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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Didaktika Dwija Indria
Rahma Tsani Azalia
Nusa Putra University
Education Mathematics

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Enhancing mathematics learning motivation in elementary school students through the make a match learning model Rahma Tsani Azalia; Malzia Nazma Mauranissa; Rifa Nurul Aqilah; Rinaldi Yusup; Nor Syazwani Mohd Rasid
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.20045

Abstract

This research aims to enhance the mathematics learning motivation of elementary school students through the implementation of the Make a Match learning model. The research background is based on the low motivation of students in participating in mathematics lessons, which impacts the lack of engagement and suboptimal learning outcomes. The method used is Classroom Action Research (CAR) with two cycles conducted in grade IV of SDN Bojongkawung, Sukabumi Regency, in the 2024/2025 academic year. The research subjects consisted of 18 students, and data were collected through observation, interviews, and attitude assessment instruments that included indicators of cooperation, responsibility, critical reasoning, and creativity. The research results indicate a significant increase in students' learning motivation, marked by an increase in the average attitude score from 40% in the pre-test to 55% in cycle I, and 74.25% in cycle II. The application of the Make a Match model creates a fun, interactive, and collaborative learning atmosphere, thereby encouraging students to be more active and enthusiastic in mathematics learning. Thus, the Make a Match model proves to be effective as a learning strategy that can enhance the learning motivation of elementary school students. This study contributes to the development of learning strategies that can enhance students' mathematics learning motivation through the implementation of an interactive and collaborative learning model.
Strategi pembelajaran kontekstual untuk meningkatkan literasi sosial siswa kelas 3 sd pada materi ipas Rahma Tsani Azalia; Joko Suprapmanto
Didaktika Dwija Indria Vol 14, No 4 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i4.122842

Abstract

Contextual Teaching and Learning (CTL); Elementary School; IPAS; Social Literacy.This study aimed to analyze the effect of the Contextual Teaching and Learning (CTL) strategy on improving the social literacy of third-grade elementary school students in Integrated Science and Social Studies (IPAS) learning. The study was motivated by students' low level of social literacy, particularly in connecting learning materials with real-life social contexts, collaborating with peers, and understanding social situations in their surrounding environment. This research employed a quantitative approach using a quasi-experimental design. The research participants consisted of third-grade students from SDN Bojongkawung as the experimental class and SDN Babakan Cibatu as the control class in the Cisaat Gadis Cluster, Sukabumi Regency. Data were collected through a social literacy questionnaire, observation, and documentation, while data analysis included validity testing, reliability testing, normality testing, homogeneity testing, and Welch's Test. The results showed that the mean social literacy score of the experimental class increased from 57.17 in the pretest to 71.56 in the posttest, whereas the control class showed only a slight increase from 55.00 to 56.52. The hypothesis testing using Welch's Test produced a significance value of 0.001 (< 0.05), indicating that the Contextual Teaching and Learning strategy had a statistically significant effect on improving the social literacy of third-grade elementary school students in IPAS learning. These findings indicate that the CTL strategy provides meaningful learning experiences by connecting learning materials with real-life situations, thereby enhancing students' ability to interact, collaborate, and understand various social situations. The findings are expected to serve as a reference for teachers in implementing contextual learning strategies to improve students' social literacy in elementary school IPAS learning.. 
Co-Authors Joko Suprapmanto Malzia Nazma Mauranissa Nor Syazwani Mohd Rasid Rifa Nurul Aqilah Rinaldi Yusup