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<![CDATA[Analisis Pendekatan Realistic Mathematic Education dalam Pemahaman Pembelajaran Bangun Datar Siswa Kelas 3 SD ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Septiani, Amalia]]>;
<![CDATA[Nurfadilah, Nurfadilah]]>;
<![CDATA[Mariyam, Siti]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1566
<![CDATA[RME learning is an approach to student-centered mathematics learning that links students to the real world. But in reality, teachers more often use conventional learning. One of the difficulties of students in understanding learning material is influenced by the approach used by the teacher which is still not appropriate and interesting and very influential on student learning outcomes in mathematics. This study aims to: (1) analyze the mathematics learning outcomes of students who use the PMRI application, (2) analyze the mathematics learning outcomes of students who do not use the PMRI application, (3) analyze significant differences in mathematics learning outcomes between those who use and do not use the PMRI application . This study uses a quantitative approach. The type of research used is Quasi Experimental Design, using the Nonequivalent Control Group Design quasi experimental design. The population in this study were 40 students in class III at SDN JURUMUDI 4. Sampling using total sampling technique is a sampling technique in which all members of the population are taken as a sample. The sample in this study were 20 students in class III A as the control class and 20 students in class III B as the experimental class. Data analysis of the results of this study used the Malnn-Whitney test. Based on the data analysis that has been done by the researcher, it can be concluded that: (1) The mathematics learning outcomes of third grade students at SDN JURUMUDI 4 who use the PMRI application have an average of 82. (2) The mathematics learning outcomes of third grade students at SDN JURUMUDI 4 who not using PMRI implementation has an average of 58.65. (3) There is a significant difference in mathematics learning outcomes in class III students at SDN JURUMUDI 4 between those who use and do not use the PMRI application. The results of the analysis show a significant value of 0.00 <0.05, so H0 is rejected. It can be concluded that the mathematics learning outcomes of students who were taught using PMRI were better than the mathematics learning outcomes of students who were not taught using PMRI.]]>
<![CDATA[Faktor Penyebab Kurang Efektifnya Penggunaan Alat Peraga dalam Pembelajaran Pengukuran Satuan Waktu pada Siswa Kelas V ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Aulia, Nabilah]]>;
<![CDATA[Rahma, Salsa Nabila]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1567
<![CDATA[The ineffectiveness of visual aids, particularly when teaching how to measure time, is the driving force for this study. This study intends to identify the factors that contribute to class V students' inability to learn unit time measures effectively when using instructional aids. The data collection procedures employed in this study are descriptive methods that involve observation, interviewing, and documentation throughout the course of a three-stage process._The_results_of_the_study_can be_seen_that_there_are_several problems that can hinder the effectiveness of the use of props. Based on interviews with teachers and students, the factors that cause these problems include_the_lack_of sufficient availability_of props, the_state of props that are damaged or not functioning, the lack of adequate explanations, limited learning time, lack of student motivation in learning to measure units of time, and lack of diversity in the use of props during learning.]]>
<![CDATA[Pembelajaran Pengolahan Data dengan Metode Permainan Pos Berantai pada Siswa Kelas 4 Sekolah Dasar ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Marctines, Gabriella Sinthia]]>;
<![CDATA[Nahzifa, Nanda]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1576
<![CDATA[Data processing is an important aspect of learning mathematics at the elementary school level. Next will understand mathematics in data processing. Data processing is the process of collecting, compiling, analyzing, and presenting data in graphical or tabular form so that it is easy to understand. There are two types of data that are often used in data processing, namely qualitative data and quantitative data. Qualitative data are those that are measured based on research as they are and cannot be measured by numbers, such as color, smell, and taste. Meanwhile, quantitative data is data that can be measured based on numbers, such as numbers or sizes. There is a method that can be used to better understand interactive data processing, namely the serial post game method. With this method in order to be able to explore the use of the postal game method in teaching data processing to grade 4 students in elementary schools so that it is more fun and does not make students easily bored. There is also the purpose of this study is to know how to improve learning outcomes in mathematics lessons regarding data processing using the serial post method for class IV Elementary School and to find out the responses to mathematics lessons on data processing materials that link students' activeness.]]>
<![CDATA[Pendekatan Pemecahan Masalah sebagai Strategi Pembelajaran Matematika di Sekolah Dasar ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Ilyasa, Nabila]]>;
<![CDATA[Fazriah, Nurul]]>;
<![CDATA[Uthantry, Zuanita Hershifani]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1577
<![CDATA[This research discusses many approaches to teaching mathematics to children, including problem solving techniques. It investigates the value of critical thinking skills for arithmetic investigations and demonstrates the benefits of using these techniques in an elementary school climate. This explanation thus goes a long way to managing critical thinking and how this approach can be used in numerical training. It also examines potential problems educators can see when implementing this framework and provides tips for implementing them. Overall, this paper showcases the importance of making assertive reasoning a profitable developmental experience in learning basic mathematics and providing pointers for teachers to try out instructive practices.]]>
<![CDATA[Analisis Kesulitan Siswa Kelas V Sekolah Dasar dalam Menyelesaikan Soal Cerita pada Materi Bangun Ruang ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Elyipuspita, Melina]]>;
<![CDATA[Salsabila, Nada]]>;
<![CDATA[Safitri, Sela]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1578
<![CDATA[Mathematics is an important lesson that has a role in human life. This lesson continues from the elementary school level to university, formal education cannot be separated from teaching mathematics. One of the materials in mathematics in elementary school is about geometric shapes which are analyzed to provide phenomena regarding the problems that students will face in their lives. Introducing problems as stories to provide insight to students. have options to solve a problem. This research was carried out in order to analyze what challenges or difficulties were experienced by fifth grade elementary school students when trying to solve story problems based on geometrical material. This requires knowledge of the factors that contribute to student difficulties, and solutions to the problem must be sought. This study uses a descriptive qualitative approach. This exam was guided by 4 out of 5 students at SD Tangerang. This study collected data using a purposive testing method, namely by selecting subjects who had received material about building spaces. Seeing the consequences of the text test above, it tends to be suspected that the challenges experienced by grade 5 elementary school students in solving story problems about building space material are difficulties in describing the state of geometric nets, understanding, and solving problem-based questions, calculating integers and division.]]>
<![CDATA[Pendekatan Pemecahan Masalah (Problem Solving) dalam Pembelajaran Matematika Kelas Tinggi di SDN Karang Anyar 2 Kota Tangerang ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Apriliani, Aira]]>;
<![CDATA[Afiyah, Azzahra Dhiya]]>;
<![CDATA[Fitri, Indah Zianira]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1579
<![CDATA[Critical thinking is an important skill that must be mastered by students in learning mathematics. An effective problem solving approach for upper grade mathematics learning at SDN Karang Anyar 2 Kota Tangerang is the focus of this research. The exploratory technique used is writing class reviews and perceptions. Information gathering was carried out through a written survey linked to a critical thinking approach in science learning, as well as through direct perception of educational experiences in the elegant environment of SDN Karang Anyar 2. The use of a problem-solving approach in high school mathematics learning at SDN Karang Anyar 2 Kota Tangerang has a number of advantages, including Another is the development of students' creative thinking, critical thinking, and confidence in solving problems. This method also encourages students to develop logical thinking and problem solving skills that can be used in everyday life. In conclusion, the mathematics program for SMA SDN Karang Anyar 2 Kota Tangerang uses a problem solving approach to help students better understand and solve math problems. With this methodology, students are expected to be able to develop critical thinking skills that are useful in their wider life environment.]]>
<![CDATA[Analisis Kesusahan Menuntaskan Pertanyaan Sub Bab Bilangan Cacah Sekolah Dasar ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Bakar, Muhammad Abu]]>;
<![CDATA[Irmawati, Nabila]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1580
<![CDATA[The purpose of this study is to learn why students have trouble working through questions about whole number operations. Descriptive qualitative research was used to conduct the study. Based on the results of daily tests that met the Minimum Completeness criteria (KKM), up to four third-grade students from SD Indonesia Smart, Tangerang City, were the participants in the study. Tests and interviews were used to collect data. Three story-based essai questions were included on the test instrument. According to the findings of the study, the following factors hinder students' ability to solve integer operations: 1) hardships in applying numerical activities; 2) hardships in getting it and making an interpretation of issues into numerical language; 3) troubles in taking care of issues connected with number tasks (expansion, deduction, expansion, and division). It tends to be seen from the consequences of the examination that the extent of understudies' trouble in performing number-crunching tasks comes to 60%.]]>
<![CDATA[Efektivitas Penggunaan Model Pembelajaran Problem Based Learning dalam Menyelesaikan Soal Garis Bilangan Bulat terhadap Kemampuan Berpikir Matematis Siswa Kelas 3 Sekolah Dasar ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Awaludin, Anas Farhan]]>;
<![CDATA[Sukma, Frizori Rendy]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1581
<![CDATA[This study was made to determine the effectiveness of computational thinking in solving integer line problems in third grade elementary school students. The research used is the Quasi experimental method. The research subjects were grade III elementary school students. The instrument with test questions. The results of this study used a parametric analysis test which concluded that there was an effectiveness in the application of computational thinking steps in solving integer line problems. Where the experimental class has a greater average than the control class, namely 80 > 65 with a total of 32 students in the experimental class and 36 in the control class. Based on the existing hypothesis, there are differences in the learning outcomes of the experimental class and experimental class. Furthermore, the results of the N-Gain test for the experimental class were 78.15%, and the results for the N-Gain test for the control class were 53.66%, which means that there is effectiveness in applying students' computational thinking steps in solving problems.]]>
<![CDATA[Analisis Kesulitan Siswa pada Materi Pecahan ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Rohmah, Nafisah Nur]]>;
<![CDATA[Sefani, Nur Aliza]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1602
<![CDATA[The study aims to see if children in elementary school are able to grasp the concept of a simple fraction by which tests are given about whether the child is struggling with his performance. In this study using qualitative descriptive research. The methods used include interviews, tests, and analyzing. With the introduction of a test can be seen the child's academic ability to complete different tests where it is viewed as difficulties in the work being an indication of student misunderstanding of the concept of fraction.]]>
<![CDATA[Analisis Pemahaman Konsep Siswa pada Operasi Hitung Pembagian dan Perkalian pada Bilangan Bulat ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Sartika, Devi]]>;
<![CDATA[Syurgaini, Joya]]>;
<![CDATA[Ramadanti, Saskia]]>
<![CDATA[ ARZUSIN Vol 2 No 4 (2022): AGUSTUS ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/arzusin.v2i4.450
<![CDATA[The study aims to identify understanding concepts in students in understanding the division and multiplication of operations calculate integer Numbers and identify the difficulties students experience in completing integer operations on the division and multiplication and factors influencing the difficulties to occur. The study was conducted by taking a few samples of the elementary school student of the vi class and interviewing one of the vi grade elementary school teachers.the instruments in the study are tests and interviews with studies that indicate that students got misconception on the story of the division and multiplication story and were less understanding how the system of division of the lower Numbers was operating. The cause of students' lack of understanding in understanding the story and the concept of the division of Numbers is that students have difficulty understanding the concept of division, difficulty in understanding the concept of partition, difficulty in understanding the basic fact of division. As for the factors that affected the difficulty of learning the division between them; Cognitive factors, interest factors, study time attention and parent factor and teacher factor.]]>
