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All Journal Konsensus: Jurnal Ilmu Pertahanan, Hukum dan Ilmu Komunikasi Aljabar: Jurnal Ilmuan Pendidikan, Matematika dan Kebumian
Nabilah Mumtaz
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Education Mathematics Social Sciences

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D’arisun AR: Integrating Sundanese Ethnomathematics and Augmented Reality to Enhance Elementary Students’ Understanding of Number Patterns Mahmud Masulin; Annasya Syiffa Syahida; Nabilah Mumtaz; Eleonora Nabillah Putri; Susi Rohani
Konsensus : Jurnal Ilmu Pertahanan, Hukum dan Ilmu Komunikasi Vol. 3 No. 3 (2026): Juni : Konsensus : Jurnal Ilmu Pertahanan, Hukum dan Ilmu Komunikasi
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/konsensus.v3i3.1775

Abstract

Mathematics learning in elementary schools often faces challenges related to low conceptual understanding, limited critical thinking skills, and the lack of innovative digital media integrated with local culture. This preliminary study aims to analyze the need for developing D’arisun AR (Deret Aritmatika dan Sunda), an Augmented Reality-based learning media grounded in Sundanese ethnomathematics to support third-grade students’ understanding of arithmetic sequences. A descriptive mixed-method design was employed. Data were collected from three public elementary schools in Tapos District, Depok City, through documentation of mathematics assessment scores (N = 90 students) and semi-structured interviews with three teachers and nine students. The findings showed that the average mathematics scores were 70, 66, and 68, all below the Minimum Mastery Criterion (75). Interviews revealed that students experienced difficulties in identifying numerical patterns and solving contextual mathematical problems. Teachers rarely used interactive technology-based media, and local cultural elements had not been integrated into mathematics instruction. Meanwhile, students showed strong interest in mobile learning applications and culturally contextual learning activities. The findings indicate the need for an ethnomathematics-based Augmented Reality learning media that can visualize arithmetic sequence patterns through Sundanese cultural representations, such as Mega Mendung batik motifs and traditional games. Therefore, this study recommends the development of D’arisun AR using the 4-D development model to support meaningful, contextual, and culturally responsive mathematics learning.
Persepsi Orang Tua terhadap Dampak Les Matematika pada Prestasi Akademik Anak: Studi Kualitatif Mochamad Dimas R; Khoerunisa Khoerunisa; Nabilah Mumtaz; Khofipah Khofipah; Dewi Citra Pasaribu
Aljabar : Jurnal Ilmuan Pendidikan, Matematika dan Kebumian Vol. 2 No. 3 (2026): Agustus : Aljabar : Jurnal Ilmuan Pendidikan, Matematika dan Kebumian
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/aljabar.v2i3.1044

Abstract

This study was conducted to examine parents’ perceptions regarding the influence of mathematics tutoring on their children’s academic performance. The research was motivated by the common perception that mathematics is a challenging subject, leading many students to face difficulties in understanding concepts and solving mathematical problems. As a result, parents often enroll their children in mathematics tutoring programs to enhance their academic achievement. This study applied a descriptive qualitative method. The participants were eight parents whose children participated in mathematics tutoring. Data were gathered through interviews, observations, and documentation. The collected data were analyzed using the Miles and Huberman framework, including data reduction, data presentation, and conclusion drawing. The results indicated that mathematics tutoring contributed positively to students’ academic achievement. Prior to attending tutoring sessions, many students struggled with understanding mathematical concepts, demonstrated low self-confidence, and achieved unsatisfactory academic results. Following their participation in tutoring programs, students showed improvements in mathematics achievement, learning motivation, self-confidence, and study habits. Although some challenges were encountered, such as fatigue, financial costs, and scheduling conflicts, parents generally believed that the benefits outweighed these difficulties. Therefore, mathematics tutoring can be considered an effective supplementary educational support that helps improve students’ academic performance.
Co-Authors Annasya Syiffa Syahida Dewi Citra Pasaribu Eleonora Nabillah Putri Khoerunisa Khoerunisa Khofipah Khofipah Mahmud Masulin Mochamad Dimas R Susi Rohani