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All Journal Pedagogi: Jurnal Ilmu Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika Perspektif Pendidikan dan Keguruan JURNAL CERDAS PROKLAMATOR Jurnal Kiprah Pendidikan Journal of Educational Sciences Jurnal Pendidikan MIPA Jurnal kiprah pendidikan
amrina, zulfa
Universitas Bung Hatta
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Bridging Culture and Technology: Integrating Minangkabau Ethnomathematics into Virtual Reality for Geometry Learning Amrina, Zulfa; Alfino, Joni; Sari, Syafni Gustina; Madona, Ade Sri; Hahsa, Nurham
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp18-38

Abstract

This research is based on the fact that younger generations have difficulty understanding mathematics and are also less culturally aware. Observing this phenomenon, it is necessary to develop a culture-based (ethnomathematics) learning media. The purpose of this study is to develop an ethnomathematics-based mathematics learning media by exploring the Minangkabau Rumah Gadang (traditional house) through virtual reality technology. The research method used in this study was research and development (R&D), which followed the ADDIE model, which consists of five phases: analyze, design, develop, implement, and evaluate. The media was developed using the Artsteps application. The media developed was validated by experts before being tested on students as research subjects. Data were collected from two material-expert lecturers and one media-expert lecturer, as well as from one class of 44 students, serving as the product trial sample. The instruments used in this study were the material expert validation sheet, the media expert validation sheet, the student response questionnaire, and the mathematics learning achievement test. The results of this study showed that the material expert gave a score of 98%, the media expert 97%, and the practitioners (student responses) 98%, with an average score of 97.7%, which falls into the “excellent” category. Meanwhile, the mathematics learning achievement test showed that 84.1% of the students met the passing criteria in this course, while 15.9% failed. Based on the research results and discussion, it can be concluded that the Minangkabau culture-based ethnomathematics learning media developed through the ADDIE model meets the criteria for validity and practicality for implementation with Elementary School Teacher Education students. Keywords: ethnomathematics, virtual reality, mathematics, learning_media.
Contextual-Based Animation Video Development for Elementary School Students Sari, Syafni Gustina; Amrina, Zulfa; Jusar, Ira Ramayuni; Zamardi, Randi Ali
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.920-929

Abstract

Learning boredom and the difficulty of understanding abstract mathematical concepts often become challenges in elementary school learning. One effort to overcome this problem is by utilizing learning media that are interactive and relevant to students’ daily experiences. This study aims to develop contextual-based animated video learning media for fifth-grade elementary school students on the topics of Greatest Common Factor (GCF) and Least Common Multiple (LCM). The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects were 28 fifth-grade students at SDN 04 IV Koto Aur Malintang. Data were collected through expert validation sheets, learning outcome tests, and student and teacher response questionnaires. The validation results indicate that the developed animated video media is categorized as valid to very valid in terms of content and media design. The implementation results show an improvement in students’ conceptual understanding, indicated by an increase in the average pre-test score from 78.57 to a post-test score of 90.71 with a high N-gain category. In addition, students and teachers responded positively to the use of the media. Therefore, contextual-based animated video media can support more meaningful and engaging mathematics learning in elementary schools.
Co-Authors Alfino, Joni Amelia, Puspa Arlina Yuza Daswarman Daswarman gusmaweti gusmaweti Hahsa, Nurham Joni Alfino Jusar, Ira Ramayuni Madona, Ade Sri Mahdiansyah Mahdiansyah, Mahdiansyah mira santika Putri, Vynia Martharisha Sari, Syafni Gustina Srilina Arifin Tita Purnama Sari Vita Nova Anwar Vynia Martharisha Putri Zamardi, Randi Ali