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All Journal PrimaryEdu - Journal of Primary Education Jurnal Pendidikan MIPA
Sidik, Ghany Taufik
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Humanities Education Languange, Linguistic, Communication & Media Mathematics

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THE EFFECT OF MACROMEDIA FLASH BASED LEARNING MEDIA TO IMPROVE THE ABILITY TO CALCULATE OF STUDENTS IN ELEMENTARY SCHOOL Sidik, Ghany Taufik; Kelana, Jajang Bayu; Altaftazani, Deden Herdiana; Firdaus, Anugrah Ramadhan
PrimaryEdu : Journal of Primary Education Vol. 5 No. 2 (2021): Volume 5, Number 2, September 2021
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v4i2.1805

Abstract

This study aims to determine the effect of Macromedia Flash-based learning media to improve the numeracy ability of grade 1 students. The population in this study were 30 students of Class 1 at SDN Bina Harapan as an experimental group and 30 students at Class 1 at SDN 1 Sudimampir as a control group. This research is an experimental research using Quasi Experiment design. The technique in collecting data uses the method of observation, tests, and documentation. The analysis used is a non-parametric test using the man Whitney test. The results of the Mann Whitney analysis on the pretest data obtained the Asymp value. Sig. (2-tailed) = 0.532 > significance level a = 0.05 so that the initial abilities of students to count in the experimental class and the control class is the same while the results of the Mann Whitney analysis on posttest data obtained Asymp values. Sig. (2-tailed) = 0.005 < of the significance level a = 0.05 so that the final abilities of students are different. So, Macromedia Flash 8 based learning media significant influence on elementary students' numeracy skills
Blended Learning Model Implementation Study to Improve Learning Outcomes Elementary School Student Mathematics Sidik, Ghany Taufik; Iswara, Prana Dwija; Herman, Tatang
PrimaryEdu : Journal of Primary Education Vol. 6 No. 2 (2022): Volume 6, Number 2, September 2022
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v6i2.3208

Abstract

The background of this study is the low completion of student learning outcomes against five competencies in Mathematics lessons at the elementary school level. The use of teacher strategies is undoubtedly a critical consideration in overcoming the low learning outcomes of Mathematics at the elementary school level. Learning strategies using technology-based media that combine face-to-face learning in schools and remote online education expect to be a solution for teachers in overcoming the low outcomes of learning Mathematics at the elementary school level. Therefore, the author's purpose in researching this article is to examine implementing the Blended Learning model to improve mathematics learning outcomes for elementary school students. The method used by the author in this study is the systematic literature review method. Researchers reviewed 5 research articles on the Blended Learning model's implementation in mathematics published from 2019 to 2021 in elementary schools. The technique applied by the author in collecting data is the documentation technique. Then the instrument used by the author in this study is in the form of a list of classification order of research materials based on a research study focus and the format of research notes. This study resulted in a significant increase in the completeness of student learning outcomes in 5 different elementary schools from 5 researchs caused by teachers choosing to implement the Blended Learning model in Mathematics lessons.
Cognitive Obstacles and Textbook Praxeological Limitations Underlying The Low Mathematical Creative Thinking of Elementary Students Sidik, Ghany Taufik; Herman, Tatang; Prabawanto, Sufyani; Riyadi, Arie Rakhmat; Marji, Mohd Salehudin
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp693-720

Abstract

The importance of mathematical creative thinking skills in the 21st century differs from the creative thinking skills of current elementary school students. A 5th-grade student at a public elementary school in West Bandung Regency, Indonesia, has low levels of creative thinking. This study aimed to analyze fifth-grade students' mathematical creative thinking skills during problem-solving, identify the underlying causes of their low performance, and propose instructional strategies to foster their development. The method used was qualitative, with a descriptive–interpretive design. Participants comprised 15 fifth-grade students from a single public elementary school in West Bandung Regency, Indonesia, selected via convenience sampling. The primary research instrument was the researcher, supported by a creative thinking skills test instrument and an interview guide. The results of this study are 1 student had a high level of creative thinking skills able to achieve indicators of flexibility, originality, awareness, and elaboration; 1 student had a moderate level of creative thinking skills able to achieve indicators of originality, awareness, and elaboration; and 13 students had low levels of creative thinking skills able to achieve indicators of fluency/originality/awareness/originality and awareness/ had not even achieved all indicators of mathematical creative thinking skills. Further analysis revealed fundamental misconceptions, particularly confusion between area and perimeter, fragmented procedural reasoning, and limited metacognitive verification during mathematical problem-solving. To improve students’ creative thinking skills, it is recommended to use learning activities oriented towards problem- and project-based learning, realistic mathematics, and mathematics textbooks that also support the problem-solving process. In conclusion, most fifth-grade students demonstrate low levels of mathematical creative thinking skills, shaped by conceptual misconceptions and limited metacognitive regulation, underscoring the importance of targeted, conceptually grounded, and problem-oriented instructional interventions. Keywords: creative thinking skills, mathematics, problem-solving.
Co-Authors Arie Rakhmat Riyadi Deden Herdiana Altaftazani Firdaus, Anugrah Ramadhan Jajang Bayu Kelana Marji, Mohd Salehudin Prana Dwija Iswara, Prana Dwija Sufyani Prabawanto, Sufyani Tatang Herman, Tatang