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All Journal Jurnal Riset Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika Jurnal Abdimasa JagoMIPA: Jurnal Pendidikan Matematika dan IPA Ethnomathematics Journal THEOREMA : The Journal Education of Mathematics JURNAL PENDIDIKAN DAN KEGURUAN Indonesian Journal of Mathematics Education Journal of Teaching and Learning Mathematics (JTLM) Jurnal Pendidikan Dasar dan Keguruan Journal of Education and Teaching Learning Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar
Heny Sri Astutik
Universitas Pendidikan Muhammadiyah Sorong
Arts Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengaruh Alat Peraga Mobil Garis Bilangan terhadap Hasil Belajar Matematika Peserta Didik Kelas VI SD Negeri 6 Klablim Alman Alman; Julisa Palaribato Pulung; Heny Sri Astutik
Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Vol. 2 No. 2 (2020): Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan alat peraga mobil garis bilangan terhadap hasil belajar operasi hitung bilangan bulat peserta didik. Metode yang digunakan dalam penelitian ini adalah metode pra eksperimen dengan desain penelitian One Shot Case Study Design. Data menunjukkan rata-rata skor observasi guru (peneliti) dan peserta didik sebesar 100% dengan kriteria sangat baik. Hasil analisis ketuntasan belajar pada nilai rata – rata posttest 69,13. Uji normalitas hasil belajar postest peserta didik memiliki taraf signifikansi 0,200 > 0,05. Uji hipotesis diperoleh thitung sebesar 3,712 dengan dk = n – 1 (23-1=22) diperoleh ttabel sebesar 1.717. Berdasarkan hasil analisi data nilai yaitu thitung > ttabel (3.712 > 1.717), dengan besarnya taraf signifikansi 0,05, yakni (0,001 < 0,05) maka Hipotesis diterima, Dengan demikian dapat disimpulkan bahwa terdapat pengaruh alat peraga mobil garis bilangan terhadap hasil belajar matematika materi operasi hitung bilangan bulat pada peserta didik kelas VI SD Negeri 6 Klablim Kota Sorong.
Efektivitas Media Puzzle Manipulatif dalam Meningkatkan Kemampuan Visual-Spasial Siswa Sekolah Dasar pada Materi Bangun Datar: Systematic Literature Review Sitti Hanan Asrawi; Syamsulrizal Syamsulrizal; Heny Sri Astutik
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4452

Abstract

Rendahnya kemampuan visual-spasial siswa sekolah dasar pada materi bangun datar masih menjadi tantangan dalam pembelajaran matematika karena siswa sering mengalami kesulitan memahami bentuk, posisi, dan hubungan ruang secara abstrak. Kondisi tersebut menunjukk an pentingnya penggunaan media pembelajaran konkret yang mampu membantu siswa memahami konsep geometri secara visual dan manipulatif. Penelitian ini bertujuan untuk menganalisis efektivitas media puzzle manipulatif dalam meningkatkan kemampuan visual-spasial siswa sekolah dasar pada materi bangun datar melalui pendekatan Systematic Literature Review (SLR). Penelitian menggunakan pedoman PRISMA 2020 dengan sumber data dari Google Scholar, ERIC, Garuda, dan Scopus pada rentang tahun 2022–2026. Sebanyak 20 artikel yang memenuhi kriteria inklusi dianalisis menggunakan teknik analisis deskriptif dan sintesis tematik. Hasil penelitian menunjukkan bahwa media puzzle manipulatif, terutama tangram dan puzzle bangun datar, efektif meningkatkan kemampuan visual-spasial, pemahaman konsep geometri, hasil belajar matematika, dan kreativitas siswa. Media puzzle membantu siswa melakukan visualisasi bentuk, rotasi objek, dan eksplorasi hubungan spasial melalui aktivitas interaktif. Penelitian ini menunjukkan bahwa media puzzle manipulatif relevan digunakan dalam pembelajaran matematika sekolah dasar karena sesuai dengan karakteristik perkembangan kognitif siswa pada tahap operasional konkret.
Analyzing the Characteristics of Elementary School Students' Instrumental Understanding in Solving Mathematics Problems Prima Mytra; Suhardi Buton; Heny Sri Astutik
Jurnal Pendidikan Dasar dan Keguruan Vol 11 No 01 (2026): Volume 11 Nomor 1 2026
Publisher : Universitas Islam Ahmad dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jpdk.v11i01.4609

Abstract

Pemahaman matematika siswa sekolah dasar sering kali terjebak pada ranah prosedural tanpa dibarengi dengan pemahaman konseptual yang kuat. Penelitian lapangan ini bertujuan untuk menganalisis dan mendeskripsikan secara mendalam karakteristik pemahaman instrumental siswa sekolah dasar dalam menyelesaikan masalah matematika, khususnya pada materi Pecahan dan Teorema Pythagoras. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian terdiri dari tiga orang siswa kelas V Sekolah Dasar yang dipilih menggunakan teknik purposive sampling untuk mewakili tiga kategori kemampuan berdasarkan hasil tes diagnostik, yaitu kemampuan tinggi (S-1), sedang (S-2), dan rendah (S-3). Data dikumpulkan melalui instrumen tes tertulis diagnostik dan wawancara klinis berbasis tugas yang telah divalidasi oleh para ahli. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan karakteristik pemahaman instrumental yang bervariasi: S-1 mampu menyelesaikan komputasi dengan benar namun menunjukkan kekakuan konteks (context rigidity) saat orientasi visual soal diubah; S-2 sangat bergantung pada memori visual langkah prosedural sehingga memicu miskonsepsi akibat hafalan mekanis; sedangkan S-3 mengalami pencampuran prosedur (procedural mixing) akibat keterbatasan skema konseptual. Secara keseluruhan, siswa memahami aturan matematika tanpa mengetahui alasan logis di baliknya (rules without reasons). Penelitian ini merekomendasikan pentingnya guru menekankan pendekatan konseptual melalui jembatan konkret-piktorial sebelum memperkenalkan simbol abstrak kepada siswa.
The Implementation of Ethnomathematics to Improve Cognitive Learning Outcomes on Integer Topics Yusrianto Yusrianto; Syamsulrizal; Heny Sri Astutik
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.43809

Abstract

This study aims to explore the implementation of ethnomathematics in teaching integer concepts and to describe how this implementation supports the cognitive learning outcomes of seventh-grade students at SMP An-Nur Teminabuan. The study employed a Mixed Methods approach using an Embedded Mixed Methods (QUAL(quan)) design, in which the qualitative approach served as the primary method and the quantitative approach functioned as a supporting method. Qualitative data were collected through observations, interviews, and documentation, while quantitative data were obtained from students’ cognitive learning achievement tests. Qualitative data were analyzed using the interactive analysis model, whereas quantitative data were analyzed descriptively using the mean, maximum score, minimum score, and standard deviation. The findings revealed that the implementation of ethnomathematics was categorized as excellent, as indicated by the teacher’s successful integration of local cultural elements into the learning process and the high level of student engagement during classroom activities. Students demonstrated positive responses to ethnomathematics-based learning because the instructional materials were closely related to their cultural experiences. The test results showed that students achieved good cognitive learning outcomes, with a mean score of 81.73, a maximum score of 95, a minimum score of 60, and a standard deviation of 8.42. The integration of qualitative and quantitative findings indicates that ethnomathematics supports students’ cognitive learning outcomes by providing meaningful learning contexts, increasing student engagement, and strengthening conceptual understanding of integer concepts. Therefore, ethnomathematics can serve as an effective alternative instructional approach for creating contextualized, meaningful mathematics learning experiences that are aligned with students’ local cultural characteristics.
The Effect of Using Wayground Media on Improving the Learning Motivation of Fifth-Grade Elementary School Students in Learning Fractions Jihan Saraswati Ginting; Alman Alman; Heny Sri Astutik
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.201

Abstract

This study aims to analyze the effect of using the Wayground platform on the learning motivation of fifth-grade elementary school students in the subject of fractions. The main issue in this study is the low level of student motivation in mathematics learning, which is abstract and unengaging. This study employs a quantitative approach with a quasi-experimental design using a pretest-posttest model. The research sample consisted of 21 students selected using purposive sampling. The instrument used was a learning motivation questionnaire based on a Likert scale. The results of the study indicate a significant increase in students’ learning motivation following the use of the Wayground media. The average learning motivation score increased from 18.76 (moderate category) to 26.95 (good category). The results of the paired-sample t-test showed a t-value (20) = 19.61 with p < 0.001, indicating a significant difference between pre- and post-intervention. Additionally, the effect size of Cohen’s d = 4.28 indicates that the effect is very large. The conclusion of this study indicates that the Wayground platform is effective in enhancing students’ learning motivation regarding fractions. The implications of this study highlight the importance of integrating gamification-based digital learning platforms into the learning process to increase student engagement and motivation. This study contributes to the development of innovative technology-based learning strategies in elementary schools  
Implementation of Ethnomathematics-Based Learning in Developing the Science and Mathematics Competencies of Muhammadiyah Students Tri Bangun Utami; Heny Sri Astutik; Alman Alman
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.313

Abstract

This study aims to describe and analyze the implementation of ethnomathematics-based learning in developing students' science and mathematics competencies at Muhammadiyah Malawili Elementary School. The study was motivated by students' low conceptual understanding, which is attributed to instructional practices that remain predominantly abstract and lack contextual relevance. A qualitative approach with a case study design was employed. The research participants consisted of fourth-grade teachers, students from Classes 4A and 4B, and the school principal. Data were collected through semi-structured interviews, participant observation, and document analysis, and were analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that ethnomathematics-based learning effectively contextualizes mathematical and scientific concepts through the integration of local cultural practices, thereby enabling students to develop a more concrete understanding of these concepts. The major findings include: (1) the effective use of cultural artifacts as instructional media; (2) the pivotal role of teachers in mediating the relationship between local culture and scientific concepts; (3) increased student engagement and learning motivation; (4) the integrated development of science and mathematics competencies; and (5) challenges in implementation, particularly regarding teachers' preparedness and the availability of culturally relevant learning resources. This study contributes to strengthening ethnomathematics as a contextual and pedagogically relevant approach to 21st-century education. The implications highlight the need to enhance teachers' professional capacity, develop culture-based instructional materials, and strengthen school policies that support the integration of local culture into classroom learning. Future research is recommended to investigate the implementation of ethnomathematics across broader and more diverse educational contexts.
Co-Authors Adinda Anisa Alman Alman Alman alman Arum Yunita Dewi Bambang Heriyanto Bambang Heriyanto Cindi Nuryanti Aynufa Desti Rahayu Eko Tavip Maryanto In’am, Akhsanul Jihan Saraswati Ginting Julianiway Julisa Palaribato Pulung Mellany Rahayu Ning Tyas Mukhlas Triono Mytra, Prima Nur Indah Hana Ridya Tri Wahyuningsih Roni Andri Pramita Sara M. Bleskadit Sitti Hanan Asrawi Suhardi Buton Sumadi, Suhartini Surya Putra Raharja Syamsulrizal Syamsulrizal Tri Bangun Utami Yannika Nidiasari Yus Mochamad Cholily Yusrianto Yusrianto