Article Per Year (5 Year)
p-Index From 2021 - 2026
2.727
P-Index
This Author published in this journals
All Journal ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Delta: Jurnal Ilmiah Pendidikan Matematika Prima Abdika: Jurnal Pengabdian Masyarakat Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Elementaria Edukasia PUSAKA: Journal of Educational Review Jurnal Pendidikan dan Kebudayaan Jurnal Pendidikan dan Kebudayaan
Faujiah, Evi
STKIP Kusuma Negara Jakarta
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
SONG PREFERENCES IN MUSIC LEARNING IN PRIMARY SCHOOLS: A STUDY OF TEACHERS' HABITUS AND CULTURAL CAPITAL BASED ON PIERRE BOURDIEU'S APPROACH Ali, Arhamuddin; Faujiah, Evi; Dwiprabowo, Risky; Herzamzam, Dyah Anungrat; Murtiono, Aufaa Luthfiah; Oktaviona, Radhana; Ola, Matheus Musen
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6625

Abstract

This research is motivated by the importance of music, especially songs, in elementary school learning, which not only serves as entertainment but also functions as a pedagogical medium that supports the learning process and the formation of students' character. The purpose of this study is to analyze how music arts teachers use songs in their teaching and to examine the interaction among habitus, cultural capital, and the school arena in music education practice. The research uses a qualitative, case study design following the Creswell model, conducted in SD Jakarta Timur Region II during the 2025/2026 semester, with music teacher subjects selected through purposive sampling. Data was obtained through observation, in-depth interviews, and documentation studies, then analyzed qualitatively through the stages of data reduction, presentation, and verification. The results showed that the interaction among habitus, cultural capital, and curriculum demands influenced teachers' song choices in elementary school music learning. The teacher's personal habitus and experience encourage the use of both traditional and popular children's songs, while institutional cultural capital emphasizes national and thematic songs. On the other hand, contemporary social dynamics open up space for teachers to adopt songs from digital media to be more in tune with students' world.
The Use of Fraction Tiles as Manipulative Media in Fraction Learning to Improve Algebraic Thinking Skills of Fourth Grade Elementary School Students Putri Indah Sari, Cut; Salma Amira Miftahul Jannah; Talitha Lillian Harvani Santoso; Manggali Revalitanaya; Elsa Nurmala Sari; Evi Faujiah
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 13 No. 2 (2025): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

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

Abstract

Algebraic thinking is a fundamental mathematical ability that supports students’ understanding of relationships, patterns, and structures, particularly in learning fractions at the elementary school level. This study aimed to examine the effectiveness of using Fraction Tiles as manipulative media in fraction learning to enhance fourth-grade students’ algebraic thinking skills. A pre-experimental method with a one-group pretest–posttest design was employed involving 30 elementary school students. The learning activities emphasized concrete manipulation, visual representation, pattern exploration, and symbolic expression of fraction relationships using Fraction Tiles. Students’ algebraic thinking abilities were assessed across four indicators: identifying equivalence and relationships among fractions, representing fractions in multiple forms, drawing simple generalizations from fraction patterns, and using mathematical symbols to express relationships. Data were analyzed using descriptive statistics and a paired-samples t-test. The results revealed a substantial improvement in students’ algebraic thinking, as indicated by higher mean posttest scores compared to pretest scores. The paired-samples t-test showed a statistically significant difference (p < 0.001), accompanied by a very large effect size (Cohen’s d = −48.0), indicating strong practical effectiveness. These findings suggest that the use of Fraction Tiles is highly effective in fostering algebraic thinking and provides a meaningful instructional approach for fraction learning in elementary education.
A Pedagogical Framework for Developing Elementary School Students’ Spatial Thinking Through Geometric Transformations Zahra Nur Aprilia, Annisa; Sabila; Sari, Arilda Fitria; Nufus, Rizka Kamilatun; Reza, Sandryna Fathia; Faujiah, Evi; Dwiprabowo, Risky
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 13 No. 2 (2025): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

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

Abstract

Spatial thinking is a fundamental cognitive ability that plays a crucial role in understanding and reasoning about geometric concepts, particularly geometric transformations. This study aimed to examine the effectiveness of a pedagogical framework designed to develop elementary school students’ spatial thinking through geometry transformation learning. A quasi-experimental method with a one-group pretest–posttest design was employed involving 28 upper-grade elementary school students. The pedagogical framework integrated contextual problems, visual and concrete exploration, guided spatial reasoning, representational transformation, and reflection within learning activities on translation, reflection, rotation, and dilation. Students’ spatial thinking abilities were assessed across four aspects: spatial visualization, mental rotation, spatial orientation, and geometric transformation reasoning. Data were analyzed using descriptive statistics and a paired-samples t-test. The results indicated a significant improvement in students’ spatial thinking abilities, with a notable increase in mean posttest scores compared to pretest scores. The paired-samples t-test revealed a statistically significant difference (p < 0.001), accompanied by a very large effect size (Cohen’s d = −34.6), indicating strong practical effectiveness. These findings demonstrate that the proposed pedagogical framework is highly effective in enhancing elementary school students’ spatial thinking and offers a meaningful instructional approach for geometry learning at the primary education level.
Developing Critical Thinking Using the Geogebra Integrated Deep Learning Approach on Quadratic Equations Material for Elementary School Students Aulia Ahmad, Indah; Hua, Maria Hendrika Lelita; Hanipah, Siti; Diana, Neng; Salamah, Alya; Faujiah, Evi; Dwiprabowo, Risky
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 13 No. 2 (2025): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

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

Abstract

Critical mathematical thinking is a higher-order cognitive ability that plays a crucial role in understanding abstract algebraic concepts, particularly quadratic equations, at the elementary school level. This study aimed to examine the effectiveness of a GeoGebra-integrated deep learning approach in improving fifth-grade students’ critical mathematical thinking skills on quadratic equations material. A quantitative pre-experimental method with a one-group pretest–posttest design was employed involving 30 elementary school students. The learning activities emphasized problem orientation, dynamic visualization of quadratic graphs, exploration of coefficient–graph relationships, analytical reasoning, reflective discussion, and generalization through GeoGebra-assisted exploration. Students’ critical mathematical thinking skills were assessed across five indicators: identifying problems, analyzing conceptual relationships, formulating solution strategies, evaluating solutions, and drawing conclusions based on digital exploration. Data were analyzed using descriptive statistics and a paired-samples t-test. The results indicated a substantial improvement in students’ critical thinking skills, as reflected by higher mean posttest scores compared to pretest scores. The paired-samples t-test revealed a statistically significant difference (p < 0.001), accompanied by a very large effect size (Cohen’s d in the very large category), indicating strong practical effectiveness. These findings suggest that the GeoGebra-integrated deep learning approach is highly effective in fostering students’ critical mathematical thinking and provides a meaningful instructional strategy for learning quadratic equations in elementary education.
Co-Authors achmad khomsin Arhamuddin Ali, Arhamuddin Arifin Maksum Asep Supena. Aulia Ahmad, Indah Budiono Budiono Chrisnaji Banindra Yudha Diana, Neng Dwiprabowo, Risky Dyah Anungrat Herzamzam Elsa Nurmala Sari Eva Oktaviana Gumgum Gumelar Fajar Rakhman Gusti Yarmi Gusti Yarmi Hanipah, Siti Herlina Usman Herzamzam, Dyah Anungrat Hua, Maria Hendrika Lelita Islahuddin, Islahuddin Manggali Revalitanaya Mohamad Syarif Sumantri Murtiono, Aufaa Luthfiah Nina Nurhasanah, Nina Nufus, Rizka Kamilatun Nugraheny, Devita Cahyani Oktaviona, Radhana Ola, Matheus Musen Putri Indah Sari, Cut Reza, Sandryna Fathia Sabila Salamah, Alya Salma Amira Miftahul Jannah Sari, Arilda Fitria Talitha Lillian Harvani Santoso Totok Bintoro Vina Shelfiana Yurniwati Yurniwati Yurniwati Yurniwati Zahra Nur Aprilia, Annisa