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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Catha : Jurnal Penelitian Kreatif dan Inovatif
Nurul Sabila
Universitas Pahlawan Tuanku Tambusai
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Pengaruh Model Pembelajaran Problem Solving terhadap Kemampuan Logika Matematis Siswa Kelas Tinggi Sekolah Dasar Negeri 001 Langgini Nurhaswinda Nurhaswinda; Faiz Muhammad Galih; Muhammad Rafli Islami; Nurul Sabila; Chintya Alpita Yani; Arini Fajpadela; Mahtur Rahma
Catha : Jurnal Penelitian Kreatif dan Inovatif Vol. 3 No. 1 (2026): Januari
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/catha.v3i1.167

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Solving terhadap kemampuan logika matematis siswa kelas tinggi di SD Negeri 001 Langgini. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (quasi-experimental) dan sampel sebanyak 18 siswa. Data dikumpulkan melalui tes kemampuan logika matematis yang meliputi soal-soal berpola, analisis, dan penalaran. Hasil analisis data menggunakan uji t menunjukkan adanya peningkatan kemampuan logika matematis setelah penerapan model pembelajaran Problem Solving. Temuan ini menunjukkan bahwa model pembelajaran Problem Solving efektif dalam meningkatkan kemampuan logika matematis siswa SD. Penelitian ini diharapkan dapat menjadi referensi bagi guru dalam merancang strategi pembelajaran matematika yang lebih efektif.
STUDI LITERATUR : PEMBELAJARAN PERKALIAN DAN PEMBAGIAN DI KELAS RENDAH Nurhaswinda; Chintya Alpita Yani; Arini Fajpadela; Nurul Sabila; Salsa Billa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12918

Abstract

This study aims to examine the teaching of multiplication and division in lower elementary grades. The study employs a qualitative approach using a literature review method through descriptive analysis of 10 relevant scientific journals published between 2021 and 2026. The results indicate that multiplication and division instruction in elementary school lower grades should prioritize strengthening conceptual understanding over mere procedural mastery. Students’ learning difficulties are generally attributed to instruction that remains rote-memorization-oriented and fails to provide concrete, contextual learning experiences that help students grasp the meaning of repeated addition and the concept of division as a process of sharing equally. Various findings indicate that the implementation of innovative learning models, the use of manipulative and digital media, as well as problem-based and real-world context-based learning approaches can significantly improve conceptual understanding, active engagement, and student learning outcomes. Therefore, the teaching of multiplication and division in lower grades needs to be designed systematically, meaningfully, and student-centered to build a strong foundation in numeracy as the basis for mathematics learning at subsequent levels.
Co-Authors Arini Fajpadela Chintya Alpita Yani Faiz Muhammad Galih Mahtur Rahma Muhammad Rafli Islami Nurhaswinda Salsa Billa