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All Journal Assimilation: Indonesian Journal of Biology Education Jurnal PEKA (Pendidikan Matematika)
Amani, Shafira Rizka
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Education Mathematics Social Sciences

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DIYL (do it yourself laboratories): Inovasi kit perubahan iklim untuk membentuk perilaku BROWNIS (bring your own and eat wisely) pada siswa sekolah menengah pertama Amani, Shafira Rizka; Kaniawati, Ida; Riandi, Riandi
Assimilation: Indonesian Journal of Biology Education Vol 4, No 2 (2021): September 2021
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v4i2.41486

Abstract

The purposes of this article were to offer the idea of use a climate change kit to learning to form good habits that slowly encourage the formation of environmentally friendly behaviors to reduce the increasingly high rate of global warming. Formal education is a strategic sector that can be used to socialize global warming issues. Including suitable learning tools in global warming material is the right step to provide an understanding of global warming to students in science subjects. The most concrete experiences are direct learning experiences of students. To provide hands-on experience, students can be given science teaching aids. the unity of these props is put together and packed into one container so that the props can be called a kit. There have been many studies on learning tools, various kinds of research have stated that the use of teaching aids has a positive impact on learning. The method used is a literature study. The theme of the SDGs used in the research is climate change action which is goal number 13 (climate action). The output of this idea is the formation of behavior that cares for the environment through understanding the concept of global warming which is learned using a climate change kit.
Diagnosis Kesulitan Belajar Matematika Siswa Sekolah Dasar Berdasarkan Perspektif Guru Wandari, Wily; Amani, Shafira Rizka; Sahara, Sani; Nurcahyono, Novi Andri; Sari, Venna Puspita; Aeni, Maisa Hurul
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/8q9cqa13

Abstract

Mathematics learning difficulties in elementary school may arise from conceptual, procedural, linguistic, and affective factors; therefore, teachers' perspectives are essential for identifying the source of errors and selecting responsive support. This study examined teachers' perspectives through three connected foci: diagnosis of learning difficulties, mathematical topics perceived as difficult, and intervention strategies. A descriptive survey with qualitative components involved 31 elementary school and madrasah ibtidaiyah teachers teaching Grades I-VI. The instrument consisted of 24 unique Likert statements and two open-ended questions. Quantitative data were analyzed using descriptive statistics and Cronbach's alpha, while open responses were coded thematically. The overall score was very high (M = 4.38; SD = 0.43; alpha = .965). Affective support and classroom climate obtained the highest mean (M = 4.47), followed by identification and understanding of difficulties (M = 4.38), while instructional strategies and collaboration were relatively lower (M = 4.33). Multiplication-division and fractions-decimals-percentages were the most frequently reported difficult topics. Teachers mainly used concrete or visual representations, scaffolded practice, games, contextual tasks, and individual support. The analysis indicates a relative diagnosis-to-intervention gap: teachers show strong diagnostic awareness and affective support, but differentiated follow-up, family communication, and systematic monitoring require further strengthening. These findings provide an empirical basis for developing a teacher-based diagnostic model for mathematics learning difficulties in elementary schools
Co-Authors Ida Kaniawati Maisa Hurul Aeni Novi Andri Nurcahyono Riandi Riandi Sani Sahara Sari, Venna Puspita Wily Wandari