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All Journal Al Khawarizmi: Jurnal Pendidikan Matematika Riemann : Research of Mathematics and Mathematics Education
Verminus
Universitas Tanjungpura
Education Mathematics

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THE EFFECTIVENESS OF MULTIPLICATION BOARD MEDIA ON THE ARITHMETIC ABILITY OF FOURTH GRADE STUDENTS Verminus
AL KHAWARIZMI: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2026): Juli 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/kjpm.v6i2.4975

Abstract

Abstrak:  Penelitian ini menguji efektivitas media papan perkalian dalam meningkatkan kemampuan berhitung siswa kelas IV SD. Desain penelitian yang digunakan adalah pretest-posttest control group design dengan 74 siswa dari SD Gembala Baik II, yang terbagi menjadi kelas eksperimen (IVA) dan kelas kontrol (IVD). Kelas eksperimen menggunakan media papan perkalian, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Skor N-Gain dihitung dan dianalisis menggunakan uji t Independen, dilanjutkan dengan ANCOVA sebagai analisis konfirmatori. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh rata-rata N-Gain yang lebih tinggi (0,52, kategori sedang) dibandingkan kelas kontrol (0,23, kategori rendah), dengan t (72) = 9,84, p < 0,001, dan ukuran efek yang sangat besar (Cohen's d = 2,29). ANCOVA mengkonfirmasi adanya efek independen yang besar dari media setelah mengontrol skor pretest (F (1,71) = 42,56, p < 0,001, partial η² = 0,38). Penelitian ini menyimpulkan bahwa media papan perkalian terbukti lebih efektif dibandingkan metode konvensional dalam meningkatkan kemampuan berhitung siswa.   Kata Kunci: Keterampilan Berhitung, Pembelajaran Interaktif, Papan Perkalian. Abstract : This study examines the effectiveness of multiplication board media in improving fourth-grade students' arithmetic skills. A pretest-posttest control group design was employed with 74 students from Gembala Baik II Elementary School, divided into experimental (IVA) and control (IVD) classes. The experimental class used multiplication board media, while the control class received conventional instruction. N-Gain scores were calculated and analyzed using an Independent Samples t-Test, followed by ANCOVA as a confirmatory analysis. The results showed that the experimental class achieved a significantly higher mean N-Gain (0.52, medium category) compared to the control class (0.23, low category), with t(72) = 9.84, p < 0.001, and a very large effect size (Cohen's d = 2.29). ANCOVA confirmed a large independent effect of the media after controlling for pretest scores (F(1,71) = 42.56, p < 0.001, partial η² = 0.38). The study concludes that multiplication board media is significantly more effective than conventional methods in improving arithmetic skills and should be integrated into elementary mathematics instruction. Keywords: Counting Skills, Interactive Learning, Multiplication Board.
Pedagogical Readiness of Mathematics Teachers and Students' Geometry Mastery in Facing Academic Ability Tests Verminus; Bistari; Komang Triwedari Handayani; Iis Krisdiyanti; Anugroho Adi Wibowo; Puput; Nurul Azkiya
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.283

Abstract

This study aimed to analyze the relationship between teachers' pedagogical readiness and students' geometry mastery in facing academic ability tests, as well as to develop a conceptual model explaining the link between these two variables. The research employed a quantitative approach with a correlational design. The sample consisted of 77 junior high school mathematics teachers and 89 ninth-grade students in Pontianak City, selected through non-probability sampling (convenience/voluntary) via MGMP distribution. The research instruments included a pedagogical readiness questionnaire developed based on the Mathematical Knowledge for Teaching framework and a geometry mastery test based on Academic Ability Test simulations. Data were analyzed using descriptive and inferential statistics with Pearson correlation tests. The results showed that teachers' pedagogical readiness was at a moderate level, with Specialized Content Knowledge being the lowest domain. Meanwhile, students' geometry mastery was also at a moderate level, with a significant gap between conceptual understanding (46.2) and problem-solving ability (20.0). The Pearson correlation test revealed no significant relationship between teachers' pedagogical readiness and students' geometry mastery (r = -0.151, p = 0.190), with a coefficient of determination of only 2.3%. These findings challenge the basic assumption of the MKT framework regarding the direct relationship between teachers' pedagogical knowledge and student learning outcomes. This study proposed an alternative conceptual model suggesting three potential mediation pathways: pedagogical orchestration capacity, approximation of practice, and digital and technological literacy. The implications of this study confirm that improving teachers' pedagogical competence alone is insufficient without equal attention to contextual variables such as HOTS teaching materials and teachers' digital literacy.
Co-Authors Anugroho Adi Wibowo Bistari Iis Krisdiyanti Komang Triwedari Handayani Nurul Azkiya Puput