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All Journal Journal on Mathematics Education (JME) Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria Journal of Education and Learning Mathematics Research (JELMaR) Majalah Ilmiah Pelita Ilmu Al-Khidmah Jurnal Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram QISTINA: Jurnal Multidisiplin Indonesia Journal on Research and Review of Educational Innovation Dedication : Jurnal Pengabdian Masyarakat JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Septi Triyani
IKIP PGRI Jember, Jawa Timur
Religion Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Social Sciences Other

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Analysis of the Learning Process for Multiplication and Division Using Flashcard Media Among Third-Grade Elementary School Students Wahyuni, Heru Dwi; Riyadi, Riyadi; Triyani, Septi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117875

Abstract

This study addresses the gap between curriculum expectations and classroom practices in learning multiplication and division in elementary school, where students often rely on memorization rather than conceptual understanding. The purpose of this study is to analyze the learning process using flashcard media in facilitating Grade 3 students’ conceptual understanding. This study employed a qualitative descriptive approach conducted in a third-grade classroom with 28 students. Data were collected through classroom observations and semi-structured interviews, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that flashcards support conceptual understanding by encouraging students to use strategies such as repeated addition and equal sharing. Teacher scaffolding and repeated exposure help students correct errors and build connections between operations. The study concludes that flashcards are effective when integrated with structured instruction and guided questioning to support meaningful learning.
Describing Manipulative Media Use in Mathematics Learning: Students' Understanding, Engagement, and Teacher Guidance Kurniawati, Anna; Riyadi, Riyadi; Triyani, Septi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117878

Abstract

This study aims to describe students’ experiences and perceptions of using manipulative media in learning whole-number addition and subtraction in elementary school. A descriptive qualitative approach was employed, involving 15 second-grade students and one classroom teacher selected through purposive sampling. Data were collected through interviews, open-ended questionnaires, and participant observation, and analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings show that the use of manipulative media enhances students’ conceptual understanding by transforming abstract mathematical concepts into concrete representations, while also increasing engagement, motivation, and self-confidence in learning mathematics. Most students expressed positive perceptions, indicating that manipulative media helped them visualize and understand mathematical operations more easily; however, some students experienced initial difficulties, highlighting the importance of teacher guidance. The study implies that manipulative media can be an effective instructional strategy to improve mathematics learning in elementary schools, although its effectiveness depends on proper implementation and teacher support. This study is limited by a small sample size and short duration; therefore, future research is recommended to involve larger and more diverse participants and longer observation periods to obtain more comprehensive findings.
Integration of Realia Media and the Scientific Approach in Strengthening Students’ Scientific Attitudes: A Systematic Literature Review Yunianto, Lilik Bangun; Suryandari, Kartika Chrysti; Triyani, Septi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117918

Abstract

Meaningful science learning requires active student engagement supported by contextual media. This study aims to analyze the use of realia media through the scientific approach and its contribution to strengthening students’ scientific attitudes. A systematic literature review following the PRISMA protocol was conducted. Of 52 identified articles, 26 met the inclusion criteria and were analyzed. The findings show that integrating realia media with the scientific approach enhances student engagement, conceptual understanding, and science process skills. It also promotes scientific attitudes such as curiosity, honesty, accuracy, openness to evidence, and responsibility. However, challenges include teacher readiness, classroom management, and limited instructional time. Overall, this study confirms that the integration of realia media and the scientific approach is an effective strategy for strengthening scientific attitudes in elementary IPAS learning.
The Influence of Interest in Learning Mathematics on the Ability to Solve Numeracy Problems Reviewed from the Self-Efficacy of Fifth Grade Elementary School Students in Cluster 29, Saradan District, Madiun Regency Romdhiani, Ainin Meilia; Supianto, Supianto; Triyani, Septi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 4 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i4.109905

Abstract

Numeracy is one of the important skills that students need to master at the basic education level. It aims to equip students with logical, analytical, systematic, critical and creative thinking as well as the ability to work together . However, many students still experience difficulties in solving numeracy problems. Based on observations made by researchers at SDN Bandungan 01, Saradan sub-district, 15 out of 25 students in class V still experienced difficulties in solving numeracy problems. The author is interested in conducting research on the effect of interest in learning mathematics on the ability to solve numeracy problems in terms of the self-efficacy of grade V students of elementary school se-gugus 29 Saradan Sub-district, Madiun Regency.The research knowing the significant influence between interest in learning mathematics on the ability to solve numeracy problems in terms of self-efficacy of grade V students of elementary school se-gugus 29 Saradan Sub-district, Madiun Regency. The use of the Systematic Literature Review (SLR) method by analyzing various relevant studies that discuss learning interest and numeracy problem-solving abilities in terms of self-efficacy. The research approach that will be carried out is a quantitative approach with a correlational method to identify the effect of student interest in learning on numeracy skills. In addition, several studies also concluded that self-efficacy influences students' interest in learning and numeracy problem-solving abilities.
Analysis of the Learning Process for Multiplication and Division Using Flashcard Media Among Third-Grade Elementary School Students Wahyuni, Heru Dwi; Riyadi, Riyadi; Triyani, Septi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.119495

Abstract

This study addresses the gap between curriculum expectations and classroom practices in learning multiplication and division in elementary school, where students often rely on memorization rather than conceptual understanding. The purpose of this study is to analyze the learning process using flashcard media in facilitating Grade 3 students’ conceptual understanding. This study employed a qualitative descriptive approach conducted in a third-grade classroom with 28 students. Data were collected through classroom observations and semi-structured interviews, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that flashcards support conceptual understanding by encouraging students to use strategies such as repeated addition and equal sharing. Teacher scaffolding and repeated exposure help students correct errors and build connections between operations. The study concludes that flashcards are effective when integrated with structured instruction and guided questioning to support meaningful learning.
Analisis Kreativitas dan Pemahaman Siswa pada Pembelajaran Geometri di Sekolah Dasar Menggunakan Media Manipulatif Triyani, Septi; Kurniawan, Sandra Bayu; Riyadi, Riyadi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 7, No 4 (2024): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v7i4.97215

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kreatifitas dan pemahaman siswa pada pembelajaran geometri di Sekolah Dasar (SD) menggunakan media manipulative stik es krim. Data dikumpulkan dengan observasi, tugas pemecahan masalah dan wawancara. Analisis data dengan: kategorisasi, reduksi, penyajian, penafsiran dan penarikan kesimpulan. Penelitian ini termasuk deskriptif kualitatif. Subjek penelitian adalah siswa kelas III SD Muhammadiyah 1 Palembang. Hasil penelitian menunjukkan bahwa penggunaan media stik es krim mendukung kreatifitas dan pemahaman siswa. Dengan media manipulatif tersebut, siswa dapat menghasilkan berbagai jenis bangun datar dan menentukan kelilingnya, serta mengembankannya untuk membentuk objek yang lebih kompleks dan juga menentukan kelilingnya. Strategi siswa untuk menentukan keliling suatu bangun datar yaitu dengan menentukan banyaknya stick yang digunakan. Adapun untuk menentukan keliling objek yang lebih kompleks siswa kadang keliru, sehingga guru perlu memahamkan siswa bahwa yang dimaksud dari keliling suatu bangun adalah sisi terluar dari bangun tersebut.
Model Kooperatif Tipe Group Investigation (GI) sebagai Strategi Pengembangan Kemampuan Berpikir Kreatif Matematis di Sekolah Dasar Lorenza, Seillamitha Octaviona; Kurniawan, Sandra Bayu; Triyani, Septi
Didaktika Dwija Indria Vol 14, No 4 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i3.118327

Abstract

Studi ini mengkaji sejauh mana penggunaan metode pembelajaran kooperatif tipe Group Investigation mampu menstimulasi daya pikir kreatif peserta didik kelas V SD, khususnya pada materi pecahan  pembelajaran matematika. Melalui desain non-equivalent control group, studi ini mengadopsi metode kuasi eksperimen di bawah payung pendekatan kuantitatif. Peneliti menetapkan seluruh peserta didik kelas V di wilayah Kelurahan Sidoharjo sebagai populasi, sementara sampel penelitian ditentukan menggunakan prosedur cluster sampling. Peneliti menerapkan model GI pada kelompok eksperimen dan model direct instruction pada kelompok kontrol untuk mengukur sejauh mana perbedaan hasil yang dicapai antara kedua metode tersebut. Instrumen yang digunakan adalah tes uraian yang mencakup indikator kelancaran, keluwesan, dan keaslian untuk memetakan profil berpikir kreatif matematis peserta didik.. Analisis data dilakukan dengan menggunakan uji-t setelah terlebih dahulu dilakukan pengujian prasyarat analisis yang meliputi uji normalitas dan uji homogenitas. Hasil penelitian menunjukkan bahwa rata-rata skor posttest pada kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Hasil pengujian hipotesis menunjukkan bahwa nilai t hitung sebesar 6,570 lebih besar daripada t tabel sebesar 2,022 pada taraf signifikansi 0,05 (0,00 < 0,05). Temuan tersebut menunjukkan bahwa penerapan model pembelajaran Group Investigation (GI) efektif dalam mendukung pengembangan kemampuan berpikir kreatif matematis peserta didik sekolah dasar. Oleh karena itu, model ini dapat digunakan sebagai salah satu alternatif strategi pembelajaran yang mampu meningkatkan keterlibatan peserta didik, kerja sama kelompok, serta mendorong eksplorasi ide dalam proses pembelajaran matematika. 
Penerapan Experiential Learning Berbantuan Media Manipulatif untuk Meningkatkan Konsep Bangun Datar Peserta Didik Janah, Naila Miftakhul; Chumdari, Chumdari; Triyani, Septi
Didaktika Dwija Indria Vol 14, No 4 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

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

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya penguasaan konsep bangun datar pada peserta didik sekolah dasar yang dipengaruhi oleh sifat materi yang abstrak serta pembelajaran yang optimal. Penelitian ini bertujuan untuk mengkaji penerapan model Experiential Learning berbantuan media manipulatif dalam meningkatkan penguasaan konsep bangun datar peserta didik kelas IV. Metode ysng digunakan ialah Penelitian Tindakan kelas yang dilaksanakan dalam dua siklus. Data dikumpulkan melalui tes dan nontes berupa observasi, wawancara, serta dokumentasi, kemudian dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan signifikan pada penguasaan konsep bangun datar, yang ditujukkan oleh kenaikan ketuntasan belajar 40% pada siklusi I menjadi 86,66% pada siklus II, dengan rata-rata nilai dari 64,66 menjadi 82,66. Peningkatan ini terjadi karena peserta didik terlibat aktif dalam proses pembelajaran melalui pengalaman langsung, refleksi, pembentukan konsep, dan penerapan, yang didukung oleh media manipulatif sebagai sarana pendukung. Temuan ini mengindikasikan bahwa pembelajaran berbasis pengalaman yang dipadukan dengan media konkret mampu membantu peserta didik memahami konsep secara lebih mendalam, sehingga model Experiential Learning berbantuan media manipulatif dapat menjadi alternatif.
Co-Authors ASHADI, FIRMAN Bayu Kurniawan, Sandra Chumdari Chumdari, Chumdari Darmawijoyo, Darmawijoyo Dewanti, Lucky Evy Lalan Langi Ferianti, Nurdini Hersiyati Palayukan I Ketut Budayasa Inelsi Palengka Janah, Naila Miftakhul Kartika Chrysti Suryandari Kurniawan, Sandra Bayu Kurniawati, Anna Lorenza, Seillamitha Octaviona Mochammad Maulana Trianggono Panglipur, Indah panglipur, indah rahayu Ratu Ilma Indra Putri Riyadi Riyadi Romdhiani, Ainin Meilia Siti Maghfirotun Amin Supianto Supianto, Supianto Suriyani Suriyani, Suriyani Utari, Yuli Putri Wahyuni, Heru Dwi Yunianto, Lilik Bangun