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Analisis Model Pembelajaran Kooperatif Tipe Jigsaw Pada Pembelajaran Matematika Siswa Kelas V Sekolah Dasar Hafifah, Siti; Wirayuda, Noor Arafat; Hidayati, Widya Nurul; Anggraini, Dian Mustika
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.38258

Pembelajaran matematika di sekolah dasar sering menggunakan metode pembelajaran yang berpusat pada guru. Kondisi ini sangat berdampak pada hasil belajar matematika siswa di sekolah dasar. Penelitian ini bertujuan untuk menganalisis efektivitas penerapan model kooperatif tipe jigsaw dalam pembelajaran matematika siswa kelas V sekolah dasar. Metode yang digunakan adalah studi literatur dengan menganalisis berbagai hasil penelitian relevan yang telah dipublikasikan. Hasil analisis menunjukkan bahwa model Jigsaw mampu meningkatkan keaktifan, kerja sama, serta pemahaman konsep matematika siswa kelas V sekolah dasar. Selain itu, terjadinya peningkatan hasil belajar yang signifikan antara sebelum dan sesudah menerapkan model pembelajaran tersebut. Dengan demikian, dapat disimpulkan bahwa model pembelajaran kooperatif tipe Jigsaw, sangat efektif digunakan sebagai salah satu model dalam meningkatkan kualitas pembelajaran matematika kelas V di sekolah dasar.

Penerapan Permainan Edukatif ‘Seblak Prasmanan’ dalam Pembelajaran Perkalian pada Siswa Kelas 3 Sekolah Dasar Syifa Nur Haliza; Syafirda Azmi Auliya; Diah Putri Rahmawati; Dian Mustika Anggraini
ARDHI : Jurnal Pengabdian Dalam Negri Vol. 4 No. 2 (2026): April: ARDHI : Jurnal Pengabdian Dalam Negri
Publisher : Asosiasi Riset Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ardhi.v4i2.1953

Mathematics learning at the elementary school level plays an important role in shaping students' logical thinking. However, understanding multiplication concepts remains a challenge for some students, mainly due to the learning process which tends to be monotonous and lacks active participation. This study aims to describe the implementation of context-based educational games "Seblak Prasmanan" and to examine their impact on students' activity and understanding in multiplication material. The study uses a descriptive qualitative approach with 21 third-grade students at MI Miftahul Ulum 02 Honggosoco as subjects. Data collection techniques were conducted through direct observation and documentation with the help of observation sheets containing indicators of student involvement and understanding. The results of the study show that the implementation of educational games can encourage students to participate more actively in learning. In addition, students find it easier to understand the concept of multiplication as repeated addition through contextual learning experiences. A more enjoyable learning atmosphere also impacts the increase in students' interest and motivation to learn. Thus, the use of educational games based on everyday life contexts can be an alternative learning strategy to effectively improve the quality of mathematics learning in elementary schools.

PENINGKATAN PEMAHAMAN KONSEP SISWA SEKOLAH DASAR MELALUI MEDIA PEMBELAJARAN MATEMATIKA Razalna Rahmah; Nazahelmalia Putri; Lumatun Nuril Hidayah; Dian Mustika Anggraini
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20054462

This research aims to deeply examine the role and effectiveness of various types of learning media in improving elementary school students' understanding of mathematical concepts. The primary problem underlying this study is the gap between the abstract nature of mathematical objects and the cognitive development stage of elementary students, who are still in the concrete operational phase, leading to poor conceptual understanding. The research method employed is a qualitative approach with a library research design, involving a systematic analysis of 10 relevant scientific literatures. The results indicate that utilizing diverse learning media, including concrete props, visual media, and integrated audio-visual technology, effectively serves as a cognitive bridge for students. These media reduce material abstraction into tangible representations that are easily manipulated, thereby significantly enhancing cognitive learning outcomes, motivation, and active participation in class. A logical consequence of these findings is the necessity for teacher creativity in integrating innovative media to strengthen students' cognitive foundations in mathematics learning.

Internalization Of Moral Feelings As The Basis For Character Building And Accountability Of Islamic Boarding School Students Mubarok, Husni; Baihaqi, Jadzil; Anggraini, Dian Mustika
Jurnal Penelitian Vol 19, No 1 (2025): JURNAL PENELITIAN
Publisher : LP2M IAIN kUDUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jp.v19i1.34131

This study explores the internalization of moral feeling as the basis for shaping the accountability character of students at Pesantren Darur Ridwan Al-Fadholi, Pati. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation with the pesantren leaders, teachers, and students. The findings reveal four interrelated dimensions of accountability: institutional, individual, spiritual, and social. Institutional accountability is reflected in financial transparency and reporting practices, while individual accountability is fostered through students’ direct involvement in managing pesantren business units that require honesty and responsibility. Spiritual accountability is manifested in the habituation of religious practices, such as congregational prayers, Qur’an recitation, and tahfidz programs, which cultivate the awareness of accountability before Allah. Social accountability emerges through students’ participation in community activities, shaping their sense of responsibility beyond the pesantren environment. The study concludes that accountability in pesantren cannot be built solely on formal systems, but must be reinforced through the deep internalization of moral feelings. This research contributes theoretically by integrating moral psychology and Islamic accountability, and practically by offering insights for pesantren to strengthen both affective character formation and institutional systems of transparency.

Pemanfaatan Media Puzzle Sogam dalam Meningkatkan Kemampuan Menghitung Penjumlahan dan Pengurangan di Sekolah Dasar Imelda Ayuningtyas; Chilsa Niken Saharnaya; Zaenal Abidin; Dian Mustika Anggraini
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 3 (2026): Juli: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i3.3102

The purpose of this study is to determine how the use of SOGAM puzzle media in mathematics can improve students' basic counting skills at the elementary school level, especially for addition and subtraction materials in grade 1. This study adopted a descriptive qualitative approach involving 27 grade 1 students of MI NU Hidayatul Mustafidin as research subjects. Data collection was carried out through observation and documentation during learning activities. The research findings showed that students appeared inactive in the learning process and faced difficulties in understanding the concept of addition and subtraction before the introduction of SOGAM puzzle media in mathematics. After the implementation of SOGAM puzzle media in mathematics, students' counting skills improved, as shown by increased accuracy in answering questions, speed in calculating, and better understanding of concepts. In addition, students became more active, enthusiastic, and motivated during learning. SOGAM puzzle media in mathematics can create a fun and interactive learning environment by incorporating game elements in the learning process. Thus, the use of SOGAM puzzle media in mathematics is proven to be effective in improving students' basic counting skills in addition and subtraction materials in elementary schools.

Analisis Hambatan terhadap Kemampuan Berhitung Siswa Kelas 1 Madrasah Ibtidaiyah Dwi Muazidah; Kholif Fatmawati; Hanif Islahul Adzim; Dian Mustika Anggraini
Bilangan : Jurnal Ilmiah Matematika, Kebumian dan Angkasa Vol. 4 No. 3 (2026): Juni: Bilangan : Jurnal Ilmiah Matematika, Kebumian dan Angkasa
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/bilangan.v4i3.989

Early numeracy skills are a fundamental component of children’s cognitive development and serve as an important foundation for success in mathematics learning at the elementary level. Difficulties in mastering basic numeracy concepts can affect students’ academic achievement in subsequent learning stages. This study aims to identify the forms of early numeracy difficulties, examine the factors contributing to these difficulties, and describe the strategies used to overcome them among first-grade students at MI Mashlakul Huda Jekulo, Kudus. The study employed a descriptive qualitative approach with a case study design. Data were collected from 20 students, the classroom teacher, and parents through observation, interviews, and documentation. To strengthen the findings, frequency analysis was conducted using SPSS. The results revealed three major types of early numeracy difficulties experienced by students, namely symbolic difficulties (45%), procedural difficulties (35%), and conceptual difficulties (20%). These difficulties were influenced by both internal and external factors. Internal factors included limited ability to recognize and remember number symbols, low concentration, and varying learning readiness. External factors included limited parental assistance during learning activities, inadequate learning support at home, and sociolinguistic barriers that affected students’ understanding of mathematical concepts. To address these challenges, teachers implemented several strategies, including the use of concrete learning media, a bilingual instructional approach, and interactive homework assignments involving parental participation. The study concludes that improving early numeracy skills requires collaboration between schools and families to create a supportive learning environment and enhance students’ mathematical development.

PENERAPAN PENDEKATAN HUMANISTIK DALAM PEMBELAJARAN MATEMATIKA UNTUK MEMBANTU PEMAHAMAN KONSEP ABSTRAK PADA SISWA SD/MI Via Zahrotun Nisa'; Alfi Nurur Rohmah; Najma Ata Amalia; Dian Mustika Anggraini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14232

Mathematics is an abstract subject that is often difficult for elementary school students to understand because it is not fully aligned with their cognitive development stage. Therefore, an appropriate learning approach is needed to help students understand mathematical concepts more easily and meaningfully. This study aims to examine the implementation of a humanistic approach in mathematics learning to help elementary school students understand abstract concepts. This study employed a qualitative approach using the library research method through the analysis of various relevant scientific sources, including journals, books, and previous studies. The findings indicate that the humanistic approach, which emphasizes student-centered learning, emotional involvement, and meaningful learning experiences, is able to create a comfortable learning environment and improve students' learning motivation. In addition, the use of contextual learning, concrete media, and experience-based learning strategies helps students connect mathematical concepts with everyday life, making abstract concepts easier to understand. The humanistic approach also contributes to increasing students' confidence, active participation, and positive attitudes toward mathematics learning. Thus, the humanistic approach is considered effective and meaningful in mathematics learning for elementary school students, both cognitively and affectively.

ANALISIS PERAN GURU DALAM MENGATASI KECEMASAN DAN RENDAHNYA MINAT BELAJAR MATEMATIKA SISWA KELAS IV SD Nur Hasan Salim; Khoirun Nisa' Fitriani; Alna Syakura Failo Sofa; Dian Mustika Anggraini
Jurnal Binagogik Vol. 13 No. 2 (2026): JURNAL BINAGOGIK
Publisher : LPPM Universitas Cipta Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar

Mathematics is a crucial subject in the elementary school curriculum. However, it is often feared by students due to academic anxiety and low interest in learning. This study aims to explore teachers' contributions in addressing students' anxiety and lack of interest in learning mathematics, particularly among fourth-grade elementary school students, using a comprehensive approach. The study employed a quantitative method, involving 31 fourth-grade elementary school students to assess their levels of anxiety and interest, and 30 teachers who were invited to assess their self-assessments regarding their classroom roles. Data were obtained through a questionnaire using a Likert scale and analyzed using a non-parametric statistical test, namely the Spearman Rank correlation. Findings from the descriptive analysis indicated that most teachers' views on their contributions were in the moderate category (93.3%), and students' anxiety and interest in learning were also predominantly in the moderate category (80.7%). However, the results of the inferential hypothesis test showed a significance value of 0.633, which is higher than the 0.05 level of significance. Therefore, it can be concluded that there is no significant relationship between teachers' roles and the levels of anxiety and interest in learning mathematics in fourth-grade elementary school students. This lack of correlation indicates that a single teacher intervention in the classroom is not strong enough to reduce the psychological barriers that have already formed in students. Therefore, a collaborative strategy is needed that involves the entire education system holistically and individually.

IMPLEMENTASI MODEL DISCOVERY LEARNING DALAM PEMBELAJARAN MATEMATIKA BANGUN DATAR KELAS IV DI SEKOLAH DASAR Zakiyatul Mu'allifah, Elok; Dwi Ariyanti, Rini; Rizqi Azzahra, Nasywa; Mustika Anggraini, Dian
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50715

The background of this research is based on students' low ability to understand basic mathematical concepts that tend to be abstract, especially in the material of plane figures. The application of the discovery learning learning model can help improve students' understanding of mathematical concepts. This research uses a qualitative approach with a descriptive design, which involves observation, interviews, and documentation throughout the research process. The results show that implementing discovery learning can encourage students to participate more actively in exploration, observation, and discussion activities. The properties of plane figures such as triangles, rectangles, and circles are easier for students to understand. They are also better able to relate these ideas to everyday life. In addition, this model improves students' critical thinking skills, their curiosity, and their participation in learning. Therefore, the discovery learning model can be an effective alternative to improve students' mathematics learning outcomes, especially in the material of plane figures, because it provides a more meaningful and enjoyable learning experience for students.

IMPLEMENTASI MODEL DISCOVERY LEARNING DALAM PEMBELAJARAN MATEMATIKA BANGUN DATAR KELAS IV DI SEKOLAH DASAR Dwi Ariyanti, Rini; Zakiyatul Mu'allifah, Elok; Rizqi Azzahra, Nasywa; Mustika Anggraini, Dian
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55039

The background of this research is based on students' low ability to understand basic mathematical concepts that tend to be abstract, especially in the material of plane figures. The application of the discovery learning learning model can help improve students' understanding of mathematical concepts. This research uses a qualitative approach with a descriptive design, which involves observation, interviews, and documentation throughout the research process. The results show that implementing discovery learning can encourage students to participate more actively in exploration, observation, and discussion activities. The properties of plane figures such as triangles, rectangles, and circles are easier for students to understand. They are also better able to relate these ideas to everyday life. In addition, this model improves students' critical thinking skills, their curiosity, and their participation in learning. Therefore, the discovery learning model can be an effective alternative to improve students' mathematics learning outcomes, especially in the material of plane figures, because it provides a more meaningful and enjoyable learning experience for students.

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