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All Journal Journal of Honai Math JPDI (Jurnal Pendidikan Dasar Indonesia) Mathematics Education Journal Journal on Mathematics Education
Adelia, Viona
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Education Mathematics Social Sciences Other

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Pengaruh Strategi Pembelajaran Everyone Is A Teacher Here Terhadap Kepercayaan Diri Siswa SD Dalam Pembelajaran IPA Adelia, Viona; Basith, Abd; Utama, Erdi Guna; Murdani, Eka; Mursidi, Andi
JPDI (Jurnal Pendidikan Dasar Indonesia) Vol 9, No 1 (2024): VOLUME 9 NUMBER 1 JANUARY 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpdi.v9i1.4292

Abstract

Penelitian ini bertujuan untuk: 1) menganalisis pengaruh strategi pembelajaran Everyone is a Teacher Here terhadap kepercayaan diri siswa SD dalam pembelajaran IPA; 2) mendeskripsikan respon siswa terhadap strategi pembelajaran Everyone is a Teacher Here pada pembelajaran IPA. Jenis penelitian yang digunakan yaitu penelitian kuantitatif dengan quasi eksperimen design , dan bentuk post test only control group design . Populasi dalam penelitian ini adalah siswa kelas V SDN 70 Singkawang yang berjumlah 37 siswa. Kemudian diambil sampel dengan menggunakan teknik total samplingsehingga sampel yang digunakan berjumlah 37 siswa yang terdiri dari kelas VA dan VB. Hasil acak menghasilkan VA sebagai kelas kontrol dan VB sebagai kelas eksperimen. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah skala kepercayaan diri dan skala respon siswa. Teknik analisis data yang digunakan adalah uji statistik deskriptif dan independent sample t-test . Hasil penelitian menunjukkan bahwa: 1) Terdapat pengaruh strategi pembelajaran Everyone is a Teacher Here secara signifikan terhadap kepercayaaan diri siswa kelas V SDN 70 Singkawang dalam pembelajaran IPA. Hal ini ditunjukkan dari taraf signifikansi sebesar 0,003 < 0,05; 2) Terdapat respon positif siswa terhadap strategi pembelajaran Everyone is a Teacher Here pada pembelajaran IPA kelas V SDN 70 Singkawang. Hal ini ditunjukkan dari perhitungan bahwa proporsi respon siswa sebesar 100% termasuk dalam kategori tinggi. Berdasarkan hasil penelitian tertulis bahwa strategi pembelajaran Everyone is a Teacher Here sangat efektif digunakan dalam pembelajaran karena adanya peningkatan kepercayaan diri siswa yang diharapkan. Strategi pembelajaran Everyone is a Teacher Here juga memperoleh respon positif dari siswa dalam pembelajaran IPA.
Learning trajectory for equivalent fraction learning: An insight Adelia, Viona; Putri, Ratu Ilma Indra; Zulkardi, Zulkardi; Mulyono, Budi
Journal of Honai Math Vol. 5 No. 1 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i1.233

Abstract

Equivalent fraction is a sub-topic of fractions that highly contributes to explaining the basic concepts of fractions. However, this topic is one of the most challenging topics for students as it involves an advanced and formal concept and various representations. This study aims to present the preliminary result of the learning trajectory on equivalent fractions. This design research consisted of three stages: preparation, implementation, and retrospective analysis. The learning trajectory in the form of a hypothetical learning trajectory (HLT) was designed in the context of measuring cups. The data was collected through documentation, interviews, and class observations. The HLT was implemented to investigate students’ actual learning trajectories. The findings showed that the measuring cup context assists students to easily perceive those different fractions may have the same quantity (equivalent fractions). The learning trajectory consists of two activities. The first one aims to introduce a measurement concept of fractions to students. The second one aims to help students construct the concept of equivalent fractions. Finally, the study findings contribute to further development of learning trajectory on equivalent fractions.
From Parts to Wholes: Investigating Fraction Division through Partitioning Strategies Adelia, Viona; Putri, Ratu Ilma Indra; Zulkardi
Mathematics Education Journal Vol. 19 No. 2 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Fraction division is considered one of the most difficult concepts in learning fractions. This study aims to investigate students’ understanding of fraction division through a partition division conceptualization, utilizing their understanding of fractions as parts of a whole. To achieve this, we designed a hypothetical learning trajectory, in which students engaged with incomplete partition task. This article reports on a two-week design research intervention involving 21 fifth-grade students. The students’ written works, transcripts of teaching experiment recordings, and observational notes were retrospectively analyzed to examine the hypothetical learning trajectory. The study revealed that the students’ primary challenge was recognizing the correct whole during the teaching experiment. This study suggests that incorporating a stronger focus on proportional reasoning and varying fraction sizes in instructional approaches may help address this obstacle.
The development of web-based learning environment to enhance students’ numeracy and reasoning Adelia, Viona; Putri, Ratu Ilma Indra; Zulkardi; Doorman, Michiel
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp651-672

Abstract

Despite the growing emphasis on numeracy as a critical outcome of mathematics education, many instructional approaches fail to connect numeracy learning with students’ reasoning development in meaningful ways. Existing research has not sufficiently explored the integration of technology-supported environments for fostering numeracy through theoretically grounded task design. Addressing this gap, the present study introduces a novel web-based learning environment grounded in numeracy theory and task design principles aimed at enhancing students' numeracy competence and mathematical reasoning. The development and implementation process involved iterative trials with 25 fifth-grade students: a one-to-one trial (n = 2), a small-group trial (n = 5), and a field trial (n = 18). Data were collected from students’ written responses on the web-based platform and their oral explanations. Findings demonstrate that the developed environment meets three key criteria: validity, as it aligns with relevant theoretical and empirical foundations; practicality, based on its usability and feasibility for students; and effectiveness, as evidenced by improved reasoning skills. These results highlight the potential of well-designed web-based learning environments to meaningfully support the development of numeracy competence while simultaneously fostering mathematical reasoning in primary education.
Co-Authors Abd Basith, Abd Eka Murdani, Eka MICHIEL DOORMAN, MICHIEL Mulyono, Budi Mursidi, Andi Ratu Ilma Indra Putri Utama, Erdi Guna Zulkardi Zulkardi Zulkardi