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All Journal Suska Journal of Mathematics Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Luluk Lailatul Mukarromah
Universitas Trunodjoyo Madura
Education Mathematics

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Application of the Discovery Learning Model Using Number Adventure Board Props to Improve Elementary School Students' Mathematics Learning Outcomes Dinda Salsabila Khoirunisa; Aqsha Maulidiyah Putri; Alisyah Dwi Rahmah; Luluk Lailatul Mukarromah; Andika Adinanda Siswoyo; Dino Vita Trisia Bakti
Suska Journal of mathematics Education Vol 12 No 1 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/sjme.v12i1.39961

Abstract

This study aims to improve the mathematics learning outcomes of grade II students at SDN Sendang Laok in the addition and vertical subtraction material through the application of the Discovery Learning model, assisted by the Number Adventure Board teaching aid. This research is a Classroom Action Research (CAR) study, based on the Kemmis and McTaggart model, and was carried out in two cycles, including the stages of planning, action implementation, observation, and reflection. The research subjects were 22 grade II students at SDN Sendang Laok in the even semester of the 2025/2026 academic year. Data were collected through learning outcomes tests, observation, and interviews, then analyzed quantitatively and qualitatively. The investigation revealed a significant increase in learning outcomes. The average score of students increased from 10.68 in the pre-test stage with a learning completeness of 0%, to 50 in Cycle I with a completeness of 32%, and reached 84.09 in Cycle II with a classical completeness of 90%. In addition, student activity during learning increased from 35% in Cycle I to 79% in Cycle II. The use of concrete teaching, the use of aids that supported understanding of the concept of place value, the application of Discovery Learning that encouraged active student involvement, and the giving of rewards that increased learning motivation all contributed to this increase in understanding. Thus, the application of the Discovery Learning model, assisted by the Number Adventure Board teaching aid, has been proven effective in improving the mathematics learning outcomes of grade II students in vertical calculation.
STRATEGI GURU DALAM PEMBELAJARAN BERDIFERENSIASI BERBASIS INKLUSI PADA MATA PELAJARAN PENDIDIKAN PANCASILA MATERI PERSATUAN INDONESIA DI SEKOLAH DASAR Luluk Lailatul Mukarromah; Aizza Naya Andina; Desy Elvira Wulandari; Mujtahidin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15635

Abstract

This research is motivated by the importance of implementing inclusive learning that can accommodate the diversity of student characteristics through adaptive learning strategies. Differentiated learning is one approach that can be used to adjust the learning process based on student needs so that all students can be optimally involved in learning activities. This study aims to describe the implementation of differentiated learning on the Unity of Indonesia material in inclusive elementary school classes at each grade level, as well as to identify the forms of learning strategy adjustments applied by teachers based on student characteristics and needs. The study used a qualitative approach with a descriptive research type. The study was conducted at SDN Banyuajuh 2 with research subjects of teachers in grades I, IV, and VI. Data collection techniques were carried out through semi-structured interviews with data analysis using the Miles and Huberman interactive model that includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers apply different differentiated learning strategies according to the characteristics and needs of students at each grade level. In lower grades, learning emphasizes individual assistance and emotional regulation, while in higher grades, it emphasizes strengthening social participation pthrough group activities. Research findings indicate that differentiated learning in inclusive education is not static, but evolves according to the developmental needs of students. Therefore, the implementation of differentiated learning focuses not only on academic aspects but also considers the social and emotional aspects of students in inclusive learning.
Co-Authors Aizza Naya Andina Alisyah Dwi Rahmah Andika Adinanda Siswoyo Aqsha Maulidiyah Putri Desy Elvira Wulandari Dinda Salsabila Khoirunisa Dino Vita Trisia Bakti Mujtahidin