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All Journal Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar To Maega: Jurnal Pengabdian Masyarakat JPM (Jurnal Pendidikan Modern) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Mattawang: Jurnal Pengabdian Masyarakat Jurnal Abdimas Bina Bangsa Journal Evaluation in Education (JEE) Jurnal Cakrawala Pendas
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STKIP PGRI SUMENEP
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Enhancing Elementary Numeracy Skills Through Visualization-Based Accelerated Learning Cycle Hasibah Hasibah; Sama' Sama'; Jamilah Jamilah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6662

Abstract

Basic arithmetic skills are foundational for elementary education, yet many students struggle to grasp core mathematical concepts. Innovative teaching methods, such as visualization-based learning, may help address this issue by promoting conceptual understanding and critical thinking. This quasi-experimental study employed a Nonequivalent Control Group Design to evaluate the effectiveness of a visualization-based accelerated learning cycle on fourth-grade students’ arithmetic abilities. A purposive random sampling technique was used to assign 60 students into two groups: an experimental group (n = 30) and a control group (n = 30). Posttest results analyzed using a t-test indicated that the experimental group outperformed the control group, with an average score of 75.64 compared to 69.68. These findings suggest that visualization-based instruction can significantly enhance mathematical numeracy skills. The results demonstrate that visualization strategies support the acquisition of arithmetic concepts and foster critical thinking. The improved performance of the experimental group highlights the potential of this approach in elementary mathematics instruction. Visualization-based learning appears to be an effective method for improving arithmetic skills among elementary students. Its integration into classroom instruction could enhance learning outcomes, especially if supported by equitable access to technology. Future studies should investigate the long-term effects of this approach and include larger, more diverse samples.
Navigating Deep Learning Pedagogy in Rural Classrooms: A Qualitative Study on Teacher Readiness and Innovation in Indonesian Elementary Schools Citra Alif Lia Elliana Arianti; Sama' Sama'; Ike Yuli Mestika Dewi
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1775

Abstract

Purpose of the study: The integration of digital technology in primary education has become increasingly urgent in the era of 21st-century learning transformation. However, teachers’ readiness to implement deep learning approaches and instructional innovation remains a challenge, particularly in non-urban areas such as Sumenep Regency. Methodology: A qualitative descriptive approach was employed, involving six purposively selected teachers as primary data sources. Data were collected through classroom observations and structured interviews and then analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Main Findings: The findings reveal that teachers’ conceptual understanding of deep learning remains limited, and its classroom application has not reached a transformative level. Teacher readiness is influenced by insufficient training, inadequate infrastructure, weak institutional support, and varying levels of self-efficacy. Systemic barriers such as limited technological access and lack of supportive school policies hinder also implementation efforts. Novelty/Originality of this study: This study uniquely examines teacher readiness for deep learning-oriented instruction in an underrepresented context—rural elementary schools in Indonesia. Unlike previous research that predominantly focuses on urban or secondary education settings, this study captures the real-world constraints and opportunities for digital transformation in low-resource environments. It also broadens the conceptual framing of “deep learning” beyond technology, integrating pedagogical depth and reflective teaching practices. The implications highlight the urgency of designing context-based, practice-oriented teacher training programs and developing supportive policies that enable sustainable digital pedagogy.
Co-Authors Anisah Habibiyah Choli Astutik Citra Alif Lia Elliana Arianti Debrine Stefany Fajar Budiyono Framz Hardiansyah Hasan Basri Hasibah Hasibah Hodairiyah, Hodairiyah Ike Yuli Mestika Dewi Khoirul Asiah Kurratul Aini Kurratul Aini M. Ridwan Muhammad Misbahudholam AR Mukhlishi Mukhlishi Siti Arifa Supandi Supandi Syaiful Bahri Yeni Puji Astuti Yetti Hidayatillah