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All Journal JIPM (Jurnal Ilmiah Pendidikan Matematika) Vygotsky: Jurnal Pendidikan Matematika dan Matematika Bhakti: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Ema Surahmi
Universitas Madura
Religion Arts Humanities Education Mathematics Social Sciences Other

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Ethnomatematics Exploration in Traditional Games As A Form Of Student’ Social Interaction Moh Zayyadi; Sri Indriati Hasanah; Ema Surahmi
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 6, No 2 (2018)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (717.783 KB) | DOI: 10.25273/jipm.v6i2.1826

Abstract

The purpose of the study is to know the principles and concepts of ethnomathematics in traditional games in elementary level of mathematics learning and to know the utilization of traditional games in students’ social interaction. Ethnomathematics is a mathematical practice in a cultural group. Mathematics as one of the subjects taught in elementary school to gain numeracy skills. In mathematics learning, informal knowledge of mathematics is developed into a mathematical concept through social interaction. Teachers and parents reintroduce traditional games to students in math learning activities in primary schools. this method aims to attract students to learn math by considering the material to be delivered and local culture. The form of social interaction of students in traditional games in learning mathematics is that students can become peer tutors of every game played along with mathematical concepts. The communication formed in the traditional game is one of the natural characteristics that occur, thus the traditional game can be used in the learning of mathematics as a form of social interaction between students based on the local culture.
Mathematics Learning Using Japanese Multiplication Method (JAMED) Solving Multiple Problems Class III Basic Education Students Fetty Nuritasari; Septi Dariyatul Aini; Chairul Fajar Tafrilyanto; Sri Indriati Hasanah; Ema Surahmi
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 6 No. 2 (2024): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v6i2.1027

Abstract

This research examines whether the multiplication abilities of third-grade students in Pamekasan improve before, during, and after using JAMED media for mathematics instruction. The study aims to assess the students' multiplication skills across these three stages, analyzing any observed improvements. The research employs a single subject experimental method with an A-B-A design, using action tests for data collection. The subject is a third-grade student with the initials AW. Findings show that the student’s multiplication ability was very low in the initial baseline (A1), improved to a sufficient level during the intervention (B), and reached a high level in the final baseline (A2). This indicates a significant positive impact of JAMED media on the student's multiplication skills.
GERAKAN LITERASI NUMERASI CERIA UNTUK MENUMBUHKAN MINAT BACA DAN KEMAMPUAN MATEMATIKA DASAR ANAK USIA DINI Sri Irawati; Ema Surahmi; Devie Reztia Anjarani; Arju Hidayatullah; Firda Aulia Nabila
BHAKTI: JURNAL PENGABDIAN DAN PEMBERDAYAAN MASYARAKAT Vol. 5 No. 01 (2026): Juni
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/bjppm.v5i01.8852

Abstract

Literacy and numeracy are fundamental competencies that should be developed from an early age to support children’s cognitive, language, and logical thinking development. This community service activity aimed to foster reading interest and strengthen basic numeracy skills in early childhood through the Cheerful Numeracy Literacy Movement. The program was implemented at PAUD Az-Zahrah and RA Muslimat NU VII Pademawu, Pamekasan by providing a literacy–numeracy reading corner, conducting sharing sessions with teachers and parents, and introducing creative literacy–numeracy learning media. The reading corner was equipped with child-friendly materials such as picture books, educational fairy tales, children’s encyclopedias, and story-based mathematics books. Evaluation using questionnaires showed very positive responses, with mean scores of 3.37-3.62 on a four-point scale. Although long-term assistance and monitoring have not been optimally implemented, this program demonstrates strong potential as an initial model for strengthening early childhood literacy and numeracy through collaborative and creative learning environments.
Co-Authors Anjarani, Devie Reztia Arju Hidayatullah Chairul Fajar Tafrilyanto Fetty Nuritasari Firda Aulia Nabila Hasanah, Sri Indriati Septi Dariyatul Aini Sri Irawati Zayyadi, Moh