningful IPAS topic. The findings suggest that TaRL is not only effective at improving test performance but also a useful adaptive pedagogical strategy for elementary classrooms with heterogeneous readiness levels. The study therefore provides empirical support for differentiated instruction in IPAS and offers a practical reference for teachers seeking more responsive classroom interventions.
Co-Authors Darinda Sofia Tanjung Ferry Indra Sakti H. Sinaga Frida Marta Argareta Simorangkir Nanda Julfa Rezeki