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All Journal Jurnal THEOREMS (The Original Research of Mathematics)
Akrimna
Lambung Mangkurat University

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Improving Problem-Solving Skills and Conceptual Understanding of Students Using the Bamahir Model in Grade IV Mathematics at SDN Kelayan Timur 12 Banjarmasin Akrimna; Wahdah Refia Rafianti
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 3 (2026): Volume 11 Number 3 September 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/rcq8yk42

Abstract

This study aims to describe and analyze the implementation of the BAMAHIR learning model—named after a Banjar word meaning "proficient" or "skilled"—which reflects the model's primary goal of fostering skilled problem-solvers and enhancing mathematical conceptual understanding among fourth-grade students at SDN Kelayan Timur 12 Banjarmasin. The research was motivated by students' low problem-solving abilities and limited conceptual understanding in mathematics, issues stemming from teacher-centered instruction, a lack of variety in learning models, and low student engagement during instruction. The study employed Classroom Action Research (CAR), analyzing data descriptively through quantitative percentages supported by qualitative observations across four sessions. The subjects were 29 fourth-grade students at SDN Kelayan Timur 12 Banjarmasin during the 2025/2026 academic year. Data were collected through observation and tests, then analyzed descriptively using a mixed-methods approach (qualitative and quantitative), including percentage calculations. The results indicate that students' problem-solving proficiency improved from 10.34% in the first session to 93.10% in the fourth session, while conceptual understanding rose from 6.90% to 89.66% over the same period; both metrics exceeded the established success indicator of 80%. These findings demonstrate that the BAMAHIR model contribute in enhances students' problem-solving skills and conceptual understanding in elementary mathematics.
Co-Authors Wahdah Refia Rafianti